GENEVA COLLEGE

BEAVER FALLS, PA

READING LESSON PLAN

Name: McKayla Jacobs Date: April 6 & 7, 2021

Course: EDU 345 Grade Level: Kindergarten

I. Topic and General Goal

Frogs: Making connections to books about frogs.

II. PA Common Core Standards

CC.1.1.K.E Read emergent-reader text with purpose and understanding.

CC.1.4.K.B Use a combination of drawing, dictating, and writing to focus on one specific topic.

CC.1.2.K.A With prompting and support, identify the main idea and retell key details of text.

CC.1.3.K.I Determine or clarify the meaning of unknown or multiple meaning words and phrases based
upon grade-level reading and content.

III. Learning Objectives

Part 1:

After a read aloud book, TSWBAT draw a picture and write, without assistance, what they learned about
frogs during the book.

Part 2:

After a read aloud book, TSWBAT make connections back to the book for vocabulary practice.

Part 3:

After a read aloud book, TSWBAT identify the life cycle of a frog using a worksheet with modeling from
the teacher.

IV. Materials

Part 1:
 ELMO Projector

Frogs Passage

Writing Worksheet

Pencil

Part 2:

ELMO Projector

Frogs by Elizabeth Carney

Vocabulary Cards

Part 3:

ELMO Projector

Frogs by Tara Stern

Life Cycle Pieces {Teacher Set}

Life Cycle Pieces {Students}

Life Cycle Worksheets

Scissors

Glue Sticks

Popsicle sticks with student names

V. Lesson

PART 1:

A. Introduction

To introduce the lesson, the teacher will begin by reading the frog passage to the students in a
whole group setting using the projector. After reading the entire passage, the teacher will ask the
students to “raise your hand and tell me one thing you learned today about frogs”. After discussing a
few ideas from multiple students, the teacher will give each student a writing worksheet and tell them
to “put your name at the top, at the top, at the tippy-tippy top and stop”.

B. Lesson Development (Activities, Procedures)

Once every student has a worksheet and has written their name, the teacher will place a blank
worksheet under the projector and tell the students to “choose one thing you learned about frogs
today. It can be about what they look like, where they live, or anything you can remember from the
passage. Draw this in the rectangle at the top and then write me one sentence about your picture, but I
want to see how awesome all of you are, so I am not going to help you with spelling or anything. I want
you to draw and write all by yourself.”

C. Closure (Summary)

To conclude the lesson, the teacher will have some volunteer students to come up to the
projector and share their drawing and read their sentence for the class.

PART 2:

A. Introduction

To introduce the lesson, the teacher will begin by reading the book Frogs by Elizabeth Carney.
After reading the entire book, the teacher will ask the students, “did you hear any new words being used
in the book that you have never heard before?”

B. Lesson Development (Activities, Procedures)

After discussion of words brought up by students, the teacher will show the word habitat under
the projector to be displayed for all the students and ask the students, “does anyone know what the
word habitat means?” Without correcting anyone or giving away the answer, the teacher will choose
volunteers to say what the word habitat means. After a few responses, the teacher will go back through
the book to find the word habitat and show the page under the projector. After discussion of what the
word habitat means, the teacher will repeat this process with the word croak, then followed by the
word poison, and lastly the word gills.

C. Closure (Summary)

To close the lesson, the teacher will show the students each vocabulary card again and ask them
to “tell me what the word _________ means.”

PART 3:

A. Introduction

To introduce the lesson, the teacher will begin by reading the book Frogs by Tara Stern. After
reading the entire book, the teacher will ask the students to “raise your hand and tell me one thing you
learned about frogs in this book that is different from the other books we have read.” After discussing a
few ideas from multiple students, the teacher will give each student a life cycle worksheet and life cycle
pieces and tell them to “put your name at the top, at the top, at the tippy-tippy top of the worksheet
and stop”.

B. Lesson Development (Activities, Procedures)

Once every student has received a worksheet, pieces, and wrote their name, the teacher will
place a copy of the students' pictures under the projector and tell the students to cut around each piece
to fit in the circles of the worksheet then stop.” The teacher will do the same with his/her pieces as the
students are working on theirs. Once everyone has finished, the teacher will ask the students “what did
the book tell us happens first in the frog life cycle?” The teacher will wait for a volunteer to answer or go
back into the book where it shows the frog life cycle and show it under the projector then ask the
students again. Once given the answer of eggs, the teacher will model gluing on the back of the eggs
picture and placing it in the top circle and write the number one beside it.

The teacher will then ask the students “what did the book tell us happens second in the frog life
cycle?” The teacher will follow the same process until given the answer tadpole. The teacher will then
model gluing on the back of the tadpole picture and placing it in the circle to the right of the eggs and
writing the number two beside it.

The teacher will then ask the students “what did the book tell us happens third in the frog life
cycle?” The teacher will follow the same process until given the answer tadpole with legs. The teacher
will then model gluing on the back of the tadpole with legs picture and placing it in the circle at the
bottom of the page and writing the number three beside it.

The teacher will then ask the students “what did the book tell us happens last in the frog life
cycle?” The teacher will follow the same process until given the answer frog. The teacher will then
model gluing on the back of the frog picture and placing it in the circle to the left of the tadpole with legs
and write the number four beside it.

C. Closure (Summary)

To close the lesson, the teacher will tell the students to flip over their worksheet of the frog life
cycle. Once every student’s paper is flipped over, the teacher will place the {teacher copy} pieces on the
board in no order. By using the popsicle stick method, the teacher will pull a stick and the student whose
name appears will come up and place the first part of the frog life cycle. The teacher will repeat pulling a
stick each time until all the pieces of the frog life cycle are in order.

VI. Assessment/Evaluation

In Part 1, the students will be formally assessed by their ability to draw a picture and write a sentence
appropriately without guidance from the teacher for spelling.

In Part 2, the students will be informally assessed by their ability to make connections back to the book
for vocabulary practice.

In Part 3, the students will be formally assessed by their ability to follow along with the teacher to build
the frog life cycle.

VII. Differentiation

Process: Some students will not need to write an entire sentence in part 1, instead a few words.

VIII. Interdisciplinary Connections

Science: The students will be using these science standards during this reading lesson about frogs.

3.1.K.A3 Observe, compare, and describe stages of life cycles for plants and/or animals.
 3.1.K.A9 Ask questions about objects, organisms, and events.

IX. Self-Evaluation

I started this lesson with parts one and two with a substitute teacher in the room. This is the second
time I have been in the classroom when my co-op was absent, and it is interesting for me to see how
different the students are. Most of my lesson went as well as I expected, knowing there was going to be
a substitute. However, the students were unable to think about and write their own sentence without
guidance. I told the students I wanted to see how awesome they could spell words and write nice
sentences and tried my best to hype this activity up as much as possible, but the students were not
grabbing on to it. After about five or six minutes, I ended up giving the students a sentence and we
wrote it together with me modeling on the board. I am unsure if this was due to a substitute being in
the room, different hours of the school day now that they have switched to full days, or if the students
really were not able to do this.

For part three, the lesson went a lot better as a whole. The students thoroughly enjoyed the book and
making frog noises such as a croak, peep, or ribbit. Once finished with the book, the students loved
helping me build the life cycle of the frog and then doing it on their own on a worksheet. One thing I
would like to work on is my ability to stay on task with my lessons, but also manage behaviors. It is nice
when my co-op is there and is able to be my back-up when needed, but this is something I would
definitely like to work on before having my own classroom.

Cooperating Teacher Signature: _________________________________________