Lesson Plan Form

CSUDH Teacher Education Department

Candidate:

Subject:

K- 1st

English Language Arts

Grade Level: Kindergarten

Teaching Date:
12-2-14

Standards:

Print Concepts
CCSS.ELA-LITERACY.RF.K.1
Demonstrate understanding of the organization and basic features of print.

Comprehension and Collaboration

CCSS.ELA-LITERACY.SL.K.1.A
Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and
texts under discussion).

Presentation of Knowledge and Ideas

CCSS.ELA-LITERACY.SL.K.5
Add drawings or other visual displays to descriptions as desired to provide additional detail.

I.

Description of Content & Content Type (Fact, Procedure, Concept, Principle):

Students will demonstrate an understanding of print concepts, participate in a class discussion, and present their
knowledge and ideas gained from the text through drawings and other visual displays.

II. Learning Outcome:

Students will be able to:

Identify the spine, front, and back of the book.

Participate in a class discussion by listening to others and taking turns speaking.

Draw a visual display pertaining to the text.

III. Curriculum Connection (How lesson fits into larger unit sequence):
Lesson 1: On the first day of reading the book, students will acquire the knowledge of print concepts and be able
to distinguish the author and illustrator of the book.
Lesson 2: On the second day of reading the book, students will participate in a class discussion that requires
them to listen and take turns speaking about the topic of the book.
Lesson 3: On the third day of reading the book, students will be able to create visual displays to describe what
they learned from the text.

IV. Instruction
A. Engagement (Motivational Activity):
When students enter the classroom, the teacher will ask students to sit at the reading rug. The teacher will then
introduce the book, Thank You, Thanksgiving by David Milgrim (big book preferable) in preparation of the
upcoming Thanksgiving holiday.

B. Instructional Sequence (Teaching Methodology):

Step #1:
a. Teacher will begin by stating the purpose of the reading.
b. Teacher will dismiss students to the reading rug to read Thank You, Thanksgiving by David Milgrim.

Step #2:
a. Before the class reading begins, teacher will ask various students to come up to the book and point to
the spine, front cover, and back cover of the book. In addition, teacher will ask which direction reading
occurs. (Print concepts)

b. Teacher will introduce the title, author, and illustrator of Thank You, Thanksgiving. Teacher will
continue by asking students to distinguish the job of the author and the illustrator.

Step #3:
a. Teacher will read Thank You, Thanksgiving aloud to the class.
b. Teacher will pause throughout the reading to ask students questions. For example, Who else is
thankful for this? and What else do you think she is thankful for?

Step #4:
a. After reading Thank You, Thanksgiving, teacher will begin a class discussion. Before the actual
discussion begins, teacher will go over the Class Discussion Rules.
b. Teacher will initiate class discussion by sharing what she is thankful for. She will then use the
popsicle sticks (which have students names written on them) to select students to share what they are
thankful for. During the class discussion, students will listen attentively to others and take turns
speaking.

C. Application Task:

Teacher will dismiss students to literacy centers (writing center, classroom library, theatre, puppets,
etc)

Teacher will place Thank You, Thanksgiving in the class library

D. Materials & Resources:

Thank You, Thanksgiving by David Milgrim (Large book)

Class Discussion Rule Chart

Popsicle sticks with students names written

I am Thankful For Worksheet

Drawing materials (Pencil, crayons, markers, etc)

V. Assessment Strategies:

Drawing/Writing Prompt: Using the examples from the text, please draw and write a sentence or two
on what you are most thankful for.

The worksheets will be displayed around the classroom.

VI. Accommodations for Individual Learners:

Advanced Learners:

Advanced learners can assist other students (Modeling)

Advanced learners can write more then one sentence on given worksheet

Students with IEPs:

Teacher will model how to complete the I am Thankful For Worksheet

Allow children to work in pairs

Use clear, concise visual aids

Allow children extra time to complete assignment (Take home if needed)

English Language Learners:

Allow children to work in pairs

Use clear, concise visual aids

Allow children extra time to complete assignment (Take home if needed)