LP Central Message Many Moons CT Obs

USF Elementary Education Lesson Plan Template (S 2014) Name: _____Ellie Magnuson_________
Grade Level Being Taught: 1st Subject/Content: ELA Group Size: 19 Date of Lesson: 2/26/18
Lesson Objectives and Goals

I plan to communicate the learning objective by using our “learning scale chart” that students are accustomed to and know
a chant for. “Level 1, I have just begun. I can retell with help. Level 2, I have work to do. I can retell. I need help identifying key
details. Level 3, where I want to be. I can retell a story using key details, show the beginning, middle, and end, and can start
thinking about the central message. Level 4, I can show you more. I can retell a story using key details and identify the central
message.” I will reiterate that we will be working solely on the central message for today’s lesson so some might be able to work
for a level 3 or possibly a level 4.
Using Data
Based on my students’ IRLA (Independent Reading Level Assessment) reading levels. Many of the students who are two
levels below grade level are able to demonstrate listening comprehension, but have trouble reading and writing higher-level
words. This book has many tough words for students at the first-grade level, but students are able to retell information based on
the read aloud we do. Furthermore, on the most recent writing assessment where students had to write about “saving water,”
many of the students below level in reading wrote in a way that was illegible, and my CT and I had them read it to us to decode it. I
used this data to ensure these students do not get the “writing” job for table tweets.
Assessment
I have several H.O.T. questions placed throughout the lesson.
 T&T: Why didn’t the King ever ask Princess Lenore for her opinion? A possible student response could be: She is young; He
thought the wise men could do it.
 What could the King have done to avoid getting angry and talking to the three wise men? A possible student response could
be: The King could have just asked the princess all along!
 “Therefore the Princess Lenore is wiser than your wise men and knows more about the moon than they do…So I will ask
her.” Why do you think the Court Jester says this? How do you know? (Prove it in the text!) A possible student response
could be: He says this because the Princess Lenore could solve the problem all along. That is why it says “So I will ask her.”
 Did the King ever think to ask Princess Lenore for her opinion? How do you know? (Prove it in the text!) If you were
Princess Lenore, would you rather have the King ask you first before the wise men? Why? A possible student response
could be: No. I know this because he always asked the wise men and the Court Jester asked her. I would want the king to ask
me first because I had the answer the whole time.
 T&T: What do you think the King learned? What was the message of the story? Possible student responses: 1) He could have
just asked his daughter or 2) People’s views or opinions are neither right or wrong (might have to ask: Did anyone ever tell
the Princess she was wrong even though they knew it was?)
Instruction
Students are pre-grouped in a way that supports positive and individual academic needs by sitting students next to each
other that can help one another during group and partner work and talks. The only groups I will move around during table tweets
is Table 2 and Table 6. O.R. sits at Table 6 by himself, so I usually move him to work with another group. Move O.R. and O.S. to table
1, move H.B. to table 3, and move M.L. to table 4. Tables 1 and 2 will sometimes argue since there are only three students are each
of these tables and need a new seating arrangement once in a while, so mixing in more students to increase student-to-student
interaction will hopefully increase the group dynamics.
Observation Focus
I would like to focus on managing student behavior, which falls under Feap 2b. On my most recent midterm evaluation and
the evaluations on my last two observations, I scored “progressing” in this category. I recently (three school days before this
lesson) implemented a new behavior system: the class clip chart. Along with this, I have included significantly more positive
reinforcement and it has been working tremendously. I would like feedback to see if my new strategies have been working to
control undesired behavior and increase engagement and participation. To learn more about my new behavior chart, you can read
my newest blog post.
Lesson Content
What Standards (national or LAFS.1.RL.1.2: Retell stories, including key details, and demonstrate understanding of their central
state) relate to this lesson? message or lesson.
LAFS.1.RL.2.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the
senses.
LAFS.1.W.3.8: With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.
Essential Understanding What text evidence supports the central message or lesson?
Objectives- What are you The student will be able to find the central message described in Many Moons by choosing one and writing
teaching? the text evidence with accuracy in finding at least one piece of evidence.
Rationale I am teaching this objective because it is aimed for the student to demonstrate understanding of the
central message based on the book Many Moons. This fits into a larger standard, which is LAFS.1.RL.1.2. By
doing so, they should be able to interpret words or phrases that suggest feelings when coming up with the
central messages, “1) He could have just asked his daughter or 2) People’s views or opinions are neither
right or wrong.” This book has many words and phrases that suggest feelings throughout. Since reading is
integrated into writing, students will answer the questions, “What was the lesson or message of the
story?” and “What details in the text demonstrate that a lesson was learned?” Thus, this objective satisfies
the writing standard to gather information from provided sources (the book Many Moons) to answer a
question.
I am teaching it in a way that is engaging and fun. In my previous 3rd grade class, my CT taught theme with
a song and students were engaged while doing so, which is why I chose a similar way of teaching it. I am
using table tweets to reiterate the topic and prepare them for discovering the central message because
students have told me that they like table tweets and it is fun. I also appreciate that the students who are
below level in reading can hear other’s thoughts on the topic before completing something similar on
their own.
Evaluation Plan- How will you Formative:
know students have mastered  Table tweets: Each group will get a question. Two pairs will have the same question. On the lines
your objectives? on the paper, students will answer the question. Each table will be assigned one person to be the
writer. There are some students in the class that will get frustrated and upset if they have to write
but they still want to contribute to the group discussion, so they will not be the writers.
o “Therefore the Princess Lenore is wiser than your wise men and knows more about the
moon than they do…So I will ask her.” Why do you think the Court Jester says this? How do
you know? (Prove it in the text!)
o Did the King ever think to ask Princess Lenore for her opinion? How do you know? (Prove
it in the text!) If you were Princess Lenore, would you rather have the King ask you first
before the wise men? Why?
 Students will be called to the carpet to glue questions on the “Table Tweets” anchor chart. Go over
the questions and make sure each question “proves it in the text.” This is a great time to review
misconceptions that may occur.
Summative:
 Students complete the Learning Lessons graphic organizer chart by themselves and provide
evidence from the text that tells them the central message. “Your job now is to pick one of the
central messages we talked about and find evidence from the text to show your thinking. We have
to prove it in the text!”
What Content Knowledge is The teacher must be able to understand what central message means and how to use text evidence to
necessary for a teacher to teach show it. It took content knowledge of central message to go back through the book to find a page that
this material? provides text evidence for it.
What background knowledge is Students would have needed:
necessary for a student to  To read the book Many Moons as a read-aloud and complete activities to retell the beginning,
successfully meet these middle, and end of the story in order to get the bigger picture of the story.
objectives? o We read the book in the previous week, completed a beginning, middle, and end graphic
organizer, and completed table tweets on feelings and provided text evidence for those
feelings in a graphic organizer.
 Students need to be able to understand the meaning behind the book, and in order to help them
get to a “level 3” in our learning scale, I am using table tweets so that students who are below level
in reading can hear others’ thoughts to get an idea on the central message.
What misconceptions might Central message is more abstract and involves more inferencing that other standards because it forces
students have about this content? students to “read between the lines” in text. I will not be explicitly written in the text, but it is strongly
supported by phrases, illustrations, character dialogue within the text.
Lesson Implementation
Teaching Methods  Discussion Groups/Buzz Groups: The discussion groups, or buzz groups, are used during the table
tweets portion of the lesson. I am using table tweets to reiterate the topic and prepare them for
discovering the central message because students have told me that they like table tweets and it is
fun. I also appreciate that the students who are below level in reading can hear other’s thoughts
on the topic before completing something similar on their own. Buzz groups are formed to
respond to content-related questions and talk to come up with an answer to the question. Buzz
groups do not have to be formal, but I want to incorporate the writing standard into the
discussion.
 Guided release: Guided release is essential for teaching the primary grades considering they are
very dependent on the teacher. I use the guided release to model how to find the central message,
what kind of questions we can ask to get to the central message, and how to fill out the graphic
organizer with text evidence.
Step-by-Step Plan Time Who is 1. One Teach, One Assist
responsible 2. Before the ELA lesson begins, we have literacy centers time. Literacy
20 min (Teacher or centers are differentiated based on student needs. Some students are on
Students)? iPods, computers, or iPads, while some students are completing reading
Both or word work activities in their groups. The students on iPods,
computers, or iPads play games or watch videos based on their personal
needs (for example, one student watches videos on different blends, and
some other students will watch videos on word families). While students
are in literacy centers, my CT and I pull students for reading conferences
through IRLA (Independent Reading Level Assessment).
3. Students transition into classroom meeting style after they put away
their literacy centers. Give students a minute to clean up on their own,
then start counting down from 10 to ensure students quickly clean up in
time for the lesson. Award table points for students whose tables are
clean and ready to learn.
4. Go over the definition of “Central Message” on Anchor Chart. “Central
message is the lesson we can learn from the story. Some examples are
5 min ‘always tell the truth,’ ‘never give up,’ ‘don’t be a bully,’ and ‘always be
kind to others.’” Play “Hakuna Matata” song from 0:00 to 1:41.
5. Display lyrics of Hakuna Matata on PowerPoint. Point out some key lyrics
(also highlighted in read on ppt).
a. T&T (Turn and Talk): What lesson do you learn when you listen
to the lyrics in Hakuna Matata? What lesson did the lion learn
when the meerkat and warthog sang Hakuna Matata to him?
b. Quick share out: Don’t worry about anything, be happy;
everything will be okay; stay calm; don’t stress.
6. Transition to carpet seating. Students have assigned spots facing the
teacher with students that like to move around and distract others in the
front.
7. Go over student learning scale. Students use a chant to go through
1 min objective:
a. “Level 1, I have just begun. I can retell with help.
b. “Level 2, I have work to do. I can retell. I need help identifying key
details.
c. “Level 3, where I want to be. I can retell a story using key details,
show the beginning, middle, and end, and can start thinking about
the central message.
d. “Level 4, I can show you more. I can retell a story using key
details and identify the central message.”
8. I will reread a page in Many Moons that really shows the message that the
author wants us to learn. “Therefore Princess Lenore is wiser than your
3 min wise men and knows more about the moon than they do…So I will ask
her.” with T&T question.
a. *T&T: Why didn’t the King ever ask Princess Lenore for her
opinion? Quick share out: Because she is young; He thought the
wise men could do it.
b. Discuss: What could the King have done to avoid getting angry
and talking to the three wise men?
9. Table tweets: Each group will get a question. Two pairs will have the
same question. On the lines on the paper, students will answer the
5-7 question. Each table will be assigned one person to be the writer. There
min are some students in the class that will get frustrated and upset if they
have to write but they still want to contribute to the group discussion, so
they will not be the writers.
a. “Therefore the Princess Lenore is wiser than your wise men and
knows more about the moon than they do…So I will ask her.”
Why do you think the Court Jester says this? How do you know?
(Prove it in the text!)
b. Did the King ever think to ask Princess Lenore for her opinion?
How do you know? (Prove it in the text!) If you were Princess
Lenore, would you rather have the King ask you first before the
wise men? Why?
c. *Note for table tweet: Students are pre-grouped in a way that
supports positive and individual academic needs by sitting
students next to each other that can help one another during
group and partner work and talks. The only groups I will move
around during table tweets is Table 2 and Table 6. O.R. sits at
Table 6 by himself, so I usually move him to work with another
group. Move O.R. and O.S. to table 1, move H.B. to table 3, and
move M.L. to table 4. Tables 1 and 2 will sometimes argue since
there are only three students are each of these tables and need a
new seating arrangement once in a while, so mixing in more
students to increase student-to-student interaction will hopefully
increase the group dynamics.
10. Call students to carpet to glue questions on the “Table Tweets” anchor
chart. Go over the questions and make sure each question “proves it in
the text.”
11. Fill out the first part of poster-sized “Learning Lessons chart” based on
5-7 student discussion with questions.
min a. *T&T: What do you think the King learned? What was the
message of the story? Share: 1) He could have just asked his
daughter or 2) People’s views or opinions are neither right or
wrong (might have to ask: Did anyone ever tell the Princess she
was wrong even though they knew it was?)
12. Talk about the text evidence used to support the central messages.
13. Students complete the Learning Lessons graphic organizer chart by
10 min themselves and provide evidence from the text that tells them the central
message. “Your job now is to pick one of the central messages we talked
about and find evidence from the text to show your thinking. We have to
prove it in the text!”
14. Scaffold for support. Pull groups if needed for those students who are
struggling to come up with ideas or text evidence. Walk around with
tickets for students who are completing their work efficiently and quickly
(incentive). Our behavior management system is also the clip chart, so
students who work hard and participate in class may be able to move up
to blue as well.
15. Students who finish early can be “experts” and will be assigned a student
to help out in order to complete the graphic organizer task. These
=Total students can reiterate the content they learned by teaching others, and
time: the other student will benefit from the extra help and learning from
80 min peers.
block 16. Ask students to come back to the carpet if time is left. Write on teacher
poster the text evidence to support the lessons learned.
What will you do if… …a student struggles with the content?
I am using table tweets to reiterate the topic and prepare them for discovering the central message
because students have told me that they like table tweets and it is fun. I also appreciate that the students
who are below level in reading can hear other’s thoughts on the topic before completing something
similar on their own.
Scaffold for support. Pull groups if needed for those students who are struggling to come up with ideas or
text evidence. Students who finish early can work on their writing plan that they started last week or
finish publishing it on paper.
What will you do if… …a student masters the content quickly?
Students who finish early can be “experts” and will be assigned a student to help out in order to complete
the graphic organizer task. These students can reiterate the content they learned by teaching others, and
the other student will benefit from the extra help and learning from peers.
Meeting your students’ needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?
Students can take away a meaningful message from Many Moons. Those lessons were “1) He could have
just asked his daughter or 2) People’s views or opinions are neither right or wrong.” It is meaningful for
children to know that this book is sending the message that their opinions should be respected when it
comes to making decisions about their lives.
If applicable, how does this lesson connect to/reflect the local community?
Students can take away a meaningful message from Many Moons. Those lessons were “1) He could have
just asked his daughter or 2) People’s views or opinions are neither right or wrong.” It is meaningful for
children to know that this book is sending the message that their opinions should be respected when it
comes to making decisions about their lives.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
How will you differentiate instruction for students who need additional language support?
Before the ELA lesson begins, we have literacy centers time. Literacy centers are differentiated based on
student needs. Some students are on iPods, computers, or iPads, while some students are completing
reading or word work activities in their groups. The students on iPods, computers, or iPads play games or
watch videos based on their personal needs (for example, one student watches videos on different blends,
and some other students will watch videos on word families). While students are in literacy centers, my
CT and I pull students for reading conferences through IRLA (Independent Reading Level Assessment).
I am using table tweets to reiterate the topic and prepare them for discovering the central message
because students have told me that they like table tweets and it is fun. I also appreciate that the students
who are below level in reading can hear other’s thoughts on the topic before completing something
similar on their own.
During the lesson, I plan on scaffolding for support. Pull groups if needed for those students who are
struggling to come up with ideas or text evidence. Walk around with tickets for students who are
completing their work efficiently and quickly (incentive). Our behavior management system is also the
clip chart, so students who work hard and participate in class may be able to move up to blue as well.
M.B.: This student normally gets frustrated when she has to write, so she will not be assigned the writer
role during table tweets. However, when she is completing the graphic organizer, I encourage her to write
independently by using tickets and a “hair salon game” on the iPod as an incentive for getting it done
quickly.
M.V. M.B. B.D. T.E. A.T. & A.B.: I will sometimes have to pull these students to complete a guided writing
lesson with them, as they will sometimes struggle on what information to write.
Accommodations (If needed) B.D.: This student does not have a 504 or IEP. However, he needs constant reminders to stay on task and
stay focused, especially when it comes to writing. He has trouble focusing and staying on task, so he has
an assigned spot facing the teacher on the carpet.
M.V.: He is ESOL and is below level in all subjects. He receives more time on assignments. My CT and I will
walk around to his table every so often to assist him. He has trouble focusing and staying on task, so he
has an assigned spot facing the teacher on the carpet.
O.R.: He is diagnosed with ADHD and is in the process of getting a 504. My CT and I give him consistently
reminders to stay on task and not distract others. He is allowed to stand and move while working. He has
trouble focusing and staying on task, so he has an assigned spot facing the teacher on the carpet.
M.L.: He is allowed to move while working. He has his own specific behavior plan where he can earn
stickers if he is on task during each lesson throughout the day.
M.B.: This student normally gets frustrated when she has to write, so she will not be assigned the writer
role during table tweets. However, when she is completing the graphic organizer, I encourage her to write
independently by using tickets and a “hair salon game” on the iPod as an incentive for getting it done
quickly.
O.R. & J.V.: These two students struggle to practice self-monitoring and have requested their own work
spaces at separate tables.
M.V. M.B. B.D. T.E. A.T. & A.B.: I will sometimes have to pull these students to complete a guided writing
lesson with them, as they will sometimes struggle on what information to write.
Before the ELA lesson begins, we have literacy centers time. Literacy centers are differentiated based on
student needs. Some students are on iPods, computers, or iPads, while some students are completing
reading or word work activities in their groups. The students on iPods, computers, or iPads play games or
watch videos based on their personal needs (for example, one student watches videos on different blends,
and some other students will watch videos on word families). While students are in literacy centers, my
CT and I pull students for reading conferences through IRLA (Independent Reading Level Assessment).
Materials  Video/laptop
 Projector
 Graphic organizer worksheets
 Poster-sized learning lessons graphic organizer
 Poster paper
 Table tweets questions
 PowerPoint showing Hakuna Matata lyrics
 Learning center supplies (before lesson)

LP Central Message Many Moons CT Obs

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USF Elementary Education Lesson Plan Template (S 2014) Name: _Ellie Magnuson_____

Lesson Objectives and Goals

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