Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Breanna Fuehrer

Grade Level: Kindergarten
Subject: Reading/Language Arts
Date: 9/22/2020
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.

 CCSS.ELA-LITERACY.RI.K.6 Name the author and illustrator of a text and define the role of each in
presenting the ideas or main information.

 CCSS.ELA-LITERACY.RI.K.9 With prompting and support, identify basic similarities in and differences
between two texts on the same topic 

 CCSS.ELA-LITERACY.RI.K.10 Actively engage in group reading activities with purpose and

understanding.
List the Rationale (cite theories or theorists):

 According to Vygotsky, children learn best through their social interactions with their teachers and peers and
should be encouraged to share their ideas as well as listen to others; so, during the read aloud I will have the
students share their ideas with a partner.
 Vygotsky believed that students learn best with scaffolding and guided learning, so in this lesson I will
implement echo and corral reading to help the students understand the vocabulary words and different
parts of a story and what happens during each part.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”

 Students will be able to describe what an author and illustrator do, and fill the information in on a graphic
organizer provided by the teacher.
 Students will be able to complete a sentence starter about how the book relates to them or something they
have experienced, on the graphic organizer provided by the teacher
 Students will be able to share about how the story relates to them with a partner.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

 The learning objectives will reinforce the students’ comprehension abilities, develop their writing skills, and
communication skills. The learning objectives also are assessing the children’s’ ability to read age
appropriate material and connect it to themselves and their own experiences which will deepen their
understanding of the information.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).

 N/A

Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).

 N/A

List the materials/resources you will need to teach the lesson.

 A Cake All for Me by Karen Magnuson Beil (6 copies)

 Graphic organizers
 Text to self-anchor chart
 Author and illustrator anchor charts
 Carpet spot markers
 Clipboard
 Pencil

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.

 N/A

Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *

 N/A

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

 Before the lesson I will ask the students if they know what an author and an illustrator do, and if they do
they need to raise their hands and I will call on students to tell me what they think they do. I will use the
knowledge the students have about authors and illustrators before reading the book to gauge if they have
learned more about what they do after reading the book and discussing the graphic organizers.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)

 N/A

Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

 Proximity
 Choral reading
 Echo reading
  Doorbell to get the students attention if they get off task while talking to a partner

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.

 Before having the students come to the reading corner for the story the teacher will put carpet markers on
the floor so the students know where to sit and so they will all be seated by a partner when it is time to
think pair share.
 After I have the carpet makers laid out I will have the students come to the reading corner.
 When the students get to the reading corner I will introduce myself and tell them that we will be reading A
Cake All For Me! by Karen Magnuson Beil.
 After telling the students what book we will be reading I will hand them out their books.
 I will then ask the students to raise their hand if they know what an author of a book does, and I will ask
them questions to know that the ones that raised their hands truly understood what an author does.
 Then I will record how many students know the right answer.
 Next, I will ask the students to raise their hand if they know what an illustrator of a book does, and I will ask
them questions to know that the ones that raised their hands truly understood what an illustrator does.
 I will then write down how many students knew the correct answer.
 After assessing if the students know what an author and illustrator do I will show them the author and
illustrator anchor chart and explain it.
 Once they have looked at the anchor chart I will show them where the author and illustrators names are on
the book we are reading.

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).

 After showing where the author and illustrator’s names are on the cover we will talk about the book and I
will ask the students what they think the book will be about.
 We will get the books out and look at the cover where it lists the author and illustrator’s names.
 We will then begin to echo read pages 1 and 2.
 Then we will choral read pages 3-20.
 We will begin echo reading again on pages 21-26.
 We will stop on page 22, where one of the other animals says they are famished I will stop and ask the
students if they know what the word famished means, and if not I will explain that famished means
incredibly hungry and ask them if any of them have ever been famished before.
 After we finish the story I will ask if any of the students have questions.
 After answering their questions, I will show them the graphic organizer they are going to fill out.
 Before giving them the graphic organizer I will show them the anchor chart about text to self, and explain
how I would relate the text to my own personal experiences and use the sentence starter that I gave them
on the graphic organizer; the book reminded me of the time I was baking cookies for myself and I ended up
sharing some with my brother because he told me he was hungry.
 Once I explain the text to self-anchor chart I will put the sentence starter on the board and ask the students
to think of what the story reminded them of, and then have them turn and share their ideas with a partner.

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?

 After we have finished the story the teacher will give the students time to ask questions.
 Once the students are done asking questions the teacher will hand out a graphic organizer for them to fill
out at their desk.
 Before letting them go to their desks to complete their graphic organizers the teacher will explain to the
students how she wants them to answer the questions, so they will be set up for success.
 When they are all done with their graphic organizers we will go back to the reading corner and I will ask if
any of the students want to sit in the “author’s chair” and share theirs with the class.

Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
After the story is over and the students have finished their graphic organizers one or two students will come up and
share their text to self-sentences about the story from their graphic organizer with the class while getting to sit in
the “author’s chair”, and we will discuss what the students related to in the story and if they had any other
questions.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.
 Th e a u th o r Th e illu stra to r

th e sto ry. th e sto ry.

Th e b o o k re m in d s m e o f

Dra w a p ic tu re o f wh a t th e sto ry re m in d s
yo u o f.

Analyze
Post Assessment: Based on the results of the Pre-and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

 N/A
 Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.

 N/A

This is the text to self-anchor chart the teacher would show the students when explaining text to self.
The teacher will show the students this anchor chart to explain to the students the difference between an author and an
illustrator.