USF Elementary Education Lesson Plan Template (S 2016)

Allen___________________________________
Grade Level Being Taught: Subject/Content: Shared
Kindergarten
Reading

Name: _Christina
Group
Size: 16

Date of Lesson: 04/06/2016

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
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 ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors

LAFS.K.RI.1.2 With prompting and support, identify the main topic and retell key

details of a text.
SC.K.L.14.3Observeplantsandanimals,describehowtheyarealikeandhowtheyaredifferentin

How can we find the main idea of a story?

Students will be able to:

Identify and describe what a book is mainly about using the title, text, and
pictures.

USF Elementary Education Lesson Plan Template (S 2016)

Allen___________________________________
Grade Level Being Taught: Subject/Content: Shared
Kindergarten
Reading

Name: _Christina
Group
Size: 16

Date of Lesson: 04/06/2016

in tense or tense contradiction

(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

This objective is being taught so that students learn how to be good readers inferring
what the story is mainly about by using the title, pictures, text clues, and picture clues.
This helps students learn to be good readers and listeners and be able to pay attention to
what they are reading.
I am teaching it this way so that my students can learn how to find the main idea and
explain why that is the main idea.

Formative:
HOT Question: How can we tell what the main idea of a story is?
Summative:
As a table group students will have to discuss what the main idea is and draw text details
that helps support their main idea.

USF Elementary Education Lesson Plan Template (S 2016)

Allen___________________________________
Grade Level Being Taught: Subject/Content: Shared
Kindergarten
Reading

What Content Knowledge

is necessary for a teacher
to teach this material?

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions

Name: _Christina
Group
Size: 16

Date of Lesson: 04/06/2016

Comprehension skills: Story structure

Plot
Characters
Main idea
Beginning, middle, and Ending
Problem
Solution
Comprehension Strategy: Analyze/Evaluate
Be able to show text evidence
Be able to look at pictures and be able to talk about it.

Comprehension skills: Story structure: Ask question throughout text. Also ask Is this nonfiction or fiction)
Plot
Characters
Main idea
Beginning, middle, and Ending
Problem
Solution

USF Elementary Education Lesson Plan Template (S 2016)

Allen___________________________________
Grade Level Being Taught: Subject/Content: Shared
Kindergarten
Reading

Name: _Christina
Group
Size: 16

Date of Lesson: 04/06/2016

might students have about

this content?
Students may not understand that books sometimes have more then one main idea but
there is only one essential main idea.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to

Teacher Modeling
Guided Practice

Time

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step

format. Use whichever plan is appropriate for the content
taught in this lesson. For example, in science, you would
detail the 5 Es here (Engage/Encountering the Idea;
Exploring the Idea; Explanation/Organizing the Idea;
Extend/Applying the Idea; Evaluation).
Ask: HOT Question: How can we tell what the main idea of a story

USF Elementary Education Lesson Plan Template (S 2016)

Allen___________________________________
Grade Level Being Taught: Subject/Content: Shared
Kindergarten
Reading
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Name: _Christina
Group
Size: 16

Date of Lesson: 04/06/2016

is?
Teacher Modeling
We will read the title of Oak Tree! by and explain that a title
can help you identify what a book is mainly about. I will model
predicting what the book is about by saying: The title is Oak Trees
and there is a picture of an Oak Tree on the front page. Maybe this
book will be only about Oak Trees. Lets find out. I will take a picture
walk through the book and discuss how every picture is of Oak Trees
I will model thinking aloud by saying: I think this book is mainly
about oak trees, since the title is Oak Trees And most of the
pictures are of oak trees. I will explain to students that if the title is
about oak trees and the pictures are of oak trees, then the text will
probably also be about oak trees. I will read the first few pages and
model thinking aloud about what the text is about.
Ask: "How did I decide that the book is most likely going to be
about Oak Trees?" Students should respond that you read the
title and looked at the pictures, thinking about how they
describe or show what the book will be about. Then you read
the text to be sure that the book was about Oak Trees.
Guided Practice
We will read the book, Oak Trees and discuss whether the text
is also mainly about Oak Trees. We will chart (example provided) the
information we learn from the book and discuss how the sentences
are all about Oak Trees. We will discuss how the title helped us know
in advance what the book would mainly be about. Build an Anchor
Chart together as a class.
Day 2:

Ask: HOT Question: How can we tell what the main idea of a

USF Elementary Education Lesson Plan Template (S 2016)

Allen___________________________________
Grade Level Being Taught: Subject/Content: Shared
Kindergarten
Reading

Name: _Christina
Group
Size: 16

Date of Lesson: 04/06/2016

story is?
Students will listen as I read Sunflower life Cycle aloud and use
the title of the book, pictures, and text to help you identify
what the book is mainly about. Student will illustrate and write
what the book is mainly about. (Independent Practice
Worksheet is provided)

What will you do if

a student struggles with the content?

Show visuals and have them act out parts of the book.

What will you do if

a student masters the content quickly?

Have them use the story to create a connection to their own life.

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?
It connects to us because we all grow at different rates in life.
If applicable, how does this lesson connect to/reflect the local community?
How we each relate to our community. How we are different but still special.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
How can knowing about Oak Trees help us know if oak tree are consider plants.

USF Elementary Education Lesson Plan Template (S 2016)

Allen___________________________________
Grade Level Being Taught: Subject/Content: Shared
Kindergarten
Reading

Name: _Christina
Group
Size: 16

Date of Lesson: 04/06/2016

How will you differentiate instruction for students who need additional
language support?
(use gestures to convey the words meaning) (Display pp.4-5 and read the text have
children act out the verb read. Have children act out the story. Display pictures..
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

J moves a lot on carpet so he sometimes needs his on carpet square) Might need to be
moved to the outside carpet)
M (visuals)
T (reminders to pay attention)
A: Has a hard time following direction, fairly new to the class. He does not like to come
to the carpet or sit on the carpet. I will allow for him to either come to the carpet or sit at
his desk, but he has to still pay attention and participate.
B. doesnt always look at me when I am teaching but I know that she is listening.

Oak Tree
Sunflower Life Cycle
Anchor Chart
Markers

(Independent Practice Worksheet is provided)