Final Direct Lesson Plan

Jessica Williams
Subject: First Grade Literature

Central Focus: Describe the setting in a story.

Essential Standard/Common Core Objective:

CCSS.ELA-Literacy.RL.1.3
Describe characters, settings, and major
events in a story, using key details.

Date submitted: 7, December 2015

Date taught: N/A

Daily Lesson Objective: Students will be able to describe the setting in a story.
21st Century Skills: Critical Thinking, Productivity
and Accountability

Academic Language Demand (Language Function and

Vocabulary):

Prior Knowledge: Describe characters in a story and finding details in a story.

Activity

Description of Activities and Setting

1. Focus and Review

Students if you will recall we have been learning about different parts of a
story using details. Can someone tell me what we talked about last
class?(CFU) Yes, thats correct, we discussed what characters were. Who
can tell me what a character is? (CFU) Yes, it is someone in the story. We
read the Very Sleepy Sloth last class. Who can give me a character from the
story?(CFU) Yes the sloth is a character. Great job everyone Today we are
going to learn about another important feature of a book.

2. Statement of Objective
for Student

Today we are going to learn about the setting in stories.

Students will come to the carpet and I will discuss what setting is. Can
someone tell me what they think the setting in a story might be?(CFU).
ADHD students will sit at the front so I can keep an eye on them and
minimize distractions (PID). Thats a great guess. But setting is where the
story takes place. I am going to show you how to identify setting in a few
short stories.
Read this story to the class, then find the setting.

3. Teacher Input

Where Are My Animal Friends?

Where do animals go when the days turn cold? Hello, Goose! Why are you
shivering? The Forest is chilly, Raccoon. The days are shorter now.
And its getting colder every day. Then we dont have much time to
find our friends. Youre right, Raccoon. Lets look for caterpillar.
Caterpillar lives in this tree. But where are all the leaves?
Many of them are on the ground. Where is caterpillar? Look, here
comes the smallest bird in the forest. Hello, Hummingbird!
Have you seen caterpillar? Oh, yes. Caterpillar is right here.
Thats not Caterpillar! Caterpillar is long. This thing is not long.
Our friend Caterpillar moves a lot. This thing does not move at all.
But Caterpillar is inside. He became a chrysalis.
Then we wont see Caterpillar until spring when hell be a butterfly.
Well, Im glad you will be here for the winter.
Oh, no, Raccoon. I cant stay. I must fly away to where it is warm.
Hummingbird does too.

Time

Who wants to guess what the setting it?(CFU) Yes thats correct the setting
is in the forest. I know that because the Goose asked the Raccoon why he was
cold and he said because the forest is chilly, letting us know they were in the
forest.
Lets try one more together!
For this one I will pull up the website
http://www.storylineonline.net/sebastians-roller-skates/
And let the students listen to Sebastians Roller Skates as it is read aloud to
them. After they finished listening we would discuss where the story takes
place also known as the setting. We will discuss that there can be more than
one setting within a story.

4. Guided Practice

5. Independent Practice

6. Assessment Methods of
all objectives/skills:

7. Closure

Students will work in partners and read a short story and come up with the
setting and the details from the story that helped them figure it out. I will walk
around the room to monitor students progress and answer any questions they
may have. For struggling readers I will pull them out and work with them at
the back table and help with reading and comprehension so they can find the
setting of the story on their own.(PID)
You guys did a wonderful job today! For homework I want you to take
home a copy of the story: The Very Sleepy Sloth and read it and come up with
the setting for the story using details from text to explain why you think its
the setting. ADHD students may receive an extension for homework
assignment if they do not get it finished (PID).

I will grade the students homework assignments to determine mastery of finding setting in
text.
Before we move on to math lets discuss what we learned today:
Who can tell me what Setting is?
What is an example of a setting?
What was the setting from the first story we read together?
Can the story take place in more than one place?
Who would like to share one of their settings they found with their partner?
(all of these questions are CFUS)

8. Assessment Results of
all objectives/skills:
Targeted Students Modifications/Accommodations:
For students with ADHD I will have them sit at the
front of the classroom. Also, during the mini lesson on
the carpet I will also have them sit at the front and I
will call on them frequently to make sure they are
following along. I will give them extra time to finish
their homework assignment if they do not finish it. I
may also provide them with a small rubber ball to

Student/Small Group Modifications/Accommodations

squeeze to keep them focused and not causing

distractions for other students.

Materials/Technology: The Very Sleepy Sloth, notebook, pencil, Storyline Online Website
Reflection on lesson:
*Modified slightly for use in ELED 3111, Smith, Fall 2015.