CEDC 77200 Fieldwork and Teaching Seminar

Professor Debbie Sonu

Fall 2015

Lesson Plan for First Grade Nonfiction Read-Aloud of

Blizzard By John Rocco

Name: Sarah Thomas

Date and Time of Lesson: December 9, 2015 1:30-2:15pm
School: P.S. 130
Grade: 1st
Cooperating Teacher: Ms. Tracy Chiang
Room number: 313
Content Area: English Language Arts

CENTRAL FOCUS/ESSENTIAL QUESTION (Standard 3.3)

This read-aloud lesson will focus on retelling a story through sequencing (first, next, then, finally), a
key literacy strategy for the first grade. It will do this using a nonfiction text that has a narrative
structure.

GOAL OF LESSON
Through an interactive read-aloud of the nonfiction book Blizzard by John Rocco and independent
writing exercises connected to the classs discussion, first grade students will deepen their knowledge
and understanding of sequencing a text, and be able to apply these strategies in their own writing
through an independent writing exercise.
COMMON CORE STANDARDS (Standard 2.1, 2.8)
This lesson hits upon many common core standards, so I have included all the relevant ones here.
However, the first three are the ones the lesson focuses on most:
RI.1.1 Ask and answer questions about key details in a text
RI.1.2 Identify the main topic and retell key details of a text
W.1.3- Write narratives in which they recount two or more appropriately sequenced
events, include some details regarding what happened, use temporal words to signal event
order, and provide some sense of closure.
RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of
information in a text
RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and
phrases in a text
RI.1.6 Distinguish between information provided by pictures or other illustrations and
information provided by the words in a text
RI.1.7 Use the illustrations and details in a text to describe its key ideas
SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and large groups.
SL.1.2: Ask and answer questions about key details in a text read aloud or information
presented orally or through other media.
L.1.2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
PRIOR KNOWLEDGE/ KEY MISCONCEPTIONS
The class has already spent a lot of time working on sequencing within a text, so this will not be a
brand new concept for them. For the most part, this lesson will serve to reinforce prior knowledge and
get the students to practice writing skills and reading strategies that have already been introduced.
Some students still have difficulty connecting earlier events in a text to things that happen later on. I
have addressed this issue in my lesson plan by carefully planning the questions I will ask during the
read-aloud, as well as the textual and graphic details I will point out to the students (see Lesson
Development section below).
In terms of their writing, many students have difficulty staying on topic and organizing their ideas. To
address this issue, I will use a graphic organizer with the students to help them organize their writing
and will also be modeling the writing exercise with the entire class.
MATERIALS & RESOURCES (Standard 3.1)
Easel at the front of the room with poster sized paper
Writing paper and pencils
Graphic organizers for students (see below)
Writing rubric
LESSON DEVELOPMENT (Standard 3.1, 3.3) This should be the main section of your lesson plan.
Blizzard by Caldecott honoree John Rocco is a beautifully illustrated picture book that tells the true