KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: ___Danielle Green________________________________ Date: ___11/18/19____________

Cooperating Teacher: ___Mrs. Layos___________________________________ Coop. Initials: ________________
Group Size: ___23______________ Allotted Time: _____30 minutes________ Grade Level: ___Kindergarten____
Subject or Topic: ___Author’s Craft: Labels_____________________________ Section: _____938____________

STANDARD: (PA Common Core):

Standard - CC.1.2.K.G Answers questions to describe the relationship between illustrations and the text
in which they appear.

Performance Indicator - 16.4.PK-K.5W Draw and label living things and non-living things with words or
short sentences with a partner or triads.

I. Performance Objectives (Learning Outcomes)

Students will be able to use labels to tell more about a picture.

Student will be able to identify the use of labels within a story.

II. Instructional Materials

-My Map Book by Sarah Fanelli
-Labels with picture
-Anchor chart “my lunch” (I do)
-Anchor chart “my dog” (we do)
-Label parts of the book activity sheet (You do)

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)
Prerequisite Skills:
-basic understanding of maps
-basic writing skills
-letter formations
-finger tapping

Key Vocabulary:
-label: to name something

Big idea: Labels can help us discover more about a story.

IV. Implementation

A. Introduction –
“Good morning boys & girls! Today, we are going to learn all about labeling. Labeling is something that good
authors do to tell more about a picture and the story. Who can remind me what an author does?” “We are going to
practice being good authors today by using labels to help us understand pictures more clearly! Let’s practice being
good authors and use labels! I have a few labels here, let’s practice! Go through labels, “chair”, “Mrs. Layos” “Miss
Green” “shoe”. Explain how today we are going to be using labels to help us better understand a story!
B. Development –
1. Introduce story, “My Map Book”. This book is going to help us learn all about the idea of labeling. “What do you
notice about the front cover?” *point to front cover* We are going to look at labels through maps. What are maps?
Maps can help us see many things within one area.”
2. “I think this story is going to have a lot of different pictures and I think this story might use labels to help us make
better sense of the pictures!”
3. Introduce book, “My Map Book”, talk about the cover (point to cover), spine (talk about the spine), author
(review), illustrator (review), and title (the name of the book).
3. Read “My Map Book” to students. Stop at each page and talk about the map that is shown. Discuss where and
when the author uses labels and why. Explain that it is easier to understand this book because it has words that point
to each picture saying what that part of the picture is. Reinforce the word labels and explain importance.
4. After reading the book once, go back and take a picture walk of the different maps and labels. Ask, “what would
you think of this book if we took the labels away and it didn’t have any words? Would it be easy to read?”
5. “Labels are very important because they help gives us more information about pictures in a story. They can also
help us better understand a story.”
6. Model first anchor chart of “Parts of a book”. “This is a picture that I drew of a book and I labeled the parts of the
book! We talked about these parts of the book before we began to read! *model and point to the arrows and words*
7. Look at the labels on my picture. “Where do you see labels in my picture?” Explain to students that the labels are
pointing to the different parts of a book. A book has a title, cover, spine, author, and illustrator! Read each label.
8. We are going to try to label together now! Next week is Thanksgiving, so let’s look at the map of my
thanksgiving dinner that I drew, there are a lot of arrows pointing to my thanksgiving, but I do not know what they
mean? How can I fix this?” *by adding labels*
9. As a whole group, talk about the arrows and what they are pointing to and brainstorm with students the
appropriate label. Call on students with raised hands to share answer/call numbered sticks.
10. Once the thanksgiving dinner map is labeled, discuss the labels. “Do my labels make sense? Does it help me tell
more about the picture?”
11. Next, we are going to practice labeling by working with a partner to label parts of a turkey! Let’s look at the
example on the smartboard. I have four words: head, beak, feathers, feet. Finger tap each word. I am going to look at
my picture of the turkey and I see lines with arrows and boxes, but they are empty! That must mean this is where I
need to do the work. I am going to choose the word ‘head’ first.
12. Model and show students where ‘head’ goes. Point to the arrow that is pointing to the head.
13. We are going to work on this with our partners. Everyone stand up, remember, when you choose a partner, you
need to look them in the eyes and ask, “Will you be my partner?” Are we going to say no? How will that make your
feel?
14. Once you have a partner, I want you and your partner to come back and get a tray with an activity sheet on it, a
pencil, and a glue stick. I want you to take your tray with your partner and pick a spot around the room and the first
thing you are going to do is writing both of your names on the ‘name’ lines. Transition.
15. Once all students have a partner and materials, ask for an “I am interested” message. Walk students through the
assignment. “Let’s look for the first body part; the head”. Finger tap and ask for students to hold up the word.
*check each student pair*
16. Instruct the students to point to the spot in which they think they will be labeling the head. Point to that arrow on
the board and then have them glue the word ‘head’ to that arrow.
17. Next, let’s hold up the word ‘beak’. A beak is like the mouth of the turkey. Everyone point to the arrow that is
pointing to his nose/mouth. “Great, everyone takes the word ‘beak’ and glue it to the box next to the arrow pointing
to the beak.
18. Once students are done, instruct them that there are two more words: ‘feather’ and ‘feet’. Have partners work
together to properly label the words next to the appropriate body part of the turkey.
19. When finished, stop and discuss the last two labels and where they go on the turkey. Have a turkey scanned into
the smartboard to use to direct instruction.
20. Have students take their turkeys and place them on their tables.
21. Have students bring trays with materials back and then direct students to get in a line and walk around the tables
to see others work.
C. Closure –
Discuss the turkey labels and ask students how labeling the turkey can help us to better understand the picture.
Look at the picture of the dog in the story and discuss how the labels help tell us more about the dog. Emphasize that
“Labeling is a very important part of reading and understanding what we are reading. Labels help us know more
about the pictures and the story.

D. Accommodations / Differentiation -
Accommodations:
-have students sit near teacher during the book.
-have pictures to go along with the words
-enlarge words and pictures
-work with a higher-level partner
-refer to English words in both English and Spanish when applicable
Differentiation:
-challenge students to label parts of the turkey through writing
-have student write a sentence about their turkey

E. Assessment/Evaluation plan
1. Formative: Collect independent practice labeling activity.
2. Summative: Not applicable
V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on students performance written
after lesson is taught, includes remediation for students who failed to meet acceptable level of achievement)

B. Personal Reflection(Question written before lesson is taught.)(Reflective answers to

questions recorded after lesson is taught.)
1. Was my lesson engaging and motivating to student learning?
2. Were my standards and objectives aligned?
3. Were my transitions appropriate and thoroughly explained?
4. How can I enhance this lesson?

VI. Resources