STUDENT TEACHING LESSON PLAN TEMPLATE

Name: Kimberly Brown

Date: December 1, 2015
Content/Grade:
Kindergarten
Preparation to Teach
State
Standard:

Describe familiar people, places, things, and events and, with

prompting and support, provide additional detail.

Lesson
Objective:

1. Around 80% of SW be able to recognize familiar people, places,

things, and events that have been covered in the classroom.
2. SW be able to give detail on these subjects on their own.
3. SW be able to identify the things covered in class through a
variety of images shown to them.

Materials:

Images of the familiar people, places, things and events to be

covered in class. Music/Song that identifies familiar people, places,
things and events. Coloring handout, and Colors of some sort (i.e.
Crayons, markers,

Instructional Sequence
Anticipatory Set:

15-20 minutes

Instructional Strategy and/or Student Activity

Play/sing/teach a new song(with catchy tune) to them
that involves topics being covered in class, with fun
hand motions to go along with each person, place, thing
and event.
Identify Adaptations (Student Needs)

Rationale: (Class Learning

Preferences/Skill or Knowledge)
-The purpose of this song is to
help students associate certain
characteristics (hand
movements) with certain
important people, places,
things and events.

IEP

autism:
work one-onone with
student, and
let them
know that
you are
going to do
this before
hand. (let
them be
aware of the
schedule for
the day)

504
-If i saw

these
students
falling
behind, I
would make
sure that
they would
get the help
they need,
whether
from me, or
another
peer.

EL

I think that
the hand
motions to
the song will
actually
come of
assistance
to ELs. If I
see them
stuck or
confused,
then I would
suggest
they see me
after school.

GATE

If i saw these
students
catching on
much quicker
than the
others, I might
suggest they
help me help
their peers
who may not
be getting it as
quickly.

Formative Monitoring/Assessment

Rationale

Have kids perform the song by singing and doing The purpose of the students
the hand motions on their own after practicing a doing this on their own, without
few times with you and the rest of the classroom. the teacher is for their brains to
start recognizing which hand
motions, or descriptions go
along with each important thing
we are learning. This helps
show me who is getting it and
Identify Adaptations (Student Needs)
who isnt.
IEP

504

If needed I
-I would
would also
probably
take them
have them
sing the song into another
to me or a TA room with a
TA or myself
in another
room so they to perform
individually.
do not get
For less
distracted.
distractions.

EL
-Maybe
have them
practice
more than
the other
students
before
performing
individually.

GATE
-Depending on
how well the
student knows
the
song/material I
might have
them move on
to another
assignment, or
have them
help rate the

Instructional Input: 25

minutes

Instructional Strategy and/or Student Activity

Story Time!
*Instruct students to listen to the story to help
learn more about an important individual. Read
the students a story about one or two of the
important people they should be aware of. (i.e.A
fun picture book about a president)

Rationale: (Class Learning

Preferences/Skill or Knowledge)

Identify Adaptations (Student Needs)

IEP

Let the
student
know that
you will be
reading, and
maybe ask
them to help
you act out
the story so
that they
are given
something
to do

504

EL

Point out
-If student
the pictures
or students
to the
are
students to
struggling
help them
with sitting
understand
still during
who or what
this time,
you are
have them
walk around reading
about.
in the back
Maybe send
of the
home a the
classroom.
story in
To insure
they are still their
listening let language
and help
them know
they will be them
become
asked
questions at more aware
of the
the end of
the reading. language.

GATE

-For this
student(s) I
would probably
just have them
sit and listen to
this story in
class with the
other students,
.covered in
next Gate
section

Formative Monitoring/Assessment
-Ask students to raise their hand and recall
important details about the individual covered in
the book.

Identify Adaptations (Student Needs)

This is to help students learn more

about the an important person (i.e
president) in a fun and different way.
Students will be able to catch a few new
facts about an important person being
covered that day.

Rationale
This is to ensure that students
are listening and learning from
the readings being done in the
classroom.

IEP

504

EL

GATE

Have
-If student is -Remind
-maybe
having a
-students to students
suggest an
point to
difficulty
raise their
extra
focusing in
hands when pictures in
reading
on
the book if
the
asking
the
they need to
classroom,
questions.
president at
when
maybe have
And to be
home and an
the student
respectful to answering
questions
extra
read one on
their peers
worksheet,
one with TA
when they
and have TA
are
or talk to
ask student or speaking.
them about
students
the book the
questions
next day

after school.

Closure:

15

minutes

Instructional Strategy and/or Student Activity

-Go over the song and hand motions a few more
times

Rationale: (Class Learning

Preferences/Skill or Knowledge)

This is again to ensure that the students

will remember this song, and hand
motions, along with the material within
the lesson and be able to share what
they learned with their family members
when they get home.

Formative Monitoring/Assessment
Students will go home and perform the song and
hand motions to their parents. (words and hand
motions will be sent home to parents)
(this wouldn't be graded, merely a way for the
kids to show their parents what they have
learned.)
Identify Adaptations (Student Needs)
IEP

504

EL

GATE

Reflection
N/a

Rationale
This is again to ensure that the
students will remember this
song, and hand motions, along
with the material within the
lesson and be able to share
what they learned with their
family members when they get
home. Similar to the rationale
above.