SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas
Essential
Questions

PA/Common
Core/Standards

DETAILS
Maranda Paola
Reading/Writing
1st grade
4/30./15, one class period
Who, what where, when, why, and how are questions
used to describe specific people, or things.
Who is the main character?
What is the story about?
Where did the story take place?
When did the problem occur in the story?
Why was there a problem?
How did the problem get solved?
Standard 1: CC.1.2.2.B: Ask and answer questions such as who, what,
where, when, why, and how to demonstrate understanding of key details in a
text.
Objective 1: While role-playing, students will label W5H
with 50% accuracy.
Assessment 1: students will be observed while they role-play who,
what, where, when, why. They will have to correctly identify and
label the picture cards.
Standard 2: 1.4.1.A: Write, dictate or illustrate descriptive poems and stories
that include literary elements.
Objective 2: While reading independently, students will
identify at least one W5H in their story
Assessment 2: The students will have to successfully identify and
write at least one W5H from their story.

Objectives
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

Standard 3: 1.6.1.A: Listen actively and respond to others in small and

large group situations with appropriate questions and ideas
Objective 3: Students work cooperatively in in think-pair-share
groups
Assessment 3: The students are observed actively engaging in peer
conversations about their given story.
While role-playing, students will label W5H with 50%
accuracy.

While reading independently, students will identify at

least one W5H in their story

Students will be observed while they role-play who, what, where,

when, why, and how. The ELL students will have to correctly identify
and label who, what, where, when, why, and how using color-coded
picture cards, before role-playing.

CK

ISTE Standards
for Students
Framework for
21st Century
Learning

Accommodation
s, Modifications

After reading their assigned story, the students will have to

successfully identify and write at least one W5H from their story. The
ELL students will have both a copy of the book, and an audio
recording of their book in their native language, and then have to
write down at least one W5H in their story in English using sentence
starters.
All of the students are observed actively engaging in peer
conversations about their given story using think-pair share groups.
For ELLs: The ELL students will have a color-coded board at
their seat, and as they complete the goals and objectives
listed above they will cross them out.
Speaking: Observe the language used by the students while
working in think-pair share groups. The students voices will
be recorded to allow for them to play it back and hear what
their partners and themselves discussed.
Listening: The student will listen to their assigned story in
their native language, and then have sentence starters to
answer questions about the text in English.
Reading: The students will listen to an audio recording of their
story and then follow along with a hard copy of the book to
see how the words are written in English.
Writing: The student will write out at least one W5H from their
story in English.
Culture: How are the words W5H written in their native
language, versus how they are written in English? The
students will have color-coded picture cards.
ISTE Standards
Creativity and innovation: Create original works as a
means of personal or group expression, Use models and
simulations to explore complex systems and issues.
Communication and collaboration: Develop cultural
understanding and global awareness by engaging with
learners of other cultures.
Technology operations and concepts: Select and use
applications effectively and productively.
P21 Framework:
Learning and Innovation Skills: Critical Thinking/Problem
Solving and Communication/Collaboration
Life and Career Skills: Social/Cross-Cultural Skills
Core Subjects: Language Arts
Technology Skills
ELL 21st Century Learning:
App: Kids Vocab by MindSnacks
(https://itunes.apple.com/us/app/kids-vocabmindsnacks/id582128594?mt=8) The students will be
able to use this app to help aide them with words they
do not know or do not understand, throughout the
lesson.
For ELL students Have the story recorded in their native language, so

that they can hear the words while they are reading
their assigned story in English
Use an iPad to record audio of their think-pair share
discussion
Allow time for the students to listen to their recordings,
and practice mastering W5H.
Use both English and the students native languages for
activities
Have the vocabulary words W5H translated into their
native language to aid comprehension

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

CK
Activating Prior Knowledge
Give students sticky notes, and ask them if they can
describe what type of words they put at the beginning of
a question sentence. ELL can write in their native
language.
Hook/Lead-In/Anticipatory Set
Listen to the song about W5H
https://www.youtube.com/watch?v=vXWK1-L41f0. The
ELL student will have iPad access to the song if they
need to watch it more than once.
Big Idea Statement
Who, what, where, when, why, and how are words that
are needed to answer questions about a text.
Essential Questions Statement
Who, what, where, when, why, and how can be used to
describe details from a text.
Objective Statement
Students will be told what the objectives are for the
lesson.
While role-playing, students will label W5H with 50%
accuracy.
While reading independently, students will identify at
least one W5H in their story
Transition
Students will transition from the carpet to their seats by

Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs

telling me who they like to watch on T.V., what their

favorite color is, where their favorite place to be is.
Key Vocabulary
Who
What
Where
When
Why
How
ELLs will have color-coded translations of these words in their
native language.
PreAssessment of Students
Using the responses from the hook, evaluate whether
the students know what words are used to begin a
question.
Students will be asked to help the teacher create a
Graphic Organizer, to state what types of things would
be listed under W5H.
Modeling of the Concept
The class as a whole will create a graphic organizer to
discuss what types of people or things are listed under
w5h questions. The ELLs will also have pictures next to
the words on the graphic organizer.
Guiding the Practice
The students will role-play various w5h cards. (For
example a student picks a who card and its a doctor
they will quickly act out the role of a doctor.) The ELLs
will have color-coded cards, so that they can relate them
back to the cards they wrote out in their native
language.
Providing the Independent Practice
The students will independently read a story, and then
identify at least one W5H. The ELLs will listen to their
story in their native language, while reading along in
English. Then they will have sentence starters to write
their sentences.
Transition
Students will stop what their doing, and listen to the
who, what, where, when, and why song again
(https://www.youtube.com/watch?v=vXWK1-L41f0.)
before returning to their desks for closure
Adaptations/Accommodations for Students with Special
Needs
Have the story recorded in their native language, so that
they can hear the words while they are reading their
assigned story in English
Use an iPad to record audio of their think-pair share
discussion
Allow time for the students to listen to their recordings,

and practice mastering W5H.

Use both English and the students native languages for
activities
Have the vocabulary words W5H translated into their
native language to aid comprehension
Evaluation of
Formal Evaluation
the
After reading their assigned story, the students will have to successfully
Learning/Master
identify and write at least one W5H from their story. The ELL students
y of the
will have both a copy of the book, and an audio recording of their book
Concept
in their native language, and then have to write down at least one W5H
in their story in English using sentence starters.
Informal Evaluation
Students will be observed while they role-play who, what, where,
when, why, and how. The ELL students will have to correctly identify
and label who, what, where, when, why, and how using color-coded
picture cards, before role-playing.
All of the students are observed actively engaging in peer
conversations about their given story using think-pair share groups.
Closure

Reading
Materials
Technology
Equipment
Supplies

Summary & Review of the Learning

After making a graphic organizer to discuss what types
of people or things are listed under w5h questions, the
students will role play different cards they receive, in
order to better understand W5H. Then, the students will
independently read an assigned reading level book. The
ELL students will be given an audio recording of their
book to listen to while they follow along with a hard copy
written in English. After they read the stories, the
students will independently identify and write at least
one W5H in their text. The ELLs will be given sentence
starters to help them begin each one of their sentences.
Lastly, the students will get into cooperative think-pair
share groups to discuss what their story was about and
what they wrote.
Homework/Assignments
None
The Adventures of Taxi Dog by Debra and Sal Barracca
The Most Magnificent thing by: Ashley Spires
The Poky Little Puppy by Janette Sebring Lowrey
Recordings for each book in various languages
(depending on students native languages)
iPads
Color-coded paper
Sticky notes
You tube song- https://www.youtube.com/watch?
v=vXWK1-L41f0.
Smart board
Pencil
Plain paper for each student

Teacher
Self-reflection