USF Elementary Education Lesson Plan Template (S 2014)

Allen___________________________________
Grade Level Being Taught: Subject/Content: Shared
Kindergarten
Reading

Name: _Christina
Group
Size: 16

Date of Lesson: 1/27/2016

Lesson Content
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.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

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

LAFS.K.RL.3.9

How can we compare and contrast the characters in the story?

Students will be able to:

Listen to a story about tigers who see his friends do things he cant do yet.
Ask and answer question about the text.
Compare and contrast two characters within the story.

USF Elementary Education Lesson Plan Template (S 2014)

Allen___________________________________
Grade Level Being Taught: Subject/Content: Shared
Kindergarten
Reading

Name: _Christina
Group
Size: 16

Date of Lesson: 1/27/2016

in tense or tense contradiction

(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
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?

This objective is being taught so that students learn how to be good readers by analyzing
and evaluating the different characters within one story.
This helps students learn to be good readers and listeners and be able to pay attention to
what they are reading.
I am teaching it this way so that my students can learn how to compare and contrast two
characters writing a story.

Formative:
As a class students will be asked to provide key details from the story comparing two
characters in a story. As a class we will create an Anchor chart.
Summative:
Draw a picture and write one sentence about Leo and how he was different.

USF Elementary Education Lesson Plan Template (S 2014)

Allen___________________________________
Grade Level Being Taught: Subject/Content: Shared
Kindergarten
Reading

What Content Knowledge

is necessary for a teacher
to teach this material?

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions

Name: _Christina
Group
Size: 16

Date of Lesson: 1/27/2016

Comprehension skills: Story structure

Plot
Characters
Main idea
Beginning, middle, and Ending
Problem
Solution
Comprehension Strategy: Analyze/Evaluate
Be able to show text evidence
Be able to look at pictures and be able to talk about it.

Comprehension skills: Story structure: Ask question throughout text. Also ask Is this nonfiction or fiction)
Plot
Characters
Main idea
Beginning, middle, and Ending
Problem
Solution

USF Elementary Education Lesson Plan Template (S 2014)

Allen___________________________________
Grade Level Being Taught: Subject/Content: Shared
Kindergarten
Reading

Name: _Christina
Group
Size: 16

Date of Lesson: 1/27/2016

might students have about

this content?
Students may not understand that we grow at different rates. They may think since they
are animals they grow at the same rate.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to

Shared Reading: Leo the Late Bloomer Fantasy (Will have discussion throughout the
book about how Leo is different than his classmate.)
Peer Turn and Talk: Tell one way Leo was different than his classmates?
Class Anchor Chart Discussion ( Use anchor chart to compare the two characters)

Time

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Good morning boys and girls

USF Elementary Education Lesson Plan Template (S 2014)

Allen___________________________________
Grade Level Being Taught: Subject/Content: Shared
Kindergarten
Reading
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
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?

Name: _Christina
Group
Size: 16

Date of Lesson: 1/27/2016

Student response
Today we are going to read Leo the Late Bloomer. We will be
comparing Leo to his classmates. After the story we will create an
anchor chart comparing Leo and his classmates.
Who can raise their hand and tell me if this book is non-fiction or
fiction?
Student response
Read story

Stop on p.5 and ask (What are the other animals doing on
these pages?) Can Leo read?
Keep reading story
Stop on p. 7 and ask (Can Leo write like the other animals?)
(What can Leo write?)
Keep reading story
Stop on p.9 and ask (Leo cant talk yet but his friends can.
Listen as I read what each animal says. ( have students
echo the sound after me)
Does Leo make sounds?
How do you know?
Keep reading story
Stop on p. 27; what can Leo do now that he couldnt before?
Have children turn and talk ( one fact about what Leo did differently
than his friends)
Create Anchor Chart with students ( T-chart) Leo/Classmates

USF Elementary Education Lesson Plan Template (S 2014)

Allen___________________________________
Grade Level Being Taught: Subject/Content: Shared
Kindergarten
Reading

What will you do if

Name: _Christina
Group
Size: 16

Date of Lesson: 1/27/2016

a student struggles with the content?

Show visuals and have them act out parts of the book.

What will you do if

a student masters the content quickly?

Have them use the story to create a connection to their own life.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
It connects to us because we all grow at different rates in life.
If applicable, how does this lesson connect to/reflect the local community?
How we each relate to our community. How we are different but still special.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Ask them to make a text to self connection
How will you differentiate instruction for students who need additional
language support?
(use gestures to convey the words meaning) (Display pp.4-5 and read the text have
children act out the verb read. Have children act out the story. Display pictures..

USF Elementary Education Lesson Plan Template (S 2014)

Allen___________________________________
Grade Level Being Taught: Subject/Content: Shared
Kindergarten
Reading
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Name: _Christina
Group
Size: 16

Date of Lesson: 1/27/2016

J ( moves a lot on carpet so he sometimes needs his on carpet square) Might need to be
moved to the outside carpet)
M (visuals)
T ( reminders to pay attention)

Leo the late bloomer

Anchor Chart
Markers