Emily Hankins

1st Grade

Adapted Madeline Hunter Lesson Plan Format

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson
Missouri Learning Standards:

RL.1.1 Ask and answer questions about key details in a text

RL.1.2 Retell stories, including key details, and demonstrate understanding of their central
message or lesson.
RL.1.7 Use illustrations and details in a story to describe its characters, settings, or events.
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and larger groups.
Learning Objectives/Goals and Duration
The lessons objectives and learning outcomes appropriate for meeting curricular and student needs;
What will the students be able to know/do by the end of the lesson?
Students will understand what it means to feel empathy and share this understanding by responding to read
aloud prompts and/or by connecting read materials to their own personal experiences.
Infer meaning from a text via the use of textual and pictorial clue
Visually and creatively represent their name stamp using a variety of materials, colors, and textures.

Step by Step Instructions

1) Students will be seated on the carpet, and teacher will begin the lesson by greeting the students in various
languages. Ask students if they know greetings in other languages.
2) Teacher will then ask the students; do you remember a time when you moved to a new city or country? How
did you feel? Once students have responded to the questions, explain that you will be reading a story about a
little girl who moves to a new country.
3) During the read aloud of The Name Jar, the teacher will stop and ask questions, and give time for students
comments.
4) Students will be asked to make predictions of what will happen next, and will be encouraged to think about
how Unhei feels as she begins her new life in her new school and new country. They will also be encouraged
to reflect on how Unhei felt when her classmate, Joey, welcomes her to the class.
5) After the read aloud, students are encouraged to share retellings of the text or personal connections they
were able to make to the text.
6) Students will then return to their seats to begin the art activity.
7) Before the students begin, the teacher will share their own name stamp that they created. Students will then
be given various materials, as well as materials they may have brought from home, to create their own name
stamp. The materials should reflect the students cultural background.
8) After students have completed their name stamp, they will be asked to return to the carpet, and given the
option to share their name stamp with the rest of the class.

Resources and Materials

List of materials used in the planning of and during the instruction of the lesson

1
 The Name Jar by Yangsook Choi
Chart Paper
Construction Paper
Markers, pencils, crayons
Cultural artifacts/materials brought from home
Talking stick when discussing the book

2
Instructional Input
What knowledge is required for you to impart to students in order for them to achieve the
objective or purpose?
Students will be given homework before this activity to gain background knowledge.
They will be asked to talk to their family members about the history of their name.
Asking questions such as;
o What does my name mean?
o What language is it?
o Was I named after anyone special?

Checking for Understanding

How will you monitor students learning? If you are using questioning, provide examples of
questions you will use.
Questioning:
o Teacher will ask various prompts throughout the read aloud, and will be able to
gauge the level of understanding based on students response. Prompts may
include;
Recall important events
Describe their favorite part of the story
Describe emotions in the book
Connect to the book with personal experiences
Students learning will also be monitored through their own cultural name stamp, and the
teacher can gauge their understanding of the project from what they share about their
name stamp.

3
Guided and Independent Practice
If relevant, what activities will the students engage in under close teacher monitoring and
direction? What activities will the students engage in without teacher supervision?
The students will be under close teacher monitoring and direction in the beginning of the
lesson while the teacher asks questions before and during the reading. The teacher will
then listen as the students answer their questions.
The students will also be under close teacher monitoring and direction after the teacher
has finished the read aloud, and is asking students to participate in a discussion of the
read aloud.
After reading the book, the students will be under little teacher supervision as they create
their own cultural name stamp. The teacher will circulate around the room asking
questions such as;
o What does you name mean?
o How does it relate to your culture?
o How does it relate to your family heritage?
o Does it make you feel special?
Closure
How will you bring the lesson to close? Are there key points of learning you need to review,
clarify, or check? Closure may not be synonymous to an ending point of learning.
To close this activity, the students will return to the carpet, and they will be given the
chance to share their name stamp with the whole class. By allowing an extended amount
of share time, the students in the class will be able to learn about their classmates
heritage a little bit better.