Name(s): Gillian DePuy
Lesson Title: The Kissing Hand
Age or Grade Level: 1st Grade
Central Focus
Essential Strategy
Prior Academic Knowledge
What knowledge, skills, and concepts
must students already know to be
successful with this lesson?
Common Core State
Standards or New York State
Standards
Include # and text
http://www.corestandards.org/
Learning Objectives
Instructional Materials
What do you need in order to teach
this lesson? Be sure to provide
citations to anything that you did not
create.
Assessments
Describe how you plan to monitor
student learning (formally and/or
informally)
Date: 2-19-19
Subject: Literacy
Number of Students: 17 Length of Lesson: 45 minutes
Central Focus: Comprehension
Students will listen to the story and be able to retell the
story with the correct order of events, defining a clear
beginning, middle, end and the problem within the story.
Essential Strategy:
In this lesson, the teacher would use the essential strategy
of sequencing. Sequencing helps students break down
stories to strengthen their understanding of the story and
events that occur within the story. This strategy enables
students to look at parts of the story, analyze them, and
internalize, instead of reading as a whole.
In order for students to be successful in this lesson, they
will need to be able to follow along to a read-aloud story,
listen and comprehend the details and order of events in
the story, and put together a small story of their own. In
addition to their listening and comprehension skills,
students must also be able to use a computer or another
means of accessing the online activity.
CCSS.RL.1.2 - Retell stories, including key details, and
demonstrate understanding of their central message
or lesson.
CCSS.RL.1.3 - Describe characters, settings, and major
events in a story, using key details
Students will be able to: identify key details in the story,
The Kissing Hand, including defining a beginning, middle,
end, characters, setting and problem within the text.
Students will work on a given worksheet that gives the
sequence of events and they will place them in order. In
addition, they will have a worksheet matching definition to
term and then they will have an online story to create on
their own and record the information worked on previously.
Computers, “The Kissing Hand” book,
Worksheets(vocabulary matching sheet, sequence chart,
fill in personal story chart),
Students will put on a worksheet, the beginning, middle
and end, with their characters to show that they are
actively learning. After the students are done with their
online story and worksheet, they will turn them in so we
can look at the work they were doing on their own.
 Technology
Describe how technology is used on
both teaching and learning.
The website, https://pbskids.org/sesame/games/story-
book-builder/ will be used to help the students to generate
thier own short story. This site will enable students to
create their own stories with a beginning, middle end,
specific characters, and a problem. This story builder will let
children choose their own story while helping them
understand the key components to a story. As for teachers,
this site will help differentiate some instruction and enable
students to interact with their learning instead of just
listening and writing.

Introduction to Lesson
Description of What Teacher and Students Do:
Write short
descriptions here  Go over previous book and the characters, setting and
problems.
[Example:  Then go over the definitions again with the students as a
Introduction to Key
whole group.
Vocabulary Words]
 The teacher will ask if there are any remaining
questions and move into the next book to supplement
the lesson of story elements

Instructional Activity
Description of What Teacher and Students Do:
Write short Describe how you plan to explicitly teach the skill or strategy of your lesson
descriptions objectives. Write instructional strategies that are detailed enough that a
here substitute teacher could walk in and teach from your plan if need be. Be
very specific; instead of “Go over examples of words to describe winter,”
write, “Go over the following words to describe winter, writing each one on
the whiteboard: cold, icy, freezing, white, quiet.”

 As a whole group meet on the carpet and we will go over what

setting, charathers, problem and solution meanings. The graphic
organizers and charts that are attached will be used as a display for
review. They will be hanging up on the portable white-board and on
the wall next to the carpet
 Read aloud the book “The Kissing Hand” together as a class.
Teacher will sit in the rocking chair and the students will be on the
carpet sitting criss-cross. There should be no laying down or
touching anyone/anything.
 After the book is completed and the students provide feedback, set
the timer on the smartboard for ten minutes and tell the students to
move to their assigned station table.
 Students will be broken up into three different groups. The students
will know what groups they are in from the lists on the whiteboard.
 All three of the groups will have worksheets for each section-these
stations should be explained before the students start working.
  The first station will be going over story elements and matching the
definitions for problem, solution, setting and characters, based off of
how the lesson was introduced in the whole group.
 The second station is the students going over to the computer
(already logged in and to the website:
https://pbskids.org/sesame/games/story-book-builder/). At this
website the students will be follow the website and follow along with
the website.
 The third station is the students, using two worksheets to do
activities with “The Kissing Hand” to work on the sequence of events
and the details of the story.
 Once the stations are explained, hit start on the timer.
 Allow students to work through and complete their task. If some are
straggling, give them an extra two minutes.
 After all of the students are completed, ask them to turn their sheets
into the “done” bin and sit at their desks quietly while you go over
the worksheets that were at the stations
 Wrap up: Students will rejoin as a whole class and the worksheets
should be discussed and gone over. After the students ask
questions and discuss, there will be time for students to complete a
project of their hand and a “kiss” similar to Chester’s.
 After this little art project, the lesson is completed.

Extension/Closure Activity
Description of What Teacher and Students Do:
Write short What will you have students do in order to practice the skill that you taught
descriptions them in the instructional activity above? Describe in detail how you will
here instruct them and exactly what they will be doing during this work time.
How will you assist students who need more support? This activity should
have students showing directly how they have met your learning
objectives. You may describe how you plan to assess.

We will go over the skills of knowing the setting, characters, problems and
solutions with other books over the course of the week. We would go over
the stations and go over how the stations worked and have the students
ask questions if they had any on the worksheets. If one of the students
seems like they are having a hard time with one the activities we will help
them by having one on one time discussing what they are confused about.
We would have the students hand in their worksheets and we would grade
the papers to be able to see if the students have a strong understanding
of the topic.
The lesson will begin with this on a giant sheet of paper at the front of
the class to reiterate the main discussion points in the lesson.

In addition to the first sheet, students and teachers will also look at
this puzzle chart and look at the added factor of Key Events
Story Elements
Name:_________________________________
Date:_______________
Story Elements
Kissing-Hand Prep

___. People or animals that are in the story

___. When and where (time and location) the story is taking place.

___. The most important issue in the story that the characters have

___. How the problem is solved

a. Solution
b. Characters
c. Problem
d. Setting

This will be apart of one of the stations. The students will be expected
to carry group discussion over to this worksheet in group time
My Story Outline
Name: __________________________________________
Date:_________________
Directions: Go to the website, https://pbskids.org/sesame/games/story-book-builder/
Follow the directions on the website. During or after you build your story, identify
the beginning, middle, end, characters, problem and solution.

Beginning:_________________________________________________________
__________________________________________________________________
_____________________________.

Middle:____________________________________________________________
__________________________________________________________________
__________________________.

End:_______________________________________________________________
__________________________________________________________________
__________________________.

Charcters:__________________________________________________________
________________________

Problem:___________________________________________________________
__________________________________________________________________
________________________________.

Solution:___________________________________________________________
__________________________________________________________________
________________________.
The students will use this sheet to supplement and document their own story that
they follow on the link.
Again, this will be apart of the stations the students will be involved in.
This is working on the beginning, middle and end part of the lesson.
This will also be used in station work, working on the setting and
character aspects.
 This will be the wrap up activity for the students.

Central Focus
For this lesson, the central focus is comprehension. In order for students to comprehend stories, understand what is
being read and to internalize the material, they need to have certain comprehension skills, which include defining a
beginning, middle, end, characters, the problem, the solution and key details in the story. Being able to break down
the story elements is essential to comprehension

Essential Strategy
Essential strategies are strategies that can help students to learn to read and write effectively. Some
examples include: close reading, visualization, questioning the author, comparing & contrasting, the stages
of writing (planning, drafting, revising, editing, publishing), making predictions, summarizing, sequencing,
and word study.
a. Describe the essential strategy you selected and explain how the strategy helps your
students learn the central focus.
As a group, we decided to choose the essential strategy of sequencing. Sequencing is a visual
representation of the break down of the story. With sequencing, students will be able separate
events and decipher the order while they make sense of the story just read.
b. Describe the connection to literacy (reading and/or writing) your lesson demonstrates.
This lesson helps the reading component of literacy and the comprehension aspect of reading. We
decided to focus on comprehension and reading in this English Language Arts part of education and
we found/ made worksheets that would benefit the students the most.

Instructional Methods
Instructional methods are ways of teaching content, not to be confused with essential strategies. Some
examples include: think alouds, modeling, read alouds, direct instruction, shared writing, guided reading,
think-pair-share, class discussion, cooperative learning (like jigsaw), reciprocal teaching, or simulations.
a. Describe the instructional methods you planned in your lesson.
In this lesson, the teacher(s)/ we used a variety of instruction methods while devising this lesson. To
start the lesson, we had a whole group overview of vocabulary and previous material. After the
review of that material, we introduced the book that the lesson was centered around, The Kissing
Hand, and with this book we read it aloud to all students. Reading aloud exposes children to new
literature, enables them to listen and form their ideas and work with their attention skills. After the
whole class heard the book, they would then break off into group, using the method of cooperative
learning and a diversion of think-pair-share. The students would be working on the same worksheets
together and would be able to bounce ideas and thoughts off of each other. This individual/group
time away from the teachers direct instruction would allow students to become responsible for their
own learning and engagement in the lesson.
b. Describe the instructional materials you plan to use in teaching. This can be handouts, slides,
web resources, books, videos, or any other materials needed.
For this lesson, we used a physical copy of our focus book, worksheets that we found and/or made
and then the web address that is supplementing the lesson.

Technology Incorporation
Describe how you have incorporated technology into your lesson. How will students interact with
technology? How will the teacher utilize technology in instruction? Justify how your technology choices
enhance the lesson design.
In this lesson we decided to use computers and have the students interact with a website, where the students make
their own story by picking on of the choices provided to them. We incorporated using the website by having a station
were they use the website and have to write their story on a corresponding worksheet. The teacher will utilize this
technology because this helps the student to further understand how to make/put stories in correct sequencing
order and identify the correct elements. I feel like the technology source that we used helps enhance the lesson
because the website is using different characters and setting then those of the story we read, so the students are
exposed to more than one example of being able to sequence a story, and all students will be able to individualize
their stories.

Supporting Student Learning

Describe and justify why your planned instruction is appropriate for all learners. Describe how you plan to
help students who need more support.
With the read-aloud, the worksheets and the online station work, there is a variety of ways that students would be
able to access and comprehend the book and its story elements. All students need to be able to learn, complete the
work and feel apart of the classroom, so we tried using different ways of learning. If students struggled with reading,
had a visual problem, hearing problem, or had sensory issues, we would accommodate to those needs. We could
present the book and worksheets in different ways and could even provide one-on-one support. If the technology
was too much for a student to work with, we could have them tell us a story and then pick out the elements of that
story. There are many ways that the lesson could be taught that would help all students achieve the desire result.

Assessment
Describe your planned assessment. Explain how your assessment will provide evidence that students can
use the strategy you taught.
Our assessments would be derived from the station work the students completed. If the students were able to place
the sequence of events in the right order, if they were able to match the definitions to the words and if they were
able to identify story elements in their own stories they made on the web, then they would be at mastery level. It is
expected that some students will be below mastery and struggle with the work because it is a difficult task for such
young students to do. As teachers we would work until all students were capable of defining and elaborating on all
story elements.

References

https://pbskids.org/sesame/games/story-book-builder/

http://www.teachingwithamountainview.com/2015/09/teaching-story-elements-wonder-
freebie.html

https://www.teacherspayteachers.com/Product/Story-Elements-Anchor-Chart-Red-Polka-Dot-
3299460
https://i.pinimg.com/736x/14/b8/03/14b803ec78734722f9e1771da37caecb.jpg

https://i.pinimg.com/736x/55/b2/66/55b26663cf3e4bea0dce1c53f6b2713f.jpg

https://www.kindergartenworks.com/wp-content/uploads/2015/08/27-Fresh-Kissing-Hand-
Freebies-and-Teaching-Resources-First-Day-of-School-Feelings-Class-Book-
KindergartenWorks.com_.png

http://www.corestandards.org/