USF Elementary Education Lesson Plan Template (rev.

F18) Name: Savannah Torres

Grade Level Being Taught: 1st Subject/Content: Shared Group Size: Date of Lesson: 2/27/19
Reading Whole-group

Part 1: Lesson Content

What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards.) LAFS.1.RL.1.2 Key Idea and Details
Retell stories, including key details , and demonstrate understanding of their central message or lesson.

Objectives- What students will

know or be able to do after the
instruction – the learning
outcomes After reading Ish the students will use key details to determine the central message.
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show it-
there might be clues in the
standard)
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not
need to be a percentage.)

Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard?
Understand and Apply
USF Elementary Education Lesson Plan Template (rev. F18) Name: Savannah Torres

Grade Level Being Taught: 1st Subject/Content: Shared Group Size: Date of Lesson: 2/27/19
Reading Whole-group

Which level(s) of thinking is/are called for in your objective? Understand and Apply

Why did you choose this level(s) of thinking?

I chose these levels of thinking because the students will understand what the central message means.
Then the students will identify the central message in the story, Ish.

Assessment Plan- How will you Describe your assessment plan:

know students have mastered
your objectives?
I will assess the students throughout the story asking them guiding questions. At the end of the story, the
students will turn and talk about what the central message in the text of Ish is. The students will be
released to read a short passage the “grouchy girl” and determine the central message independently.

Is your assessment formative or summative? Why did you make that assessment decision?

I will using a formative assessment. The students will be released to read a short passage a “grouchy girl”
and determine the central message independently. I chose this assessment because it will help further
inform future instruction. It will test the student’s individual abilities.

How does it align with your objective?

It directly aligns with my objective because the students will demonstrate their understanding of the
central message in the text Ish and the short passage “grouchy girl”.
USF Elementary Education Lesson Plan Template (rev. F18) Name: Savannah Torres

Grade Level Being Taught: 1st Subject/Content: Shared Group Size: Date of Lesson: 2/27/19
Reading Whole-group

Assessment Scoring/Rubric
What are the criteria for how you Grouchy Girl Assessment
will assess student
learning/student work? If you’re The students will correctly determine the central message or incorrectly identify it.
using a rubric, include your rubric
here. The answers may vary and are correct if they are along the lines of:

- Be nice to people.
- Try to make new friends.
- Ask new friends to play.

Understanding the standards Trace the standard to the previous grade level. What have students already learned or been exposed to
over time related to this standard?

LAFS.K.RL.1.2 With prompting and support, retell familiar stories, including key details.

Trace the standard to the next grade level. What will students learn next related to this standard?

LAFS.2.RL.1.2 Recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.

What misconceptions might

students have about this Confusing the main idea ( main topic of the story) with the central message(lesson learned).
content?

Part 2: Lesson Implementation

USF Elementary Education Lesson Plan Template (rev. F18) Name: Savannah Torres

Grade Level Being Taught: 1st Subject/Content: Shared Group Size: Date of Lesson: 2/27/19
Reading Whole-group

Management & Environment  The students will be arranged in their normal seating of 4 groups of 4 students, and one student
(integrated throughout your making up his own group.
step-by-step plan):  The students have their assigned seats on the carpet by color.
 How will you arrange  I will use the helpers to assist in passing out papers, shapes etc.
yourself and the students  I expect the students to sit safely in their seats and respect each students’ opinions. They are each
(location in the classroom, expected to participate in the group discussion.
seating)?  The strategies I will use if the student does not meet my expectations are:
 What processes & -Give the student a friendly reminder of the expectations.
procedures will you use? -If the student continues to misbehave, I will give them a warning about moving their clip down.
How and when will you - As the final warning the student will be asked to clip down.
communicate those to If the student completes the task quickly, I will ask them to complete their exit ticket, clean up their
students? activity, and silently read at their desk.
 What expectations will you
have for the students? How
and when will you
communicate those to
students?
 What strategies will you use
if students do not meet your
expectations? Are there
specific students who
require a more extensive
management plan? What
will that consist of?
 What will students do it
they complete the task
quickly?

Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)
Short passage: ( Question 4-whole class assessment, Question 1,2,3,5 enrichment)
file:///C:/Users/Savannah%20Torres/Downloads/RetellStorieswithCentralMessagePassageandQuestio
nsCCSSRL12FREEBIE.pdf
Ish by Peter H. Reynolds
Anchor chart
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught: 1st
Differentiating Instruction
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
Name: Savannah Torres
Subject/Content: Shared Group Size: Date of Lesson: 2/27/19
Reading Whole-group
How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
Product: The students will be identifying the central message of the Grouchy girl independently.
Which specific students will benefit, and why?
Conner and Alex M.
They will be pulled with Mrs. Tucker to the back table. They will work on the grouchy girl as a small
group. These students will benefit from this small group because they will need assistance reading the
text and completing the assignment.
What accommodations will you make for students who are English Language Learners? (Refer to
your ESOL Strategies checklist and list specific strategies)
 Pre-Production Level: I will explain special vocabulary terms in words known to the English
language learners, providing pictures, gestures and realia to illustrate new words and terms. I
will construct an alternative assessment such as drawing a picture of the central message, and
trying to describe it verbally.
 Early Production Level: I will explain special vocabulary terms in words known to the English
language learners, providing pictures, gestures and realia to illustrate new words and terms. I
will construct an alternative assessment by having the student draw a picture of the central
message with a label.
 Speech Emergence Level: I will speak using intonations and pauses, stressed caregiver speech:
slower and simpler, emphasized extension and elaboration, modeled speaking and questioning
techniques for students. I will construct an alternative assessment by having the student draw a
picture of the central message along with a short phrase.
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught: 1st
Meeting your students’ needs as
people and as learners
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Name: Savannah Torres
Subject/Content: Shared Group Size: Date of Lesson: 2/27/19
Reading Whole-group
 Intermediate Fluency Level: I will speak using intonations and pauses, stressed caregiver
speech: slower and simpler, emphasized extension and elaboration, modeled speaking and
questioning techniques for students. I will construct an alternative assessment.
What accommodations will you make for students who have an IEP or 504 plan?
 I will allow the students to have more time. They will be pulled into a space with reduced
distractions. (S&H)
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
 The students will be given an enrichment sheet. This sheet goes along with the grouchy girl
passage. The students will be completing multiple choice questions and one short answer about
the key details and central message of the text.
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
This lesson connects to the students interest because the students really enjoy art. The story has lesson
in it. Teaching the students not to give up.
If applicable, how does this lesson connect to/reflect the local community?
This lesson connect to the local community because the students can help inspire someone (parent,
brother etc.)
1. What is the content area for this lesson? Shared Reading
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) Shared Reading
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught: 1st
Where applicable, be sure to
address the following:
 What Higher Order Thinking
(H.O.T.) questions will you ask?
 How will materials be
distributed?
 Who will work together in
groups and how will you
determine the grouping?
 How will students transition
between activities?
 What will you as the teacher
do?
 What will you as the teacher
say?
 What will the students do?
 What student data will be
collected during each phase?
 What are other adults in the
room doing? How are they
supporting students’ learning?
Name: Savannah Torres
Subject/Content: Shared Group Size: Date of Lesson: 2/27/19
Reading Whole-group
3. Step-by-step plan:
Time: Action Steps:
0-15 min -Teacher will instruct the students that we will be
beginning our shared reading. First “ I need to see
who is ready to move to the carpet.”
-I will call tables based on their colors and if they
are ready to move to the carpet.
-I will instruct the students that we are learning
about central message. “ What is the central
message?” ( the lesson learned in the story).
“Today we will be reading this book called Ish,
and while I am reading it I need everyone to be
thinking about what the central message of this
story is.”
Stopping points:
Crumbled paper: What happened to Ramon?
Marisols room: What is Marisol doing with
Ramons papers?
Compare Leon and Marisol showing the students
the pictures, How did each of the make Ramon
feel?
-The students will turn and talk about the central
message.
-Record the student answers on the anchor chart
about the central message.
Central message:
Don’t quit/ give up
USF Elementary Education Lesson Plan Template (rev. F18) Name: Savannah Torres

Grade Level Being Taught: 1st Subject/Content: Shared Group Size: Date of Lesson: 2/27/19
Reading Whole-group

Be nice to others
Everything does not need to be perfect
Be yourself
Believe in yourself, not everyone may agree with
you

15-25 min -I will go over the Goruchy girl and telling the
students “Now you are going to get a short
passage to read on your own to find the central
message. Now you guys know a lot of these words
in this story but may need help with a couple, and
that’s okay! I want you guys to try your very best
and raise your hand if you need any help. This will
be completed independently with a level 0.”
-The students will have the Grouchy girl paper in
their bowls.
-The students will be dismissed to their desk by
carpet color and begin working independently.
-When the students finish they will give a silent
thumbs up, I will check and they will put it in their
bowls.
-Enrichment: This sheet goes along with the
grouchy girl passage. The students will be
completing multiple choice questions and one
short answer about the key details and central
message of the text.
-The students will transition into work stations.
USF Elementary Education Lesson Plan Template (rev. F18) Name: Savannah Torres

Grade Level Being Taught: 1st Subject/Content: Shared Group Size: Date of Lesson: 2/27/19
Reading Whole-group