Lesson Plan Form

Candidate: Tiana Scott Subject: Grade Date: April 16 2019

English level(s):
Language Arts kindergarten
Standard:
CCSS.ELA-Literacy.RL.K.1
With prompting and support, ask and answer questions about key details in a text.

I. DESCRIPTION OF CONTENT & CONTENT TYPE:

Students are learning to reread and pull out key details and main topics from a text.

II. LEARNING OUTCOME (Objective):

Students will retell and find key details of a text by answering oral questions from the
text.

DOK/Cognitive Rigor Level: 2-3

Purpose: Students are learning this to be able to develop a deeper comprehension of a

text. This is important when trying to develop critical thinking skills.

Language Demands:
The vocabulary that will be learned in this lesson are details, main idea, laws,
published, and paddleboat.

III. CURRICULUM CONNECTION:

The lesson that would come before this would be the main topic and key details. This
lesson deals with reread and recall of main topic and key details. The lesson that
comes after would be writing sentences based on the main idea and supporting details.
IV. INSTRUCTION
A. ENGAGEMENT:
In order to keep the students interested I will remind them of what the story is
about, remind them about the main topic and key details. This involves them
understanding what those terms mean. The essential question is “what do you
know about our country?”.

B. INSTRUCTIONAL SEQUENCE: (adjust your number of steps as needed)

Step #1: The teacher will reread pages 6 and 7.

a. The teacher will stop at key words to re-clarify what they mean. The
teacher will ask questions , say “I think the main topic is about Washington
D.C, thumbs up if you agree with me”. The teacher will model and have
students think pair share then raise their hands to share aloud.
b. The students will ask questions correctly and show that they understand the
content by their answers and showing either thumbs up or thumbs down.
Students will talk and discuss, then share out.

Step #2: The teacher will reread pages 8 and 9.

a. The teacher will ask “just think to yourself, don’t shout out and look with
your eyes, where is the family on these pages?”, while showing the picture
from the book. The teacher will then ask “how do you know?”. The teacher
will say “tell your chocolate chip partner what you think the answer is and
how do you know?"
b. The students will discuss with their chocolate chip partner (student next to
them) and then raise their hand when they are ready to respond.

Step #3: The teacher will reread pages 16 and 17.

a. The teacher will ask “don’t shout out, what details did you learn about
Washington D.C on these pages? Think on your own, point to your head
and think what details did you learn about Washington D.C on these
pages?”.
b. The students will point to their heads and think and then raise their hands
when they are ready to respond.

C. APPLICATION ACTIVITY:
The students will apply what they learned by answering the essential question “What
do you know about our country?” in a response journal.

D. MATERIALS & RESOURCES:

The materials needed for this lesson are a teacher’s edition book and the big book
called “Ana goes to Washington D.C”.
V. ASSESSMENT STRATEGIES:

Formative:
I will check for understanding by what the student’s answers are to my questions, their
share responses, and the responses from their journal.

Summative:
I will know they mastered the standard by their oral answers.

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL

LEARNERS (Content, Instruction, Practice):

I will provide equal access for emerging bilingual students or students with special
needs by showing pictures, using think pair share, and restating the question.

I will differentiate for high achievers by having them write 2 sentences in their journal
instead of one.

VII. CLOSURE:
I will conclude the lesson by a “ticket out the door” which will be restating the
objective. I will pull a question from the story and ask “What is the story mostly
about?”