1. LESSON PLAN
th
Date: May 7 2012 School: Nueva Urbana Elementary
Teacher: Mrs. González Grade: 1rst
I. Theme: I am a Bug!
Comments: II. Phase: ___ Exploration ___Conceptualization _X_Application
III. Integration: ________________________________________________
IV. Standard(s) and Grade Level Expectation:
Content Standards 1th Grade Expectations
LISTENING/SPEAKING: ___L/S.1.1 Listens and responds to basic commands, instructions,
and routine questions during story time using expressions to
The student uses the English demonstrate engagement.
language to interpret oral input, ___L/S.1.2 Develops and demonstrates phonemic awareness and
construct meaning, interact with auditory discrimination to identify distinctive sounds.
confidence both verbally and ___L/S.1.3 Uses basic vocabulary and language patterns to identify
nonverbally, and express ideas and describe familiar concepts related to self, to family, and to
effectively in a variety of interact with peers.
personal, social, and academic ___L/S.1.4 Offers and responds to greetings and farewells using
contexts. the appropriate courtesy expressions.
___L/S.1.5 Uses both verbal and nonverbal forms of communication
to express feelings, needs, experiences, and reacts to pictures and
simple language cues after listening to read aloud.
READING: _X_R.1.1 Recognizes letter-sound relationships to decode words
and phrases fluently.
The student uses reading ___R.1.2 Uses phonemic awareness strategies to manipulate sounds
strategies, literary analysis, and and form new monosyllabic words.
critical thinking skills to _X__R.1.3 Uses context clues and illustrations to identify details
construct meaning and develop an and to determine the meaning of unfamiliar words; demonstrates an
understanding as well as an acquisition of grade level vocabulary.
appreciation of a variety of ___R.1.4 Identifies the main character(s) and uses picture cues to
genres of both fiction and identify similarities and differences between characters within
nonfiction. narrative text.
_X_R.1.5 Identifies story organization of beginning, middle, and
end within narrative text.
WRITING: ___W.1.1 Recognizes and writes the letters of the alphabet; writes
initial and final consonants in CVC (consonant-vowel-consonant)
The student effectively pattern words.
communicates to a variety of ___W/1.2 Writes name correctly; copies words and simple three
audiences in all forms of writing word sentences using left to right, top to bottom progression;
through the use of the writing applies appropriate spacing between letters and words; uses
process, proper grammar, and age phonemic awareness and phonics strategies to spell words.
appropriate expressive ___W/1.3 Identifies a complete sentence using capitalization;
vocabulary. recognizes ending punctuation.
___W.1.4 Writes to describe a picture, person, or object; writes
sentences of two or three words in length.
___W.1.5 Uses a picture dictionary as an aid to the writing process.
V. Depth of Knowledge: _X_ L1 Recall _X_ L3 Skills/Concepts
_X_ L2 Strategic Thinking _X_ L4 Extended Thinking
VI. Objectives:
Conceptual: After reading the story the students will be able to identify the
story organization.
Procedural: After reading the story the students will be able to organize the

2. story in terms of beginning, middle and end in a given handout.
Attitudinal: The students will be able to share their opinions about their
favorite part of the story.
VII. Materials:
a. Curriculum Material: Readings Good Times We Share
b. Teaching Devices: Pictures / Flash cards
Vocabulary Words: c. Technological Materials: Radio
________________
________________ VIII. Procedure:
________________ a. Initial Activities:
________________ 1. _X_ Greetings 2. _X_ Date 3. _X_ Attendance
________________ 4. _X_ Review on: Vocabulary Words
________________ 5. Motivation Act.: Role Play Sleeping Bunnies
________________ 6. Other Activities:, Diversity, Creativity, Leadership, and Soc. Trans.
________________ Captain of the Day!
________________ 7. Statement of Aims: Story Organization
________________
________________ b. Developmental Activities: The students will collectively recall and retall
________________ the story. The students will identify the story organization by using
________________ pictures, then by using text and pictures and then only using sentences.
________________
________________ c. Closing Activities: The students will individually start working with the
________________ story organization in a given handout.
IX. Assessment Techniques:
__ reflective diary __ collage __ summary __ conceptual map
Guide Questions: __check list __ rubric __ interview __ group discussion
__ concrete poems __ debate __ drama __ graphic organizer
__ comic strips __ projects __ illustration __ painting/drawing
__ portfolio __ games _questionnaire __ anecdotic record
__oral reports __ skit X_ Observations
X. Homework: Look around your yard and identify the bugs, Be ready to share
your findings with your classmates.
XI. Special Accommodations offered: Individual help was provided.
I. Teacher’s Reflections (material, method, and objectives):
Today I was able to meet my objectives, I had the students read the story
one more time to refresh their minds then we started to work on the story
organization.

3. II. Values:
___ integrity ___self-esteem _X_friendship ___discipline
___equality ___loyalty ___tolerance ___sincerity
___sharing ___dignity ___love ___courage
___honesty ___courtesy ___solidarity ___caring
___justice ___respect ___compassion ___responsibility
___ OTHER:
Prepared by: Dr. Carlos Báez
Moctezuma 2011

4. Reflection:
Reading Comprehension outstanding lesson
I consider that this plan is an outstanding example of reading comprehension
because it revolves around understanding the story I am a Bug. In this lesson the
students had to recall and retell the story in order to place the events in the
correct sequence. In this class I went from using concrete examples to abstract
examples. At first the students recall and retell the story, and then they place
the events in sequence by using pictures. The second step was to place the events
in sequence but by using text and picture and for the last step was using just the
text. I consider that this is great because were leading the students to work with
the four levels of depth of knowledge. I like to develop my activities collectively so
that the students can have immediate feedback from the classmates and from the
teacher. Then I like to have the students work individually in activities that
contain the same reading comprehension skill to acknowledge if the students really
understand. During this class we had a wonderful time working collectively and also
the students were able to demonstrate reading comprehension.