Daily Lesson Plan Organizer

Teacher Alyssa Simon Unit of Study Fables/Theme

Subject Reading Date 11-14-18
Grade 5th Time 10:15-11:00
Observation: Vocabulary is the hardest with one student. He has a hard time processing anything, so I find vocabulary and trying to explain
information repeatedly is difficult.
Priority Standard: Goal for Standard 4, Criterion A: By the end of second quarter, I will have made regular practice in the act of
aligning my instruction with the classroom/district standards.
Lesson Objective(s) (in student language): By the end of this lesson, I will be able to determine the moral of the fable and connect the moral to
my life, using key vocabulary words.
Assessment: Student(s) will create and write a short summary about the fable and how they can use the moral in their life.

LESSON STRUCTURE and ACTIVITIES and MATERIALS: INSTRUCTIONAL

PACING: CONSIDERATIONS:

Segment 1: I do- We do Teacher actions/resources: Student actions/resources: Special Considerations:

5 minutes *Introduce the new fable story *Participates reviewing what a fable/
“The Boy Who Cried Wolf”. moral is.
*”What is a moral?”

Segment 2: We do Teacher actions/resources: Student actions/resources: Special Considerations:

4-5 min. *Introduce the questions I want *Review questions and be ready to
him to think about during the listen to the story.
reading.
Sticky notes: What was the job of
the boy? What did the boy think
one day? What did happen when
the wolf did come? Did the boy do
the same trick again?
Segment 3: I do Teacher actions/resources: Student actions/resources: Special Considerations:
3 minutes *give the student the option to *can close eyes and visualize as I
either watch me track my reading read the story first. Model reading fluently.
or close his eyes to visualize the Don’t stop because his goal is to
reading. visualize the story with no pauses.

*read the story fluently to the

student.

Segment 4: You do/We do Teacher actions/resources: Student actions/resources: Special Considerations:

8-9 miuntes * After the story, have the student
answer the comprehension *answer the questions that are posted Vocabulary is key here!
questions. on the sticky notes using the key
*Use the passage to if the student details from the story we read
needs to. together.

Segment 4: You do/ we do Teacher actions/resources: Student actions/resources: Special Considerations:

8-9 minutes Vocabulary- highlighted words.
Have the students define the each
highlighted word in the passage.
Encourage the student to use the
passage to help define the story.
*use context clues to help define
each highlighted vocabulary word. *limit the students use of giving
examples as definitions.

Protect- shouted- believe- tended-

startled.

Segment 5: We/do Teacher actions/resources: Student actions/resources: Student choice/Collaboration

5 minutes *echo reading!
Student will read the story with me- I *point to the words together
read one sentence the student repeats
the same sentence back and repeat
those steps for the whole story.
Segment 6: You do Teacher actions:
10 minutes
*Now that I have read the story to
you, we talked about the story and
a few vocabulary words, we both
read the story together, it's time for
*didn’t get to you to work independently.
Student actions:
*works on worksheet alone
*using COPS writing visual to help
write with correct complete
sentences.

For the next few minutes, I want

you to write down what you think
the moral of the story is and how
you can use the moral/lesson in
your life. You can even write about
how that story is similar to event
that happen in your life already.

Lesson Reflection:
What went well?
● The understanding of what the moral of the story is. Last fable we read is was very hard for the student to connect his life to the moral.
● Comprehension questions were answered with guidance.
● He was able to define a few words I thought he would need the most help with.
● He was able to break apart the sounds of a word to blend them and figure the word out on his own- we have been working on that all
year!!
● Overall the next day, he was able to write a short summary of the fable and connect it to his life.
What would you change going forward?
● Vocabulary work.
○ Helping his understanding of just how to define a word.
How did your actions connect to student learning?
● Guidance of questioning. Giving example while also using questions to help guide the student to figure out the correct answers on his
own.
How do the results of your assessment impact your future instruction?
● Next we are going to look at what we need to include in our summaries. He was able to summarize the story however he didnt use only the
key detail for the summary. Instead he retold the whole story.