Lesson Plan Title

Author

Aundrea Jaramillo

Grade
Level

Kindergarten

Integrated Writing
disciplines
Content
Standard 3:Writing and Composition
Standards
(1b) - Use a combination of drawing, dictating, and writing to
compose informative/explanatory texts in which they name
what they are writing about and supply some information about
the topic. (CCSS: W.K.2)
(1e) - With guidance and support from adults, explore a variety
of digital tools to produce and publish writing, including in
collaboration with peers. (CCSS: W.K.6)
(2b) - Demonstrate command of the conventions of Standard
English capitalization, punctuation, and spelling when writing.
(CCSS: L.K.2)
I. Capitalize the first word in a sentence and the pronoun I.
(CCSS: L.K.2a)
ii. Recognize and name end punctuation. (CCSS: L.K.2b)
iii. Write a letter or letters for most consonant and short-vowel
sounds (phonemes). (CCSS: L.K.2c)
iv. Spell simple words phonetically, drawing on knowledge of
sound-letter relationships. (CCSS: L.K.2d)

Writing
Standard: 2. Reading for All Purposes
Standards

abuse Key Ideas and Details to:

I. With prompting and support, ask and answer questions about
key details in a text. (CCSS: RI.K.1)
ii. With prompting and support, identify the main topic and retell
key details of a text. (CCSS: RI.K.2)
iii. With prompting and support, describe the connection
between two individuals, events, ideas, or pieces of information
in a text. (CCSS: RI.K.3)
b. Use Craft and Structure to:
I. With prompting and support, ask and answer questions about
unknown words in a text. (CCSS: RI.K.4)
ii. Identify the front cover, back cover, and title page of a book.
(CCSS: RI.K.5)c. Use Integration of Knowledge and Ideas to:
I. With prompting and support, describe the relationship
between illustrations and the text in which they appear (e.g.,
what person, place, thing, or idea in the text an illustration
depicts). (CCSS: RI.K.7)
d. Use Range of Reading and Level of Text Complexity to:
I. Actively engage in group reading activities with purpose and
understanding. (CCSS: RI.K.10)
NETS-S

2. Communication and collaboration Students use digital media

and environments to communicate and work collaboratively,
including at a distance, to support individual learning and
contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or
others employing a variety of digital environments and media
b. Communicate information and ideas effectively to multiple
audiences using a variety of media and formats
c. Develop cultural understanding and global awareness by
engaging with learners of other cultures

d. Contribute to project teams to produce original works or solve

problems
Objectives Students will be able to identify small details about zoo animals
:
and choose one to do research on to understand their
characteristics (weight, color, height, and etc.).
Assessmen We will have a short matching game that shows their knowledge
t:
to connect unique characteristics to animals that their peers
presented.
Materials:

Book about going to zoo.

Small note pads for the students to collect data

Fact cards around the room on different types of animals

Charts with numbers, words, and colors to help describe

the animals.

IPad or Computers available to create a bit-strip

Anticipator The hook would be taking a field trip to the local zoo and once
y Set:
we return lead into a book of my choosing that reintroduced the
animals that were seen at that particular zoo.
Technolog
y
Integratio
n

Introduce the program to the students prior and allow them to

practice making one about themselves first. Also have notes for
them to look at from home before the lesson takes place. Id
also allow them to choose rather or not to work in groups or
individual.

Procedure Students:
s and
Learning
Activities
While at the zoo take
pictures of notes of the
animals that were seen.

Teacher:
Begin with asking the
question of what a zoo was to
them to activate their

Ask questions while

reading the book or after the
book.

Answer questions I ask

throughout the story and
describe the animals in the
story.

background knowledge and

follow up with a correct
definition.
Next ask what types of
animals are found in a zoo.
Provide pictures of these
animals.

Sit at the tables and

Review letter sounds and

start writing information about connect their memory of
a zoo animal of their
learning animals from these
choosing.
sounds.

Go around the room to

the fact sheets and posters
about animals.

Ask questions or help

when needed.

Field trip to the zoo.

Read a book about a child

visiting to the zoo. Ask
questions.

Allow them time to collect

Once done show me
thoughts and facts about their
their rough draft and assign
animals.
them to a computer or IPad to
start their bit strips.

Assign them to a
technology source.

Complete their strips

and show me.

Walk around and help

them when needed.

Next day present their

bit strip.

Set the room up for

presentations the next day.

Differentia Students who require a higher learning environment will be

tion
asked to create a second visual that is more hands on to
present to the class.
Students who struggle or has special needs can work with a
partner or further assistance to help one another with
information or spelling and punctuation.
ELL students can use their prior knowledge of zoos from their
home country and present their information according to that
versus a zoo in the US. They may also present in their native

language and provide subtitles in their bit strips with the help of
an adult.
Closure

References
:

How I will bring the lesson full circle is to reflect on the animals
we learned about and I can create a slide show of these animals
and can even print out their bit strips and put them in a book
for each student.