This lesson plan aimed to teach 1st grade students reading comprehension by having them identify the sequence of events in the story "Can Pig Nap?". However, the plan was ineffective for a few reasons. First, the pictures used to depict the story sequence were too small for all students to see. Second, the plan only used three events, which did not sufficiently challenge students. Finally, the handout for the closing activity had a different structure than the developmental activity, causing confusion. The teacher learned to use larger pictures, more than three events, and consistent structures across activities.

1. LESSON PLAN
Date: _02/15/12 School: Nueva Urbana Elementary
Teacher: Mrs. Gonzalez Grade: 1rst
I. Theme: Can Pig Nap?
Comments: II. Phase: ___ Exploration ___Conceptualization _X_Application
III. Integration: _Spanish & Art
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: ___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 ____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 Can Pig Nap?, the students will be able to
identify the story organization.

2. Procedural: The students will be able to organize the story organization in a
given handout.
Attitudinal: The students will share their favorite part of the story.
Materials:
a. Curriculum Material: Readings Good Times We Share
Vocabulary Words: b. Teaching Devices: Pictures / Flash Cards
________________ c. Technological Materials: Music
________________
________________ VII. Procedure:
________________ a. Initial Activities:
________________ 1. _X_ Greetings 2. _X_ Date 3. _X_ Attendance
________________ 4. _X_ Review on: Vocabulary Words
________________ 5. Motivation Act.: Sing Along
________________ 6. Other Activities:, Diversity, Creativity, Leadership, and Soc. Trans.
________________ Captain of the Day
________________ 7. Statement of Aims: Reading Comprehension
________________
________________ b. Developmental Activities: By using pictures the students will retell the
________________ story in sequence. The students will be able to identify the story
________________ organization in terms of beginning, middle and end.
________________
________________
c. Closing Activities: The students will organize the story organization in a
given handout.
VIII. 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
IX. Homework: _N/A
X. Special Accommodations offered: Individual help was provided
I. Teacher’s Reflections (material, method, and objectives): Next time I should
use larger pictures, I should also be very careful with the time distribution of
the activities.

3. XII. Values:
___ integrity ___self-esteem ___friendship ___discipline
___equality ___loyalty ___tolerance ___sincerity
___sharing ___dignity ___love ___courage
___honesty ___courtesy _X_solidarity ___caring
___justice ___respect ___compassion ___responsibility
___ OTHER:

4. Reflection:
Ineffective Reading Comprehension Lesson Plan
The skill developed for reading comprehension was sequence of events. One
of the reasons why this plan was ineffective was because the pictures used to
describe the story organization where too small. I learned that if I want the
whole classroom to participate I have to use large pictures that students can
appreciate from each corner. Another factor that contributes for this plan to be
ineffective was the fact that I only used three sequences. I consider that in
order to challenge the students I should always use more than three sequences of
events. Also the skills given on the handout for the closing activities did not follow
the same structure from the developmental activities. For the developmental
activity the students place the sequence of events in terms of beginning, middle
and end. On the handout they had to place the sequence in terms of 1, 2 , 3 and
this simple difference provoked misunderstanding among the students. I learned
that when teaching lower levels I should always be very structured for the benefit
of my students.