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Go Blue Lesson Plan- Beaks:

Teacher____Aja Harvey_____________ Grade Level_______1st__________

I. Content and Standards:

CC.1.1.1.E Read with accuracy and fluency to support comprehension.

CC.1.3.1.A Retell stories, including key details, and demonstrate


understanding of their central message or lesson.

CC.1.3.1.B Ask and answer questions about key details in a text.

CC.1.3.1.C Describe characters, settings, and major events in a story, using


key details.

CC.1.3.1.G Use illustrations and details in a story to describe characters,


setting, or events.

CC.1.3.1.K Read and comprehend literature on grade level, reading


independently and proficiently.

CC.1.4.1.C Develop the topic with two or more facts.

CC.1.4.1.F Demonstrate a grade appropriate command of the conventions of


standard English grammar, usage, capitalization, punctuation, and spelling.

II. Prerequisites:

CC.1.1.1.B Demonstrate understanding of the organization and basic features


of print.

CC.1.1.1.C Demonstrate understanding of spoken words, syllables, and


sounds (phonemes).
CC.1.1.1.D Know and apply grade-level phonics and word analysis skills in
decoding words.

CC.1.4.1.B Identify and write about one specific topic.

III. Essential Questions (provide a framework)


a. If we have 2 vowels next to each other, which one talks? What does it say?

i. Is this true every time we see two vowels next to each other?

b. Is this book fiction or non-fiction? How do we know?

c. What is a table of contents?

d. What is an index?

IV. Instructional Objective:

a. Students will be able to recognize and apply rules of vowel pairs when
reading independently.

b. Students will understand the format of a book with a table of contents and
index.

c. Students will be able to read the book Beaks for the first time and
demonstrate understanding of grade-level appropriate phonics

d. Students will demonstrate comprehension through writing responses that


illicit text-to-self connections.

V. Instructional Procedures:

a. Students will reread The Spooky Swamp Sound.


b. Students will be given examples of words with vowel pairs from the days
text to review the rule that when two vowels are together the first says its
name.

i. Beaks

ii. Eat

iii. Meat

iv. Reach

v. Seeds

vi. Teeth

vii. Food, pointed- non-example

c. Students will be given a copy of the book Beaks

i. Do humans have beaks? What animals do?

ii. What might birds use their beak for?

d. Students will use the table of contents and index to make predictions about
the book.

i. Table of contents tells us what about the book?

1. Where do you find it?

ii. Index tells us what about the book?

iii. Table of contents tells us what about the book?

1. Where do you find it?


e. The small group will echo read the book, with periodic stops to focus on
difficult words and important content.

i. Crack

ii. Insects

iii. Quickly

iv. Strong

v. Pointed

vi. Nectar

f. Students will read independently, but be signaled to read aloud periodically


for monitoring.

g. Students will be given the writing prompt “Three bird Facts:”

i. Students must write 3 sentences in response to the prompt.

ii. Students will use their current understanding of spelling, or their


peers’, to spell unfamiliar words.

iii. Students will read their responses to a teacher and be shown the
“adult” spelling for misspelled words.

iv. Students will draw a picture to accompany their writing responses


to end the lesson.

VI. Materials and Equipment: the book, The Spooky Swamp Sound, Beaks
writing prompt sheet.

VII. Assessment/Evaluation:
a. Student fluency performance during partner reading

b. Student writing pieces

VIII. VII. Differentiation: Individualized Activities: N/A

IX. Technology: N/A

X. Self-Assessment: Student engagement, student responses to questions,


student reading performance, and student writing pieces will be assessed and
compared to the lesson objectives to determine effectiveness of the overall
lesson.