Laura Graves

TED 509
11/08/19

Grade: Kindergarten Lesson Plan

Lesson Set-Up
1. Time allotted for the lesson:

35 minutes

2. Standards addressed:

◦ ELA: RL.K.10 - Actively engage in group reading activities with purpose and
understanding.
◦ ELD: PI.K.1.Br - Contribute to class, group, and partner discussions by listening
attentively, following turn-taking rules, and asking and answering questions.
◦ History/Social Science: HSS-K.1 - Students understand that being a good citizen
involves acting in certain ways.

3. Objective & measurable assessment:

◦ After the completion of this lesson, students will be able to demonstrate their
understanding of respect through their words and actions. This lesson is centered around
the Character Education of Respect. Students will learn what being respectful means and
through this they will be able to describe what respect is, what it looks like, as well as
what it means to them.

4. Accommodations:

◦ In order to ensure that the needs of all students in the classroom are met, I will use visual
and auditory tools to better help students connect with the material. I will have the
student(s) who need additional assistance sit in the first row so they can easily see and
hear the lesson, with minimal distractions. I will be wearing a microphone around my
neck so that all students will be able to more clearly hear when I am talking, and use hand
motions, as applicable, to point to items so all instructions are clear and easy to
understand.
 5. Materials and resources:

◦ Book: I Am Respectful by: Mary Elizabeth Salzmann (Story read-aloud)

◦ Microphone
◦ picture cards showing examples of respect and disrespect

Lesson Design
6. Anticipatory Set:

◦ To engage the students at the beginning of the lesson, I will introduce the topic by asking
the following questions, “What does it mean to be respectful?” “What does being
respectful look like?”

7. Purpose:

◦ At the conclusion of the lesson after students have demonstrated their understanding, they
will be able to describe what it means to be respectful. This is important because it helps
students to be able to describe their feelings and actions.

8. Input:

◦ For students to master this lesson they will need to know the appropriate terminology and
visual representation of what it means to be respectful (saying please and thank you, for
example) when speaking and interacting with others.

9. Guided Practice:

◦ To begin this lesson, the class will be seated on the carpet facing the teacher. I will
introduce the students to a book called, I Am Respectful, which I will be reading to them.
The book describes different ways to show respect for others. After reading the story, I
will then present pictures from a few pages of the book for our class discussion. I will
hold up one picture to the class and then call on a student that has silently raised their
hand. For the discussion format I will be using the audio lingual approach in order to
further illicit student’s responses and in turn deepen their knowledge. I will first ask the
student the question, “What’s going on in this picture?” The student will respond and I
will paraphrase their statement in the form of, “What I heard you say was…” I will then
continue to ask two follow-up questions, (“What do you see that makes you say that?”
and “What more can you find?”) pertaining to the picture with time in between each
question to paraphrase the students response. After a few students have given their
responses to the pictures I will then engage the class by asking them to tell me if they feel
it is important to be respectful. I will ask to hear their opinions and to have them share
their own personal examples of what it means to be respectful.
10. Independent Practice:

◦ For this independent activity, I will instruct the students that they will be applying their
recently learned knowledge by organizing and sorting cards into their appropriate areas.
For the student’s activity, they will be doing a hands-on activity through a vocabulary
sort. This activity will require students to sort a variety of cards with pictures on them
which describe respect and disrespect on the cards. The students will then sort the cards
into the two categories: “Respectful” versus “Disrespectful.” The ways in which the
students in the class will be explaining their content knowledge vocabulary will be by
using a combination of their language function skills. For example, when performing the
activity of arranging the picture cards I will have the students orally say what is
happening in the picture while they are putting the pictures in their appropriate sections.
A way in which to further scaffold students to explain what is occurring in the picture is
by having them talk with their elbow partner at the table about the pictures.

11. Check for Understanding:

◦ In order to check the students understanding as well as create a positive literacy learning
environment that supports students’ engagement in learning, I will visit each of the tables
while sitting at eye level and have a brief discussion with them about what the different
cards represent as well as develop a rapport with the students by listening to their
individual responses. I will also encourage students to work together in pairs to create a
deeper conversation.

12. Closure:

◦ After students have completed their activity, to help students organize the information
into a meaningful context, I will have the class orally reflect on either the story read-
aloud or the activity and to tell me at least one thing that they want to share related to the
lesson. I will then prompt students to share what they learned about the lesson to the
class.

13. Assessments used:

◦ In order to measure the students’ success, I will use an oral assessment to evaluate the
comprehension of the lesson by the class as a whole. For the purposes of this oral
assessment I will listen to the students’ descriptions of the different cards, whether they
are representative of being respectful or disrespectful.
14. Reflection and Next Steps:

◦ The next day when the students first arrive in the classroom and go to their desks, they
will all begin their “morning brainwork”. They will talk in pairs about ways that they
show respect at school and home. This conversation will help to reinforce the concepts
learned the prior day.