SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

PA/Common
Core/Standards

DETAILS
Ms. Giovenco
Art-ELA
1st grade
40 minutes- 2 class periods
Comprehensionrequiresandenhancescriticalthinkingandis
constructedthroughtheintentionalinteractionbetweenreaderand
text
What is understood through the reading of Shel
Silversteins poem Sick?
What is the purpose of the poem?
What do you walk away with that you did not have
before?
How is this poem relatable?
What do we connect to?

Standard - CC.1.1.1.E

Objectives

Bloom's
Taxonomy

Webb's Depth of
Knowledge
(DOK)

Readwithaccuracyandfluencytosupportcomprehension:Read
onleveltextwithpurposeandunderstanding.Readonleveltext
orallywithaccuracy,appropriaterate,andexpressiononsuccessive
readings.Usecontexttoconfirmorselfcorrectwordrecognition
andunderstanding,rereadingasnecessary.
Students will take what they have learned from the
poem and create their own illustration based on their
comprehension of the main ideas and inferences.
Students will choose one word to describe the poem
and their drawing.
A- Students will create an illustration and choose a
word to describe the poem and illustration to show
comprehension of the text.
B- Students will work on this individually, within groups
or with a buddy depending on their personal levels and
comforts
C- in the class room at the students tables or desks
D- Students will work until they feel like they have
accurately illustrated their visualization and found a
word that encompasses the poem and picture.
State the objectives to the class making sure
they are clear to the students, have them
participate in following along with the reading of
the objectives (SIOP)
Write the objectives on the board in forms of the
lesson, language and content objectives (SIOP)
Require that the students articulate what they
have learned in regards to accomplishing the
objectives presented at the end of the
lesson(SIOP)

CK

Formative &
Summative
Assessment
Evidence

This lesson will focus on all levels of Blooms Taxonomy

Students will utilize the Knowledge level to connect to
the poem and gain insight.
Students will rely on the Comprehension level to
illustrate what they have learned and apply it to their
word choice.
Students will use the Application level to create the
idea for their illustration.
Students will use the Synthesis level to create the
drawing.
As a class students will evaluate the drawings and
share thoughts.
For ELL Students
Speaking- Students will read and practice pronunciation
of words while reading and rereading the poem to their
group (CALP). Will also participate in choral readings
with the group(CALP).
Listening- Listen to myself and their peers, observing
different styles and TPR for understanding.
Writing- Students will observe the written poem and
use it to help write their one word description of the
poem, utilizing the word in Spanish and then translating
it to English.
Reading- Look and listen for comprehension through
group and class discussion, then apply the reading to
the illustrations.
Culture Relate this to self by asking if they have ever
felt sick and what it felt like? Relate it to stories like
Five Little Monkeys Jumping On a Bed. Or relate it to
other cultural poems with a focus in Spanish or
whatever the students native language is having them
connect the two (text-to-text). Ask the students to
think about how this poem relates to the world and
what they know.
Family- Relate it by asking questions about what their
family does when one another is sick.
Pre-assess the students based on what it means to be
sick then do a post assessment on what it means to be
sick
Assess the students based on how they respond
utilizing observation- do the students answer the
questions? Do they show comprehension of the text
and ideas presented?
Final project and presentation of the illustration and
word choice- by doing this assessment students will
show me what they have taken away from this
assignment and whether the illustration corresponds
with the poem and word choice.
Ask students to determine where and why they

ISTE Standards
for Students
Framework for
21st Century
Learning

Accommodation
s, Modifications

chose the word they did in regards to the poem.

Ask students where and how the word is illustrated
in their picture.
Exit slip at the end of the lesson to show mastery of
comprehension. A fill in the blank concept sheet based
off the poem, possibly utilizing a word bank or the
graphic organizer I created last week.
During class discussion of the poem ask students to act
out certain aspects of the poem.
At the end of the lesson ask thumbs up or down
questions in regards to things about the poem or being
sick and then whether they liked the activities.
Observe every student individually on participation and
what level they are at, make note of each progression
and or regression academically and socially and on a
language basis.
For General Students
Participation in listening to me read the poem
Participation in group chorally reading for a closer look
at the text
Creates an accurate representation of the poem
Use of online resources, website and apps to further
vocabulary repertoire
http://www.wordcentral.com
This is an online kids dictionary that helps find
appropriate words and definitions- this will be helpful
for ELL students and general education students in
finding the word that will describe the poem and their
illustration.
ELL 21st century Framework- This website will engage
the students in other types of vocabulary development
that will further their comprehension skills through the
utilization of the website. It will allow students to think
critically about what word would best describe the
poem and drawing. It will also require them to be
creative in their decision.
Create a word bank of a variety of words on the board
for all of the class to see to help stimulate thought.
Utilizing Spanish and English words
Provide pictures of the words. Also provide visuals and
pictures on the hard copy of directions
Speak the directions utilizing TPR and gestures.
Write the directions on the board along with the
objective.
Handout a hard copy to each student of the directions
or provide an online resource for the class to utilize.
Make the content relatable, personal, and meaningful.
Create a model or example to pass around the

classroom.
Allow for choice of materials, drawing on paper, comic
book, online creation, sculpture.
Videotape the class reading and play it back to each
individual student. Also utilize it for myself to see what I
need to work on with the ELL students and general
education students.
Allow for group work and communication socially (BICS)

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

CK
Activating Prior Knowledge
Present the objective by asking a question or presenting
an entry task, ask the students what it feels like to be
sick. Provide the question in English and native
language. Record the answers. Ask again at the end of
class. Diagnostic test.
For ELL students present the word sick with a
definition in their native language and then present the
English definition. Ask them a yes or no question about
whether they have ever been sick before (CALP)
activating prior knowledge.
Present visual or illustrations for the poem to aide
in understanding
Hook/Lead-In/Anticipatory Set
I will hook the students by reading Sick by Shel
Silverstein utilizing TPR and then ask the students to do
the same in their groups. Using gestures to
physically illustrate the book and certain words
will provide visual clarification (SEI).
Have the ELL students read along with their peers and
then demonstrate words they know either physically or
in a Spanish translation (CALP) Have the students
copy the motions I make as the teacher to create
background for the vocabulary in the poems (SEI)
Big Idea Statement
I will read aloud the Big Idea and then ask the students
to repeat it to me- ELL students will show me that they
understand the Big Idea by identifying it on the board

and trying to repeat it back to me.

Essential Questions Statement
I will identify the essential questions and ask the
students to observe them on their handouts. ELL
students will follow along with their peers as the
questions are read, hopefully participating in the
discussion through gestures
Objective Statement
I will explain what the task at hand is today and ask the
students to explain what an illustration is.
I will demonstrate the process of reading something and
then creating a simple illustration on the board as a
visual aid
A- Students will create an illustration and choose a word
to describe the poem and illustration to show
comprehension of the text.
B- Students will work on this individually, within groups
or with a buddy depending on their personal levels and
comforts
C- in the class room at the students tables or desks
D- Students will work until they feel like they have
accurately illustrated their visualization and found a
word that encompasses the poem and picture.
State the objectives to the class making sure they
are clear to the students, have them participate in
following along with the reading of the objectives
(SIOP)
Write the objectives on the board in forms of the
lesson, language and content objectives (SIOP)
Require that the students articulate what they
have learned in regards to accomplishing the
objectives presented at the end of the
lesson(SIOP)

Lesson
Procedure

Transition
Students will have a discussion with me and the whole
class then have smaller discussions at their tables about
their illustrations
Key Vocabulary
Illustration
Drawing
Sick
Mumps
Any questionable words in the poem
Provide examples of all key words in pictures and
translations
PreAssessment of Students
Provide a questionnaire based on the poem to determine

Must include
adaptations &
accommodation
s for students
with special
needs

comprehension
Provide visual pictures of words(English and Spanish)
and ask students to match the concepts in terms of the
poem to get an idea of where they stand with the
concept before introducing it.
Modeling of the Concept
I will do demonstrations more than once for each
concept and repeat myself as needed while also
answering questions.
SEI I can and will provide input for every student
by creating examples of the project, having them
in English and Spanish, while also providing
English and Spanish objectives
Guiding the Practice
Provide pictures of the vocabulary words, explain them
and ask questions in regards to what the poem is talking
about to get the class talking, have the students
visualize the text by reading it to them, stopping and
breaking concepts down for everyone, like what the
mumps are and things like that. Utilize a PowerPoint to
distinguish parts of the poem. Then ask the students to
share their drawings with the class and explain them.
The ELL students can work with a partner, they can draw
the picture and then the other partner can help explain
it.
Observe students actions throughout this lesson to see
how their language and social skills are developing.
Providing the Independent Practice
Provide a rubric and tips for the students explaining that
the students are going to gather information about the
poem then apply their own thoughts and imagination to
the creation of an illustration then choose one word
using the online dictionary that describes the poem and
the students drawing.
Provide the student with hard copy of the poem in
English and then another in Spanish. Have them read
the Spanish one first, then the English one with the
class, then groups or their partner. Then provide them
with an example they can use at their desks and have
them begin discussing with a partner what the poem
was about, together have them create an illustration to
show comprehension. Then to show more understanding
have them pick out a word in Spanish that describes the
poem and illustration, then work with them to figure out
the English word.
Transition
Students will take turns among the class or in their
groups going over the poems and the illustrations.
Adaptations/Accommodations for Students with Special
Needs

 Red text in this document

Evaluation of
Formal Evaluation
the
Based off of the text in comparison to the drawings
Learning/Master
accuracy in regards to comprehension; whether the
y of the
student successfully demonstrated understanding
Concept
through the picture and one word description.
Illustrate the word they have chosen to show
understanding and comprehension
Informal Evaluation
Answering of the essential question through discussion
and participation and an exit slip at the end of the day.
Oral conversation in Spanish with ELL based off what
they learned from today and then practice with them
certain sentences and phrasing to show that they
understand. (CALP)
Maybe provide a scaffold exit slip that summarizes the
poem or what it means to be sick but have it be a fill in
the blank so they show me they have comprehended
things.
Closure

Reading
Materials
Technology
Equipment
Supplies

Teacher
Self-reflection

Summary & Review of the Learning

Ask the students what they learned, what they liked and
did not like. Look at the objectives and determine
whether they were achieved. Asking the students to
draw or write about what they learned today. Or identify
key things and words on the board about today, utilizing
visuals. Write down a few descriptive words from the
lesson.
Homework/Assignments
Find another poem and try to visualize it on their own
ELLs will find a Spanish or native language poem and
then find an English word to describe it
The poem- hard copies
Marker, colored pencils, pens,
Construction paper
White paper
Note book paper for comprehension notes
Online dictionary referenced above
Visual aides
Whiteboard/ chalkboard
Chalk, erasers
Projector and laptop for PowerPoint
Computers or lab or ipads, something internet
accessible for every student

NOTE: This lesson plan was taken from pdesas.org, Lesson plans for
4th grade, allowable by PDE.
Utilized some things from the website, a lot was personal. I picked the

standard and the activity from the website along with the objectives
and Big Idea.