Supervisor Lesson 1

USF Elementary Education Lesson Plan Template (S 2014) Name: Amanda Dunphy
Grade Level Being Taught: Subject/Content: Reading Group Size: Date of Lesson: October 3, 2017
Kindergarten 21
Lesson Content
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use LAFS.K.RI.1.1: With prompting and support, ask and answer questions about key details in a text.
just one: theyd never get through
them all.) LAFS.K.RI.4.10: Actively engage in group reading activities with purpose and understanding.
Essential Understanding
(What is the big idea or essential
question that you want students to Essential Question: How do key details help me understand new information that I read?
come away with? In other words,
what, aside from the standard and Students will be focusing on picking out key details throughout our text, that guide them to a deeper
our objective, will students understanding of bears and their characteristics.
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 While reading an informational text on bears, the students will be able to tell the main idea and
ABCDs of objectives: action, key details, with pictures showing a comprehension of the details presented as well as attempting
behavior, condition, and degree of to label these images.
mastery, i.e., "C: Given a sentence
written in the past or present tense, Student friendly objective: I can learn new information by telling the main idea and key details about
A: the student B: will be able to re- what is read.
write the sentence in future tense D:
with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
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Rationale
Address the following questions: I am teaching this objective because it is critical that students understand key details are vital to a
Why are you teaching this story as they help readers/writers form an idea and explain the process, phenomenon, or concept
objective? being discussed (read).
Where does this lesson fit As kindergarteners, these students are being introduced to the traits, steps, and overall process of
within a larger plan? reading and how it is done. We began teaching our students about main idea a few weeks ago,
Why are you teaching it this which led to focusing on key details that support the main idea, and from here we will continue to
way? work on different aspects of reading.
Why is it important for I plan to teach my lesson this way because I can incorporate technology into my lesson, which
students to learn this concept? increase student engagement levels, as well as allowing me to assess what my students know and
where they need further support/guidance.
It is very important for our students to understand that generally details in non-fiction texts is
also the information presented throughout the book, about that given subject/topic. By discussing
key details and elaborating how important this information is, students will begin to understand
that the two are interchangeable.
Evaluation Plan- How will you

know students have mastered
your objectives? Formative Evidence:
o I will be listening to my students throughout their collaborative discussions, turn & talk,
Address the following: as they share with their partner what key details we have read.
What formative evidence will o During these conversations, I will be listening for key words discussed in our text and
you use to document student confirming that they understand what key details are.
learning during this lesson? o Following turn and talk time, the students will be given opportunities to share their
What summative evidence will discussions aloud with their class and demonstrating their knowledge on bears.
you collect, either during this Summative Evidence:
lesson or in upcoming lessons? o The students will be completing a key detail chart throughout our reading on bears. This
chart addresses the main topic and leaves three boxes for key details to be illustrated and
labeled.
o After our lesson, I will collect these graphic organizers to make sure they illustrated and
labeled key details in our text. I will provide feedback for each student and use this as a
grade. Following this lesson, we will be done focusing on key details and move on to
character traits.
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What Content Knowledge is

necessary for a teacher to teach In order for a teacher to teach this material successfully, they must know their students needs, as it
this material? pertains to reading and how they can accommodate them. He/she must have knowledge on the specific
content being taught, which focuses on key details in a story. The teacher must understand that key
details are the primary points that support the main idea of a given text. While minor details are included
throughout a story as well, one must know that the major key details explain and develop the main idea,
in turn are expanding upon those minor supporting details.
What background knowledge is

necessary for a student to
successfully meet these Students should know that writing in a book (or passage) gives us information.
objectives? Students should have experience using graphic organizers.
Students should know what a main idea is and be aware that there is information throughout
How will you ensure students texts that support our overall topic.
have this previous knowledge?
Who are your learners? Since I have been working with these students throughout this semester, I am aware that they have
What do you know about them? retained this background knowledge and can work with graphic organizers, as well. We have practiced
What do you know about their identifying key details on several occasions, while using the graphic organizer attached.
readiness for this content?
What misconceptions might

students have about this content? While books/texts, include extensive information and/or details, some students may assume that minor
details are considered key details. While key details provide the primary points, and are vital to forming a
main topic, idea, or theme, minor details are not the same thing. Minor details are included throughout
every story, but are included to support our key details/main topic.
Lesson Implementation
Teaching Methods
(What teaching method(s) will you Read-Aloud: By incorporating a read aloud for my students, I am engaging them in fluent reading
use during this lesson? Examples as I model correct English conventions, reading pace, and reading strategies. Reading aloud
include guided release, 5 Es, direct sharpens their focus, increases their vocabulary, results in greater comprehension, and improves
instruction, lecture, demonstration, their listening and reading skills.
partner word, etc.) Demonstration/Modeling: While my students are very young and are adapting to school
norms/rules, it is vital that we continue to model and demonstrate correct behavior, demeanor,
and acceptable classwork. I will model what should be done, gradually releasing them to work
Kindergarten 21
independently. By doing so, they will know their expectations and how/what to do.
Collaborative Discussion: Throughout schooling, students are constantly encouraged to
participate in group work/collaboration with their peers. By doing this in my lesson, students are
developing communication skills as well as teamwork skills. The content being taught is
reinforced as my students work together and share what key details they have learned.
Small-groups: For students who struggle with illustrating key details discussed throughout our
book as well as labeling their images, I will work in small-groups with. By working in small-
groups, time is more allocated to where it is needed. This time with the students, increases their
confidence, as they receive instant feedback and can answer any questions that they have.
Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use whichever
(What exactly do you plan to do in responsible plan is appropriate for the content taught in this lesson. For example, in science,
teaching this lesson? Be thorough. (Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Act as if you needed a substitute to Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
carry out the lesson for you.)
Where applicable, be sure to 1 min. Student Paper passers will pass out graphic organizers to their peers.
address the following: 1 min. Student Have students get clipboards & pencils, going to the front carpet; on their
What Higher Order Thinking whiteboard spot to begin the reading lesson.
(H.O.T.) questions will you ask? 1 min. Teacher Introduce what we will be focusing on throughout the read aloud- key
How will materials be details (which tells you about our main topic). Call on students to share
distributed? what think key details are.
Who will work together in 3 min. Teacher Begin reading aloud our myON book on bears, following along with the
groups and how will you purple, flower pointer. Read to page 6/7, pause here.
determine the grouping? 1 min. Teacher/ Have students think quietly about a key detail theyd like to discuss with
How will students transition Student their shoulder partner. 5 second countdown before sharing!
between activities? 30 sec. Student Have students turn & talk about key details included in our story. Giving
What will you as the teacher do? both 1s & 2s a chance to share. 3,2,1, turn and talk is done!
What will the students do? 2 min. Teacher Model: Using the graphic organizer, have students point to the first key
What student data will be detail box and demonstrate a proper illustration as well as label.
collected during each phase? 30 sec. Teacher Draw childrens attention back to the book- use an attention grabber.
What are other adults in the 3 min. Teacher Continue reading the book on bears, up to page 14/15.
room doing? How are they
Have students think quietly about a key detail theyd like to discuss with
supporting students learning? 1 min. Teacher/
their shoulder partner. 5 second countdown before sharing!
What model of co-teaching are Students
Have students turn & talk about key details included in our story. Giving
you using?
both 1s & 2s a chance to share. 3,2,1, turn and talk is done!
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1 min. Student Model: Have a student come to the front of the classroom, using the
overhead, share what their illustration is and sound out their label,
together.
4 min. Teacher After sharing, cheer the student on and continue reading until the book is
finished.
30 sec. Teacher/ Have students think quietly about a key detail theyd like to discuss with
Student their shoulder partner. 5 second countdown before sharing!
1 min. Student Have students turn & talk about key details included in our story. Giving
both 1s & 2s a chance to share. 3,2,1, turn and talk is done!
4 min. Student Gradual Release- After sharing with their partner, do NOT share opinions
aloud. Have students draw/label their last key detail. Use this as an
assessment tool to see what students should be pulled into small-group.
1 min. Teacher As students finish their last key detail, address the class and state those
who are still working can go back to their seat to work and once they are
done, they can go to independent reading.
5 min. Teacher/ For those students who are struggling determining key details and
Students labeling these images, pull these students to our shared table and discuss
what was presented in our text. Refer to the book as we work together to
finish drawing/labeling.
What will you do if a student struggles with the content?
For students who struggle with illustrating key details discussed throughout our book as well as
labeling their images, I will work in small-groups with. By working in this small-group, time will
be more allocated to where it is needed and we can discuss/refer to specific key details that may
be simple for my students to illustrate/label. This time with my students will solidify their
understanding of bears and their characteristics while supporting their acquisition of key details.
While working in this small-group, each student will focus on completing their graphic organizer
with specific, detailed illustrations. While labeling these images, if a student does not know how
to spell the word correctly, I will encourage them to sound out the word and listen to each letter-
sound.
My CT, collaborative teacher, and I will continue to facilitate student practice identifying the main idea
and details of text throughout the year with a variety of texts, which will be read to the students during
guided reading sessions.
Kindergarten 21
What will you do if a student masters the content quickly?
If a student masters the content quickly, I will encourage my students to attempt to write short
sentences/phrases explaining their illustrations. I will also ask these students to add more key details,
with labels. Once the students complete these extensions, students will be able to get their book box and
read independently.
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?
Prior to picking this book, on bears, we asked our students to draw/label what animals they would be
interested in reading about. Several students picked bears, therefore, I decided this specific animal would
be appealing and exciting to my students.
If applicable, how does this lesson connect to/reflect the local community?
While this specific lesson on bears, does not connect to/reflect the local community, it involves an animal
that can be found throughout Florida and the United States.
Learning to distinguish main ideas/key details transfer to the real world and living in a community. For
example, when reading a book for enjoyment or a newspaper article it is necessary to be able to pick out
the main idea to understand it. This applies to reading information found online as well as situations that
don't involve reading such as understanding the main idea/key details of what someone is telling you or
even the main idea/key details of a movie or TV show.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
If a student needs additional challenge, I will encourage them to attempt to write short sentences/phrases
explaining their illustrations. I will also ask these students to add more key details, with labels. I will also
Kindergarten 21
ask these students to share their illustrations with their shoulder partner and peers. They can also assist
their peers with sounding out words and labeling their images.
How will you differentiate instruction for students who need additional language support?
For those students who need additional language support, I would utilize the read-aloud option on myON,
as I read aloud to my students. I plan on using a pointer, to point to the words as I read, that way my
students can become familiar with the correct way/direction to read and can follow along with the text.
If any students have exceptional language disabilities, I would try to get a copy of the book, that way
they could have it in their hands and refer to specific details, words, images, and so forth as we read. I
would also consider getting this text in several languages.
Accommodations (If needed)

(What students need specific Accommodations that could be implemented into this lesson:
accommodation? List individual
students (initials), and then explain The complexity of the text can be reduced.
the accommodation(s) you will The teacher can provide the main idea and details on paper for students to cut and paste in the
implement for these unique correct location on the graphic organizer.
learners.) Students can be given copies of the book to follow along with the teacher as she reads.
The teacher can have the students signal with thumbs up each time they hear a detail read in the
text.
M- This student tends to get off task quickly and has difficulty staying focused, therefore, I plan to have
her sit close to the board, so she is engaged in the text and images. I will also be pairing her with a
shoulder partner that initiates and encourages discussion when prompted.
O- This student has tendencies of calling out and getting off task, as well. This student is considered to be
on the spectrum and through observing, taking note, research, and discussion, teachers believe he may be
autistic. I will be walking around monitoring the turn & talk as well as encouraging him to share his
information with me. That way I can encourage his learning and reassure him that he is on task and doing
well. I will call on this student throughout the lesson to share his ideas, opinions, and thoughts with his
peers as well as sharing his illustrations.
Materials
Kindergarten 21
(What materials will you use? Why Graphic Organizers (23)

did you choose these materials? Clipboards
Include any resources you used. Pencils
This can also include people!) Smartboard
Computer
myON log in for book- Bears
Kindergarten 21

Supervisor Lesson 1

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Supervisor Lesson 1

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USF Elementary Education Lesson Plan Template (S 2014) Name: Amanda Dunphy

Evaluation Plan- How will you

What Content Knowledge is

What background knowledge is

What misconceptions might

What will you do if a student struggles with the content?

What will you do if a student masters the content quickly?

Meeting your students needs as

Accommodations (If needed)

(What materials will you use? Why Graphic Organizers (23)

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