The document outlines a lesson plan for a 1st grade adapted curriculum class. The lesson focuses on teaching students to identify characters, settings, and key details in stories. The teacher will begin by playing a familiarization game with students and then read a story aloud, stopping regularly to ask questions and prompt students. Students will then work independently to listen to another story and answer teacher questions to assess comprehension. The teacher will use informal observations and anecdotal notes to evaluate student understanding during discussions. Intervention plans are outlined for students struggling to understand.

1. 1
UbD Daily Planning Format
Plan for Instruction
TEACHER: Emily M. Bond DATE(s): Jan. 28, 2022
CLASS: 1st
Grade Adapted Curriculum ELA UNIT/KEY STANDARDS:
CCR Anchor Standard RL.1 – Read closely to determine what
the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
• Extended Content Standard RL.1.1. Identify details in
familiar stories.
CCR Anchor Standard RL.3 –Analyze how and why individuals,
events, and ideas develop and interact over the course of a
text.
• Extended Content Standard RL.1.3 Identify characters
and settings in a familiar story.
IEP Student Goals:
Given a familiar text students will answer factual questions
about a familiar text with 80% accuracy in 4 out of 5 trials by
the end of the first quarter of instruction.
TITLE (if applicable): Reading Comprehension: Central Ideas
Brief Overview (Summary) of the Unit:
Students are working to identify character, setting, and key details in a text read aloud. These factual
comprehension questions will provide students with comprehension skills when reading.
Information from UbD Stage 1: Desired Results
Competency (Key
knowledge, skill and/or
misconceptions will be
addressed):
Enduring Understanding(s): First grade students are expected to be able to make logical inferences and cite the
text to draw conclusions. Students with disabilities on the extended content
standards are expected to be able to identify details in the story. Students should
also be able to analyze how and why characters interact and develop throughout a
text. Extensions students are expected to identify characters and settings in a story
that is familiar to them. Students must be exposed to multiple stories to develop
these skills. Students must have an understanding of what key details are in a story
and how to identify which details are most important. Students must also know what
characters and settings are in stories and how to identify them in a text.
Essential Question(s) –
could be used as an
Academic Prompt):
Students will understand how to talk about a story using details from the text. By
understanding the key details and identifying characters and the setting in a story
students are developing their comprehension of literature. Students will gain a
better understanding of how to talk about a text and provide connections, details,
and examples from the story.

2. 2
Differentiated Instruction needed to ensure all learners have access to this learning
(including SPED, MTSS and Gifted)
Modifications: Accommodations:
Plans for after this learning/competency is complete: What will the students do if they finish early?
Information from UbD Stage 3 - Learning Plan, Experiences, Instruction and Learning Activities:
Consider the WHERETO elements
The Teacher will… The Student will…
W
Where are we going?
What is expected?
Read a story aloud and facilitate
understanding of factual comprehension
questions.
Students are expected to know character,
setting, and key details.
The goal is that students will be able to
eventually provide a full retell of a familiar
story read aloud.
H
How will we hook
(Introduce this to) the
students?
Students will be introduced to this
activity by playing “you tell me.” this is a
game where the teacher asks the
students about a familiar topic to them
(Example: Alex likes Dinosaurs, Teacher
says: Alex tell me about the setting
where dinosaurs might live?) and the
teacher pretends to know nothing about
it. This excites students and the teacher
will then translate this skill to the story
read aloud
Engage in interactive game to tell about
familiar topic. This introduces the type of
retell and language that students will use
when talking about a story.
E
How will we equip
students for expected
performances?
Direct instruction and total vocabulary
knowledge will support students in
making expected progress. Students
who struggle with verbal responses will
be provided a total communication
approach
Practice using vocabulary and language
approaches that provide information about
the story.
R
How will we rethink or
revise?
Students are likely to misunderstand
“key details” often students provide
random details from the text that do not
support or are not critical to the main
idea of the story.
ELL’s may struggle with this task
because both content vocabulary and
oral language comprehension are
necessary to formulate a response to
these questions.
• Direct instruction of content
Engage in multiple opportunities throughout
the read aloud for student responses.

3. 3
vocabulary will help students to
understand.
• Use picture supports to support
student understanding.
• Bilingual text to support ELL’s
comprehension
E
How will students self-
evaluate and reflect
their learning?
Provide multiple opportunities and
prompts to guide student thinking while
allowing for students to engage with
each other through discussion.
Through discussion with a small group
students will reflect and evaluate their ability
to show this skill.
T
How will we tailor
learning to varied needs,
interests, and learning
styles?
The opening game will target student
interests. The read aloud will be
selected from familiar favorites of
students. Students will be provided all
accommodations and behavior supports
to meet their learning needs.
Students will engage in interactive discussion
that begins by engaging their interests.
O
How will we organize the
sequence of learning
during the lesson?
1. students will sit on the carpet and
teacher will introduce the lesson
2. Teacher and students will play “You
Tell Me” To promote conversation and
retell skills
3. Teacher will reinforce target
vocabulary - character, setting, detail
4. Read the story out loud, stopping to
question and prompt students.
5. Class discussion about character,
setting, and key details.
6. Students will work independently
listening to a story and the teachers will
walk around to ask questions 1:1
and collect assessment data
Students will participate in the lesson at the
intended pace. The pacing of this lesson is
designed to keep students focus and provide
the base for skills needed throughout the
lesson. By engaging in all components of the
lesson students will be able to complete the
independent activity.
Information from Stage 2: Evidence
Sufficient and Revealing Evidence of Understanding: Briefly explain if and how it will be used.
Informal Check (formative
evidence such as
conferencing, group Q/A,
Observation, Dialogue (Kid
Talk and or Kid-Teacher
happening during the
learning):
Goal(s): Students will be on the carpet in a small group setting, no more
than 5 students. They will then listen to a familiar story read aloud.
Through modeling and prompting the teacher will guide students
through identifying character, setting, and key ideas in the text.
Role: Students will answer guiding questions in a small group setting to
help them to identify key story elements.
Audience: The teacher and the students are the audience.
Situation: In a small group, no more than 5, and in a teacher led
discussion activity about a story read aloud.
Performance: Students will be actively participating in the discussion
about a story.
Standards: Students will be assessed using an observation checklist and
anecdotal records to record student responses during the whole class
discussion

4. 4
Performance Task/Project:
(attach rubric)
Student performance will be scored based on:
● On topic response to a prompt.
● Use of details or supporting evidence from the text.
● Show understanding of detail, character, or setting.
A full answer would be recorded as a 3, and 1 point given for the ability
to show any of the above criteria.
Scores would be recorded on a checklist with anecdotal records to show
student responses.
Other: Students will provide responses in a circle time discussion. Students will
lesson to parts of a familiar story and when prompted, answer questions
about the text that show their understanding of key details, setting, and
characters.
Resources Used/Materials Needed: Websites, books, video, etc.
Type of Resource(s): Name of Resource(s):
Stories read aloud EPIC - Stories Read Aloud: This App can be used as an
extension of this activity and will have students listen to a
story and provide a response to prompts
Guided Reading Leveled Texts
Reflection:
Were the lessons successful? How do you know? What would you do differently next time?
Intervention (What will we do if students don’t learn it?)
• If students do not meet expected understanding we will reinforce and shorten the lesson. Focusing
in on just key details until that skill is mastered
• If students continue to struggle with comprehension, we will design 1:1 intervention with students to
help develop students skills in a smaller setting.
Enrichment (What will we do if students don’t learn it?)
• Incorporate multiple texts so that students are exposed to different stories to continue to work on this
skill.