The Learner(s)

My first graders have been learning about “elements of a story.” This lesson will be a review as
well as learning more about the elements such as title, character, setting, problem, and solution.

Prior Learning
What do the students already know prior to this lesson? Consider prior assessment data, teacher
observations, MAP data, or other sources that will inform you about students' strengths and areas
of growth.

Prior to this lesson, students will have learned about elements of a story.

Rationale
Given your answers to the above, describe your rationale for teaching this lesson in this way to
these students.

This lesson gives students the opportunity to review the elements of a story as well as identify
them from the book.

Accommodations / Strategies for Differentiation

What are needed supports and/or additional challenges needed for individuals or subgroups to
demonstrate high learning outcomes? Describe connections to IEP goals if known.
It is surprising to know that their are “no accommodations”. Maybe there are no formal
There are no accommodations. accommodation, however, given that you chose a range of learners for this group, there
should be ways that some students’ needs should be attended to.

Outcomes/ Goals

Standards
What relevant content and anchor standards connect to this learning experience?

LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.

Learning Objective
What will students be able to do as a result of this learning experience? Frame your response in
an "I can" statement (kid-friendly language).

I can tell what happened in the story.

 I can name the characters, settings, and important parts in a story. 


Assessment
What are the multiple ways you will know whether your students have learned, and how deeply
they have learned? What elements of choice in showing their learning can you provide to stu-
dents? Describe formative and summative assessment strategies. Provide examples of how you
will keep track of students' learning (chart, conversational notes, rubric for analyzing student
work, etc.)

To assess students learning, I will first have the students match the meaning of each element with
the correct term then have them individually identify what the element from the book is using
sucky notes and post them on a poster.

Academic Language Demands

What are the academic language demands of this lesson? From the edTPA "Making Good Choic-
es" handbook:

"Language demands include the oral, visual, and written language that students need to under-
stand and use in order to complete learning tasks successfully within your learning segment.
Academic language demands are so embedded in instructional activities that you may take many
for granted, especially when you are a subject-matter expert. It is therefore important to examine
learning tasks and consider what language your students need to

· Understand (what will they need to read, listen to, think about);

· Communicate (what will they need to speak about, write about, connect to); and

· Perform (what will they need to sing, play, demonstrate, express, read, create and expectations
for acceptable forms).

These language demands include a language function, important vocabulary and/or symbols,
syntax and/or discourse. The focus should be on new or partially mastered language demands When addressing
that are central to the planned learning tasks." Academic Language,
please label,, list and
address each element
The academic demands for this lesson are that the students understand the meaning of each separately
-Language Function
element. The students are to work in a group to find the term n definition. - vocabulary/symbols
is this word and? - syntax and/or
- discourse
Materials/ Resources

Materials and Resources

What materials and resources will your students and you need for this lesson?
Book: The Watermelon Seed, Post-it-notes, pencil, watermelon term and definition, poster.

Procedures

Introduction
How will you engage the students in the important and essential ideas at the beginning of the
learning experience? What open-ended questions might you ask to activate their curiosity and
wonder? What connections can you make to their interests and strengths?

Have the students Predict what is going to happen from the front cover and the title.”Why do you
think the book is called Watermelon Seed?

Demonstration / Modeling
How will you provide interactive/ demonstrative examples of the activities and expectations of
the learning experience? (Modeling, reviewing norms for group work, co-constructing a rubric
for self assessment, other?)

The group will work together effectively and then break off and each student will work alone.

Individual or Group Exploration and Practice

How will your students work individually or collaboratively with the ideas of the lesson? What
will you do to support and probe their thinking as they engage with ideas?

The students will work collaboratively to identify the key terms and definition. Once the students
have done so, they will work individually to determine the elements from the book. Together, the
teacher and student will read the response and share as a whole.
This describes what students will do and the question asks what you will do (ex. ask questions, coach responses, model).
These questions are asking you to share the details of your plan. Many people provide step by step details in the lesson plan
as a sort of rehearsal for the actual lesson.
Sharing/ Celebrating Learning
How will students exchange and share their work? How will you select students for sharing, and
how do you anticipate that you will connect their individual or group work with the learning ob-
jectives and assessment methods?

They will share their work by working together to find the endings.
You addressed the first question in this section. There is no response for the second part.
Closure/ Transition
How will you adjourn the learning opportunity and make an effective transition, both to the next
time that students will engage with the ideas as well as to the next moment of the day?
 How can you flexibly adapt your plan if you run out of time or if things go more quickly than
you anticipate?
I believe you mean post-it note

The teacher will reiterate to the students the elements of a story (term and definition). Teacher
will assess students understanding by reading off the posit notes from the chart. If there is allot
time left or for next activity ask students to respond “how would you feel if you swallowed a wa-
termelon seed?”

I believe this question is asking you to discuss your flexibility and adaptability. How might you shorten the lesson if you run
out of time or something like a fire drill shortens the time you though you would have for the lesson?