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LESSON PLAN TEMPLATE

Name Topic/Title: Language Arts Grade Level/CT


Angelica Mastropierro Whats Happening? Sequencing with Tacky The Penguin First Grade/ Mrs.
Stepowyj
VISION-SETTING: KNOW, SO, SHOW

1a. STANDARD: NJ Common Core Standards 1b. ENDURING UNDERSTANDINGS

CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key 1.) Describe the major events in a story, which leads to students
comprehension of a literary work.
details, and demonstrate understanding of their central
message or lesson.

CCSS.ELA-LITERACY.RL.1.7Use illustrations and details in


a story to describe its characters, setting, or events.
2a. STUDENT LEARNING OBJECTIVES 2b. TEACHER CONTENT KNOWLEDGE (necessary prior
Students will be able to: knowledge)
1.) Draw illustrations to describe the characters, setting, and Synopsis: Tacky the Penguin is not like his other penguin friends, he is
major events in the book Tacky the Penguin as not graceful, quiet, or neat, and wears a Hawaiian shirt with a bow tie.
demonstrated in students completion of an activity in The penguins find Tacky to be annoying, as he is loud and clumsy. One
which students illustrate the beginning, middle, and end of day, a group of hunters comes to hunt penguins, and Tacky saves the day
the story. by convincing the hunters that there are no penguins around, and then
2.) Identify and describe a beginning, middle, and ending scares the hunters away. Tacky, although being an odd bird, was able to
event after reading the book Tacky the Penguin as save the day, and is finally appreciated by the other penguins.
demonstrated by the students completing the sequencing
packet in which they are to recall and write a beginning, 1.) Read the book Tacky the Penguin prior to the lesson.
middle, and ending event from the book. 2.) Highlighted the central message of the story, to be discussed with
3.) Organize the beginning, middle, and ending events in order the class.
in which they occurred in the book. 3.) Created a Tacky the Penguin sequencing booklet for students to
write their retellings of the story, as well as blank space for the
students to illustrate scenes from the book.
4.) Possess an understanding of each individual students unique
learning style, so as to better adapt the lesson to fit each students
learning style.
5.) A clear understanding of the content standards, as well as the
objectives to ensure that all goals, objectives, and standards are met
within the lesson.
6.) Allotting an appropriate amount of time for each stage of the lesson.
7.) An understanding of the sequencing of a story, for example, each
story has a beginning, middle, and end.
8.) Have all materials prepared ahead of the lesson.

3. ASSESSMENT
Formative: (Worksheet) Students will demonstrate their understanding of identifying major events, as evidenced by the completion of a
retelling packet of the text Tacky the Penguin, in which they will recall the main events of the story in both writing and illustrations, and
the worksheet will be graded through the use of a rubric.
4. ADAPTATIONS AND ACCOMMODATIONS (During CL I and II, indicate which individual children need adaptation or accommodation.)
Students with Special needs: Sequencing worksheet was reformatted for the students in class with IEPs, into a sequencing sheet in
which the students would cut and paste the beginning, middle, and end events into the correctly labeled space instead of writing their own
beginning, middle, and end of the story.
Gifted and Talented Students: Students will be asked to write more than one sentence describing a beginning, middle, and ending event
from the story.

PROCEDURE AND PRACTICE


METHODS: GO

TEACHERS ROLE WHAT ARE STUDENTS DOING? MATERIALS


Questions to Ask
1 STARTER/ANTICIPATORY SET (5 min.)
The teacher will: Tacky the
Discuss something about herself that made her feel unique when she was Students will be: Penguin by
in school saying: When I was a first grader, I was the only girl in my 1.) Sitting on the carpet Helen Lester
class who wore a pair of glasses, and that made me feel really unique and 2.) Responding to questions posed by the
special. teacher
Jayden will be given a stress ball to hold on to so
that he can focus more on what the teacher, and his
(Asking the students) Can anyone think of something that makes them classmates are saying.
feel unique? (Teacher will then take answers from 3 volunteers.)

Teacher: If you would like to hear the story of Tacky the penguin, who is
an odd bird, give me a thumbs up.
Jayden will be specifically asked to give a thumbs up if he would like to
hear the story of Tacky the Penguin in order to grab his attention and get
him more involved in the opening class discussion.
.
2. INTRODUCTION OF NEW MATERIAL
(Guided Instruction/Procedure/Exploration) (15 min.) Tacky the
The teacher will: Students will be: Penguin by
Teacher: Later on, after we have read the book, we are going to do an 1.) Sitting on the carpet Helen Lester
activity in which we must write down and illustrate a beginning event, a 2.) Actively listening to the book Tacky the
middle event, and an end event that we remembered from the story, so I Penguin being read aloud.
want you all to keep your ears up for a beginning, middle, and end event Jayden will be sitting in the listening center, with a
while I read the story. laptop in front of him and headphones plugged in
so that he can watch and listen to a read aloud of
the book on Youtube.
1.) Introduce the book, Tacky the Penguin by Helen, making sure to point
out the title of the book, the author and illustrator, as well as the title
page.
2.) Read the book Tacky the Penguin
3.) During the reading of the book, point out the beginning, middle, and
end of the book.
Instead of listening to the teacher read the book aloud, Jayden will be
given the choice of listening to a read aloud of the book on Youtube that
also features music and illustrations to better capture and hold his
attention. Jayden will be able to sit at the listening station, which is in a
quiet corner of the room, using a pair of head phones to listen to a read
aloud of the book on the computer.
3. GUIDED PRACTICE/EXPLORATION/ACTIVITY (15 min.)
The teacher will: -Enlarged
1. Write down a beginning, middle, and end event on large pieces of Students will be: copy of
paper, which will be taped to the easel, and will be placed out of order. 1.) Sitting on the carpet sequencing
2. Ask the students to help her put the three different events in order Jayden will be sitting at the listening center worksheets
from beginning, middle, and end. table working with the special education -Easel
Jayden will be given the same large cutouts of beginning, middle, and end teacher Ms. Taylor, who will help him put -Markers
events used on the easel, and will put them in order with the help of Ms. the beginning, middle, and end events in
Taylor, the special education teacher, who is in the room to help during order.
language arts instruction.
4. INDEPENDENT PRACTICE (20 min.)
1.) The teacher will hand out a sequencing worksheet in which the
students must describe the beginning, middle, and end of the Tacky the -Sequencing
Penguin book. The worksheet also features a large space for students to Students will be sitting at their desks worksheets
illustrate beginning, middle, and end parts of the book, as well as lines for completing their own retellings of Tacky -Crayons
students to write what happens at the beginning, middle, and end of Tacky the Penguin. -Pencils
the Penguin. Jayden will be sitting at his desk -Glue
2.) Students will create Tacky the Penguin Retold stories, in which they completing a modified sequencing activity -Scissors
will be responsible for describing a beginning event, middle event, and with the help of Ms. Taylor, the special
ending event from the book. education teacher.
Jayden will be given a different packet with a sequencing worksheet in
which he will be given the same three beginning, middle, and ending
events that he was given to sort with Ms. Taylor to cut out and place in the
correct spot on the worksheet. There will also be three full pages included
in the packet for Jayden to illustrate the beginning, middle, and end events
from the story.

5. CLOSING (10 min.)


As a class, the students will: -Sequencing
Students will discuss how Tacky the penguin was different from the rest worksheets
of the penguins, and why it is important to be unique. Students will be sitting at their desks
Jayden will be given a stress ball back so
Teacher: The main character in the book Tacky, is unique, and stands that he can focus more intently on what the
out from the rest of the penguins, can anyone tell me why it is important teacher and students are saying.
to be unique?

Jayden will be asked to give a thumbs up if he thinks it is important to be


unique and special from the everyone else.
REINFORCE-MENT HOMEWORK/FOLLOW UP ACTIVITY (if appropriate).
Students will be: Students will be at their desks -Worksheet
Asked to complete a worksheet explaining why they would want to Jayden will be sitting at his desk, working -Crayons
be Tackys friend, and would illustrate a picture of themselves with with Ms. Taylor to write a sentence -Pencil
Tacky, or their favorite part of the story. explaining why he would want to be
Jayden will be asked to draw a picture of himself with Tacky, and will Tackys friend.
write one sentence explaining why he would, or would not want to be
Tackys friend. Jayden will tell Ms. Taylor what he wants to write,
and then Ms. Taylor will write the sentence first in a yellow
highlighter, and Jayden will then trace over the sentence.