EDUC 303
P P TLESSON LAN ROJECT EMPLATE
Candidate Name: Christy Theisen
ISubject and Grade Level: 1st Grade- Reading
IITopic: Demonstrate comprehension of fictional texts
IIISubtopic: Identify characters, setting, and important events
IV STANDARDS
IV.AVirginia Standard of Learning: 1.9.f: The student will read and demonstrate
comprehension of a variety of fictional texts. f): Identify characters, setting, and
important events.
https://vdoe.prod.govaccess.org/home/showdocument?
id=34964&t=638054101804406115
IV.BCommon Core State Standard: CCSS.ELA-LITERACY.RL.1.3: Describe
characters, settings, and major events in a story, using key details.
https://www.corecommonstandards.com/first-grade-standards/english-
language-arts-standards/first-grade-reading-literature-standards/
VObjective: Students will be able to identify the characters, setting, and important events
in a fictional text.
VIMaterials:
-The book “Stellaluna” written by Janell Cannon: The students will listen to the
story and identify the characters, setting, and important events
-Worksheets: Students will be in a small group rotation and complete three
different worksheets
VIITechnology Connection: Students will watch a video called “Parts of a Story” by Jack
Hartmann. I will also prepare a game on my smart board where students will take turns
sorting picture cards from the story in sequence of events.
VIIIBiblical/ Character Education Principle: Read Genesis 1:27 and explain that God
loves everyone, not just certain people. Next, read John 13:34-35. Explain that we are
commanded to love one another as Christ has loved us. We are to love one another despite
our differences. We will then look at Stellaluna and the birds relationship.
IXProcedures:
IX.AAnticipatory Set: At the beginning of my lesson, I will play a short educational
video called “Parts of a Story” by Jack Hartmann. This video teaches students about
the parts of story such as beginning, middle, and end. It also focuses on the
characters, setting, and the events that took place. The video is only two minutes and
thirty-eight seconds long. I like that the song is very catchy and uses repetitive
phrasing.
https://www.youtube.com/watch?v=-_nePjWXecQ
EDUC 303
IX.B
Developmental Activities:
Instruction:
a. Before reading the story, I
will have my students to help
me fill out my anchor chart. It
will display the definitions of
the words characters, setting,
and events. They will give me
their definition of these words
and I will write a combined
summary of the definition so
my students can use this
resource later.
b. I will have my students to
complete a worksheet on their
predictions of what they think
will happen in the story. The
worksheet will provide space to
write a sentence and a box to
draw a picture. This worksheet
can be used to modify for
students that may not be able to
write yet. They will only draw a
picture.
c. After they complete their
worksheet, they will join me on
the carpet as I read the story
“Stellaluna”.
Guided Practice: For guided practice, I will have an organized anchor chart
labeled for the story “Stellaluna”. It will have boxes labeled for characters, setting,
and events. I will have the students to tell me the characters, setting, and events
from the story and I will list them in the box under the correct label. Next, I will
have my students to come to the smart board and help sort the picture cards in order
from what happened at the beginning of the story, what happened in the middle of
the story, and what happened at the end.
Independent Practice: For independent practice, I will break my class into three
groups. Each group will have about ten minutes to work on each worksheet. Group
one will work on a worksheet where they will sort pictures using story sequence.
(The order to which the story happened) The worksheet will have pictures and a
sentence describing the picture. For example: one picture is of a grasshopper. The
sentence will say, “Stellaluna behaved like a bird and ate grasshoppers. If they
finish early, they can color the pictures. Group two will have a worksheet where
they draw and write about their favorite part of the story. Sentence starters will be
provided. If they finish early, they can color their drawings. Group three will
complete a worksheet on story elements. They will have to list the characters,
B.i
B.iii
B.ii
EDUC 303
setting, and what happened in the beginning, middle, and end of the story.
XClosure: I will end my lesson by asking a few review questions such as: What were the
characters in the story? What is the setting? I would also use this time for Bible
integration. I would have two different types of apples and explain that even though
these apples do not look the same on the outside, when cut open, they look the same on
the inside. They may not be exactly the same on the outside, but they are the same type
of food. This is just like people. People do not look the same on the outside. People have
different shapes and sizes, hair, eyes, and skin color. We do not all sound the same.
When we look on the inside, we look the same because we are all human. According to
Genesis 1:27, “God created mankind in his own image”. God loves everyone so much
that He sent His son to die for us. Jesus died for everyone, not for certain people. In John
13:34-35, we are commanded to love one another as Christ has loved us. We are to love
one another despite our differences. The birds in our story loved Stellaluna despite her
being different from them. In the end, we see that they end up helping each other and
forming a great friendship.
XIDiversity/Differentiation for Exceptionalities:
XI.ALearning Styles (modalities / multiple intelligences): To meet the learning styles of
all my students, I made sure to include instruction that would support every learning
style. Visual: I will use my anchor charts as visual resources that are available to my
students whenever they need a reminder. Auditory: I read the book aloud while also
showing the pictures to the class. Since I was the one reading, I control the speed and
loudness. I also played a video to help them with the definitions of characters, setting,
and events. Kinesthetic: I made sure to provide activities that were hands-on. The
worksheet where they cut the pictures out and glue them in correct sequence and the
activity I provided on the smart board are both a fun hands-on activity that will keep
my students engaged and practice what they are learning.
XI.BGifted: For my gifted students, if they finish early, I will challenge them to find the
problem and solution of the story. I will provide a picture of a bat and they can write
about the problem and how it was solved.
XI.CLEP: For my students with limited English proficiency, I made sure to include
pictures and visuals to help explain what I am asking such as for characters, I will
have a picture of Stellaluna, setting would be a picture of a forest, etc. Also, when
completing independent work, I will modify what they do. I will have them to draw
instead of write and draw. Instead, they can use their words to the best of their
knowledge and try to explain the sequence, characters, setting, etc.
XI.DLD, ED, ADD: For my students with a learning disability, emotional disturbance, and
attention deficient disorder, I can modify my assignments according to their needs.
Again, if they have difficulty writing, I will just ask them to draw a representation of
what is being asked. They can tell me verbally what happened in the story, characters,
and where the story took place. Instead of their being eight events that happened, I
will only give them three to sort if needed.
XI.EMulticultural Connections: I think that the story “Stellaluna” is relatable to
everyone that would be in my diverse classroom. I think it portrays a very important
message for my diverse students that we all need to be loving and kind to everyone
no matter how different they are. Stellaluna and the birds lived life differently as they
did things pretty much the opposite. That did not stop them from becoming friends
EDUC 303
and learning from one another.
Summative Assessment/Evaluation: Students will successfully identify characters,
setting, and events in a story using key details. Each sheet completed will show their
comprehension of sequence of events (what happened at the beginning, middle, and end)
and understanding of how to identify characters and setting.
XII
