Candidate Name: Subject/Grade/Program Type:

Nicole Velez Reading/1st grade/ReadyGen

Date: Title of the Lesson:
2/7/18 Who is the Narrator?
Lesson Essential Question: Concepts/Big Ideas:
How can readers recognize and use details to (Statements/ideas that are broad and applicable to
understand characters and narrator of the similar topics – such as all animals and humans have
story? reproduction in various ways, as well as vital organs that
Unit Essential Question: sustain life)
How do readers recognize the sequence of Readers understand that illustrations and key details can
events in a story? be utilized to help understand the characters and narrator
How can writers use certain words to signal of a story.
the sequence of events? Finding key details in a story can help a reader identify
the narrator of a story.
Objective Student will be able to (SWBAT):

Expected Learning Students will be able to use key details and illustrations within the story to
(NAEYC 5a, 5b, 5c; identify the narrator.
Danielson 1a) Students will be able to describe the narrator based on key elements of the text.
Students will be able to answer text based questions using detail and illustration
from the story.
This lesson is the beginning of a new story for the students to read. Up to this
Justification (edTPA
point with their previous stories, students have been working on identifying key
Rubrics 1, 2, 3;
details of a story to help describe various story elements including character,
NAEYC 3a, 3b, 3c,
central message, and setting. Students have utilized various graphic organizers
5a, 5b, 5c; Danielson
and modeled-we do-you do activities to analyze various parts of the stories. As
1b)
the constructivist view believe, collaborative learning is beneficial for students as
they are able to construct knowledge through social interaction. Vygotsky
believed in learning through peer interaction and the interactive group activity.

Content Standards Standard(s):

NEW JERSEY STUDENT LEARNING STANDARDS

Reading Literature:
RL.1.6. Identify who is telling the story at various points in a text.
RL.1.1. Ask and answer questions about key details in a text.
RL.1.3. Describe characters, settings, and major event(s) in a story, using key
details.
Resources/ Teacher’s Guide pp. 72-74
Materials (Danielson Online book
1d) Smart Board
Individual books
White board
Dry erase marker and eraser
Worksheet
Assessment Pre-Assessment Checking for Post-Assessment
Understanding
(edTPA Rubric 5;
NAEYC 3a, 3b, 3c,
Danielson, 1c, 1f)

Students will be asked After reading the story, Working with the others in
if they can explain the students will their row, students will
who the narrator of s answer questions identify whether the narrator is
story. Once corresponding to what in the story or not and support
introducing the was read as scripted on their response with details
vocabulary word, p. 73 of the Teacher’s from the text. (pg. 9, 12, 16,
students will take a Guide; and 23)
picture walk through Why does hunter have
the story and make a money jar?
predication about Why does Scratch say
what will happen in they need more friends
the story. to join them?
Why is hunter
disappointed at the toy
store?
Why does Scratch say
the money jar is getting
crowded? What does
hunter do to earn his
money?
Learning a) Brief Description:
Experience (edTPA
rubric 4, 8; NAEYC
5a, 5b, 5c; Danielson
3a, 3b, 3c, 2a)
Lesson will begin with setting the purpose of the lesson for the students by
Time Frame: 1:15pm- saying, “today we are going to begin reading a new story. We will use details to
1:45pm help us figure out who is telling the story. Does anyone know what you call the
person who is telling the story? The person or character who is telling the story is
sometimes called the narrator. Does the narrator have to be a person? Do they
have to be part of the story?” Students will then be encouraged to take a picture
walk and make prediction about what might happen in the story. After the picture
walk the students will follow along and the story is read aloud by the smart board.
(Point out speech bubbles and ask students if they know what they are and what
they do. Highlight that they indicate speech and that someone in the story is
speaking.) Once the story has been read all the way through, students will engage
in discussion about the story read facilitated by questions in the Teacher’s Guide
pp. 73. Students will transition to the activity. The teacher will say, “In the
beginning of this lesson we said that someone or something that tells the story is
called the narrator and that they did not have to be a character in the story. When
the narrator is not in the story they often use something called 3rd person
language. 3rd person language includes words such as he, she, them, or they. For
example, on page if I were talking about myself and I said, “Miss. Velez loves ice
 cream.” I would be using 3rd person language. When the narrator is in the story
they often use 1st person language. 1st person language includes words such as I,
we, and us. For example, if I were to say, “I love ice cream.” That would be first
person language. Now, we are going to work in groups according to your row, the
person in the middle should take out their white boards. Students will come to the
front rug and sit in their groups. I am going to give you a page number, and when
you open to that page number I want you to work with your group to figure out if
the narrator on that page is in the story or not in the story. When you agree on
your answer write it on your white board and hold it up. I will model with, “For
example on pg. 7 I know that the narrator is the coin because of the speech bubble
and 1st person language .He is a character in this story so I will write yes on my
board”. Make sure that you can support your yes or no answer. I am also putting
1st person language and 3rd person language on the board and remember to look
for speech bubbles as well.

Groups:

Mateo, AJ, Jordyn

Lanay, Liam, Mikaela

Jayden, Abby D, Berat

Justin, Abby B, Jahmir

Anelie, Julian, Madison

Vocab words: narrator, speech bubbles, 1st person, and 3rd person.

Elements of an (Briefly address only 1-6 for Grades 1 through 3, and address all in Pre-
Effective Learning K/K)
Environment
1) Differentiation Throughout this lesson content, process, and product will vary based on student
(edTPA rubric 6, 7, level. Based on student understanding the students will receive more or less
8; NAEYC 4b, 4c, support. Students will also be working in small groups based on ability as lower
4d; Danielson 3d) readers sit in the front of the room and the higher level sit in the back. If students
show an understanding and complete the group work quickly they will write and
draw the narrator on pg. 9, including in their sentence if the narrator is in the story
or not. The content will also be modeled pg.7 and then depending on
understanding I will work through a page with them and then they will do it.

2) Diverse Learners By having the story read aloud struggling learners and special education students
(edTPA rubrics 6, 7; are able to hear the correct way words are pronounced with a visual of the page
NAEYC 1c; and a highlight that follows as each word is read. Words such as narrator and
Danielson 1b) speech bubble are identified and explained to deepen language development and
students are provided a visual organizer for reference of 1st person language and
3rd person language. Students will also be provided with slightly extended wait
 time and repeated directions. Several students also receive one-on-one assistance
when required.

2) Intellectual This lesson address critical thinking skills, comprehension skills, and possibly
Growth (edTPA problem solving skills as they work in groups. Students will also use deductive
rubric 6, 8; NAEYC reasoning skills to take specific details from the text and generally state who the
4d) narrator is on the specified page.
3) Self Regulation/ Students are working within their groups come up with their answers. The student
Autonomy (edTPA 6, who takes out their white board is a leadership position as it is their responsibility
8; NAEYC 4d; to write the answer and hold it up. Students will be supported in self-regulation
Danielson 2b, 3b, 3d) through teacher reminders of expectations.
5) Instructional Throughout the lesson my cooperating teacher, classroom aide, and I will walk
Feedback (edTPA 7, around to provide scaffolding when necessary. Feedback will be provided through
8, 9, 12, 13; verbal praise or redirection. Students will engage in peer feedback and support as
Danielson 3d) they work in group.
6) Multimodality Throughout this lesson the students have visual, print, verbal, technology, and
(edTPA 1; NAEYC audio experiences as the story is read aloud and the students are utilizing dry erase
4b, 4c, 4d). boards to work through the group activity. Students will also have visual
experiences in the use of a visual aid on 1st and 3rd person language.