Boettcher Teacher Residency Lesson Planning Template

Name: Lindsey Kayne Grade Level: 1 Title of Lesson: Literacy Centers Date Lesson Taught: 11/7/2017

Identifying Standards and Desired Results

Content Area(s) (standard) Standard(s) and Evidence Outcome(s) what is going to be taught.
reading, comprehension, Demonstrate comprehension of a variety of informational, literary, and
persuasive texts.

With prompting and support, read informational texts

appropriately complex for grade 1. (CCSS: RI.1.10)

Read grade-level text orally with accuracy, appropriate rate, and

expression. (CCSS: RF.1.4b)

Unit Essential Question(s) guided question for a unit of study Lesson Guiding Question(s) Is the student identifying problems in the
Required beginning January 11 story to help them think of a solution? Are they comprehending what
they read?
Learning Target(s)
Required beginning September 28 Students are aware of different types of texts. Focusing on informational text. Students are able to read fluently and use
strategies to assist in word recognition such as chunking, stretching, context, and illustrations.

Assessment/Progress Monitoring/Checks for Understanding Benchmarks

● I will use anecdotal notes while working with the small reading group to track ● Students will display fluency
progress and understanding. ● Students will use tools to help them with word recognition
what am I going to use to find out my students progress. ● Students will be able to comprehend the story

Required beginning September 28 Required beginning September 28 ( meets proficiency)

Facilitated Learning
Plan of Instruction: Formative Assessment/ Differentiation
(IEP, SIOP, RtI, and informally identified)
Dog talk small group reading level J Checking for Understanding Include language objectives for language
Required beginning September 28 learners
Required beginning October 19
Mini-Lesson: Connect/Hook students will be 
Genre: informational text. Read the title with children and talk with them about the dog in the cover photo. I will participating and 
encourage children to use their knowledge of dogs and communication to think about the book.
 actively engaged.

Mini-Lesson: Teach/Direct Instruction (I Do) level of book was easier

How will you teach and model for students about the learning? What are some ways you can talk without using any so I had them read as a
words? How do you think dogs can talk? I will explain that this book tells about the many ways dogs communicate
white boards: protect- write and say.
such as a dog wagging its tail to show that it is friendly.
whole group. Ask deeper
What does this word mean? understand- write and say what this word questions to extend
means. learning.

Z­ Protect means to watch out for. If 
someone is in trouble you can keep them 
safe. 
J­ you can know what a dog is feeling by 
if their tail is wagging. Then you know 
they are excited. 

J.R ­ maybe the dog is pulling the leash 
because it sees an animal like a squirrel
or a bird. Or maybe is sees another dog 

Z­ The author wants us to understand that
dogs and people are alike because we both
show feelings.

Work Time (We Do and/or You Do) I had this group of

As the children read, I will observe them carefully. I will have them read individually and then quietly aloud to me students read aloud all
one at a time. I will guide them as needed. I will remind them to pause when they see commas and periods, to raise
their voices when they see question marks, and to use appropriate speed, phrasing, and expression together instead of
individually because they
are at a higher reading
level than J and I wanted
them to work on their
pacing.
Z­ I liked that this book shows how dogs  Extend beyond the text.
show how they are feeling.  Find personal meaning.
J­ I liked that this book was about dogs 
because dogs are my favorite animal. 
J.R ­ What I liked best about this book 
was the pictures because they were funny.
What surprised me is that dogs sometimes 
are not in a good mood and they need 
space just like when we can go take a 
break instead of hitting someone. 
Evidence of Learning and Reflection
Data Analysis: Required beginning October 12
● What does your formative/ summative evidence tell you about
student attainment of the learning target and alignment to
your benchmarks?
● How many students meet the learning target according to your
benchmark? How many did not?
● What are the gaps or challenges for students who did not meet
the target?
Reflect on Practice
● How did the lesson go? What is informing your thinking about
the lesson?
● What worked well within the lesson?
● What are some things you would change about the lesson?
● How has this experience helped shape your understanding
about teaching and learning?
● Based on this lesson, what are some areas of growth?
asking questions to make sure students understand teaching points What was
this book about? ( what dogs are really saying) Dogs use their bodies to say things
and show how they are feeling. You can tell if a dog is friendly, happy, afraid,
angry, by watching and listening to it. Thinking beyond the text: dogs have
feelings about people and events. In some ways, dogs are like people. It is good
to understand how dogs talk. Students were able to use their schema about dogs
and make personal connections to the text. Jillian- My dog Oster wags his tail and
jumps when he is excited.
what do i want to do next time. What worked, what didn’t. answer every
question in reflect & practice box. This lesson went really well. Students were
engaged and excited to learn more about how dogs communicate their feelings.
The students had great fluency even though it was the first time they were asked
to read all together out loud. I heard pauses for commas and periods. I also heard
inflection and change in vocal tonality for exclamation marks. I would not change
anything about the lesson. I feel it was extremely successful and all students met
or exceeded the learning targets.
Students were able to practice their flow and vocal expressions, which is
something that all great readers do.