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Boettcher Teacher Residency Lesson Planning Template

Name: Lindse Lindsey Kayne Grade Level: 1 Title of Lesson: The beach Date Lesson Taught: 11/13/17
Kayne Identifying Standards and Desired Results
Content Area(s) Standard(s) and Evidence Outcome(s)
Reading, Writing, and
Distinguish between information provided by pictures or other

illustrations and information provided by the words in a text. (CCSS:RI.1.6)

i. Grade level text with purpose and understanding (CCSS:RF 1.4a)

II. grade level text orally with accuracy, appropriate rate, and expression. 1.4b

Unit Essential Question(s) What is realistic fiction? Lesson Guiding Question(s) What does the author want us to know
about the story? What was her purpose in writing?

Learning Target(s) read to understand a text
Required beginning September 28

Assessment/Progress Monitoring/Checks for Understanding Benchmarks

● ● comprehending and fluently reading a variety of literary texts
● Assessment Tools, Checklists, Anecdotal Notes, Conferring Logs ● read a text with purpose and understanding.
● Performance Task, Other Evidence ● distinguish between picture clues and clues with words
● Provide link to assessment
Required beginning September 28

Required beginning September 28

Facilitated Learning
Plan of Instruction: Formative Assessment/ Differentiation
(IEP, SIOP, RtI, and informally identified)
What materials will I use? What will I say and do? Checking for Understanding Include language objectives for language
What will I have the students do? Required beginning September 28 learners
Required beginning October 19
Mini-Lesson: Connect/Hook What are the girls  book level
Today we re going to read a story titled the beach. doing on the cover?
We will read the title and talk about the girls on the cover illustration. Ask them what the girls might Have you ever been 
be doing? Where are the girls? Have you ever been to the beach?
to the beach? ­ 
make the text 
Maybe they are sisters? ­ Francesca exciting by finding
The girls are at the beach maybe just playing in the  correlations. 
sand or talking­ J.R
Waves­ I go to the beach every summer with my 

Mini-Lesson: Teach/Direct Instruction (I Do)

I will tell the children that the text is about 2 cousins, Maya and Amelia. Amelia has a house at the beach, and Maya
is visiting her.

I wonder where the other cousin lives­ Francesca

Mini-Lesson: Active Engagement (We Do) J.R­ able to make 

Turn to page 2. Amelia and Maya are just waking up/ Look at the curtains. What can you tell about the weather? inferences based on 
J.R­ maybe it is windy?  picture clues
How do you know that?
 Because the curtain is blowing in the picture.
Waves­ educated guess 
Amelia wants to go to the beach but Maya thinks it is too cold to swim. based on schema that if
How do we know it is too cold to swim?
you put your finger too
Turn to page 4. Remember to use information from the pictures to help you understand the story. What are the girls close to a hermit 
doing on the beach? Is it warm enough to swim? What clues do you see in the picture? crab's mouth it will 
How do we know it is too cold to swim? pinch you. 
It is too cold to swim because they are wearing sweatshirts in 
the picture­ J.R Francesca­ using 
knowledge of words to 
Page 7. Look at the illustration to see what the girls find. What do you think might happen if the girls put their fingers
too close to the hermit crab’s claws? define what nip means. 
The hermit crab is going to pinch her­ Waves
All using picture 
Find the highlighted word nip. What happened to maya’s finger? clues to describe 
Maya’s finger got nipped by the crab.  the details of the 
What does nip mean?  story. 
It is like a small bite­ Fran

Page 9. The girls find bits of smooth colored glass called sea glass. It says the girls put all the pieces into a pile. What
does it look like they will do with their piles of glass?

They are going to make bracelets with the seaglass because they 
are wearing bracelets in the cover­ Waves

Mini-Lesson: Link
now turn back to the beginning of the story and read to find out what the girls did on the beach on the chilly

Work Time (We Do and/or You Do) I will observe the  For students who are just
we will read the story together aloud to practice reading accurately with appropriate rate and expression. children while they 
below this level, I will
read and guide them as 
needed. have them read to
Waves struggled to stay focused when reading independently and 
would guess a word she didn’t know rather than sounding it out themselves individually at
their own pace and
This improved when she was reading to me and she slowed down  conference with each one
instead of rushing through the text.  at different parts of the
Debrief/Closure: I will check for 
Children will share their personal responses to the story. understanding by asking
how Maya’s feelings 
about the beach changed
How did Maya’s feelings about the beach change during the story?
during the story? And 
allow students to 
She was not excited to go to the beach because it was cold but  discuss their personal 
she ended up having fun doing other things than swimming ­ Fran feelings about the 
I went to the beach when it was cold one time and I built a sand
castle and looked for crabs­ J.R 
Maya learned that there are other things to do at the beach and 
it can be just as much fun to go even when it is cold.­ Waves
Evidence of Learning and Reflection
Data Analysis: Required beginning Students were able to distinguish between clues from pictures and clues from text. They noted that the curtains were
October 12 blowing which told them it was windy and that the girls were wearing sweatshirts so it was cold. If it had been warm
● What does your formative/ they would be wearing swimsuits. They understood that Maya wasn’t excited to go to the beach on a cold day but
summative evidence tell you about that at the end of the story learned that there are other things to do aside from swimming. All students met the
student attainment of the learning learning target. One student still needs to work on expression while reading orally. Expression will come as the
target and alignment to your
student becomes more proficient in reading higher level texts. One way I could have made that easier is to read it one
● How many students meet the time through and then read it again another time through orally adding in expression. One way I could have
learning target according to your introduced expression would be to correlate it to the way we read our morning messages with hand gestures for
benchmark? How many did not? punctuation. We could all read it one time through using our hand gestures then add oral expression the second time
● What are the gaps or challenges through.
for students who did not meet the

Reflect on Practice
● How did the lesson go? What is The lesson went well, students were able to find connections to the story. Students were engaged and
informing your thinking about the enjoyed the story. Students took turns reading while others followed along. This helped my lower student to
lesson? track and monitor as well as read at her own pace while reading orally. I would like to have more debrief
● What worked well within the time for students to either write about a time they went to the beach or to draw a picture of what they like
lesson? to do at the beach to draw a connection. Then have them share. This lesson has taught me that it is
● What are some things you would important to choose books that students can make a personal connection with in order for them to be more
change about the lesson? engaged. Areas of growth are that I am becoming more confident in leading small group reading and asking
● How has this experience helped questions based on student responses and engagement more so than questions I had planned out in
shape your understanding about advance.
teaching and learning?
● Based on this lesson, what are
some areas of growth?