Intern Name: Madison Delecluse

Lesson Title (Subject/Topic): Questions and Answers

Grade: first
Length of Lesson: 30 minutes
Date Taught: 03/13/19
LESSON PLAN TEMPLATE
In this lesson… the students will read the book and roll a dice to determine
Overview what kind of question they will ask.

Standards of 1.3 The student will adapt or change oral language to fit the situation.
c) Ask and respond to questions.
Learning
What is the lesson being taught in this story?
How did *Characters name* resolve this issue?
Essential Questions

Students will be able to… Identify the who, what, when, and where in the
story and be able to recognize the conflict.
Objectives

I can… ask a question that starts with who, what, when,n or where.
Learning Target I can… answer a question from a student that corresponds with the book.
● Being able to find the “who, what, when, and where” in a
Necessary Prior story
Knowledge ● Starting a sentence with “In the story...”

who, what, when, and where dice

Materials
Introduce the book and have them take a picture walk and tell their partners
what they think the book is going to be about. After I will show them the dice
Introduction/Hook and show them an example of how to use it and make a question.

1. Have the teal group (mid-readers) come to the round table.

2. have each students read me one page of the book at a time.
3. When everyone has finished the book, the students will turn to their
Instructional partners.
4. Each group of partners will have a dice that is labeled “who, what,
Activities & when, and where”.
Strategies 5. One student will roll the dice and ask a question that starts with one of
the “who, what, when, and where”. Commented [1]: do you have a list of the questions
6. The second student will answer the question using texts and pictures they will be asked?
from the book.
I will ask each student one question about something that occured in the book
Closure Activity and they will answer it using a complete sentence(s).

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 Setting
Character
Key Vocabulary or Main Idea
Concepts Lesson
Resolve
Issue
Assessments N/A

Accommodations N/A

Resources

Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow
Intern Name:
Lesson Title (Subject/Topic):
Date of Lesson Taught:
Cooperating Teacher:
Grade:
Time of Day:

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your lesson?
I went through my lesson plan with my cooperating teacher, Mrs. Jernigan.

2. How did the SOLs and Objectives help focus your instruction?
I looked for the key things in my lesson and paired them to the VDOE.

3. What parts of the instructional plan worked well/as you anticipated?

The students actually did a very good job staying in control of the dice and their bodies.

4. What, if any, parts didn’t work as well? Did any adjustments need to be made once you began?
Some students didn’t know if it was their turn to read or someone else so they all would read at the same time.

5. How well did you anticipate the materials needed? What could you have done differently?
I had everything I needed in my lesson for it to work out.

6. How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?)

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
I did not use an assessment because my teacher is the one that has to use the big grader on their reading levels
and determines if they go up na level in reading or if they stay the same. I just used a closer activity so I can get
a feel on if they understand the book or not. Commented [2]: that is still an assessment! your
lesson was an informal assessment that helped
prepare them for the summative one
7. To what degree do you feel that this lesson was a success? What evidence do you have for the success of
the lesson? (Hint: Student learning is the key to a lesson’s success!)
When I did my lesson, everything turned out great (except the confusion with whos reading). If I were to give
my lesson a rate 1-10 I would give it a 8.

8. Did you spend enough time preparing for your lesson? How did your preparation contribute (or take away
from) the success of your lesson?
I think I did the perfect amount of preparation because everything was spot on. I definitely could have been
more instructional with who reads at a time.

9. If you could do this lesson again with the same students, would you do anything differently? If so, what?
I would just be more descriptive with who reads at a time.

10. Any last comments/reflections about your lesson?

nope :)

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)