Nothing Last Forever

Date: 10/14/18

Teacher: Jonai Mayfield Days Covered: 1

Subject: Reading /Language Arts Grade Level: 1st grade

Standards Addressed:

RL.1.2 Retell stories, including key details, and demonstrate understanding of their central
message or lesson.

Specific observable/ measurable learning goals:

With this class being a mixture of exceptional students, students will be able to determine the
central idea of the text 70% accuracy. At least 90% of the students will be able to respond
verbally, or using gestures.

Connections:
Teacher will ask the students:
1. Who did they live with?
2. When did they begin to walk?
3. How old where they when they first learned to talk?
4. Do they have any younger siblings?

Evaluation of Student Learning:

Students will be given a worksheet, where they will label the stages of life. The stages will be
numbered students just have to write the number by the picture.
Required Materials Needed for Lesson:
 worksheet
 Pencils
 Book titled Once There Were GIANTS by Martin Waddell
 Computer
 Speakers
 YouTube

Student’s Background/ Prior Knowledge/Anticipatory Set:

Students will use prior knowledge to express ideas that relate to the experiences in the story
Once There Were GIANTS. I’ll ask the students how they felt about the events in the story.

Main Idea’s:
I can focus on the understanding of the text and develop inferences from the illustrations.

Key Vocabulary:
 GIANTS
 Annoyed
 Puffed out
 Scolded
 Cheering
 Husband

Motivational Strategy/Anticipatory Set for Lesson:

The teacher will tell the children about her childhood. Then the teacher will ask the students to
share a memory they had as a baby.

Content:
Teacher will ask the students what emotions they felt while reading this story. The teacher will
then tell the students the baby girl perceive everyone around her as giants. The book continues to
show how the child is growing up alongside her family throughout the years and important
milestones of the child's life are covered such as beginning to walk, talk and starting school. We
will then discuss all the pictures in the book and relate them to our life.

Differentiated Instructional Support:

Since 30% of my classroom have IEP’s we will work together as a class and I will walk around
giving extra one on one assistance to those who need it.

Integration of Technology:
Students will have access to assistive devices

Homework or Homework Connections:

Students will be asked to bring in pictures of them as babies and try to describe what was
happening in the picture.
Closure:
At the end of the lesson, the teacher will bring the students back together and reflect on what the
students learned by repeating the story and seeing if students have a clearer understanding of the
story.

Student Learning Based on Data:

 Were the students able to relate to the story?
 Did the students and compare the illustrations to the text?
 Can the students tell the overall message/lesson of the book?

Following the lesson, the teacher will gather student data to access the effectiveness of
the lesson to inform future instruction. The teacher will re-teach, either one-on-one, or
small groups for the students who have not met the lesson objective.