Literacy - Franklin College

Franklin College
Education Department : Lesson Plan
Student Name: Elizabeth Curtis Lesson Plan No. 1
Cooperating Teacher: Mrs. Susan Sloop Subject Area: Literacy
Grade: 1 st
Signature of Approval: _________________________________________________________
Date Prepared: 15 October 2006 Date Taught: 18 October 2006
Related Standard
1.3.1 – Identify and describe the plot, setting, and characters in a story. Retell a story’s
beginning, middle, and ending.
Source
Indiana’s Academic Standards
Topic
Sequence of Events
Objective
After reading, making predictions, and discussing the book as a group, students should
individually be able to retell the story by cutting and pasting the events in sequential order which
will then be collected and informally assessed for comprehension.
Materials
Teacher: book: There Was An Old Lady Who Swallowed A Fly by Simms Taback; character
worksheet; sequence of events worksheet; colored and cut out characters from the character
worksheet (to retell the story as a group); tape
Students: pencil; glue; scissors; crayons
I. Procedures:
A. Management:
a. I will ask the students to join me on the floor in the front of the
classroom. They should be sitting “on their pockets, spoons in your
bowl.”
b. If students are having trouble sitting still we will all stretch for one
minute and then try sitting quietly again.
B. Set: Begin with this question: “Has anyone ever accidentally swallowed a bug?”
Allow several students to answer. Then introduce the book There Was An Old Lady
Who Swallowed A Fly. Ask students to help identify the title and author of the book.

Also ask them to listen very carefully because at the end the teacher will need help
retelling the story.
C. Instructional Steps:
1. Read the book to the students. Stop and talk to the students about rhyming
words when they are presented in the story.
2. Before going on to the next page ask students to predict what they think the
old lady will do next. Ex. What animal will the old lady have to swallow next
to chase the bird?
3. Throughout the story review why the old lady swallowed certain animals.
(spider to catch the fly)
4. Put the book aside and get out the colored characters. Tell the students that
you need their help retelling the story.
5. Begin the retelling “There was an old lady who swallowed a fly…” Tape the
old lady and the fly onto the chalkboard.
6. Continue retelling the story. “There was an old lady who swallowed a
_____...” Ask a student to fill in the blank and allow him/her to tape up the
spider.
7. Continue until all the characters have been sequenced in proper order.
Congratulate and thank the students on such a great job of retelling the story.
8. Hold up a Character worksheet and a “Sequence of Events” worksheet for all
the students to see. Explain that they are to color the characters, then cut them
out and glue them on “Sequence of Events” worksheet in the correct order
(just like we did together as a class).
9. Dismiss students to return to their seats and hand out the worksheets.
Circulate around the room as students work. Remind them to put their names
on the top of the worksheet and collect them when the students are finished
for an informal assessment (to check for understanding).
II. Assessment:
The students will be informally assessed by way of their completed “Sequence of Events”
worksheet. Students will receive a check for a correct and complete worksheet and will be asked
to redo the worksheet (with help if needed) if the events are out of order. Students may have
extra time to work if they need it.
III. Extension:
Students who understand the idea of sequencing events can “rewrite” then ending of There Was
An Old Lady Who Swallowed A Fly. They can rewrite it with words or with pictures, but instead
of dying (which is really sad) the little old lady lives on. Does she swallow another animal? Do
the animals she has already swallowed get out of her stomach? The ending is up to the student.
IV. Remediation:
For a student who does not understand the concept of sequencing events, ask him to tell you his
morning routine. Write his/her routine in steps (step 1; step 2). Cut the steps into strips and ask
her to put the steps in order. Since it is her daily routine, she should be able to tell you again
what she does first, second, third, etc. Allow him to illustrate the steps if time allows.

V. Homework Assignments
If I were going to assign homework, I would ask each student to fill in the blank “There was a
little boy/girl who swallowed a ________________.” Along with filling in the blank, students
must also illustrate their sentences. Then I would make a class book of all the pictures.