William Paterson University

College of Education
LESSON PLANNING TEMPLATE

Teacher Candidate Name: Alexa Iandolo, Lauren Seibert School: Passaic School #11
Grade: 1st

Topic: Reading Concept: Comprehension Essential Question: What animal would you choose for a day? Why?
Date of Lesson: June 11th 2015

Standard/s): Learning objective(s): Assessment(s): (attach assessment tools & rubrics)

corestandards.org
Students will be able to -Turn and Talk- after each page of students can illustrate
CCSS.ELA. Literacy R.L. predict based on picture and use rhyme schemes to predict the animals of the next
clues and a rhyme scheme. page of the book.
1.7:
-Readers response of comprehension in the CAF centers.
Use illustrations and
details in a story to
describe its characters,
setting, or events.

-Using rhyming schemes

Read Aloud Book: For Just One Day By: Laura Leuck

Rationale for the book choice: This book allows the students to try and predict the animal that rhymes with the riddle
for a particular animal on the pages. The students will be able to understand the pattern on each page by also using
the illustrations.
Teaching and Learning
Process: Teacher Students
What questions will you ask? What will students do? What tools will students use? Where in the
What will you do, say, and/or classroom are the students? How will students be grouped?
write? What tools will you
use?
Motivate We will start by introducing
what a prediction is for our
story. There will be a visual Students will find their partner for turn and talks and can discuss answers
poster up with the word and to questions being asked.
definition. We will remind the
 students to try to use
predictions in the story as we
read. We will then introduce our
book. We will explain that we
will be doing turn and talks but
also independent gestures
throughout the story. The
partner for the turn and talks is
the person sitting to their right
side. (We will make sure
everyone has a partner).
Think Aloud/ Teacher candidate will begin by
Modeling reading the title and author Students will turn and talk to their partner what they think the story will
then telling the students that be about.
we are going to show the first
few pages to get them ready Students will put thumbs up if they know which animal is next
with listening ears. (chimpanzee).

What do you think the story is Students will turn and talk to think about which animal clues are
going to be about? Think describing.
about it and then turn to their
partner and discuss. Students will turn and talk about which animal they would be for a day.

Teacher candidate will start

reading.
Gets to chimpanzee page- asks
students to think about which
animal they think is next, put a
thumb up if they think they
know it but no talking.

Gets to porcupine page- ask

students What animal do you
think these clues are trying to
describe? Have them think,
turn and talk.

After whale page- ask If you

could be any animal for one
day, which animal would it be?
Think, turn and talk.
Turn and Talk Finish reading story. We will use
a poster I like to ______ and Students will turn to their partners and talk about themselves and what
_______, I am ______. to prompt they like about themselves and what they like to do using the poster
the students to think about prompt.
whom they are and what they
like to do. They will think and
turn and talk to their partner. To
challenge the students we can
ask them to try to rhyme their
answers.

Guided Practice We will be acting out the

animals from the story with the
students. We may use clues Students will be acting out the different animals from the story.
from the story if needed. This
will help them better remember
the animals from the story for
centers. Students must stay in
area they were sitting in, not all
around the room or rug.
Animals and Actions:
Bumblebee buzz around with
wings
Crocodile arms out in front
clapping
Chimpanzee acting like a
monkey
Butterfly Flapping arms
Rattlesnake wiggle behind
making
rattle sound
Porcupine crouch down (wag
back)
Bunny hop
Grizzly bear growl (scary
hands)
Whale swimming motion
Me how they want to
represent themselves
(happy, sad, angry face etc.)
Independent CAF Stations:
Practice The comprehension center will
do as follows:
Worksheet with a short
story. They will roll a die and
retell the story based on the
questions for each number they
roll. There will be a copy of the
book at this station for students
to look back if needed.
The accuracy center will do as
follows:
Read, Rhyme and Draw
Worksheet- students will be
given a worksheet. They must
circle the words that rhyme in
the sentence. After they must
draw and color a picture to
represent the sentence. They
can then share with group
members if extra time.
Students will be called by name to go to their assigned center from the
rug when sitting quietly.
Centers and teacher candidates are as follows:
*Comprehension:
Students: Jayden, Jose, Melanie, Vidal, Juan
Teacher Candidates: Jenifer and Alison
*Accuracy:
Students: Ethan, Evan, Marley, Ayana, Marcus
Teacher Candidates: Kelsey and Cassandra
*Fluency Center 1:
Students: Larry, Kinberly, Zariah G, Makin, Jeimmy, Kaylee
Teacher Candidates: Nicole and Megan
*Fluency Center 2:
Students: Ariel, Argenis, Deziree, Mailyn, Ailyn, Daymein
Teacher Candidates: Lauren K and Amy

The fluency centers will do 2 *Extended Vocabulary:

different activities: Students: Breanna, Anastacia, Zariah T, Evelyn
1- Punctuation People Teacher Candidates: Shannon and Kelly
The teacher candidates
in this group will re-read
the read aloud story (a
book copy will be given
to you). There must be Walking Around & Helping if seen it is needed at any center:
exaggeration on Alexa, Lauren S, Liz and Denise
punctuation. As the
student sees or hears a
certain type of
punctuation, they must
hold up the person with
the correct punctuation
and the teacher
candidate will make sure
they are correct and
explain why. Each
 student gets his or her
own baggie of 4
punctuation people.
2- Readers Theater Play
The students will be
given scripts with
highlighted sentences.
They must read with
expression and fluency
correctly on their turn.

The extended vocabulary

center will do as follows:
Vocabulary Memory
Matching Animal Game
The students in this group
should be paired up. Each pair
gets one set of game cards. The
cards are to be spread out and
turned over so the cards are
showing the blank sides. The
students must try to remember
where the word or picture is to
match the correct word to the
correct picture.

Differentiated Instruction:
How will you differentiate for content, process, and product in the above process areas? List modifications, as per the childs
IEP. (Use initials only).
*******Analysis of Student Learning and Reflection To be completed AFTER lesson implementation*******
Students were able to
Evidence
How can I improve upon this lesson and what are the implications for future lessons and my own professional development?