USF Elementary Education Lesson Plan Template (S 2014) Name: Meaghen Randolph

Grade Level Being Taught: Subject/Content: Reading

K

What Standards (national

or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her

Group
Size:15

Date of Lesson: 10/29/2015

Lesson Content
LAFS.K.RL.4.10 Actively engage in group reading activities with purpose and
understanding.
LAFS.K.RF.3.3 Know and apply grade level-phonics and word analysis skills in decoding
words.

Students will be able to identify and define vocabulary words pulled from the text with no
errors.

USF Elementary Education Lesson Plan Template (S 2014) Name: Meaghen Randolph

Grade Level Being Taught: Subject/Content: Reading

K

Group
Size:15

Date of Lesson: 10/29/2015

yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Evaluation Plan- How will
you know students have
mastered your objectives?

I will know students have mastered the vocabulary by observing their kinesthetic
responses as well as their ability to repeat the definitions.

Address the following:

What formative
evidence will you use to
document student learning
during this lesson?

What summative
evidence will you collect,
either during this lesson or
in upcoming lessons?

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed

Time

Lesson Implementation
Who is
The teacher will begin the lesson by posting the student vocabulary
responsibl words from the text Jonathan and his Mommy on the board, reading
e (Teacher each one aloud and asking students if theyve heard any of the
or
words. The teacher will then lead the kids through the definitions

USF Elementary Education Lesson Plan Template (S 2014) Name: Meaghen Randolph

Grade Level Being Taught: Subject/Content: Reading

K

a substitute to carry out the

lesson for you.)
Where applicable, be sure to
address the following:
How will materials be
distributed?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
Meeting your students
needs as people and as
learners

Students)?

Group
Size:15

Date of Lesson: 10/29/2015

with corresponding hand motions. For example, humongous the

students would stretch their hands out as wide as they can
indicating something is very large.
The teacher will then read the text Jonathan and His Mommy
stopping to review vocabulary by pausing at the vocabulary words
to have students respond with the definitions.
Finally, the teacher will review the vocabulary words again with the
students.

This text revolves around a small boy who loves to walk through town with his mommy.
Many of our students are still very close with their mothers and so I think they will be
able to relate to this story.

USF Elementary Education Lesson Plan Template (S 2014) Name: Meaghen Randolph

Grade Level Being Taught: Subject/Content: Reading

K

Group
Size:15

Date of Lesson: 10/29/2015

Differentiationbased on
the needs of your students
how will you take
individual and group
learning differences into
account.

I have two students who struggle with letter identification and phoneme awareness so
when the vocabulary is presented, we will break down the words and sound them out,
identifying letters and phonemes.

Relevant Psychological
Theories and research
taken in consideration
when planning this lesson

This lesson plan draws off of Gardners Theory of Multiple Intelligence. Visual students
will be able to see the vocabulary words and the pictures of the text. Verbal-Linguistic
students will be able to listen to the story, hear the words pronounced, and hear and
participate in classroom discussion. Finally, bodily-kinesthetic learners will be able to
associate the hand motions to the word definition.