Lesson Plan EDLC 554
Lesson Plan: Comprehension
School of Education, Liberty University
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Lesson Plan EDLC 554
LESSON PLAN TEMPLATE
DAILY LESSON PLAN TEMPLATE
PRELIMINARY INFORMATION
Candidate Name: Elizabeth Nix Grade Level: First Grade
Candidate’s Endorsement:
Elementary
Central Focus: Reading Comprehension
Subject: Reading Learning Segment Theme:
Comprehension/Segmenting/Sequencing
Where in the learning segment
does this lesson occur?
☒Beginning ☐Middle
☐End
Lesson Structure or Grouping:
☒Whole Class ☐Small Group ☐1:1
Other (specify): Click or tap here to enter text.
STUDENT ASSETS (KNOWLEDGE OF STUDENTS)
Complete this section if you are in a practicum setting. If you are not in a practicum setting,
please list N/A.
Personal (Interests, family
backgrounds, experiences, etc.)
This class has 15 students. 8 students are female and 7
students are male. 3 students live in a one parent
household. 3 students have parents that are divorced.
9 students live in a two parent household.
Cultural (Traditions, dialects,
worldview, literature, arts, etc.)
3 students live in a Spanish/English speaking family.
All students are of a Christian belief system. However,
the denominations differ.
Community (Landmarks,
community events, etc.)
All students are from the suburb.
Developmental (Cognitive,
physical, social, and emotional)
3 students have a learning disability. 3 students are
ELL. 1 student has Autism. 1 student has ADHD. 7
students are normal students.
CONTENT STANDARDS
State Standards K.9 The student will demonstrate comprehension of
fictional texts.
a) Identify what an author does and what an illustrator
does.
b) Relate previous experiences to what is read.
c) Use pictures to make predictions.
d) Begin to ask and answer questions about what is read.
e) Use story language in discussions and retellings.
f) Retell familiar stories, using beginning, middle, and
end.
g) Discuss characters, setting, and events.
National Standards 3. Students apply a wide range of strategies to
comprehend, interpret, evaluate, and appreciate texts.
They draw on their prior experience, their interactions
with other readers and writers, their knowledge of word
meaning and of other texts, their word identification
strategies, and their understanding of textual features
(e.g., sound-letter correspondence, sentence structure,
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Lesson Plan EDLC 554
context, graphics).
InTASC Standards Standard #3: Learning Environments The teacher works
with others to create environments that support individual
and collaborative learning, and that encourage positive
social interaction, active engagement in learning, and self
motivation.
Standard #5: Application of Content The teacher
understands how to connect concepts and use differing
perspectives to engage learners in critical thinking,
creativity, and collaborative problem solving related to
authentic local and global issues.
Standard #6: Assessment The teacher understands and
uses multiple methods of assessment to engage learners
in their own growth, to monitor learner progress, and to
guide the teacher’s and learner’s decision making.
LEARNING OBJECTIVE(S)
These must be behavioral and measurable.
Statements of what students will know, understand, and be able to do at the end of the lesson
(consider all three domains). Include condition, performance, and criterion.
After reading The Boy Who Cried Wolf, the student will be able to answer 5 questions
with 100% accuracy.
BEGINNING: LAUNCH/HOOK/ANTICIPATORY SET
How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other
techniques will you use to engage students?
Good morning friends. I am so excited to see you today. Today we are going to continue
to talk about segmenting, sequencing, and comprehension. Remember, comprehension is
creative process that includes active listening, thinking, and the mental picture we get as
we read a story or text (Tompkins, 8.1, para 1). It is so important that we begin to
understand what we read, to see the mental picture so that we can answer questions
about the story. Sequencing goes along with comprehension. We can think of
comprehension and sequencing as best friends, who do ever thing together. Let’s watch
this fun video from Jack Hartmann. https://youtu.be/0Bz4-1YKI1M?
si=E0qgCR9qOGlyNDnm
MIDDLE: INSTRUCTIONAL STRATEGIES TO FACILITATE STUDENT LEARNING
For example: How will you engage students with ideas/texts to develop understanding? What
questions will you ask? How will you promote question generation/discussion? What activities
will you use to engage students in learning—for individuals, small groups, or the whole class?
How will you incorporate technology? How will you address the academic language
demands? Detail your plan. Note: For math lesson plans, please write or attach every
task/problem students will solve during the lesson—with the correct answers.
Instruction/Modeling We will do two worksheets that cover comprehension
and one that covers sequencing. One comprehension
worksheet will be done together as a whole group
assignment.
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Lesson Plan EDLC 554
They will need to
complete all worksheets to earn time to play on
IStation.
Guided Practice We will complete the worksheet, Max’s Hot Mug,
together. I will have them look at the picture first to
try and predict what the story will be about. This is an
example of the Think-Aloud strategy modeled by
teacher named Alicia Sanchez. It involves using
pictures and text clues to predict what will happen in
the story. As a whole class, we will brainstorm what
the story could be about with just the title and picture
on the side. Then we will read the story line by line.
Independent Practice The students will be asked to complete the second
comprehension worksheet independently. The name of
the story is, What is in the box. They will need to
complete it with 100% accuracy. I will walk around
the room and assist where needed.
END: CLOSURE
How will you end the lesson in a way that promotes student learning and retention?
I am so proud of all of the hard work that you did today. We will work more on
comprehension as the weeks go on. It is my prayer that you all continue to enjoy reading.
Reading can take you places, into worlds that we can only dream of. Now get into groups
of 3 or 4 and let’s play a game.
EVIDENCE AND ASSESSMENT OF STUDENT LEARNING
How will you know whether your students are meeting your learning objective? What tools
will you use to measure their progress? How will you provide feedback to promote student
learning?
Diagnostic/Pre-assessment(s)
(could be prior to the lesson)
I will read a few short sentences and ask them to tell
me what happened. I will also ask them to arrange
pictures in order that they should be. The pictures will
be easy. Things like the order of a snowman being
built.
Formative Assessments/
Feedback to Learners (part of
the activities in the lesson)
The class as a whole, will put the sequence of the birth
of baby Jesus in order. This will be the assessment for
sequencing.
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Lesson Plan EDLC 554
They will then listen to a story on YouTube. I will ask
them questions about the story.
Summative Assessment
(matches the objective)
I will bring each student up to my desk and ask them
to answer questions about one of the worksheets they
read. They will not be allowed to look at the worksheet
first.
ACADEMIC LANGUAGE DEMANDS
Language Demand(s) By the end of the lesson, the students will need to
understand fully what it means to comprehend what
they are reading and why it is important. They will
also be able to sequence events in a story.
Language Support(s) Bell work will be provided. This will help get them
ready for the lesson.
I will walk around the room and help in any way
needed.
Essential Vocabulary Comprehension, Sequencing, Word decoding.
LU SOE-SPECIFIC LESSON REQUIREMENTS
Character Education “Therefore encourage one another and build one
another up, just as you are doing.” 1 Thessalonians
5:11, ESV
This is a great verse for this lesson. It encourages the
students to lift each other up and not to make fun of
anyone. They are all learning and will make mistakes.
God wants them to lift and not tear down his children.
Materials Worksheets, Computer, TV, pencils, Bible, visuals
Technology Connection Computer for IStation assessment, computer and tv
for showing videos.
CONSIDER THE FOLLOWING QUESTION FOR THE NEXT SECTION OF THIS FORM:
How will you support students to meet your goals? EXPLICITLY describe what you will do!
List planned supports (instructional strategies, learning tasks and materials, and other
resources deliberately designed to facilitate student learning of the central focus).
Planned Supports We will continue to use our KWL charts from the
entire year. We will also learn what active listening is,
introduce Think-Aloud Strategy.
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Lesson Plan EDLC 554
SUPPORTS: DIFFERENTIATION/EXTENSION
How will you provide successful access to the key concepts to all the students at their ability
levels?
Exceptionalities (special needs
[IEPs/504 plans], gifted and
talented, accommodations, etc.)
For the Autism students, time and space will be given
when needed. They will be allowed to complete their
assignment in short time increments.
For the ADHD student, time will be given before and
after the lesson for movement. They will not be
required to sit during their work, as long as they
remain at their seat and do not cause distractions.
All other accommodations will be met as needed. I will
let the students guide me somewhat and will adjust as
needed. My goal is to make every student feel safe and
supported in our learning environment.
ELL Students develop an understanding of and respect
for diversity in language use, patterns, and dialects
across cultures, ethnic groups, geographic regions,
and social roles.
Students whose first language is not English make
use of their first language to develop competency in
the English language arts and to develop
understanding of content across the curriculum.
Learning Styles/Student
Engagement
The lesson will be fun and engaging, meeting all the
learning styles of the students.
Extension
We will play this game. It is a fun and interactive game
that helps the student learn through play.
REFERENCES: RESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs
or other references.
6 Questions | Fun Reading & Writing Comprehension Strategy For Kids. (2016). YouTube.
Retrieved December 10, 2023, from https://youtu.be/0Bz4-1YKI1M?si=E0qgCR9qOGlyNDnm.
My Nerdy Teacher. (n.d.). Read and sequence evens story retell and sequencing with pictures cards
activity. TPT. https://www.teacherspayteachers.com/Product/Read-and-Sequence-Evens-Story-Retell-
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Lesson Plan EDLC 554
and-Sequencing-with-Pictures-Cards-Activity-7889563?st=4ca5b8ccce6dce91aa73e90af77e4728
The Candy Class. (n.d.). Winter reading comprehension passages phonics christmas craft activity
worksheet. TPT. https://www.teacherspayteachers.com/Product/Winter-Reading-Comprehension-
Passages-Phonics-Christmas-Craft-Activity-Worksheet-1639608?
st=de2aaa272605aac05e8e8741528771f3
Tyrell, J. (n.d.). Increasing junior high school students’ social studies concept attainment through
reading comprehension activities. Amazon. https://www.amazon.com/Junior-Learning-6-
Comprehension-Games/dp/B015SIDP8C/ref=sr_1_5?crid=33R5F82D711DZ&keywords=reading
%2Bcomprehension%2Bgames%2B1st%2Bgrade&qid=1702234634&sprefix=reading
%2Bcomprehension%2Bgames%2B1%2Caps%2C109&sr=8-5
REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN
Cite all research used to support instructional design, including URLs or other references.
Google. (n.d.). InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0
[PDF]. Google. https://chrome.google.com/webstore/detail/adobe-acrobat-pdf-edit-
co/efaidnbmnnnibpcajpcglclefindmkaj
Modeling a Think-Aloud Strategy. (n.d.). Modeling a think-aloud strategy. Retrieved December 10,
2023, from https://mediaplayer.pearsoncmg.com/assets/literacy-Modeling_a_Think_Aloud_iPad.
[video]
NCTE / IRA standards for the English Language Arts. National Council of Teachers of English. (2023,
September 26). https://ncte.org/resources/standards/ncte-ira-standards-for-the-english-language-
arts/Standards of learning for English | virginia department of education. (n.d.-a).
https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standards-instruction/english-
reading-literacy/standards-of-learning
The Classic Thin Line Edition, English Standard Version (ESV). (2002). Crossway. Good
News Publishing. Wheaton, Il.
Tompkins, G. E., Rodgers, E., & Rodgers, A. (2021). Literacy for the 21st Century (8th ed.). Pearson
Education (US). https://libertyonline.vitalsource.com/books/9780135893418
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