Lesson Plan Template (Teacher Facilitated

Literacy)
HEADING:
Students Name: Krista DeGatis
Subject Area(s): Literacy
Concept/Topic: Writing a narrative

Date: 4/20/16
Grade Level: 1st grade
Time: 9:00 AM

CONTEXT:
Composition of Classroom:
There are 20 students in this classroom. The classroom is made up of mostly English Language
Learners. The languages in the classroom include: English, Spanish, Chinese, and Burmese. The
students are working on improving their English.
The students get along well with each other. They tend to socialize with students who speak the
same language as them. When a problem arises between students who speak two different
languages, the students rely on aggressive behavior because they cannot vocalize what is wrong.
There are many shy students in the classroom. Many of them have trouble participating in
activities because of the language barrier. They feel the most comfortable when speaking their
native language.
DESIRED RESULTS:
Big Ideas/Key Concepts:
I want the students to be able to write a narrative based on the painting I show them. I want them
to understand that a narrative has a beginning, a middle, and an end. My lesson will address how
to write a narrative by writing what happens first, next, and last. In order to teach this lesson, I
will need to know how to write a narrative story.

Objectives:

1.

Students will be able to write a creative narrative about the painting, Boy with a Toy
Soldier.

2. Students are learning about how to write a narrative story. This lesson will allow them to
use their creativity to create their own narrative. Students will be learning how to write
personal narratives in the near future so this lesson will help them prepare for that.

Curriculum Standards:

Standard - CC.1.4.1.M Write narratives to develop real or imagined experiences or events.

Standard - CC.1.4.1.N Establish who and what the narrative will be about.
Standard - CC.1.4.1.O Include thoughts and feelings to describe experiences and events
EVIDENCE:

I will monitor the students progress by having them fill out a worksheet at the beginning of the
lesson. The worksheet will tell me their main ideas of their story. The worksheet will have the
student list what happens First Next and Last in their narrative. I will collect this
worksheet before the students start writing their story. The students will bring the worksheet up
to me as they finish. This will allow me to make sure each student understands the assignment
and is on track. I will go over the worksheet with the student and tell them what they can
improve upon. After the lesson, I will determine if the students have gained understanding about
the big ideas/concepts by listening to and reading their final story. I will know that they are able
to perform the skills taught in my lesson because I will listen to and read their final product. I
will be able to review their story and track the progress they have made.
LEARNING PLAN:
Rationale:
The students learn best when they have practice and time to conference with me
before completing the actual assignment. For this lesson, I set aside time for the students
to complete a worksheet and time for me to go over the worksheet with the student. This
will allow the student to make any changes before submitting their story. This will also
allow me to track their progress from the worksheet to the story.

Differentiation:
Students in this classroom speak many different languages. I will have the worksheet
written in several different languages. This will help the students understand what is
expected of them. Students will be required, however, to complete the assignment in
English.

Materials and Technology:

I will need a picture of the painting, Boy with a Toy Solider, paper, pencils, and
worksheets for each student.
Step-By-Step Procedure:
1. Launch:
a. Hook/Lead-in: I will put a picture of the painting Boy with a Toy Soldier on
the screen in the front of the room. I will ask the students the following questions:
What do you see? How does the boy feel? When do you think this painting
was from? I will call on students to answer each question.
b. Activate Prior Knowledge: Students have learned how to write a narrative. They
know that narratives should have a clear beginning, middle, and end. They will
use their previous knowledge of narratives to write their own story about the boy
in the painting.
2. Instruction:
a. Explicit Instruction or Worked Example:
I will hand each student a worksheet. The worksheet will ask the students to write
down their ideas for the narrative. There will be sections labelled First, Next,
and Last. I will ask the students to look at the painting and think about the boys

Lesson Plan Template

Page 2 of 5

feelings and his interests. I will ask them to come up with a narrative story about
this boy and his toy soldier. I will give the students time to fill out the worksheet.
I will walk around the room while they are writing to answer any questions.
Students might get stuck while writing and I will help them brainstorm ideas. I
will ask them questions like: What does the boy like to do? Where does he
live? Where did he get his toy? These questions will help the student think of
ideas for their story. When the students are finished with their worksheet, I will
conference quickly with that student. I will tell them which areas need to be
improved on. I will most likely have to tell the students to add more details. After
conferencing with each student, they will write their narrative stories on a piece of
paper. After the students finish writing, they will present their story to the class.
b. Modeling: I will give the students an example of the worksheet. I will fill it out
and talk through it with the whole class. I will explain my thought process and tell
them exactly what I am writing. I will tell the students that this is just an example
and they cannot copy my work. All of their work must be original. While they are
working on the worksheet, I will write my narrative. After the students are
finished with the worksheet, I will read the story I created to them. This will give
the students an idea of how the story is supposed to sound. I will reiterate that my
story is just an example. They must create an original story.
c. *Guided Practice:
I will support the students by conferencing with them after they completed the
worksheet. I will tell them what still needs to be improved on. I will help them
come up with more ideas to add to the story. I will ask them questions like: What
does the boy like to do? What games does he play with his toy soldier? Who
gave him the toy? If they are not experiencing success, I will go through the
worksheet that I filled out with the student. I will talk them through my thought
process. I will then ask the student to do the same thing with their worksheet. I am
hoping that this will allow the students to come up with ideas to keep their story
flowing.
3. Independent Practice: Students will complete a worksheet then write a story about the
boy from the painting. They will work on how to create a beginning, middle, and end to a
story.

4. Application:
After the lesson, students will know how to write a narrative story. They will use the
skills they have learned from this lesson as they go more in depth in their unit.

Lesson Plan Template

Page 3 of 5

5. Closure: After writing their stories, I will call on students to present their work. They
will come to the front of the room and read the story they have written about the painting.
This will allow me to see which students understood the lesson and which did not.
EVALUATION:
With the evidence I collected during this lesson, I will be able to understand which students
understand how to write a narrative. If students are able to correctly fill out the worksheet and
create a story, I will know that they understood the lesson.
ATTACHMENTS:
Worksheet is attached
TEMPLE TEACHING STANDARDS (TTS):
Deep Context Understanding: Students will complete a worksheet before writing the story so I
can make sure each student understands the assignment. This way, they will be getting extra
practice while I track their progress.
Coherence & Continuity: Students have been learning what narratives are and how to write a
narrative story. This lesson gives them practice writing a narrative story.
Real World Connections: After the students present their stories, I will tell them the real story
behind the picture. The students will be able to connect the story to the picture of the boy. They
will be able to compare and contrast the real story to their narrative.
Active Learning: Students are able to think creatively and work independently on this
assignment. I will be available to answer any questions that the students have. I will hold quick
conferences with each student after handing in the worksheets.
Critical & Creative Thinking: Students will think creatively by making up their own story
about the boy in the painting. Students will have to come up with unique and original ideas for
this assignments.
Teacher Reflective Thinking: After the lesson, I will reflect on how the students understood the
assignment. I will reflect on what I still need to work on with the students.

Lesson Plan Template

Page 4 of 5

Boy with a Toy Soldier Narrative

Name:
Title:

First

Lesson Plan Template

Next

Finally

Page 5 of 5