Lesson Plan Format Form - ITE 313 Please download a copy of this

form and fill it out electronically on

your computer

First Name Last Name Email Date

Jovon Lauriano jovonl@hawaii.edu

Semester Year Grade Level/Subject Lesson Duration

Spring 2017 First Grade Three Lessons - 45 mins each

Title
How can literature text and our own observations help us learn more about nature?

Central Focus (Enduring Understandings)

A description of the important understandings(s) and concept(s)

The students will be able to predict, visualize and describe a story. The students will be able to observe and describe scenes from a text as
well as real life experiences to make connections.

Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III (HCPS III) that align with the central focus and
address essential understandings, concepts, and skills

L.2.5a - Identify real life connections between words and their use.
RL.2.1 - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA-LITERACY.RL.2.2 - Recount stories, including fables and folktales from diverse cultures, and determine their central message,
lesson, or moral.

Student Learning Objectives

Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson learning segment

The students will be able to:

Identify real life connections between words and their use.
Use words and phrases acquired through lesson to describe
decode words
read irregularly spelled words
recount stories and determine message, lesson or moral
record science observations
Ask and answer questions to understand key details in text

Assessments
The procedures to gather evidence of students learning of learning objective(s) to include formative (informal) assessments applied throughout
the lesson and a summative assessment (formal) of what students learned by the end of the lesson (include any assessment tools)

Day 1:
The students will be answering questions throughout the lesson to show they have a clear understanding of nature and their vocabulary words.
The students will be listening to two folktales and answering questions to find out what the moral or lesson of the stories are. Students will be
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Elementary Education Program (EEP) College of Education University of Hawaii at Manoa

Lesson Plan Format Form - ITE 313 Please download a copy of this
form and fill it out electronically on
your computer

given a vocabulary worksheet at the end of the lesson to show they understand the meaning of the vocabulary words and their use in real life.
Day 2:
The students will be answering questions throughout the lesson to show they have a clear understanding of the text. They will answering
questions such as who, what, where, when and why to show understanding of key details in the story. The students will give examples of how
visualizing can help a reader better understand what is happening in the story. By the end of the lesson the student will be able to retell the story
and remember key details from the text.
Day 3:
The students will listen to the story My Garden without seeing the illustrations. The students will ask questions throughout the text, such as, who,
what, where, when, and why. The students will be able to observe nature and use their observations to create a illustration and writing piece on
what they would want to grow in their imaginary garden (Similar to the book My Garden) . The students will be able use vocabulary learned to
make real life connections. I will teach the students how to blend colors to help create colorful illustrations. I will use the writing pieces to create a
class book.
I will be using the My Garden Rubric to assess students learning and understanding

Students Prior Academic Knowledge and Assets

The students content knowledge, skills, prior academic experiences, and personal/cultural/community assets to draw upon to support learning

Student will have the prior knowledge of what nature is. The students have been on field trips as well as participated in other outdoor
activities to experience nature. The students are also growing their own garden during science and hawaiian studies.

Academic Language and Language Supports

Oral and written language that the students need to learn and use to participate and engage in the content. The planned instructional supports to
help students understand, develop, and use academic language.

Students will be learning the following terms:

drenched
task
drizzle
blustery
chilly
boast
dash
holler
plenty
similarities
victory
wisdom
They will need to:
visualize
describe
predict
retell

Instructional Strategies and Learning Tasks

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Elementary Education Program (EEP) College of Education University of Hawaii at Manoa

Lesson Plan Format Form - ITE 313 Please download a copy of this
form and fill it out electronically on
your computer

A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear steps that convey the use of
multiple strategies, supports, and resources and 2) list opportunities offered for multiple modes of participation

Day 1:
Introduction:
Teacher will:
prepare projector
have students seated quietly in assigned seats
Students will:
be seated quietly in assigned seats
Activity:
Teacher will:
have student read essential question
Explain what nature is and that it can be found all around us
Ask What do you know about nature? What questions do you have about things you see in nature?
Introduce Oral Vocabulary words (drenched, task, drizzle, blustery, chilly)
Ask the students questions for each word for better understanding. (ie - what would you wear to keep you from being drenched in
the rain? If you were wearing a hat on a blustery day, what might happen to your hat? What would you wear on a chilly day? etc.)
Ask the students to think about what the lesson of this folktale is as you read
Read How Thunder and Lightning Came to Be
Ask who, what, where, when, and why questions to explain details in text
Have students Visualize what is happening in the story
Ask students what the moral or lesson of the story is
Use Wonders, Guided Practice to introduce /ir/, eer, ere, and ear, sounds
Go over words deer, cheers, steer, here, jeer, near, ear, dear clear, spear, store, north, again, house, and inside.
Have students identify words with /ir/, eer, ere, and ear, sounds
Introduce Vocabulary words ( boast, dash, holler, plenty, similarities, victory, wisdom)
tell students to repeat
Students will:
read essential question
answer question - What do you know about nature? What questions do you have about things you see in nature?
listen to vocabulary words
answer questions regarding each vocabulary word
listen to the sounds of each word
Listen to story, visualize what is happening in the story, and think about lesson in the story
Answer what the moral or lesson of the story is
identify words with /ir/, eer, ere, and ear, sounds
repeat vocabulary words (boast, dash, holler, plenty, similarities, victory, wisdom)
Conclusion:
Teacher will:
Again ask students to think about the lesson in the story
Read Why the Sun and Moon Live in the Sky
Have students raise their hand when they hear a vocabulary word being read
ask the students - Who were the characters in this story? What does this story explain about nature? How can we better
understand nature? (Who, What, Where, When, and Why)

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Lesson Plan Format Form - ITE 313 Please download a copy of this
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Give students Vocabulary Worksheet and instruct them to complete it

Students will:
think about the lesson of the story/folktale
listen to story
raise their hand when they hear a vocabulary word being read
respond to questions asked
complete Vocabulary Worksheet
Day 2:
Introduction:
Teacher will:
Review the two stories that were read the day before
Ask students questions about the text
Students will:
answer questions about the text
Activity:
Teacher will:
Reread How Thunder and Lightning Came to Be
Remind students to visualize what is happening in the story to better understand text
Pause and retell parts of the story or have students retell what was read
Go over word blending and use the /ir/ sounds - break up the word - ie /f/ /ir/ = fear
Explain to students that when they read it is helpful to visualize what the author is saying
Ask how they visualized the Sun and the Moon enlarging their house
Introduce Theme - explain that the theme is the main message
Ask students what they think the Theme of the story is
Student will:
Listen and visualize story to better understand what is happening
retell parts of the story
say out loud the word that teacher gave broken up
Practice visualizing
explain how they visualized the sun and the moon enlarging their house
explain what the theme of the story is and why they think so
Conclusion:
Teacher will:
Tell a personal story
Have students visualize and predict what will happen, or tell what they are visualizing
Have students share predictions and describe images that they were visualizing
Student will:
Listen to personal story
close eyes to visualize story
predict what will happen or tell what they are visualizing
Share predictions or images that they were visualizing

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Lesson Plan Format Form - ITE 313 Please download a copy of this
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Day 3: (This is the lesson I will actually be teaching in the classroom) - February 6, 2017
Introduction:
Teacher will:
Get students in a circle
Explain what will be done
How can we use our own observations to learn more about nature?
Visualize the book My Garden by Kevin Henkes
Go outside to observe the nature around us
Come in and describe what you saw, smelt, felt, and heard
Students will:
Sit in a circle
Listen to directions and ask questions
Activity:
Teacher will:
Read My Garden by Kevin Henkes
Read the story to the students without showing illustrations
have students close their eyes and visualize the text
ask who, what, where, when, and why questions
ask students to describe what they are visualizing
Give instructions & expectations
We are going to go outside to observe the nature around us
Describe what you see, hear, smell, feel to inspire you to draw what you would want in your imaginary garden
Discus how to describe an item using descriptive language.
Stay in the field by the classroom
Give students 10 minutes
Instruct students to go outside with their worksheet and pencil
Allow 10 minutes for observation
Call students back into the classroom
Student will:
Listen to story about nature
close eyes to visualize text
answer questions who, what, where, when and why to show understanding of key details in text
predict what might happen next
ask questions
summarize and retell the story
Listen to instructions
Write name on worksheet
Go outside and write or draw that they saw, smelt, felt, and heard
make real life connections

Conclusion:
Teacher will:
Have students sit in circle
Go around and have students share what they observed about nature

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Lesson Plan Format Form - ITE 313 Please download a copy of this
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Reread text to show students illustrations

Give instructions & expectations
Create your own picture of what you would want in your imaginary garden
demonstrate different techniques of drawing to create texture, contrast, and color blends.
write a narrative paragraph starting with In (Students Name) garden, there would be
explain that it will be put together as a book for the class
Student will:
After 10 minutes, come back to the classroom and sit in circle
One by one, share and describe to class what you observed
Relisten to text
Create picture and narrative writing of their own garden
In (Student Name) garden, there would be .

Differentiation
Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the needs of students who require further
support (e.g., ELL/MLL, struggling, accelerated, 50/IEP, etc.)

give visuals for each vocabulary word

move students closer to the front of the classroom so they are able to hear the story

Instructional Resources and Materials

Books, texts, and other materials needed for the lesson

Day 1:
Projector
Wonders (Digital)
Text - How Thunder and Lightning Came to Be
Text - Why the Sun and Moon live in the Sky
Vocabulary Worksheet
Day 2:
Projector
Wonders (Digital)
Text - How Thunder and Lightning Came to Be
Day 3:
Nature Observation Worksheet
Pencil
My Garden by Kevin Henkes
"My Garden" Worksheet
Assessment Rubric

Lesson Plan Reflection (if lesson is carried out)

An analysis of what worked, what could be changed, and the next steps for teaching
What changes would you make to your instructionfor the whole class and/or for students who needed greater support or
challengeto better support student learning?
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Elementary Education Program (EEP) College of Education University of Hawaii at Manoa

Lesson Plan Format Form - ITE 313 Please download a copy of this
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oWhy do you think these changes would improve student learning? Support your explanation with
evidence of student learning AND principles from theory, recommended practices, and/or research.
Based on your reflection and your analysis of student learning, describe the next steps for instruction to support students
learning.

February 6, 2017
Today I was able to carry out Day 3 of my lesson. I had to change my lesson due to the weather which actually turned out to be better. Instead of
having the students go outside to observe nature, I showed the students the illustrations and had them think about their own imaginary garden.
One thing I would have changed was to stick to my lesson and not show the students the illustrations till after they thought of their own garden. Or
as suggested by my mentor teacher and field supervisor, I could have had the students put into groups and given them parts of the text to create
their own images to the story. I need to work on having closure to my lesson. Originally I wanted to reread the text after they had drawn their own
imaginary garden, and relate it to the text, but I introduced the illustrations before their own drawings instead.
It was nerve racking implementing my lesson , because I was given feedback the night before my lesson and had to incorporate and think of
different strategies to make sure the lesson connected back to the standards and essential question.
I wrapped the book in newspaper so the students were unable to see the illustrations to the book. The students sad on the carpet and closed their
eyes as I read the text. As I read, I instructed them to visualize what was being read. I went over what visualize ment and how it helps us when
reading a story. As I read the story the students laughed as they visualized the text. At the end, I asked who, what and where questions as well as
what they remember specifically from the text. I then unwrapped the text and introduced the book again. I reread it and instructed the students to
use it to think about what they would want in their own imaginary garden. After I read the text I had the students go back to their desks. I then
gave instructions on my expectations and what I wanted to see on in their writing and illustration. I explained to the students that their writing was
going to be gathered to create a class book. I demonstrated how they could blend colors to create different textures in their drawing. I then
passed out the worksheet and had the students start working. As they were working I walked around the room to read the students ideas and help
them with spelling and grammar. I gave feedback and suggestions as well as some examples of what I would want in my garden. At the end I
collected the worksheets and they lined up for lunch. (I need to work on closures!)
Overall I had fun with this lesson and the students were really engaged. :)
To focus more on reading, next time (or as another lesson) I would like to make a scavenger hunt with clues that the students need to read. Each
clue would incorporate a vocabulary word that the students are working on.

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