SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC DETAILS CK

Name Jess Beal

Subject Literature

Grade Level Special Education

Date/Duration One day/30 minutes

RATIONALE Students will practice out loud reading skills through reading a scripted play. After
reading through the play, students will be able to identify the characters, setting,
sequence of events, and main idea of the story.

Standard- CC.1.1.2.E Read with accuracy and fluency to support comprehension; read
on-level text with accuracy, and fluency to support comprehension; read on-level text
with purpose and understanding; read on-level text orally with accuracy, appropriate
rate, and expression on successive readings; use context to confirm or self-correct word
recognition and understanding rereading as necessary

CC.1.2.2.A Identify the main idea of a multi-paragraph text as well as the focus of
specific paragraphs within the text

CC1.2.2.B Describe the connection between a series of events, concepts, or steps in a

procedure within a text

INTRODUCTION Activating Prior Knowledge

 Asking students to define what the main idea of a story is, the characters,
setting, and sequence of events.
 Carter has a short attention span so he will be called to the front of the class as
the teacher’s helper. Each of these vocabulary words is cut out, he will be the
one selecting each word and placing it on the board.
 Ashlynn enjoys having attention on her and feeling like she has a place in the
classroom. She will be called to the board to write down the prior knowledge
her classmates (and if she would like to add anything) say about these
vocabulary terms.

Hook/Lead-In/Anticipatory Set

 Asking the students if they’ve heard of the story about the “Three Little Pigs.”
 Asking the students what they know about the story “Three Little Pigs.”

EXPLICIT INSTRUCTION Big Idea Statement

 There are many parts that make up a story.

Essential Question Statement

 What is the main idea in the Three Little Pigs?
 What is the setting in the Three Little Pigs?
 What is the sequence of events in the Three Little Pigs?
 Who are the characters in the Three Little Pigs?
 Objective Statement (Audience, Behavior, Condition, Degree)
 Students will read aloud the play, Three Little Pigs, one time then identify the
parts of the story such as characters, main idea, setting, and sequence of events
as a class.

Vocabulary
 Main idea
 Characters
 Sequence of events
 setting
Transition
 Teacher will ask students which parts the students would like to read for.
 Ashlynn and Lani’s having the lowest reading levels in the class, they will be
given a smaller part such as the clerk and the wolf; these parts were created for
lower level reading students since their lines are shorter with simpler
vocabulary
 Tyrone, Malea, and Malik are the average readers within this class therefore
they will be assigned to each be one of the pigs; these parts are made for
students that are able to be slightly challenged however do not have fully
developed reading skills
 Carter and Aiden have the highest reading level in the class, therefore they will
be assigned a narrator part; the narrators have the most lines that were created
for more advanced readers

LESSON PROCEDURE Pre-Assessment of Students

 This will be achieved at the very beginning part of the lesson where I ask the
students to tell me their prior knowledge of the parts of a story.
 *See activating prior knowledge

Modeling of the Concept

 The teacher will select the first reading part (narrator 1) in which the students
will follow in reading after the teacher.

Guiding the Practice

 The teacher will assist students in following along as well as reading their
parts.
 *see providing independent practice
 The teacher will assist students in sounding out words they do not know.
Providing Independent Practice
 Students will continue to read through the play.
 If a student is caught not following along (no longer than a 5 second pause will
be given) the entire class must restart the play and read it again from the
beginning until the entire class can make it through without pauses. This will
help with motivation and attention spans.
 Bonus points will also be given to the student that reads with most enthusiasm
or that acts most animated (depending on the students’ reading level).

Transition
 The teacher will explain to the students that they are now going to analyze
parts of the story.
READING MATERIALS,  script of the “Three Little Pigs”
TECHNOLOGY, AND  Words “main idea, characters, setting, and sequence of events” on paper
SUPPLIES  tape

EVALUATION OF THE Formal Evaluation

LEARNING/MASTERY OF  The teacher (Carter) will tape “main idea, characters, setting, and sequence of
THE CONCEPT events” on the board.
 While Ashlynn writes on the board, the teacher will evaluate both her spelling
skills as well as the students’ responses.
 The teacher will ask the students to give those parts of the Three Little Pigs.
 The teacher (Ashlynn) will write the students’ responses on the board.
Informal Evaluation
 The teacher will evaluate through listening to how the child reads through the
script.

CLOSURE Summary and Review of the Learning

 The teacher and students will discuss the Three Little Pigs and the parts of the
story.
 An alternative way to present this lesson would be to incorporate props and
movement to create more of a play like atmosphere. These strategies can be
incorporated after reading through the play once, then the class can read
through it again with props and moving around.

Homework/Assignments
 N/A