Baldwin Wallace University/School of Education/Common Lesson Plan

I. Subject: “Hello Lighthouse” by Sophie Blackall

Topic: Reading Literature: retelling and describing
Grade Level: 1
Date: Summer 2019

II. Alignment to Standards:

A. Ohio’s Learning Standards:

 RL.1.3 Key Ideas and Details
o Describe characters, settings, and major events in a story, using key
details.
 RL.1.7 Integration of Knowledge and Ideas
o Use illustrations and details in a story to describe its characters
settings, or events.
 W.1.3 Text Types and Purposes
o Write narratives in which they recount two or more appropriately
sequences events, includes some detail regarding what happened, use
temporal words to signal events order, and provide some sense of
closure
B. College & Career Ready Standards/Career Connections:
 Analyze how and why individuals, events, and ideas develop and interact over
the course of a text
 Integrate and evaluate content presented in diverse media and formats,
including visually and quantitatively, as well as in words.
 Write narratives to develop real or imagined experiences or events using
effective technique well-chosen details and well-structured event sequences
C. 2017 Ohio Learning Standards for Technology:
 N/A

III. Central focus of the learning segment:

 To determine the events that happen in the beginning, middle, and end of
“Hello Lighthouse” by Sophie Blackall, and to describe the chosen events.

IV. Learning Objective(s)/Target(s):

 By the end of the class/unit, the students will: be able to identify key events
from the story and identify them as being form the beginning, middle, or end
of the story and write a description of the chosen event.

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V. Assessment/s (Note: Both the learning objective and summative assessment/s are aligned to
each other. All formative assessments are aligned to the summative assessment.)

A. Formative assessments during the lesson:

 Classroom discussion of the words beginning middle and end
o Students will do a think-pair-share about the beginning middle and end
and the teacher can listen in and have each group share their ideas
o Students will choose their events and draw pictures prior to writing
their descriptions, the teacher can check that the pictures have been
drawn in the correct area of the graphic organizer.

B. Summative assessment (end of learning segment or unit):

 Students will use a graphic organizer to draw pictures of events from the story
and write descriptions of the events under the sections labeled beginning,
middle, and end.

VI. Academic Language:

A. Content vocabulary (syntax & vocabulary specific to discipline)

 Beginning, Middle, End
 Describe
 Event

VII. Materials/Candidate Resources

 “Hello Lighthouse” by Sophie Blackall
 Beginning, middle, end graphic organizer

VIII. Behavior Expectations

A. Classroom Management Strategies:
 Keeping Students engaged in the reading by asking questions throughout the
read aloud, including predicting, connecting to self, and describing questions.
o “What do you think will happen next?” “What do you do every day?”
“What do you see in this picture?”
B. Safety Concerns:
 N/A
C. Manipulatives & Equipment:
 Book
 Graphic Organizer

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 IX. PROCEDURES (Be explicit. List anticipated time for each step in the lesson from
motivation hook through closure).

A. Motivation/Hook:
 *The teacher will ask “have you ever seen a lighthouse?” students will answer
“yes or no” teacher will allow a few students to talk briefly about the lighthouses
they have seen. The teacher will ask “How do you think lighthouses worked
before there was electricity?” The teacher will allow 2-3 students to give their
ideas. The teacher will explain that they are going to read aloud a story about a
man who worked in a lighthouse, he was called a “lighthouse keeper.”
(5 minutes)

B. Instructional Strategies: For each instructional strategy, describe what you, the teacher
will do/say and what the student/s will do. (Note: Add as many additional rows as
necessary.)

What the teacher will What the student Theorist/ Differentiation Anticipated Time
say/do: is expected to do: Best Practice (one or more of
the following
groups – above
level; below level;
ESL; urban or
rural
disadvantaged);
VARK/T*
*Motivation discussion Listen to the Connection to 5 minutes
questions and personal
provide thoughtful experiences
answers
Read Aloud “Hello Listen to the story Questioning 10 minutes
Lighthouse” by Sophie and engage in the during a read
Blackall, ask questions probing questions aloud
throughout the keep being asked
students engaged
Teacher will ask the Share with their Think-Pair- ESL – (A) listen in 2 minutes
students what they assigned partner Share and help them to
think happened at the what happened at (personal explain what the
beginning of the story the beginning of the answer) beginning is and
story; share with the how to describe the
class what they and event using pictures
their partner said from the story
Teacher will ask the Share with their Think- Pair- ESL – (A) listen in 3 minutes
students what they assigned partner Share and help them to
think happened in the what happened in (partner’s explain what the
middle of the story the middle of the response) middle is and how

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 story; share with the to describe the
class what their event using pictures
partner said from the story
Teacher will ask the Share with their Think-Pair- ESL – (A) listen in 3 minutes
students what they assigned partner Share (mutual and help them to
think happened at the what happened at agreement explain what the
end of the story. the end of the story;answer) end is and how to
share with the class describe the event
what they agreed using pictures from
the ending was the story
Explain and model that Draw three pictures Text ESL – (V) show 15 minutes
the students are going that correlate with understanding them the specific
to draw picture of a the beginning, using imagery pictures to draw
scene from the story to middle, and end of and connect it to
go with the beginning, the story the words
middle, and end beginning, middle,
and end provided
on the graphic
organizer
Explain and model that Write a complete ESL – (A) write 15 minutes
the students are going sentence that dictated sentences
to write a sentence to describes the three that describe the
describe each of their correlating, pictures the
pictures beginning, middle, students chose to
and end, images draw
*VARK/T = visual, audio-lingual, reading, kinesthetic/tactile learning styles

C. Reflection/Closure
 Have students share with a table partner their drawing and sentences
 Have a 3-4 students share their drawings and sentences with the whole class

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