College of Menominee Nation

Lesson Plan Model

Communicating and Listening
Name: Miranda Fink
Lesson Title/#:

The Mitten, Lesson 1

Grade Level: First Grade

Learning Central Focus

Central Focus
What is the central focus for
the content in the learning
segment?

The central focus of this lesson is predicting and comprehension of the text. Students will
analyze the pictures and gather evidence to predict what the story will be about. Students will
sequence the animals from the story to show comprehension of the text.

What to teach?
How much?

NA for EDU 238

Content Standard
What standard(s) are most
relevant to the learning
goals?

NA for EDU 238

Student Learning
Goal(s)/ Objective(s)
Skills/procedures
What are the specific
learning goal(s) for student
in this lesson?
Concepts and
reasoning/problem
solving/thinking/strategie
s1
What are the specific

WI.CC.L.2.e Spell untaught words phonetically, drawing on phonemic awareness and spelling
conventions.
WI.CC.SL.1.a Build on others talk in conversation by responding to the comments of others
through multiple exchanges.
WI.CC.SL.3 Ask and answer questions about what a speaker says in order to gather additional
information or clarify something that is not understood.
WI.CC.W.7 Participate in shared research and writing projects (e.g. explore a number of how-to
books, on a given topic and use them to write a sequence of instructions).
WI.CC.RL.7 Use illustrations and details in a story to describe its characters, setting or events.
Students will:
Predict (evaluate) what will happen in the story during a picture walk
Create (synthesis) a sequence of the animals within the story, with a partner

learning goal(s) for students

in this lesson?

Use Blooms
Taxonomy Verbs
Consider Learning
Outcomes here.
Prior Academic
Knowledge and
Conceptions
(Engagement of
Schema)

Students will have a prior knowledge of what a picture walk is, students will know what is
expected out of them during the picture walks as a class.

What knowledge, skills, and

concepts must students
already know to be
successful with this lesson?
What prior knowledge and/or
gaps in knowledge do these
students have that are
necessary to support the
learning of the skills and
concepts for this lesson?

NA EDU 238
Common Errors,
Developmental
Approximations,
Misconceptions,
Partial
Understandings, or
Misunderstandings

N/A

What are common errors or

misunderstandings of
students related to the
central focus of this lesson?
How will you address them

The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics related. See candidate edTPA handbooks for the
Making Good Choices resource for subject specific components.

for this group of students?

NA EDU 238

Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.

Launch
__________
Minutes
How will you start
the lesson to
engage and
motivate students
in learning?

(Exploratory
Introduction
)
Instruction
__________
Minutes
What will you do
to engage
students in
developing
understanding of
the lesson
objective(s)?
How will you link
the new content
(skills and
concepts) to
students prior
academic learning
and their
personal/cultural
and community
assets?
What will you say
and do? What
questions will you

Teacher should ask students different questions, grabbing their attention and engagement of schema.
What are mittens?
Has anyone ever lost a mitten?
Why do you think the story is called The Mitten?
This story will be introduced like other picture storybooks, talking to the students about book handling,
author, illustrator and the parts of the book. As a class, the teacher will go through the book looking at
the pictures, asking students different questions having them analyze the pictures. Students will
predict what they think will happen throughout the story once looking at the pictures. (5-7 minutes)
Once the class had whole group instruction with the picture walk, the teacher will then read the story
aloud. Before reading the story, teacher should encourage students to remember the different
questions that came into their head during the story. For example- I wonder what animal will come
next? How many animals can fit in the mitten?
Throughout the story, teacher should be asking different questions such as:
What do you think will happen next?
Do you know what a hedgehog or badger are? (students may not be familiar with these two
animals)
What do the mittens on each page show?
Once the story is over, teacher should ask students if they had any other questions throughout the
story. Often times, asking questions to oneself during reading will help one comprehend the story. At
this point, teacher should mention that to the students, encouraging the students to use questioning
to gain understanding of the text. (15 minutes)
Students will turn to a partner, telling each other one question they had throughout the story. Students
will talk about the questions they had and if the story answered their questions. Partners will then
work together to list all the animals in the story. Students will be listing all the animals from memory
and teacher will then let students know how many animals are in the story if they cannot list all

ask?
How will you
engage students
to help them
understand the
concepts?
What will students
do?
How will you
determine if
students are
meeting the
intended learning
objectives?

Procedures:
What will
you do? How
will you
introduce
lesson?
What will
you do step
by step?
Structured
Practice and
Application
__________
Minutes
How will you give
students the
opportunity to
practice so you
can provide
feedback?
How will students

animals- 8 animals throughout the story. Once students have all the animals listed, each student will
sequence the animals from the story. (5-7 minutes)

apply what they

have learned?
How will you
determine if
students are
meeting the
intended learning
objectives?

NA EDU
238
Closure
__________
Minutes

Students will independently complete the sequencing of animals and will turn their papers into the
teacher. Once the students finish their assignment, they will be silently reading until the next subject
is to be presented.

How will you end

the lesson?
Important

Differentiation Whole Class:

/ Planned
During the read aloud, students know what is expected from them. Students have an assigned
Support
seating area designated by teacher, encouraging a positive atmosphere at the circle area.
How will you
Students are strategically placed so good decisions will be made and promote engagement with
provide students
students and the lesson.
access to learning
based on
individual and
group needs?

Culture is a
consideratio
n.

How will you

support students
with gaps in the
prior knowledge
that is necessary
to be successful in
this lesson?

Groups of students with similar needs:

ELL Students will be paired with an English speaking student. The directions given will be clearer
with simple vocabulary for ELL students. When students are sequencing, pictures of animals will
be available if needed.
Individual students:
Learning disabled students will receive instruction that is clearer with simplistic vocabulary.
Pictures of animals will be available if needed for sequencing.
Students with IEPs or 504 plans:
These modifications will be done based off of individual students needs and will be done with the
students teachers, cooperating teachers, parents and other peers.

Strategies for responding to common errors and misunderstandings, developmental approximations,

misconceptions, partial understandings, and/or misunderstandings:
RTI
Accommoda
tions and
Adaptations
are included
here.
Student
Interactions
How will you
structure
opportunities for
students to work
with partners or in
groups? What
criteria will you
use when forming
groups?

NA EDU 238
What Ifs

When students are working with partners, teacher will be circulating around the room responding to
any confusion or assisting the students needs. Students will be working with partners, encouraging
groups to problem solve together.

During the read aloud, students are expected to sit in their designated area around teacher. Teacher
has made a seating arrangement where students are seated to have the maximum learning
experience. Teacher also has students partnered up based off of the seating arrangement at circle
time. Students know where to be seated and who to turn to when partner work comes up.

N/A

What might not go

as planned and
how can you be
ready to make
adjustment?

NA EDU 238
Theoretical
Principles
and/or
Research
Based Best
Practices

N/A

Why are the

learning tasks for
this lesson
appropriate for
your students?

NA EDU 238
Materials
What materials
does the teacher
need for this
lesson?
What materials do
the students need
for this lesson?

Students will need:

Pencil
Paper
Teacher will need:
The Mitten by Jan Brett
Pictures of animals for lesson modifications if needed.

Academic Language Demand(s): NA EDU 238

Use of Productive Language Skills (speaking, writing)
Use of Receptive Language Skills
(listening, reading)
What language function do
you want students to
develop in this lesson? What
must students understand in
order to be intellectually
engaged in the lesson?

How are Productive

Language Skills &
Receptive
Language Skills
used in the
lessons? Give
examples.
What content specific terms
(vocabulary) do students
need to support learning of
the learning objective for this
lesson

Students are working on their listening, communicating and writing skills within this lesson.
This lesson will help students listen to the story and retell the story through sequencing. When
students are working with their partner, they are focusing on their communication skills.
Students are talking about the different questions which occurred throughout the story and
talking with partners to list the animals from the story. When sequencing, students are writing
the animals name in the correct order, encouraging students to write new words and sound out
different words.

Students should be familiar with the animals in the story; badger and hedgehog are two
animals that may be unfamiliar.
Badger- An animal that lives in the ground and has short, thick legs and long claws on its front
feet.

What specific way(s) will

students need to use
language (reading, writing,
listening and/or speaking) to
participate in learning tasks
and demonstrate their
learning for this lesson?

Hedgehog- An animal that is covered with sharp spines and roll up into a ball when frightened.
This whole lesson is based off of language. Students will be listening to the story, conversing
with partners and writing down the sequenced animals.

What are your students

abilities with regard to the
oral and written language
associated with this lesson?

Students are familiar with spelling and sounding out new words by breaking down unfamiliar
words into chunks.

How will you support

students so they can
understand and use the
language associated with the
language function and other
demands in meeting the
learning objectives of the
lesson?

If students are unfamiliar with the meaning of a word teacher will clarify and define the word
so student will understand what is being talked about.

Assessments:

Describe the tools/procedures that will be used in this lesson to monitor students learning of the lesson objective(s). Attach a copy of the assessment and
the evaluation criteria/rubric in the resources section at the end of the lesson plan. Informal assessment results from the teachers day to day spontaneous
observations of how students behave and perform in class. Formative evaluation is an evaluation conducted before or during instruction to facilitate
instructional planning. Formal assessment is preplanned systematic attempt to ascertain what students have learned. Summative evaluation is an
evaluation conducted after instruction is completed to assess final student achievement

Type of
assessment
(Informal or
Formal vs
Formative or
Summative)
Informal

Description of
assessment

Modifications to the assessment

so that all students could
demonstrate their learning.

Evaluation Criteria - What evidence of

student learning (related to the
learning objectives and central focus)
does the assessment provide?

Observation of
students participation
during discussion.

Summative
Formal

Completion of
sequencing animals.

Since it is informal, each student When students are participating in

will be observed and will be able discussion and engaged, they will
to participate.
comprehend the story and be able to
sequence animals.
There will be pictures of each
Students will show that they were
animal so sequencing can be
listening to the story when they are

done if needed.

Analyzing Teaching
NA EDU 238

To be completed after the lesson has be taught

What
worked?
What didnt?
For whom?
Adjustments
What
instructional
changes do you
need to make as
you prepare for
the lesson
tomorrow?

Proposed
Changes.

Whole class:

If you could
teach this lesson
again to this
group of students
what changes
would you make
to your
instruction?

Groups of students:

Justification

Individual students:

able to sequence the animals.

Students must complete 7/8 animals
correctly in sequence.

Why will these

changes improve
student learning?
What research/
theory support
these changes?

Resources:
Attach each assessment and associated evaluation criteria/rubric.