LESSON PLAN TEMPLATE

Name: Katie Hensley Date of lesson: April 7, 2020

Context of the lesson:

● Subject being taught​: Language Arts Length of lesson​: Depends on Student
● Name of school​: St. Anthony School Maui Grade level​: 1 ​Number of students​: 12
● Materials for lesson​:
● Home Learning Plan (one copy per student, provided in printed packet)
● Worksheet 10.2 and 11.2 (one copy per student, provided in printed packet)
● Daily 5 Lesson Plan​ for Parents (one copy per student, provided in printed packet)
● “Good-fit” books (from student home)
● Notebook paper or “Work on Writing notebook (one per student, notebook provided in packet)
● Parental assistance, as required
● Ideal, but not required:
▪ Class Website
▪ Parental access to email
▪ Student access to the Internet and an electronic device
▪ Access to Reading A-Z (subscription provided by the school)
▪ Instructional video created by the teacher
▪ Access to SeeSaw
● Describe the ​profile of the students​ in a short narrative. Include: What prior knowledge do students have of
this lesson? What are the general learning styles/preferences of the students? If there are students with special
needs or accommodations, what are they? How will instruction be differentiated to meet the needs of ​all
students?
This lesson was designed for the students in a first-grade class at a private Catholic school, for which I am

the lead teacher. The class is composed of twelve students from six to seven years old. No students in the class

have diagnosed disabilities; however, one student receives therapy for speech. Some students in the class may

qualify for tuition assistance, but I do not have access to this information. In surveys, all of the parents identify

English as the primary language spoken at home. Parents have indicated via a survey that all students in the

class have reliable, daily access to the internet and an electronic device (smartphone, iPad, laptop, or another

device). The same survey also revealed that all students have access to books at their reading level in the

home.

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 Due to the COVID-19 outbreak precautions, all students have been transitioned to home learning. The

teacher provides weekly lesson plans, worksheets, and instructional videos in several ways. All materials

required to complete the lessons, except instructional videos, have been provided in a printed packet, which

parents pick up at the school office. The materials are also uploaded to a ​class website​, which was created by

the teacher to act as a hub for information. Finally, all materials are posted on the classroom management app

SeeSaw. Students who choose to use SeeSaw can watch instructional videos and complete the assignments

through the platform and get timely feedback from the teacher.

This lesson will be completed on the second day of instruction for the week (Tuesday). ​Th​e Daily 5

framework is being used to support distance learning. The students began using the Daily 5 in November of

2019 and are quite adept at operating within the framework in the classroom. The teacher chose to continue

with the Daily 5 framework in the hope ​that the continuity will provide the students with educational routine

and stability during this time.

The lesson will begin with students choosing their first round of Daily 5. In contrast to the classroom

implementation where they are free to choose between five choices: Read to Self, Work on Writing, Read to a

Partner, Listen to Reading, or Word Work, students will begin with Read to Self. The teacher has made this

change in an attempt to balance time on and off of electronic devices. Since the children are working from

home, they can still choose to modify the schedule as parents see fit. Students have been trained in the

routines and expectations associated with each choice. Once the students are settled a timer will be set by the

parent for 15 minutes. As long as all students maintain stamina (following the routines and expectations) the

timer will remain running until it ends.

After the first round of Daily 5, the students will engage with an online focus lesson. During the focus

lesson, students will receive a lesson on verbs. Students have not yet learned to identify verbs, but they have

analyzed sentences to find the subject and the action (predicate). In the last unit, students learned the

definition of and to identify nouns. These learning objectives will be reviewed at the start of the lesson.

At the end of the lesson, students will move through the remaining rounds of Daily 5. These rounds

include Work on Writing, an online reading lesson, and Listen to Reading. The final two rounds (Read to a

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 Partner and Word Work) are not being completed during distance learning due to lack of partners and lack of

materials for word work.

The Daily 5 framework is based on student choice. Students are able to choose books of interest and

write about anything they find compellin​g. ​The work is inherently differentiated because students can read and

write at their own level. The online reading lesson is on the platform Headsprount, which is based on a

placement test and each lesson is adaptive to the specific learning needs of every student. Students in this class

are working at different levels, on different content based on the program’s algorithms.

Due to distance learning, management of the work falls heavily on the shoulders of parents and

caregivers. The teacher is in frequent contact with parents, offering instructions and support. She has made

herself available for communication via email, phone, or online conferencing software daily between 7:40 and

3:30 p.m. Additionally, the teacher communicates descriptive feedback to those students who submit work on

SeeSaw or via email.

Stage 1: Desired Results​: What are the learning goals for the lesson?
● Standards​: What are the content or skill standards for this lesson? [e.g., Common Core State Standards]
○ CCSS.ELA.L.1.1B: Use common, proper, and possessive nouns.
○ CCSS.ELA.L.1.1C: Use singular and plural nouns with matching verbs in basic sentences.
○ ​CCSS.ELA.L.1.1E: Use verbs to convey a sense of past, present, and future
● Objectives​: Students will be able to (SWBAT)…[include the content (what) and method (how) of what students
will learn from the lesson]:
○ Define a verb
○ Identify action verbs in a sentence
○ Recall the definition of a noun
○ Identify nouns in a phrase

Stage 2: Assessment​: How will students’ learning be assessed ​throughout ​the lesson?
● Formative assessment​(s): If there is a formative assessment, what is it? How is it connected to the content ​and
methods of the aforementioned standards and objectives? What are the accommodations for students with
diverse proficiencies and learning needs?
o Formative assessment will include a completed worksheet and parent observations of student
interactions with the recorded lesson.

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 Students will know… Assessment tasks(s
What students do to demonstrate knowledge?
● The definition of a verb ● Students can verbally repeat the definition (a
● The definition of a noun verb is a word that names an action)
● Students can verbally repeat the definition of
a noun (a noun is the name of a person,
place, thing, or idea)
● Students can speak with proper use of nouns
and verbs
● Students can write sentences with proper
grammatical syntax

Assessment task(s)
Students will be able to … What students do to demonstrate skill/method?

● How to use nouns and verbs properly ● Students can speak with proper use of nouns
when writing and speaking and verbs
● Identify nouns in a phrase ● Students can write sentences with proper
● Identify verbs in a phrase grammatical syntax
● Students will orally identify nouns in a phrase
● Students will complete a worksheet by
underlining the verb in a phrase

● Summative assessment​(s): If there is a summative assessment, what is it? How is it connected to the content
​ ethods of the aforementioned standards and objectives? What are the accommodations for students
and m
with diverse proficiencies and learning needs? Is there a grading rubric? What criteria is being used to evaluate
the students’ performances on, above, and below target?
o There will be no summative assessment for this lesson.

Stage 3: Learning Plan​: How will the lesson be scaffolded so that the instruction is comprehensible and engaging for
all students? What techniques will be used to motivate the students? How will the input and output of the content be
differentiated to accommodate all learners’ needs?
Time Anticipatory Set (teacher directions)​: List the procedures of how you will address: (a) introducing Student Actions​: How
the lesson’s topic/focus, (b) hooking students’ interest, (c) establishing a context for learning, will students be initially
and/or (d) stating the learning goals/purpose of the lesson. In addition, how are you activating engaged in the lesson?
students’ (various) learning styles? What classroom management strategies are you employing? What will students be
doing?

Do:​ Two weeks in advance the teacher will prepare a printed packet with all materials Students are learning
for parents/caregivers to pick up at the school office during designated times. from home.
● Printed packets make the information available to students who may not have
reliable access to the internet or electronic devices.
● Printed packets make the information available to those who cannot print the
materials from home.

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 ● Printed packets provide access for parents who may prefer read instructions in
print form.
● Printed packets make work available to students whose parents may wish to
limit exposure to electronics.
● Printed packets provide the opportunity for children to practice handwriting
skills using a pencil.
● Printed packets provide a social connection between the school and families.

Do:​ Before the start of an instructional week, the teacher will create a pdf of all
materials and schedule and post it on the ​class website​.
● Calendar​/Schedule keeps parents and students on track
● The pdf files make materials available to those who may not be able to pick up
packets.
● Parents can print materials day-by-day, if prefered
● Parents can access the materials at any time, and from any location with
internet connectivity.
● The class website provides a central hub for all materials and instructions (even
those from past weeks)
● The class website includes instructional videos and links to other websites as
needed.

Do:​ Before the start of the instructional week, the teacher will post all assignments
individually on SeeSaw.
● SeeSaw allows students to view and complete work online.
● SeeSaw allows for timely feedback from the teacher on assignments.
● SeeSaw breaks assignments into manageable tasks, to help avoid overwhelm.
● SeeSaw allows for a paper-free completion of activities.
● SeeSaw allows students to develop 21st Century skills by using technology.

Do:​ Before the start of the instructional week, the teacher should record lessons on
the topics.
● Use Screen-Cast-O-Matic or another screen recording service.
● Prerecorded instructional videos allow access for individuals who may not be
able to attend a synchronous session.
● Videos allow students and parents to rewatch as needed.
● Videos provide valuable information on the lesson objectives and learning
goals, as well as on how to instruct their child.
● Videos provide a link between the teacher and student.

Do:​ Communicate the home learning plan and access points to parents/caregivers.
● Parents/caregivers know the expectations and work to be completed.
● Parents/caregivers know how and where to access the work and instructional
materials.
● Regular communications provide a link between parents/caregivers and
teacher.
● Use email, SeeSaw, Class Dojo, etc.
● Point parents/caregivers to the preferred methods of access (class website,
SeeSaw, packet).

Time Instruction, Practice & Assessment (teacher directions)​: List the procedures of how you will Student Actions​: How
address: (a) instructing the new content, (b) incorporating a variety of strategies (i.e., to make the will students be
content comprehensible, to engage students, to involve a variety of learning styles, to engaged? What will the
accommodate the various learning proficiency and needs of the students), (c) providing students be doing?
opportunities for students to apply what they’re learning, (d) engaging students in various ways

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 (e.g., whole class, small group, partner, individual), and (e) collecting formative feedback on
students’ understanding and progress of the new content. In addition, what classroom
management strategies are you employing?

*​All instructions and documents are posted on ​class website​*

The blue highlight is the focus of this lesson plan:

Home Learning for the Week of April 6-April 9

Subject Monday Tuesday Wednesday Thursday Friday

Language Daily 5 Daily 5 Daily 5 Daily 5 No School:

Arts Good Friday
(reading, -​Listen to -​Listen to -Read the -​Listen to
writing, Phonics Lesson on story: The Phonics
spelling) Lesson Verbs Dog and the Lesson
-Worksheet -Worksheet Mule -Worksheet
9.1 (front 10.2 -Worksheet 12.1(front
and back) -Worksheet 10.3 and back)
11.2 (on
back)

Math -​Watch Math -​Watch Math -​Watch Math -​Watch Math

Lesson Lesson Lesson Lesson
-Homework -Homework -Homework -Homework
18 19 20 21
*Problem Set *Problem Set *Problem Set *Problem Set
is optional* is optional* is optional* is optional*

Religion Jesus’s Judas The Lord’s Jesus Prays

Triumphant Betrays Supper in the Garden
​ ead
Entry R Jesus Read and Read and
and color Read and Color Color
Color

Social Scholastic Scholastic

Studies Learning Day Learning
7 Day 9​ OR
OR Check Check
SeeSaw​ or SeeSaw​ or
SeeSaw App SeeSaw App

Science Scholastic Scholastic Scholastic

Week 2 Learning Day Learning Day
Learning 8 10​ OR Check
Day 6 ​OR OR Check SeeSaw​ or
Check SeeSaw​ or SeeSaw App
SeeSaw​ or SeeSaw App
SeeSaw App

Art SeeSaw: 10 SeeSaw:10 SeeSaw:10 SeeSaw:10 SeeSaw:10

Day Drawing Day Drawing Day Drawing Day Drawing Day Drawing
Challenge Challenge Challenge Challenge Challenge
*Highlighted assignments are OPTIONAL

Daily 5 At Home, Round 1- Read to Self:

See ​Daily 5 Learning Plan​ (Distributed to parents in packet, on website)
Standards:

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 Dependent on Student choice, but may include:
● CCSS.RL.1.10: With prompting and support, read prose and poetry of
appropriate complexity for grade 1.
● CCSS.RI.1.10: With prompting and support, read informational text
appropriately complex for grade 1.
● CCSS.RF.1.4: Read with sufficient accuracy and fluency to support
comprehension.

Instructions given to parents:

Students should choose a “good fit” book to read to themselves. Children should:
Read the whole time. Stay in one spot. Stay distraction-free.

Parents, please set a timer for 15 minutes.  

 
Optional:  
● Complete a reading log on​ SeeSaw  

Daily 5 At Home: Lesson

See ​Daily 5 Learning Plan​ (Distributed to parents in packet, on website)
Standards:
● CCSS.ELA.L.1.1B: Use common, proper, and possessive nouns. Students are reading
● CCSS.ELA.L.1.1C: Use singular and plural nouns with matching verbs in basic “good-fit” books at
sentences. home.
● ​CCSS.ELA.L.1.1E: Use verbs to convey a sense of past, present, and future

Instructions given to parents:

1. Visit ​Class Website​ (read full weekly instructions at the top)
2. Listen to Lesson on Verbs​ (also posted to class website by date and on SeeSaw)
3. Complete worksheets 10.2, 11.2

Optional:
● Complete activity on ​SeeSaw

Plan for achieving objectives in instructional video (created on

Screen-Cast-O-Matic):
1. Welcome and thank students for watching video
2. Present lesson learning goals:
a. I can define a verb.
b. I can find action verbs in a sentence.
3. Review nouns:
a. Remind students of the definition of a noun. Ask students to repeat.
b. Show examples of nouns:
i. Boy (person)
ii. School (place)
iii. Pizza (thing)
iv. love (idea)
c. Review definition
4. Identify nouns in a phrase
5. Define a verb (clearly state the definition of a very: “a verb is a word that
names an action”)
a. Define “action” as something you can do
6. Identify verbs in a phrase
a. Use “I can…” or “Can I….” to demonstrate actions
b. Guided practice: find verbs in a variety of phrases Students are watching
c. Use a visual cue to identify verbs (a wavy green line) video.

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 7. Review lesson goals:
a. Define a verb
b. Identify a verb in a sentence
c. Show an example from the worksheet and give verbal instructions for at Students are repeating
home work. the definition of a noun.
8. End the lesson by thanking students for listening.

Students verbally
identify nouns in a
phrase

Students repeat
definition of a verb

Students verbally
identify verbs in a
phrase.

Students complete
worksheets.

*Worksheet 11.2 is a review of previously taught concepts, intended for students to

practice building prosody.

Daily 5 At Home, Round 2- Work on Writing:

See ​Daily 5 Learning Plan​ (Distributed to parents in packet, on website)
Standards are Dependent on Student choice, but may include:
● CCSS.W.1.1: Write opinion pieces in which they introduce a the topic or name the book
they are writing about, state an opinion, and provide some sense of closure.
● CCSS.W.1.2: Write informative/explanatory texts in which they name a topic, supply some
facts about the topic, and provide some sense of closure.

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 ● CCSS.W.1.3: Write narratives in which they recount two or more appropriately sequenced
events, include some details regarding what happened, use temporal words to signal
event order, and provide some sense of closure.
● CCSS.W.1.7: Participate in shared research and writing projects.
Students work on
Instructions given to parents:
writing for 15 minutes.
Students should work on writing on any topic of interest. Students should: work
independently, should write the whole time, stay in one spot, and underline any
words they do not know and move on. They should write at least 3 complete
sentences, add at least 3 labels to a picture, or make a list of at least 3 items.

Parents, please set a timer for 15 minutes. After the timer ends, please check and
discuss student work. Remember that first-graders are NOT expected to spell every
word correctly. Invented spelling (spelling words as they sound) is acceptable.

Daily 5 At Home: Lesson

See ​Daily 5 Learning Plan​ (Distributed to parents in packet, on website)
Standards are dependent on individual progress on an adaptive reading program.

Instructions given to parents: 

Reading Lesson: Students complete one
1. Log on to Raz-Plus account ​(instructions here​) lesson on Headsprout
2. Click on “Headsprout” per day.
3. Click on the treehouse
4. The first time you log in, your child will take the placement test.
5. Upon subsequent logins, your child will move through lessons at their level.

Daily 5 At Home, Round 3- Listen to Reading:

See ​Daily 5 Learning Plan​ (Distributed to parents in packet, on website)
Standards may include:
● CCSS.RF.1.2: Demonstrate an understanding of spoken words, syllables, and
sounds.
● CCSS.SL.1.2: Ask and answer questions about key details in a text read aloud
or information presented orally or through other media.

Instructions given to parents:

Students should log on to ​Raz-Plus account​ or Epic account (​instructions here​) and Students listen to
listen to reading. Students could also listen in other ways, such as Audible, parent reading for 15 minutes
read aloud, or other audiobooks. per day.

Parents, please set a timer for 15 minutes. Students should be listening to reading or
reading books to themselves the whole time.

Time Summative Assessment & Closure (teacher directions)​: List the procedures of how you will Student Actions​: How
address: (a) assessment of students’ understanding, (b) wrapping up the lesson (i.e., to give closure will students be
and confirm/clarify students’ understanding), and (c) extending the activity or homework. What engaged? What will the
classroom management strategies are you employing? students be doing?

Teacher Evaluation of Student Work:

● Parents have been advised to submit work in the way that fits the needs of
their families.
○ Some parents are checking and discussing work with their child instead
of submitting it to the teacher.
○ Some parents are sending scanned copies to the teacher via email
○ Some parents are submitting work through SeeSaw.

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 ● When the teacher receives completed work, she reviews the work and records
data on a spreadsheet.
○ Date completed/submitted
○ Method of submission
○ The teacher can monitor online accounts for activity (Headsprout,
Raz-Kids)
○ Performance indicators (EM=Emerging, DV=Developing, P=proficient)
● The teacher provides timely feedback to parents or students
○ Comments on SeeSaw
○ Replies to email
○ The teacher gives positive praise and corrective feedback, if needed.
● The teacher uses formative assessment to reteach or add additional resources
for practice to the student packet or SeeSaw account.
○ The teacher communicates effectively with parents on ways to help their
child.

Stage 4: Lesson Reflection​: Write a short narrative reflecting on the process of developing, revising, and instructing
​ ow do you know?​ W
the lesson. Include: Did the students meet the lesson objective(s)?​ H ​ hat worked well in the

lesson?​ ​What were the challenges within the lesson?​ W

​ hat would you do differently next time?

When transitioning to distance learning, it was difficult to decide how to structure instruction. The Head of School
wanted to ensure that all students would have equity of opportunity in accessing instructional materials. Therefore,
he prefers that all new learning be made available in an asynchronous manner. This has been achieved for my
first-graders by preparing paper packets, providing a pdf of all materials on the class website, and by posting all
assignments and materials on SeeSaw. Although I have been meeting with my students on a weekly basis via Webex, I
only use it for community building activities and not to provide instruction. I record all new instruction and provide
links or embed the videos on the class website.

The technology focus for the lesson was on the class website. I used the platform Weebly to create it. I was lucky that
I have used this platform in the past to create my teaching portfolio. I was able to duplicate my original site and
change it to meet the needs of distance learning. I have found that it has been incredibly successful in communicating
with my class. I have twelve students and am averaging around 18 unique visitors and 40+ page views per week on
the site. This shows me that parents are using it to access the learning materials.

The challenge for teachers is learning to use new technology platforms. For this lesson, I used Screen-Cast-O-Matic to
record the video on verbs. Before distance learning, I had never used (nor heard of) this tool. The lesson on verbs was
my second video. It is certainly not polished or perfect, but I do think it achieved the goals for the lesson. One benefit
of pre recorded lessons is that you can plan a script to be sure that all of the learning goals are met in the video. All of

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the student work that I have evaluated shows that the students were able to identify the verb in a phrase. Here is an
example of student work:

Continuing to structure at home learning using the Daily 5 framework has been successful. I have received emails and
messages from parents indicating that their child has expressed satisfaction in continuing with the framework. Here is
an example from an email:
“She is reading a Junie b. Jones book and she likes it. It is so funny as she says she wants to do Daily 5 since it
was part of the morning class routine. She misses going to school and misses you.”

Students have also continued to submit reading logs that indicate that they are completing their Read-to-Self work.
Here is an example of a student reading log submitted through SeeSaw:

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Similarly, I am able to track how often students are engaging with the adaptive reading lessons through Headspout
and “Listen to Reading” through the teacher reports that are generated. I can see if students are completing the work
and how well they are doing with the content. Here is an example of a report:

Students are also submitting their writing work. One of the benefits of learning at home with a parent is that parents
are able to offer one-on-one support. Of course, it is also difficult to tell how much work is being done independently
and get an idea of how well a student would perform in the classroom. Here is an example of student’s “Work on
Writing” work (submitted via email by parent):

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The main challenge for these lessons is that I cannot be sure that all students are completing them and I cannot gauge
the amount of assistance they are receiving. As a teacher in the traditional classroom, I can make many observations
that provide a significant amount of formative assessment. I can visualize who is struggling; I can hear those who are
struggling with decoding; and I can evaluate student engagement. These are all incredibly important to planning for
instruction. While the students are at home, I have to depend on work samples and parent feedback, which provides
a limited snap shot of the students’ development. For those students who are not returning work to me (either online
or at school packet pick-up), I am unable to see any work and offer feedback.

While I hope that I will not have to repeat this lesson as distance learning in the future, I might change a few things.
First, some parents have indicated that they prefer the videos in which the students can see me in the video.
Screen-Cast-O-Matic allows users to record themselves as well as the screen. I would consider redoing the video to
include myself. I might also consider any other ways in which students might physically interact with the video.
Perhaps importing it to Edpuzzle or another platform that allows a video to stop at various points so students can
engage in guided practice and teachers can get feedback. I would also consider having students identify verbs in their
own writing so that they might explore verbs in an authentic way.

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