Instruction Plan for a Single Lesson

Name: Kaylee Bouchard

Date: August 10, 2015

Grade Level: Kindergarten

Subject/Topic: Character

Group Size:

Individual ( )

Small Group ( x )

Whole Class ( x )

Objectives/Outcomes: What do you want the students to learn? (Observable & Measurable)
The students will: (SWBAT know/do)
1. Students will be able to define what a value is.
2. Students will be able to recognize what value is being taught in the story.
3. Students will be able to create their own stories teaching value and present them to their peers.

Standards: Which Maine Learning Results, Common Core Standards or Provincial Standards
do these objectives support?
CCSS.ELA-Literacy.RI.K.1
With prompting and support, ask and answer questions about key details in a text.
CCSS.ELA-Literacy.RI.K.2
With prompting and support, identify the main topic and retell key details of a text.
CCSS.ELA-Literacy.RI.K.3
With prompting and support, describe the connection between two individuals, events, ideas, or
pieces of information in a text.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.SL.K.1
Participate in collaborative conversations with diverse partners about kindergarten topics and
texts with peers and adults in small and larger groups.
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).
CCSS.ELA-Literacy.SL.K.1.b
Continue a conversation through multiple exchanges.
CCSS.ELA-Literacy.SL.K.5
Add drawings or other visual displays to descriptions as desired to provide additional detail.

UMPI College of Education Lesson Plan Format

Revised 5/19/15

A2 Literary Texts: Students read fiction, nonfiction, drama, and poetry, within a grade
appropriate span of text complexity.
a. Identify and describe settings and characters
b. Retell the sequence of events and include essential details.
c. Answer questions about information found directly in the text.
B1 Interconnected Elements: Students use a writing process to communicate their ideas.
a. Select a focus for writing and develop and idea, including a beginning, middle, and
end.
B2 Narrative: Students write stories that describe an experience.
a. Include descriptive details that enable the reader to create mental images.
E1 Listening: Students use early active listening skills.
a. Ask relevant questions at appropriate times.
b. Converse without interrupting.
c.
Follow one-step and two-step oral instructions.
E2 Speaking: Students use speaking skills to communicate.
a. Make clear requests at appropriate times.
b. Make simple presentations using eye contact.
c. Use voice level appropriate to the situation.
d. Share stories and information and support opinions using oral and visual
examples.

Instructional Materials: What instructional materials or technology will you need?

1. The Lion and the Mouse fable
2. Paper for each group
3. Coloring materials

Introduction: How do you plan to introduce the lesson and/or motivate the students?
(Attention Getter, Review, and/or Preview) Explain your purpose.
1. Introduce character and values. Do you know what values are? I like to give the children the
opportunity to share their ideas before I take over and give them answers. Values are what control
how we think and behave. If we believe in good values, we will reflect that in how we present
ourselves.
2. Read the fable, The Lion and the Mouse.

UMPI College of Education Lesson Plan Format

Revised 5/19/15

Procedures: How will the lesson develop or proceed? What steps will you follow? Include
questions you will ask and examples you will provide.

After reading The Lion and the Mouse, ask questions to reflect on the moral; Why do you think
the lion let the mouse go? Why did the lion laugh when the mouse said he'd help him later on?
Have you ever done anything to help someone who was bigger or older than you? Why?
This story was written to teach the readers about values, what do you think this story taught? I
would hope that children could relate the previous discussion to this and answer that it taught that
we should be kind to one another and help others when they need help.
Divide the class into groups of 4-5 children and instruct them to create four more pairs of animals
and come up with ideas for what they could do to help one another.They will choose their
favorite pair and create a short story (including illustrations) that teaches the same value and
present it to their class.

Assessment/Check for Understanding: How will you measure if the students have met the
lesson objective?
1. The answers to the above questions can assess that the children understand and can recall what
happened in the story.
2. Assess that the children are able to come up with other animal pairs that could help each other
and also create their own stories to present to the class.
3. Assess that the groups are able to stay on task while working together while also remembering
the expectations of working in a group (listening and taking turns speaking).
3. Assess that each child has participated in the group activity and has a chance to be part of the
presentation process.

Closure/Transition: How will you end the lesson?

Divide the class into groups of 3-4 children and instruct them to create four more pairs of animals
and come up with ideas for what they could do to help one another.They will choose their
favorite pair and create a short story (including illustrations) that teaches the same value and
present it to the class.
UMPI College of Education Lesson Plan Format

Revised 5/19/15

Accommodations/Differentiation: What modifications could you make to lesson procedures,

materials, or assessment/check for understanding?
1. Group less abled children with others who are higher abled so they can be guided (which
happens to fall into this lesson of character!)
2. Children who need help writing can get assistance from peers or from the teacher.
3. Further explanation can be done in detail for the students who may not understand the concept
of the fable.

UMPI College of Education Lesson Plan Format

Revised 5/19/15