Intern Name: Olivia Kinert

Topic/Title of Lesson: The Gingerbread Man

Grade: 1st
Length of Lesson: 45 mins.
Date Taught: Dec. 14. 2016
LESSON PLAN TEMPLATE
In this lesson The group of students will make predictions based off of the
cover and title, read aloud within the group, reread independently, retell with the
Overview group and I, make connections, and then independently complete an assignment
of identifying the beginning, middle and end parts of a fiction story.
ELA 1.1.1 Tell and retell stories and events in logical order.
Standards of ELA 1.6.2 Make and confirm predictions.
ELA 1.6.3 Make connections before, during, and after reading the text.
Learning ELA 1.6.6 Retell stories and events, including the beginning, middle and end
sections, including key details.
How does asking and answering questions help me understand what I read?
How does knowing about characters, setting, and events help me retell stories to
Essential Questions show I understand the story? How can I add to my writing to make it more
interesting to readers? How does collaborating with my peers help me with my
own reading and writing?
Students will be able to Students should be able to make predictions that are
realistic to what they see from the cover and picture walk, comprehend the
Objectives vocabulary with little to no help, be able to retell the story in the order without
the use of the book, and then be able to identify and write the beginning,
middle, and end parts of the story without the use of the book.
I can read fluently, retell without the book, and recall the beginning,
Learning Target middle, and end details of the story independently.
Concept [being able to write the beginning, middle, and end of the story without
Key Vocabulary using the book]
or Concepts Questionable Vocabulary. LEVEL 16 IS NEW TO THEM. [hopped, began,
snip-snap]
Multiple copies of The Gingerbread Man, and copies of Shape Go, which is
the assessment sheet that they will use when completing their independent
Materials assignment for a fiction story. (i.e. for this lesson, it will be identifying the beg.,
mid., and end to the story with also identifying details such as the setting,
problem, characters, and solution)
THINK. PAIR [with shoulder partner]. SHARE.
Gingerbread Men are a classic holiday character or image, so to get into the
Introduction/Hook holiday spirit, I want them to brainstorm other holiday related
characters/images. (i.e. Santa Claus, reindeer, elves)
Instructional GREET THEM! This is important. They should feel excitement from me to
work with them and you want them excited to work hard.
Activities Hook
Distribute books, allow them to make predictions based off of the cover
Picture walk, further predictions
Read aloud, each person reads a page and continues in a circle until finishing
the book.
Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 Then, everyone reads the book SILENTLY to themselves.
Allow time for them to reread it until they feel confident that they can retell the
book.
Retell, everyone says one fact and they build off of one another in chronological
order.
Make connections.
Explain the assessment, what I am expecting from them, and allow them to look
over the story once more to get information needed to complete the assessment.
Helping with certain vocabulary words. This is the first time with a Level 16
Accommodations book. Help guide them through retelling because the book is quite lengthy.
CONNECTIONS! The kids always enjoy sharing connections after reading the
Closure Activity story because it is in front of their peers and teacher. Though, it must connect to
something in the story in some way.
We have been retelling for a number of weeks now; though, now we are moving
to them needing to be able to decipher just the beginning, middle, and end of a
story, while also being able to identify the characters, setting, and problems with
Assessments details from the story within the three parts they must write about. They have a
sheet, SHAPE GO, that they will use for this.

Mrs. Agreste
First Grade Reading Curriculum
Resources Previous Lesson Plan
Mrs. Frees Corrections

Reflection on a Lesson Plan Taught

Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Virginia Teachers for Tomorrow
Intern Name: Olivia Kinert
Date of Lesson Taught: Dec. 14. 2016
Cooperating Teacher: Agreste
Cooperating School: Tallwood ES
Subject Taught: Reading
Grade: 1st Grade
Time of Day: Mid-day

1. What steps did you go through to create this lesson? With whom did you talk,
discuss, or edit your lesson?
With this lesson, I really tried to look more into the objectives and the standards in more depth. I discussed
more of the individual parts that make up the lesson with Mrs. Agreste and my mother. Additionally, I
looked at the tips that Mrs. Free gave me from my previous lesson to approve upon.

2. How did the SOLs and Objectives help focus your instruction?
They continue to be an extra piece of guidance as to what you would like your students to take away from a
lesson and what exactly they need to be talking away. These two things are there because you need them
but also there for your use as a way to know what is the end goal of what you will be teaching for.

3. What parts of the instructional plan worked as you anticipated?

Besides the hook activity, the instructional plan went as anticipated and as I had hoped. My students did
exactly what they know is expected of them and they enjoyed the story we read, so they seemed to be into
the lesson and were able to complete the activity afterwards pretty easily. They did well on their
predictions, reading, connections, and comprehension of the story; I couldnt have asked for much more.

4. What, if any, adjustments needed to be made once you began?

I had to guide them more than I thought I would have to with the hook idea. They all had pretty much the
same ideas so together, I helped them brainstorm more. Additionally, I had to give them more time to read
individually because it was a lengthy book for them and it was the first time for them reading a level 16.

5. How well did you anticipate the materials needed?

The materials that were needed were no issue. With reading group lessons, there are not too many materials
in which you need. Though, it was nice having enough books in this set to where none of the students have
to share the books.

6. How effective was the assessment you chose to use? (If no assessment was
used, what will the future assessment be and how will you gauge its effectiveness?)
The assessment I chose to use, SHAPE GO, worked very well. It was the first time using it for my students
and myself, so some of them did need more help than others but they were able to show their knowledge
more of the book than more of the beginning of the year assessment sheets. They were able to show the
beginning, middle and end in a more organized way, creating them to write more than they are used to.
GOOD CHALLENGE!
7. To what degree do you feel that this lesson was a success? What evidence do
you have for the success of the lesson? (Hint: Student learning is the key to a lessons
success!)
I am so proud of my students and how they handled a level 16 for the first time. They didnt need help with
any of the actual reading, proving to me that they are only getting stronger and more confident in their
Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
skills. They also were able to write more in their assessments, which was a new challenge for them since
we are approaching the mid-year expectations of what they should be able to write. Overall, I am happy
with what they accomplished.

8. How did the time spent preparing for your lesson contribute to its success?
I think with this lesson plan, I looked more in depth with the standards and objectives and ideas for the hook
and assessment, and even if some of those things didnt make a difference in the outcome of the lesson itsef,
I felt as if I learned more from this lesson.

9. If you could do this lesson again with the same students, would you do
anything differently? If so, what?
I think I would pick a different hook. With six year olds, it really takes a vision and knowledge of how your
students will handle it and I am still trying to figure it out because they dont usually do hooks.

10. Any last comments/reflections about your lesson?

Proud of my kiddos as usual.

Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)