SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas
Essential
Questions

PA/Common
Core/Standards

Objective
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

ISTE Standards
for Students
Framework for
21st Century
Learning

DETAILS
Miss Smith
ELA/Literacy
1st Grade
40 Minutes/ Station
Informational text tells us facts about a real topic.
What are the supporting details or facts?
How can we find the supporting details?
How can we incorporate supporting details into our own
informational writing?
CC.1.2.1.A - Identify the main idea and retell key details
of text.
CC.1.2.1.B - Ask and answer questions about key
details in a text.
CC.1.2.1.E - Use various text features and search tools
to locate key facts or information in a text.
CC.1.4.1. - Write informative/ explanatory texts to
examine a topic and convey ideas and information.
In a small group, the first grade students will be able to
identify at least 5 supporting details or facts from an
informational text.
Independently, the first grade students will be able to
write/create their own informative piece, including at
least 3 supporting details or facts about a real topic.
Formative Assessment:
Students will be assessed based on their responses
when identifying facts from an informational text in a
small group setting.
Summative Assessment:
At the end of the unit, students will be assessed
through their own creation of an informational text.
They will be assessed on their ability to include facts
and details about a real/nonfiction topic.
ISTE Standards for Students
Communication and Collaboration communicate
information and ideas effectively to multiple audiences
using a variety of media
Research and Information Fluency - locate, organize,
analyze, evaluate, and synthesize information from a
variety of sources and media.
Framework for 21st Century Learning
Think Creatively use a wide range of idea creation
techniques, such as brainstorming
Use Systems Thinking - analyze how parts of a whole
interact with each other to produce overall outcomes in

CK

Accommodation
s, Modifications

complex systems
Communicate Clearly - Articulate thoughts and ideas
effectively using oral, written and nonverbal
communication skills in a variety of forms and contexts
Analyze and Create Media - Understand both how and
why media messages are constructed, and for what
purposes
Behavioral
Provide brain breaks, when needed
Visual Schedules
Behavior charts
Token Economy System
Reminders
Proximity Control
Pre-Teaching concepts
Behavior Contract
Self-Management System/Checklist
Academic
Alter the questions asked to each animal group (Lions
should be leading questions/easiest, Zebras
independent/hardest).

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

CK
Activating Prior Knowledge
Ask students what kind of writing they have been
learning about this week.
Have students recall what they know about
informational writing.
Hook/Lead-In/Anticipatory Set
Ask students what they know about bats. Ask if their
statements are fact or opinion.
During this portion of the lesson, Ramona may scream if
the questions are too challenging. This can be addressed
by pre-teaching Ramona the concepts of fact/opinion
and signaling her when she will be called on.
Inform the students that they will be listening to an
informational book about bats today. They should be
listening for facts about bats to recall later on.
Big Idea Statement
Informational text tells facts about a real topic.
Essential Questions Statement

What are the supporting details or facts?

How can you find the facts in informational writing?
How can you incorporate facts into your own
informational writing?
Objective Statement
As a group, students will identify 5 facts about bats.
Students will write their own informational text and
include at least three facts.
Transitions
When it is time to transition between stations, ring the
bell or chimes. Students should get quiet and raise one
hand in the air. Students will be called one-by-one, when
sitting quietly, to line up to move to the next station. As
students move between stations, music will be played.
Once the music stops, students should be in their new
spots, sitting quietly.
Key Vocabulary
Informational text a type of nonfiction, or factual, text;
its primary purpose is to inform the reader about the
natural or social world
Supporting details/facts - additional information that
explains, defines or proves an idea
Lesson
Procedure

PreAssessment of Students
Before reading, have students recall what they know
about informational text.
Modeling of the Concept/Guiding the Practice
The teacher should read aloud Bats, by Gail Gibbons. As
the book is being read, ask the students basic
comprehension questions about the piece. Ask them to
pull out some facts as the reading is taking place. (*The
entire book does not have to be read word for word, as it
is lengthy)
Multiple case-study students (Alaina, Roland, Brandon,
etc.) may engage in off-task behavior, either by getting
up and walking about the classroom or not paying
attention. This can be addressed using proximity control,
verbal reminders, and offering breaks throughout the
story for students to share experiences.
After the completion of the story, ask the students to
recall some facts about bats. Ask them what makes each
of their statements a fact/how they knew it was a fact?
(should have a list of at least five facts)
If this task is too difficult for Alexander, he may begin
crying. To avoid this, pre-teach Alexander the concept of
fact/opinion and facts about bats. Remind Alexander to
raise his hand and ask for help if he becomes frustrated.
If Alexander begins crying, allow him to work with a
partner/peer tutor for help. Our classroom employs

PALS, so he will have a partner assigned each week and

they may help one another if needed.
Providing the Independent Practice
If time allows, students will begin writing their own
informational text. Remind the students, they need to be
writing about a topic that is real/nonfiction, and must
provide at least three facts in their writing.
During this time, Alexis will likely become defiant in
order to gain peer attention. This can be addressed by
offering Alexis the ability to tell a joke about bats before
the students transition to their independent work areas.
Brandon will likely take awhile to begin working on his
informational writing piece. Provide Brandon with a selfmanagement checklist that details the step-by-step
instructions for the assignment.
Nolan may throw a tantrum to avoid completing his
writing. Remind Nolan of his sticker chart and that he
may get a reward of his choice if he completes his work
without throwing a tantrum. Offer him the option to use
his iPad once his work is completed. Give Nolan a
schedule for the day at the beginning of class.
If this task frustrates Aiden, he may curse and/or throw
materials. If this happens, Aiden should take a break in
the quiet/cozy area of the classroom, following the
procedures listed on the case study site. To prevent this
behavior, Aiden is undergoing social skills instruction for
dealing with anger appropriately.
Reading
Bats, by Gail Gibbons
Materials
Markers
Technology
Construction Paper or White Board
Equipment
Timer
Supplies
Visual schedules/behavior charts
Evaluation of
Formal Evaluation
the
Students will be formally evaluated on their composition
Learning/Master
of an informational writing piece. It should include at
y of the
least three facts and be about a real topic.
Concept
Informal Evaluation
Students will be informally evaluated through their
answers during discussion. Teachers should look to see if
the students know what makes a piece informational,
how to draw out the facts of a piece, and that
informational text is nonfiction.
Closure
Summary & Review of the Learning
Ask the students to tell you what they know about
informational text.
Homework/Assignments
Have students begin brainstorming ideas for their
informational writing assignment.

Teacher
Self-reflection

*No behaviors are anticipated for Roland, as his

disruptive behavior is typically confined to math class,
when he becomes bored and distracts his peers. Roland
struggles with spelling, so he may be provided with a
sight word chart while he is writing.
*Typically, Alainas off-task behaviors are reserved to
math class. However, should she move about the
classroom, remind Alaina of her behavior contract, the
possible rewards, and the consequences.