ECE Literacy Lesson 1

Name: Molly McCoy

Grade Level: 1st Number of Students: 12
Instructional Location: 1st grade classroom Date: October 9, 2018

Lesson Goals
Central Focus of Lesson:
Retelling Narratives

Standard(s) Addressed:
ELAGSE1RL2: Retell stories, including key details, and demonstrate understanding of
their central message or lesson

Language Function (if an ELA/writing lesson): Interpret

Lesson Objectives and Demands

Essential Literacy Strategy (if an ELA/writing lesson):
Inferring characters’ feelings and relationships using evidence from the book

Content Objectives:
The students will be able to use the text and illustrations to infer the feelings of and
relationship between the characters in the book in order to retell the story and answer
questions both orally and through writing.

Language Objectives:
Students will be expected to describe the emotions of characters using the text and
illustrations as evidence. Students will be expected to describe the relationship
between characters using the text and illustrations as evidence.
Students will answer questions about a text using provided sentence frames.
Key Vocabulary in Lesson:
Infer
Embraced
Orb
Gazed

Lesson Considerations
Materials:
- “Max and the Tag-Along Moon” by Floyd Cooper
- Sticky notes with planned prompts and questions
- Student reading journals
- Constructed Response prompt and sentence frame slide
- PowerPoint with Language and Content Objectives and Vocabulary

Prior Academic Learning and Prerequisite Skills:

Prior to this lesson, students had been practicing retelling through various strategies.
The concept of retelling a story is not new. They have also been taught that
illustrations can carry just as much meaning as words.
Students will need to use their understanding of illustrations as carrying meaning to
help them make inferences.

Misconceptions: Identify common misconceptions regarding the concepts addressed

in this lesson
Students often answer “happy” and “sad” when asked to describe an emotion. While
this is not always incorrect, I will work to get them thinking more deeply about different
emotions by prompting them to tell me more about how the characters are feeling
throughout our discussion. I will also ask them to think about all the different feelings
besides happy and sad that a person can feel and ask them to try to use some of
those during our discussion. Students may also make the inferences based on their
own experiences instead of thinking about the character’s experiences.

Lesson Plan Details: Write a detailed outline of your class session including
instructional strategies, learning tasks, key questions, key transitions, student
supports, assessment strategies, and conclusion. Your outline should be detailed
enough that another teacher could understand them well enough to use them. Include
what you will do as a teacher and what your students will be doing during each lesson
phase. Include a few key time guidelines. Note: The italicized statements and
scaffolding questions are meant to guide your thinking and planning. You do not need
to answer them explicitly or address each one in your plan. Delete them before typing
your lesson outline.
*Include what you and the students will be doing
Lesson Introduction - “Before”:

I will begin the lesson by reading the content and language objectives to the students. I
will tell the students that we will be practicing making inferences about the characters
which means to use what we see in the text and illustrations to make a good guess
about how the character is feeling. I will point out that facial expressions and body
language can mean more than one thing. As an example, I will smile really big and ask
students to infer how I’m feeling. They will most likely guess “happy.” I will then say,
“What if I told you that I just found out that I’m going to get a puppy? What else could
you say I am feeling?” I will look for answers such as “excited.” I will explain that in the
same way, we can use what we see in the illustrations and the text together to infer the
character’s feelings for a better idea of what is happening in a story.
I will read the book aloud pausing on certain pages to ask prompting questions about
characters’ feelings.

Learning Activities - “During”: Active engagement in meaning making, explicit

instruction, and practice (you should be checking for understanding throughout the
lesson)

I will begin the read aloud by showing students the book and reading the title. I will ask
students to tell me what they notice on the cover. I will ask prompting questions
provided in the Fountas and Pinnell curriculum such as “What do you notice about the
moon behind Max?” and “When someone follows right behind you and goes wherever
you go, they tag along. What would make Max think of the moon as ‘tagging along?’”
 As I read, I will pause on a few pages and ask questions such as “How do you think Max
and his grandpa feel about each other? How can you tell?” and “Why do you think Max
smiles when he sees the moon?” If students give basic answers such as “happy,” I will
refer back to the opening and ask them to give me more information.
After we read the book, I will go through the vocabulary slides to explain the key
vocabulary. Then, I will show students the prompt and sentence frame for the
constructed response. The prompt is “How do Max and Grandpa feel about each other?
How do you know?” and the sentence frame is “They felt ________. I know because
_______.” I will read the prompt and sentence frame to them. I will remind them to think
about words they can use other than “good” and “happy” that we have discussed.
Students will return to their desks and begin writing and filling in the sentence frame in
their reading journals. As students work, I will walk around the room to read their writing,
help them think about their responses, and ask questions to prompt deeper thinking
when necessary.

Closure - “After”: Restate teaching point, clarify key points, extend ideas, check for
understanding

After students have completed their constructed responses, I will have a few students
share their response. We will discuss how they felt Max and Grandpa felt about each
other as well as what in the text helped them make that inference. I will choose students
who referenced different parts of the book to make the point that there are multiple clues
to help readers infer feelings and relationships in a story. I will reiterate that as long as
they use the book to inform their answers, there is not one right or wrong answer. Every
reader can notice different details and make inferences in different ways and that is what
makes reading so special.

NOTE: How will you check for understanding during lesson (formative
assessment).
Throughout the lesson, I will be formatively assessing student responses to the
questions during the read aloud.
As students work on their constructed responses, I will walk around to check for
understanding through reading their writing and having individual conversations. I will
assess their work using the evaluation criteria.

ECE Literacy Lesson 2

Name: Molly McCoy
Grade Level: 1st Number of Students: 12
Instructional Location: 1st grade classroom Date: October 11, 2018

Lesson Goals
Central Focus of Lesson:
Retelling Narratives

Standard(s) Addressed:
ELAGSE1RL2: Retell stories, including key details, and demonstrate understanding of
their central message or lesson
Language Function (if an ELA/writing lesson): Interpret

Lesson Objectives and Demands

Essential Literacy Strategy (if an ELA/writing lesson):
Inferring characters’ feelings and relationships using evidence from the book

Content Objectives:
The students will be able to use the text and illustrations to infer the feelings of and
relationship between the characters in the book in order to retell the story.

Language Objectives:
Students will be expected to describe the emotions of characters using the text and
illustrations as evidence. Students will be expected to describe the relationship
between characters using the text and illustrations as evidence.
Students will answer questions about a text using provided sentence frames.
Key Vocabulary in Lesson:
Infer

Lesson Considerations
Materials:
- “Max and the Tag-Along Moon” by Floyd Cooper
- Constructed Response prompt and sentence frame slide
- Student reading journals

Prior Academic Learning and Prerequisite Skills:

List the prior knowledge that students will need to use and build upon to be successful
in this lesson
Prior to this lesson, students had been practicing retelling through various strategies.
The concept of retelling a story is not new. They have also been taught that
illustrations can carry just as much meaning as words.
Students will need to use their understanding of illustrations as carrying meaning to
help them make inferences.
Students will build on their understanding of making inferences about a character’s
feelings through illustrations and texts that they began in Lesson 1. The same book
will be used for Lesson 2, so the understandings from Lesson 1 will be extended and
built upon for Lesson 2.

Misconceptions: Identify common misconceptions regarding the concepts addressed

in this lesson
In this lesson, I will continue to encourage students to use a wider variety of
descriptions when discussing their inferences. I will also work to counter the
misconception that there is only one correct answer when interpreting a text. During
this conversation, however, I will ensure that they do not acquire the misconception
that every single answer is acceptable. I will emphasize that they need to be able to
explain their answer using the illustrations and/or text from the book.
Lesson Plan Details: Write a detailed outline of your class session including
instructional strategies, learning tasks, key questions, key transitions, student
supports, assessment strategies, and conclusion. Your outline should be detailed
enough that another teacher could understand them well enough to use them. Include
what you will do as a teacher and what your students will be doing during each lesson
phase. Include a few key time guidelines. Note: The italicized statements and
scaffolding questions are meant to guide your thinking and planning. You do not need
to answer them explicitly or address each one in your plan. Delete them before typing
your lesson outline.
*Include what you and the students will be doing
Lesson Introduction - “Before”: Setting the stage, activate and build background
knowledge, introduce and explain

To begin, I will show students the cover of the book. We will discuss again what an
inference means and how we can infer what characters are feeling. I will ask students
to retell the story including the inferences we made during Lesson 1 to refresh
everyone’s memory of the book. If students are struggling to remember details about
the book, we will flip back through the book to remind ourselves about key details.

Learning Activities - “During”: Active engagement in meaning making, explicit

instruction, and practice (you should be checking for understanding throughout the
lesson)

After reviewing the key details of the story, I will turn back to the beginning of the book. I
will reread the beginning of the book and ask students to think more deeply about what
Grandpa tells Max and what inferences they can make about what he means. I will then
reread the end of the book and ask students to make connections between Max’s
thoughts and what Grandpa said. They will make inferences about Max’s feelings at the
end of the story as a result of what he knows about Grandpa’s comments about the
moon. Students will use these supported observations and inferences to independently
write another constructed response. I will read the prompt “How does Max feel about the
moon? How do you know?” and the sentence frame “Max feels ____________. I know
this because ____________.” Students will return to their desks and begin writing. I will
walk around the room and read student writing and have individual conversations with
students to assess their understanding and guide them to think more deeply about their
response.

Closure - “After”: Restate teaching point, clarify key points, extend ideas, check for
understanding

Students will come back to the rug at the end with their reading journals. Several
students will share their responses, and we will discuss the response and what helped
them make that inference. I will reiterate the fact that different readers can use different
 details to make different inferences, but good readers use evidence from the book to
inform their inferences and responses.

NOTE: How will you check for understanding during lesson (formative
assessment).
Throughout the lesson, I will be formatively assessing student responses to the
questions during the mini lesson.
As students work on their constructed responses, I will walk around to check for
understanding through reading their writing and having individual conversations.
Students’ work will be assessed using the evaluation criteria.

ECE Literacy Lesson 3

Name: Molly McCoy
Grade Level: 1st Number of Students: 12
st
Instructional Location: 1 grade classroom Date: October 15, 2018

Lesson Goals
Central Focus of Lesson:
Retelling Narratives

Standard(s) Addressed:
ELAGSE1RL2: Retell stories, including key details, and demonstrate understanding of
their central message or lesson

Language Function (if an ELA/writing lesson): Interpret

Lesson Objectives and Demands

Essential Literacy Strategy (if an ELA/writing lesson):
Inferring characters’ feelings and relationships using evidence from the book

Content Objectives:
The students will be able to use the text and illustrations to infer the feelings of and
relationship between the characters in the book in order to retell the story and answer
questions both orally and through writing.

Language Objectives:
Students will be expected to describe the emotions of characters using the text and
illustrations as evidence. Students will be expected to describe the relationship
between characters using the text and illustrations as evidence.
Students will answer questions about a text using provided sentence frames.
Key Vocabulary in Lesson:
Infer
Cedar
Swat
Distance
Lesson Considerations
Materials:
- “When I Am Old with You” by Angela Johnson
- Sticky notes with planned prompts and questions
- Student reading journals
- Constructed Response prompt and sentence frame slide
- PowerPoint with Language and Content Objectives and Vocabulary

Prior Academic Learning and Prerequisite Skills:

Prior to this learning segment, students had been practicing retelling through various
strategies. The concept of retelling a story is not new. They have also been taught that
illustrations can carry just as much meaning as words.
Students will need to use their understanding of illustrations as carrying meaning to
help them make inferences.
Students will be applying the skills of using text and illustrations to infer characters’
feelings and relationships introduced and practiced during Lessons 1 and 2.

Misconceptions: Identify common misconceptions regarding the concepts addressed

in this lesson

Students often answer “happy” and “sad” when asked for to describe an emotion.
While this is not always incorrect, I will work to get them thinking more deeply about
different emotions by prompting them to tell me more about how the characters are
feeling throughout our discussion. I will also ask them to think about all the different
feelings besides happy and sad that a person can feel and ask them to try to use
some of those during our discussion. If happy is the best word they can think of at that
moment, I will prompt them to defend their answer with evidence from the book to
ensure they have thought it through.

Lesson Plan Details: Write a detailed outline of your class session including
instructional strategies, learning tasks, key questions, key transitions, student
supports, assessment strategies, and conclusion. Your outline should be detailed
enough that another teacher could understand them well enough to use them. Include
what you will do as a teacher and what your students will be doing during each lesson
phase. Include a few key time guidelines. Note: The italicized statements and
scaffolding questions are meant to guide your thinking and planning. You do not need
to answer them explicitly or address each one in your plan. Delete them before typing
your lesson outline.
*Include what you and the students will be doing
Lesson Introduction - “Before”: Setting the stage, activate and build background
knowledge, introduce and explain

I will begin the lesson by reading the content and language objectives to the students. I
will tell them that we will continue making inferences like we did in the previous
lessons, but this time we will be doing it with a different book. I will quickly remind them
what inferring is and ask the students to tell me what we can use to make inferences in
a book.

Learning Activities - “During”: Active engagement in meaning making, explicit

instruction, and practice (you should be checking for understanding throughout the
lesson)

I will then introduce the book and have students make observations about the cover. I
will also ask them to begin thinking of an older person they know to help them make
personal connections through the book. I will read the book and ask prompting
questions to help them understand the text and infer the underlying message and
feelings through the book. When I am done reading, I will review the vocabulary words.
Then, I will read the constructed response prompt and sentence frame. The prompt is
“What do you enjoy doing with a grandparent or an older person you know? Write your
ideas in a letter to that person.” The sentence frame is “Dear ________. I would like to
_________ with you. I hope ________. Love, _____.”

Closure - “After”: Restate teaching point, clarify key points, extend ideas, check for
understanding

After students are done writing, I will have students come back to the rug. Several
students will be given the opportunity to share their writing. We will discuss how the
book helped them with their ideas and how we can infer their feelings for their
grandparent or other older person through their writing and their expression as they
read.

NOTE: How will you check for understanding during lesson (formative
assessment).
Throughout the lesson, I will be formatively assessing student responses to the
questions during the read aloud.
As students work on their constructed responses, I will walk around to check for
understanding through reading their writing and having individual conversations. Their
work will be assessed using the evaluation criteria.