Saint Mary-of-the-Woods College

Education Department
Lesson/Activity Plan Template
Teacher Candidate __Amanda Pereda_____________________________________
Name of Lesson __ _Shark Trouble _______________________________________
Subject ___Literacy______________________ Grade ___Kindergarten__________
Rationale for lesson:
To improve convention of writing, identifying particular areas of the story
(beginning/middle/end) and reading skills.
Learning outcomes:
Students will be able to identify mistakes in writing, write 3 of their own sentences and
identify certain areas of a story.
Assessment of student outcomes:
Students will complete their own beginning/middle/end worksheet.
Related Foundations/Indiana Academic Standard:
Common Core Standards:
RL.K.3- With prompting and support, identify characters, settings, and major
events in a story
RL.K.10- Actively engage in group reading activities with purpose and
understanding
RF.K.1- Demonstrate understanding of the organization and basic features of print
W.K.3- Use a combination of drawing, dictating and writing to narrate a single
event or several loosely linked events, tell about the events in the order in which
they occurred, and provide a reaction to what happened\
L.K.2- Demonstrate command of the conventions of Standard English
capitalization, punctuation, and spelling when writing.
Materials Needed:
Book: Shark Trouble
Chart Paper with sentences written on them
Marker
Beginning/Middle/End Worksheet
Pencils
Lesson/Activity Presentation:
Anticipatory set:

Begin by having the children sit in their spots on the rug and talk about how
theyve been learning about sharks for the last few weeks and that today we are
going to read another book about sharks, called Shark Trouble.
Teaching procedures:
Begin by introducing the book
Read the book to the children
Explain to the children that soon we will be completing a worksheet about
what happened in the story. But first, I wrote a few sentences of my own
that I would like them to look at.
Show the children the chart paper with the sentences; ask them if it looks
correct.
Have the children point out mistakes in the sentences as I fix them.
Explain to the children that now it is their turn to draw their own pictures
and write their own sentences of the events that occurred in the story.
Send them back to their tables as the papers get passed out.
Explain that first we will be drawing the pictures of the events in the story,
starting with the beginning.
After completing the three pictures, allow the children to write their three
sentences.
Walk around and help children as needed while they are completing their
papers.
Guided & independent practice:
Guided Practice:
Introduce and read the story.
Show the children the chart paper with my sentences.
Ask the children which mistakes are in the sentences and fix the mistakes.
Give the children directions for their beginning/middle/end worksheet.
Remind them of the events that happened as they are drawing their
pictures, if needed.
Independent Practice:
Have the children go back to their seats where the papers are passed out.
The children will draw a small picture for each event in the story.
Then have the children write three sentences explaining what happened in
the beginning/middle/end of the story.
Closure:
Remind the students of the events that occurred during the story and recap
what we learned while fixing our sentences.
Differentiated instruction:

Make a note to pull any students who struggle with convention of writing
to work with them one-on-one.
Students who have a hard time writing their own sentences, use boxes or
write the words with a highlighter for them to write on top.
Maintain higher expectations for the students that can write above grade
level, i.e. longer sentences, more sentences.

Multicultural emphasis (if appropriate):

N/A
Technology (if appropriate):
N/A
Reflection on lesson: