LearningPlanTemplate

Book:TurtleSplash
Objective/ - The student will learn how to retell stories and summarize the beginning,
TransferGoal middle, and end when asked
STAGE1 - The student will learn to discuss characters, settings, and different parts of a
story
- Transfer goal: students will be able to memorize the key details needed in order
to make a good summary.

Standard(s)of - K 7.7 retell familiar stories using beginning, middle, and end.
Learning - K 7.6 Discuss characters, setting, and events
STAGE1 - K 7.6a Use story language in discussions and retellings.

Assessment - Writing Based Assessment and Performance Based Assessment

STAGE2 - Students will do a writing on the book on telling what happened during the
beginning, middle, and end
- Students will draw a picture that will go with the writing so in case some students
can get their point across better with pictures, they have the option
- I will ask students a series of questions that will talk about the different
characters the turtles came across and details about the story to show that they
understand and were listening
- The students will work alone but sometimes refer to groups or partners to
discuss the items and share information with each other before we go onto the
writing and drawing.

KeyVocabulary/ - They will have to understand counting down from 10 and be able to understand
Concepts how that works
STAGE2/3 - Students will need to be able to understand different types of animals
- Vocab students will need to know and words we will go over:
- retell
- setting
- characters
- beginning, middle, end
- various vocab throughout the book describing animals actions and
behaviors or adjectives describing their characteristics

Materials - hard copy of Turtle Splash

- paper to work on retelling with writing and drawing
- materials to assist with assessment (paper for the sentences they had to write,
the paper to stick onto the board to take notes on)

Introduction - Show students the title of the book and ask them to raise their hands and tell
(Hook) me what they think the book will be about based on the front cover (words and
STAGE3 pictures)
- Ask students to talk to their partners and discuss animals they think theyd see
near or at a pond
 - Explain the learning target to the students to make sure they are more focused
and understand the focus for today.
- Ask questions like: how do you think turtles act? Has anyone ever seen a turtle?
(to help make real word connections)

Instructional - begin by asking students to raise their hands and tell me who is the author and
Activities illustrator of the book and also asking what do those very important people do.
STAGE3 - begin to read the story and stop when I come upon a word that students may not
(Includesdirect understand or know what that means, call upon to students to ask them if they
instruction,guided know the word
practice,and - continue to read the story and stop when coming across big details and writing a
assessment number list on the board of big details we find important.
practices.) - I will ask students what detail they think is something very important that we
should go over in order to help us retell the story
- If we come upon an animal we have never heard before, I will get predictions on
what they think the animal looks like or does and then go to the back of the book
to the list of animals to share the facts so they get a better understanding of what
the animal does or looks like.
- continue to read the story until the end of the book
- first thing i would do after the story is over is ask for their thoughts on the book
so i will know for future lessons if the book was successful in reaching the
learning target and to allow them to get out their thoughts and comments before
moving on to assessment
- Once the story is over, I will ask students various questions to help the
discussion and we will go over the list we wrote that was our important details we
will remember
- I will ask students to share with their partners the details they thought most
important and then we will share all together before moving on to the writing
portion of the story
- Have students go back to their seats and they will have a chart that says
beginning, middle, and end and explain that they need to write one important
detail of the story that happened in the beginning, one for the middle, and one for
the end, and they will need to draw a picture for each sentence
- I will walk around and ask different questions to each student to check their
understanding of the story and to make sure they were listening which will also
serve as some type of assessment

Accommodations, -based on my class and the needs of the individuals and whatever works best will
Ifnecessary be done to help the student achieve the goals I set for each individual student.

ClosureActivity The writing and drawing will serve as a closure, but I will go over the importance
STAGE2/3 of learning how to retell stories and retouch on the learning target of the day.

Follow-Up/ - Ask daily questions about vocab that has to do with retelling so we can get ready
Homework for the big summative assessment that will be at the end of the unit.

 - No real homework will be given: just encourage students to practice retelling and
paying attention to details when reading at home which will further help them to
understand retelling and get the parents involved in their childs success.

Resources - Laptop to write it

- Notes from VTFT class
- Example lesson plan from my cooperating teacher along with teachers from
Bayside
- My example lesson plan I did before internships started

REFLECTION I feel like my lesson went okay but could have definitely went better. My class
(TOBECOMPLETEDAFTER had trouble listening to me while I was teaching them and that was partly m fault
YOUTEACH)
and partly their faults. I read the story completely through one time and then we
slowly went through it and i wrote down important details to help with the
beginning, middle, end sentences we were going to do after. I should have written
less details because it made the sentences too long and harder to comprehend. I
also read the notes through one last time after i wrote them which was not a good
idea because they were already over the lesson and that just made them more
agitated. I should not turn my back on them for as long as I did when writing
because it gives them the opportunity to do things they are not supposed to do
like move around on the carpet, talk to their friends, etc. Also we did not have
enough time to finish the papers in class so they had to finish them the next day
when I do not intern, so maybe the work was too much. Overall I feel as if my
lesson was okay but I had a lot to learn about teaching especially kindergarten
and it should reflect onto my next lesson which I hope will be a lot better.