LESSON PLAN TEMPLATE

Name: Sara Farlett Date: October 12, 2017

Lesson Title: Multicultural Cinderella Grade/Level: Kindergarten

Curriculum Standards Focus Question/Big Idea/Goal
State Curriculum Standards What question(s), big idea(s), and/or goals drive your instruction?
SS. K. 3- Compare family traditions and customs among different How do people in different countries live?
cultures. Why is it important to study other cultures?
RF. K. 2a- Recognize and produce rhyming words.
RF. K. 2c- Blend and segment onsets and rimes of single-syllable Central Focus: The lesson will focus on reading
spoken words. comprehension. Along with the teacher, the students
RF. K. 7c- With prompting and support, compare and contrast the will compare and contrast the two versions (the
adventures and experiences of characters in similar stories. American version and the Chinese version) of
Cinderella. Using concepts from the story, the
students will learn about the all family. Students
will then be tasked with finding words that rhyme
with ball
Lesson Objective(s)
Objectives are measureable.
The students will be able to read three or more words in the all family.
The students will be able to communicate the differences in the two stories that are presented.
Vocabulary/ Academic Language
What opportunities will you provide for students to practice content language/vocabulary and develop fluency ?
Students will be introduced to several new words including: culture, overseas, comparison, similar, and contrast.
They will be able to show their understanding of compare and contrast when the students, with aide from the
teacher, create a T-Chart about the two stories.
Questions for higher order thinking and assessment
These cannot be answered by yes or no.
Why do you think it is important to study other cultures?
What differences can you spot between the two stories?
Assessment/Evaluation
Informal: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
After instruction, the students will use the Circle Time Books provided to form the new words in the all family
that they have learned. This will identify the words that the student knows and the words that they struggle
with.
Formal: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)?
The teachers will give the students a list of words (in the form of flash cards) to see what words they can read
from the all family after this lesson.
Materials
What do you need for this lesson?
-Circle Time Books: laminated book with manipulatives for students to create words on
-Pencils
-Hanging T-Chart
-Pocket Chart
-Cinderella Stories Around the World by Cali Meister
Bell Ringer
What will students do as they enter the classroom and get ready to start the lesson?
When the students enter the center they will begin working on the identification of the images that will later be
used in the Circle Time Book (they will find the ball, the wall, the image that represents fall, and tall) with their
partner.
Anticipatory Set
How will you engage student interest in the content of the lesson? Use knowledge of students academic, social, and cultural characteristics.
To introduce the book, the teacher will ask the students to give a thumbs up or a thumbs down if they like the
book Cinderella. After the tally is counted, the teacher will then ask who is ready to read a new version of
Cinderella that has to do with fish (thumbs up or thumbs down).
Instruction
Provide specific details of lesson content and delivery. This could include step by step procedures, discovery, modeling (I Do), questions,
encouraging higher order thinking and problem solving, etc.
The students will complete the bell ringer by pairing and sharing what they have discovered. Then, the students
will meet the teacher on the carpet to read the two stories of Cinderella. The students will, then, assist the
teacher in completing a T-Chart comparing the two stories. The teacher will, then, use a pocket chart to
introduce the idea of the all family. Then students will be handed the Circle Time Book to work independently
on. As students finish they will come to the teachers desk and will read the flash cards that have the all words
on it. Then they will silently work on trying to find new words by either writing them out or looking through
other books.
Guided and Independent Practice
This is the We Do and You Do section where students are encouraged to think critically. Provide specific details that demonstrate a
gradual release of responsibility from teacher to students.
Together, the teacher and the students will use a pocket chart to go over the all family. In the pocket chart, the
word ball will be separated on two cards with the onset (b) and the rime (all) separated. There will be several
other letters below. The teacher will prompt the students to help make new words with the all card.

Then, the students will each obtain a Circle Time Book where they are able to decide what letters go with the
all to create a word. Students will take their manipulatives and form the words ball, tall, wall, and fall. Once
they are finished they will peer-review by having a partner check their work and then they will submit their
work to Seesaw.

Closure
Verbalize or demonstrate learning or skill one more time. This may include stating future learning objectives.
On a separate sheet of paper students will be asked to brainstorm new words that end in all. These words can
be invented or real words but the students must provide a picture to demonstrate what they have written. If a
student needs help, the teacher could write out the word all with a blank before it and then the student can use
that as an example for more words.
Adaptations to Meet Individual Needs
How will you adapt the instruction to meet the needs of individual students?
Students with special needs will be allowed more time to complete the activities and can be given extra help.

Experienced learners will be challenged to come up with rhyming words that have not been previously discussed.
They will look through a book they are familiar will to find words that rhyme with ball and they will be
challenged to find words that rhyme that do not end in the letters a, l, l, (haul, crawl).

Cross-curricular connections
State connections between the material covered and other content areas.
This book allows for students to make connections with the social studies standard that requires students to compare traditions
across different cultures.
LESSON PLAN TEMPLATE

Name: Sara Farlett Date: October 12, 2017

Lesson Title: Wants Versus Needs Grade/Level: Kindergarten

Curriculum Standards Focus Question/Big Idea/Goal
State Curriculum Standards What question(s), big idea(s), and/or goals drive your instruction?
SS. K. 5- Distinguish between wants and needs What is a want?
K.RL.IKI.7- With prompting and support, orally describe the What is a need?
relationship between illustrations and the story in which they
appear. Central Focus: This lesson will focus on students
K.RL.IKI.9- With prompting and support, orally compare and understanding of how important the illustration is to
contrast the adventures and experiences of characters in familiar the story. The students will recall the two texts that
stories. are read and articulate the differences between them.
The students will be able to identify the difference
between a want and a need.
Lesson Objective(s)
Objectives are measureable.
Students will be able to look at an item and identify if it is a want or a need.
The students will identify items around the room that are necessity and items that are nonessential.
Vocabulary/ Academic Language
What opportunities will you provide for students to practice content language/vocabulary and develop fluency?
The students will be introduced to new words including: necessary, basic, and survival. The students will orally
assist in the teachers completion of a Venn Diagram to compare the two stories and to discuss which story dealt
with a necessity and which story dealt with nonessential items.
Questions for higher order thinking and assessment
These cannot be answered by yes or no.
What is a want?
What is a need?
Why do things we need cost money?
Why is it important that we recognize the difference between a need and a want?
Assessment/Evaluation
Informal: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
The students will pair up and walk around the room and identify three wants and three needs. Then, they will
approach the teacher and identify these wants and needs.
Formal: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)?
The students will create a T-Chart individually. The students will have a sheet of paper with 10 images of
wants/needs and they will have to cut and paste the images onto the corresponding sides of the T-Chart, either a
want or a need.
Materials
What do you need for this lesson?
-The Pigeon Needs a Bath! by Mo Willems
-The Pigeon Wants a Puppy! by Mo Willem
-Venn Diagram
-15 laminated pictures of different materials (some needs, some wants)
-A sheet of paper with 10 images of wants/needs
-A graphic organizer of a T-Chart for students to paste the images onto
Bell Ringer
What will students do as they enter the classroom and get ready to start the lesson?
The students will pair up and separate the wants from the needs with 15 laminated images on their desks. The
students will later correct their answers after the teacher has explained the difference between a want and a
need.
Anticipatory Set
How will you engage student interest in the content of the lesson? Use knowledge of students academic, social, and cultural characteristics.
The teacher will engage the students by watching a video by Loop Scoops called Happiness. This video measures
childrens happiness by the material possessions they buy. The video shows that one small thing someone loves
can make them happier than a ton of stuff. The teacher will, then, ask the students if things they need always
make them happy. Then, the teacher will ask if things they want always makes them happy.
Instruction
Provide specific details of lesson content and delivery. This could include step by step procedures, discovery, modeling (I Do), questions,
encouraging higher order thinking and problem solving, etc.
The students will separate the laminated images on their desks. The teacher will show the Happiness video.
Then, the teacher will read the two Pigeon stories and facilitate a discussion about why the Pigeon did not need
the puppy and why he did need a bath. Then the teacher will help the students come up with a definition for a
need vs. a want. The students will, with the assistance of the teacher, make a Venn diagram with objects that are
needs and objects that are wants and objects that are both. Finally, the students will search the room for objects
that are wants and objects that are needs. Once the students have finished everything they will make the
necessary corrections from the first activity.
Guided and Independent Practice
This is the We Do and You Do section where students are encouraged to think critically. Provide specific details that demonstrate a
gradual release of responsibility from teacher to students.
We do: The students will raise their hands and share ideas on what items are wants and what items are needs.
They will then look around the room to identify which items are essential and nonessential.
You do: The students will individually fill out a T-Chart. They will cut out the pictures, identify if they are a want
or a need, and then glue the picture to the correct side.
Closure
Verbalize or demonstrate learning or skill one more time. This may include stating future learning objectives.
The students will search around the room to identify items that are wants and which items are needs. They will
be encouraged to do this activity at home and bring ideas of new materials to class.
Adaptations to Meet Individual Needs
How will you adapt the instruction to meet the needs of individual students?
Students with special needs will have extra time to complete work.

Experienced learners will go to their seat and journal different wants and needs they see throughout the day.
They will also be allowed to draw different items that they have identified. Once the students are finished, they
will go to the carpet where objects will be set out and they can, as a group, sort them by wants and needs.

In order to reteach, the teacher will, throughout the day, pick up items around the room and ask the students if it
is a want or a need. In doing this, the students prior knowledge will be solidified through having to recall the
differences between wants and needs.
Cross-curricular connections
State connections between the material covered and other content areas.
The students will be learning about different wants and needs in social studies. They will look at how needs and wants differ
across cultures and geographic areas.
 LESSON PLAN TEMPLATE

Name: Sara Farlett Date: October 12, 2017

Lesson Title: Transportation Grade/Level: Kindergarten

Curriculum Standards Focus Question/Big Idea/Goal
State Curriculum Standards What question(s), big idea(s), and/or goals drive your instruction?
K.RL.KID.3- With prompting and support, orally identify What does transportation look like in other countries?
characters, setting, and major events in a story. Why is transportation important?
K.SL.CC.2- Confirm understanding of a text read aloud or
information presented orally or through other media by asking Central Focus: The lesson will focus on the
and answering questions about key details and requesting comprehension of a read-aloud, speceifally The Last
clarification if something is not understood. Stop on Market Street. The students will be able to
make connections from the story to their lives.
Lesson Objective(s)
Objectives are measureable.
The students will be able to answer the majority of the yes or no questions presented to them about the text.
The students will be able to name three different methods of transportation.
Vocabulary/ Academic Language
What opportunities will you provide for students to practice content language/vocabulary and develop fluency ?
The students will be introduced to new vocabulary including: transportation, canoe, ferry, and other means of
transportation not common in the US. The students will use creative thinking to come up with a new, original
means of transportation unique to them.
Questions for higher order thinking and assessment
These cannot be answered by yes or no.
What does transportation look like in other countries?
Why is transportation important?
How can transportation look different in other parts of the United States?
Assessment/Evaluation
Informal: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
The students will pair and share different methods of transportation they have used. The teacher will assess if
the students are able to understand what transportation is.
Formal: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)?
The students will use sequencing as their final activity to show their understanding of the read-aloud.
Materials
What do you need for this lesson?
-The Last Stop on Market Street by Matt de la Pea
-Graphic organizer
-Images that represent the situations that occurred during the book for the students to put in sequential order
Bell Ringer
What will students do as they enter the classroom and get ready to start the lesson?
The students will be challenged to find books around the room about different means of transportation. Then,
they will be asked to separate the books by the different methods of transportation (driving, flying, sailing, etc).
Anticipatory Set
How will you engage student interest in the content of the lesson? Use knowledge of students academic, social, and cultural characteristics.
The students will come to the carpet where they are allowed to play with toys. The toys will only include cars,
busses, planes, etc. Once they have played for a few minutes the teacher will ask what all the toys have in
common.
Instruction
Provide specific details of lesson content and delivery. This could include step by step procedures, discovery, modeling (I Do), questions,
encouraging higher order thinking and problem solving, etc.
The students will be instructed to find books that involve different means of transportation and to separate them
accordingly. The students will then be directed to the carpet where they will be allowed to play with toys that
represent different means of transpiration. The teacher will then ask what all of the toys have in common. After
the students have concluded that the toys are all ways to get places, the teacher will begin reading The Last Stop
on Market Street. Once the story has been read, the teacher will prompt the students to tell what has happened
at the beginning, middle, and end. Then the students will be asked how characters in the story got from one place
to the other. The students will also be asked about why CJ felt negatively towards the bus, and why his
grandmother used the bus.
Guided and Independent Practice
This is the We Do and You Do section where students are encouraged to think critically. Provide specific details that demonstrate a
gradual release of responsibility from teacher to students.
We do: The students will pair and share how different characters were transported from one place to another.
They will discuss the differences and similarities between the ways that the students utilize transportation vs
how the characters do.
You Do: The students will picture sort forms of land, air, and water transportation.
Closure
Verbalize or demonstrate learning or skill one more time. This may include stating future learning objectives.
The students will use a graphic organizer to sequence the events of the story.
Adaptations to Meet Individual Needs
How will you adapt the instruction to meet the needs of individual students?
Students with special needs will get additional time and support as needed.

On the back of the graphic organizer the experienced learners will be asked to write two reasons CJ wanted to
use other means of transportation. Then they will brainstorm other ways of transportation that might have made
CJ more satisfied.
Cross-curricular connections
State connections between the material covered and other content areas.
The students will demonstrate learning of the importance of transportation and how transportation is different for different people.
The Last Stop on Market Street will be used as an example of one of many forms of transportation.
 UNIT PLAN TEMPLATE

Name: Sara Farlett Date: October 12, 2017

Subject/Content: Me and My World Grade Level: Kindergarten

Curriculum Standards Unit Goals

State Curriculum Standards Create goals that are observable
SS. K. 3- Compare family traditions and customs among different Students will be able to identify words that rhyme
cultures. orally.
RF. K. 2a- Recognize and produce rhyming words. Students will be able to recognize that rime words do not
RF. K. 2c- Blend and segment onsets and rimes of single-syllable always rhyme.
spoken words. Students will be able to sequence events of a read-aloud.
RF. K. 7c- With prompting and support, compare and contrast the Students will be able to compare and identify
adventures and experiences of characters in similar stories. similarities and differences between two books.
SS. K. 5- Distinguish between wants and needs Students will be able to compare their life experiences
K.RL.IKI.7- With prompting and support, orally describe the
with the experiences that are read about in books.
relationship between illustrations and the story in which they
appear.
K.RL.IKI.9- With prompting and support, orally compare and
contrast the adventures and experiences of characters in familiar
stories.
K.RL.KID.3- With prompting and support, orally identify
characters, setting, and major events in a story.
K.SL.CC.2- Confirm understanding of a text read aloud or
information presented orally or through other media by asking
and answering questions about key details and requesting
clarification if something is not understood.
Activities Planned
List and/or describe the daily activities planned for the unit.
Daily, the students will read a book with a partner about a different place in the world. They will reflect on this book
through discussion and journals.
The students will work on rhyming words through Circle Time Books every week. These books will get harder as the
students begin to understand rhyming words more thoroughly.
An end-of-unit culture fair, where the students will present their Me and My World booklets and parents will bring
food, clothes, etc. from different cultures to share.
Assessment
Informal: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
The students will demonstrate understanding through the completion of graphic organizers (ex: T-Charts and Venn
diagrams). The teacher will observe when students pair and share to identify students who exceeded expectation
and those who are struggling. The students will fill out a KWLS chart about oceans.

Formal: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)?
Students will compile all of the graphic organizers and written assessments into a Me and My World booklet. This
booklet will show that the students have comprehended the read-alouds and have read books on their own
pertaining to the subject.