College of Menominee Nation

Lesson Plan Model

Writing
Name: Miranda Fink
Lesson Title/#:

The Mitten, Lesson 3

Grade Level: First Grade

Learning Central Focus

Central Focus
What is the central focus for
the content in the learning
segment?

The central focus of this lesson is using describing words and having the students write in
more detail. Students will have to choose a mitten from the teacher and use 5 descriptive
words to complete their sheet. The students will complete their description with using a simile
having the mitten as their reference.

What to teach?
How much?

NA for EDU 238

Content Standard
What standard(s) are most
relevant to the learning
goals?

NA for EDU 238

Student Learning
Goal(s)/ Objective(s)
Skills/procedures
What are the specific
learning goal(s) for student
in this lesson?
Concepts and
reasoning/problem

WI.CC.RF.1.a Recognize the distinguishing features of a sentence (eg. First word, capitalization,
ending punctuation).
WI.CC.W.1 With guidance and support from adults, focus on a topic, respond to questions and
suggestions from peers, and add details to strengthen writing as needed.
WI.CC.SL.1.b Build on others talk in conversation by responding to the comments of others
through multiple exchanges.
WI.CC.SL.4 Describe people, places, things, and events with relevant details, expressing ideas
and feelings.
WI.CC.SL.5 Add drawings or other visual displays to descriptions when appropriate to clarify
ideas, thoughts, and feelings.
Students will:
Describe (knowledge, comprehension) the mitten they choose using 6 describing words
Write (synthesis) details of the mitten they chose in the open blanks, as well as creating
a simile from the book The Mitten

solving/thinking/strategie
s1
What are the specific
learning goal(s) for students
in this lesson?

Use Blooms
Taxonomy Verbs
Consider Learning
Outcomes here.
Prior Academic
Knowledge and
Conceptions
(Engagement of
Schema)

Students will have a prior knowledge on using descriptive words within their writing. Students
know how to sound out unfamiliar words by chunking out familiar sounds within the word.
Students will know what an adjective and simile are.

What knowledge, skills, and

concepts must students
already know to be
successful with this lesson?
What prior knowledge and/or
gaps in knowledge do these
students have that are
necessary to support the
learning of the skills and
concepts for this lesson?

NA EDU 238
Common Errors,
Developmental
Approximations,
Misconceptions,
Partial
Understandings, or
Misunderstandings

N/A

What are common errors or

misunderstandings of
students related to the

The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics related. See candidate edTPA handbooks for the
Making Good Choices resource for subject specific components.

central focus of this lesson?

How will you address them
for this group of students?

NA EDU 238

Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.

Launch
__________
Minutes
How will you start
the lesson to
engage and
motivate students
in learning?

(Exploratory
Introduction
)
Instruction
__________
Minutes
What will you do
to engage
students in
developing
understanding of
the lesson
objective(s)?
How will you link
the new content
(skills and
concepts) to
students prior
academic learning
and their
personal/cultural
and community
assets?

The lesson will be introduced by asking the children different questions about their experiences with
mittens.
Have you ever lost a mitten?
How do you keep track of your mittens?
What do your mittens look like?
Teacher will then have an example mitten and as a class the students will brainstorm a list of
adjectives to describe the mitten. Teacher should refresh all students on what an adjective is if any
student is unsure. Once the class has completed a list of adjectives, the teacher will then move onto
filling in the blanks and the last part, a simile relating back to the mitten from the story. Teacher
should remind students what a simile is- a comparison of two unlike things using like or as (8-10
minutes)
During the whole group instruction, students and teachers will go through the worksheet making sure
each student understands what is expected of them. Each student will then be given a mitten; these
mittens have already been decorated and detailed. Students will work independently at their desk
thinking of multiple adjectives to describe their mitten. During this time, teacher will be walking
around the room assisting any students with complications or questions. Students are encouraged to
talk quietly with peers during this time; conversations should be focused on the assignment.
Students will complete the worksheet using the different adjectives and simile they thought of and
draw an illustration to go with their writing. (10-15 minutes)
Once students have completed their worksheet, students will be brought to the circle area with the
mitten they wrote about. Students will share their writing and present their illustration to the class.
Students will present in a clockwise manner, starting wherever the teacher choses. (8-10 minutes)

What will you say

and do? What
questions will you
ask?
How will you
engage students
to help them
understand the
concepts?
What will students
do?
How will you
determine if
students are
meeting the
intended learning
objectives?

Procedures:
What will
you do? How
will you
introduce
lesson?
What will
you do step
by step?
Structured
Practice and
Application
__________
Minutes
How will you give
students the
opportunity to
practice so you

can provide
feedback?
How will students
apply what they
have learned?
How will you
determine if
students are
meeting the
intended learning
objectives?

NA EDU
238
Closure
__________

Teacher will collect each mitten from the students and the students will put their completed work in
the writing basket to be graded. (2-3 minutes)

Minutes
How will you end
the lesson?
Important

Differentiation Whole Class:

/ Planned
Students have assigned seats in their desks and at the circle rug. Student knows what is
Support
expected of them when other classmates are reading their completed work. Students are placed
How will you
to encourage a positive vibe amongst students and encouraging positive behavior among
provide students
classmates.
access to learning
based on
individual and
group needs?

Culture is a
consideratio
n.

How will you

support students
with gaps in the
prior knowledge
that is necessary

Groups of students with similar needs:

Students will be allowed to converse with other students, bouncing ideas off of each other and
sparking new ideas for those who are struggling.
Individual students:
Students who have a hard time focusing will be placed where teacher will be able to positively
reinforce expected behavior.
Students with IEPs or 504 plans:
These modifications will be done based off of individual students needs and will be done with the
students teachers, cooperating teachers, parents and other peers.

to be successful in
this lesson?

Strategies for responding to common errors and misunderstandings, developmental approximations,

misconceptions, partial understandings, and/or misunderstandings:

RTI

When students are working, teacher will be circulating around the room, assisting in any confusion
which may arrive. Students are encouraged to help one another if someone is struggling.

Accommoda
tions and
Adaptations
are included
here.
Student
Interactions
How will you
structure
opportunities for
students to work
with partners or in
groups? What
criteria will you
use when forming
groups?

NA EDU 238
What Ifs

This lesson starts out as whole group instruction, where the teacher and students work as a team to
complete an example of what is expected of them. Students will then work independently to complete
their worksheet, during this time student are encouraged to talk with their peers, getting different
ideas off of each other. Students have assigned seats which the teacher created, benefiting each
student.

N/A

What might not go

as planned and
how can you be
ready to make
adjustment?

NA EDU 238
Theoretical
Principles
and/or

N/A

Research
Based Best
Practices
Why are the
learning tasks for
this lesson
appropriate for
your students?

NA EDU 238
Materials
What materials
does the teacher
need for this
lesson?
What materials do
the students need
for this lesson?

Students will need:

Pencil
Worksheet The
Mitten, given from teacher
Crayons/colored pencils/markers, etc. for illustration
Teacher will need:
Worksheet ExampleThe Mitten writing worksheet.docx
Pre-detailed mittens, one for each student
Writing utensil
ELMO Projector

Academic Language Demand(s): NA EDU 238

Use of Productive Language Skills (speaking, writing)
Use of Receptive Language Skills
(listening, reading)
What language function do
you want students to
develop in this lesson? What
must students understand in
order to be intellectually
engaged in the lesson?

How are Productive

Language Skills &
Receptive
Language Skills
used in the
lessons? Give

Throughout this lesson students will use the language function of inform. Students are learning
to correctly use adjectives to inform the readers what their mitten looks like. Students use a
simile to compare their mitten to an unlike thing using like or as. Students are working on
their speaking skills when they present their completed work at the end of the segment.

examples.
What content specific terms
(vocabulary) do students
need to support learning of
the learning objective for this
lesson

Adjective- describing words to explain the noun in a more precise, clearer image.
Simile- a comparison of two things using like or as.

What specific way(s) will

students need to use
language (reading, writing,
listening and/or speaking) to
participate in learning tasks
and demonstrate their
learning for this lesson?

This lesson has a speaking requirement when students are doing the whole group instruction.
Students will be working as a class to complete the example. There is also speaking when the
students are sharing their completed work. Students are also working on their writing skills
using the proper use of adjectives and similes.

What are your students

abilities with regard to the
oral and written language
associated with this lesson?

Students are familiar with breaking down words and sounding out words which may be used to
describe their mitten. Students frequently share their work to peers orally.

How will you support

students so they can
understand and use the
language associated with the
language function and other
demands in meeting the
learning objectives of the
lesson?

Teacher will be circulating throughout class time answering any question students may have.
Students will be encouraged to talk with peers during work time to clarify any questions which
may arise.

Assessments:

Describe the tools/procedures that will be used in this lesson to monitor students learning of the lesson objective(s). Attach a copy of the assessment and
the evaluation criteria/rubric in the resources section at the end of the lesson plan. Informal assessment results from the teachers day to day spontaneous
observations of how students behave and perform in class. Formative evaluation is an evaluation conducted before or during instruction to facilitate
instructional planning. Formal assessment is preplanned systematic attempt to ascertain what students have learned. Summative evaluation is an
evaluation conducted after instruction is completed to assess final student achievement

Type of
assessment
(Informal or
Formal vs
Formative or
Summative)
Informal

Description of
assessment

Modifications to the assessment

so that all students could
demonstrate their learning.

Evaluation Criteria - What evidence of

student learning (related to the
learning objectives and central focus)
does the assessment provide?

Observation of student

Each student will be observed

When students are engaged in the

Summative

participation in class.

by the teacher and expected to

participate.

Completion of
worksheet with an
illustration.

Each student will be capable of

completing worksheet, if need
be there will be assistance
during assessment.

Analyzing Teaching
NA EDU 238

To be completed after the lesson has be taught

What
worked?
What didnt?
For whom?
Adjustments
What
instructional
changes do you
need to make as
you prepare for
the lesson
tomorrow?

Proposed
Changes.

Whole class:

If you could
teach this lesson
again to this
group of students
what changes

Groups of students:
Individual students:

lesson, they will have a better

understanding of what is expected
from them during work time.
Students will complete the worksheet
with at least 80% accuracy to show
they understand what an adjective
and simile are.

would you make

to your
instruction?

Justification
Why will these
changes improve
student learning?
What research/
theory support
these changes?

Resources:
Attach each assessment and associated evaluation criteria/rubric.