KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Kay Solderitch Date: 10/01/2020

Cooperating Teacher: Mrs. Reichert Coop. Initials: C.R
Group Size: 12 students Allotted Time: 45 minutes Level: Kindergarten
Subject or Topic: Reading Section: EEU 301

Standard CC.1.2.K.B:
● With prompting and support, answer questions about key details in a text.
Standard CC.1.2.K.A
● With prompting and support, identify the main idea and retell key details of text.
I. Performance Objectives (Learning Outcomes)
● Students will identify the beginning, middle, and ending of “Room on the Broom” by
making predictions, making inferences, and answering a variety of questions throughout
the read-aloud.
● Students will improve on recalling details by using the comprehension strategy,
“retelling” in a class activity.
● Students will define new vocabulary words by referring to visuals on the wipe board and
participating in the closing activity.
II. Instructional Materials
● Read-aloud story: “Room on the Broom” by Julia Donaldson
● Document camera
● Retelling Flashcards
● 11 worksheets
● Chart paper
● Pencils, crayons, markers
● Equity sticks
III. Subject Matter/Content
● Prerequisite skills
o Students must acquire basic fine motor skills to participate in a worksheet activity
involving coloring.
● Key vocabulary
o Retell: to tell a story again or in a different way
 o Beginning: the point in time where something starts
o Middle: the point in time where something is at an equal distance
o End: the final part of something
● Key vocabulary in read-aloud, “Room on the Broom”
o Wailed: to cry and groan loudly
o Cloak: a loose piece of clothing that is worn around the neck like a cape
o Bog: wet, spongy ground
o Ditch: a big, long hole in the ground
o Cauldron: a large kettle used for cooking
o *The vocabulary cards will be attached at the end of this document*
● Big idea
o Students will understand the purpose of the retelling strategy and be able to use it
in the future.
● New content
o Students will learn how to use the comprehension strategy of retelling.
o Students will develop new vocabulary words.
IV. Implementation
A. Introduction:
● Students will gather on the carpet for a read-aloud session. This will be a whole-group
lesson and activity. The teacher will be reading the short story, “Room on the Broom” by
Julia Donaldson.
● The teacher will ask the students various questions before, during, and after the story.
● The teacher will be able to monitor the students’ comprehension through the questioning
process. She will have designated stopping points throughout the story, marked with post-
it notes.
● Before reading, students will make predictions of what the story will be about by
observing the cover’s illustrations. The teacher will skim pages for the students to
preview and explain the meaning of vocabulary words that the students may not
understand. This includes the following words: wailed, cloak, bog, ditch, and cauldron.
The teacher will have pictures of the vocabulary words as well as visuals to represent the
words. They will be hanging on the wipe board behind the teacher where she will be
doing the read-aloud. After showing the students a brief preview of the story and going
over the vocabulary, the teacher will ask the students to make predictions: What do you
 think this story will be about? What does the title tell you about this book?
● After this, the teacher will begin the read-aloud. After reaching page 3, the teacher will
ask, “What just happened?” The students should respond and say that the dog joined the
witch and cat on the broomstick for a ride. The teacher will continue reading until
reaching page 8. After reading this page, the teacher will ask, “Would you go with the
witch for a ride if you were the bird?” (A green bird in the story also joins the witch on
her broomstick.) The teacher will go back to the reading until reaching the end of page
16. After the students listen to the teacher read about how the dragon wants to eat the
witch, the teacher will have students make inferences, asking the following: “How do you
think the witch is feeling right now? What do you think will happen next? This will be
the last question during the reading, leading to the end of the story.
● After reading, the teacher will ask the following questions: What was the problem in the
book? How did it get fixed? The teacher will then instruct the students to turn and talk to
a partner and tell one another their favorite part of the book.
● The introduction portion of the lesson will take approximately 15 minutes.
B. Development:
● The teacher will pull out an anchor chart with the names and pictures of the characters for
the students to view during the retell activity. (The anchor chart will also be shown at the
end of this document.)
● Before beginning the activity, the teacher will announce the following: “Retelling is a
good way to remember what you have read and check to make sure that you understand
the story.”
● The teacher will take out retell cards and hang them on the wipe board. The retell cards
have pictures of what happens throughout the story, and the students must put the cards in
the order of events that occurred in the story. There are a total of 10 pictures. The teacher
will pick the first retell card that marks the beginning event in the story to show students
how the activity words (“I do”). She will say, “Ok class. I know that in the beginning of
the story, the witch was riding on her broomstick with her cat, so I am going to put up the
card with the picture of the witch riding on her broomstick with the cat. Now let’s do the
next card together!”
● The teacher will call up students for the rest of the cards by using equity sticks. She will
guide them and assist them during this activity. The students will be called up to the
board to put the rest of the cards in order with the teacher’s assistance (“We do”). The
teacher will call up students to put the second half of the cards on the board on their own,
 after grasping the point of the activity (“You do”). After all the retell cards are on the
board and correctly placed, the teacher will briefly review the cards. (The retell cards will
be attached underneath the anchor chart at the end of this document.)
● Students will be instructed to return to their seats for a closing activity. The retell portion
of the lesson will take about 20 minutes.
C. Closure:
● The students will receive a coloring worksheet that contains all the characters, objects,
and scenery from the story. The teacher will have the students color in the vocabulary
words from the story after we define and review them as a class. The teacher will instruct
students to color in the cauldron with a black crayon. After they do this, they will color
the cloak with a black crayon. At the bottom of the page, the students will be directed to
color in the parts of the bog with a green crayon. Last, the teacher will have the students
color in the witch’s face with a crayon when she wailed in the beginning of the story.
There is no noticeable ditch in the worksheet, so the teacher will just repeat the word and
go over its definition as the students are coloring. After they finish coloring these images,
they will color in the rest of the page as they please. (The worksheet will be attached at
the end of the document.) The closure section of the lesson will take about 10 minutes.
D. Accommodations/Differentiation:
● No accommodations are necessary for this group of students for this specific lesson;
however, there is a teacher aide with the general education teacher from 8:15 A.M to
12:30 P.M every day. Students can meet with the aide for intervention if needed.
E. Assessment/Evaluation plan
● Formative:
o The teacher will observe students throughout the read-aloud, retelling strategy,
and closing activity. She will use a checklist and have all the students’ names
written on the list before starting the lesson. There will be room for the teacher to
take notes if necessary. The checklist will determine which students meet the
objectives versus the students who need enrichment. The teacher will collect the
students’ “exit tickets,” which will be the coloring activity sheet. This will
confirm that they colored in the vocabulary words with the correct color that is
chosen by the teacher. They will color the rest of the sheet on their own.
Therefore, the teacher just must make sure the students color in the cauldron,
cloak, the witch’s “wailed” face, and the bog at the bottom of the worksheet.
Overall, the teacher will be using a checklist and checking their exit tickets to
 make sure they met the objectives and understood the lesson.
V. Resources
● Donaldson, Julia. 2001. Room on the Broom. Puffin Books. New York, NY.
Attached Documents:
Anchor Charts

(Continue below)
New Vocabulary Word Cards with Visuals

(Continue below)
Retell Cards Used for Development Portion of Lesson

(Continue below)
Closing Activity Worksheet

(Continue below to the Reflective Response)

VI. Reflective Response
A. Report of Students’ Learning Target/Objectives Proficiency Levels
▪ 6/9 students met all the objectives (67% of students).
▪ 3/9 students did not meet all the objectives; however, they met two out of three of all
objectives (33% of students).
▪ All students met the following objectives:
o Students will identify the beginning, middle, and ending of “Room on the Broom”
by making predictions, making inferences, and answering a variety of questions
throughout the read-aloud.
o Students will improve on recalling details by using the comprehension strategy,
“retelling” in a class activity
▪ The students successfully met these objectives; however, only 6/9 students met the last
objective:
o Students will define new vocabulary words by referring to visuals on the wipe
board and participating in the closing activity.
● When teaching the lesson and taking notes, I noticed that these students were very
talkative and did not follow directions when completing the exit-ticket. The three
students that did not meet this objective were frantic because they were not sure what to
do. I told them to just try their best, and they could not recall the specific vocabulary
words from the story; however, they participated and did a great job during the recalling
activity. Their lack of attention caused them to not follow directions and not understand
the material when discussing the new vocabulary words. Overall, the students because of
their poor listening skills at the time.
Remediation Plan (if applicable)
▪ There are only three students who did not meet 1/3 of the objectives. After reviewing
notes and interacting with the students, I strongly believe these three students did not
meet the requirements of the last objective because of their lack of attention. They did not
follow the given directions. The teacher aide that is always in the classroom from 8:15
A.M to 12:30 P.M and will meet with the students for intervention.
B. Personal Reflection Questions
▪ Can any improvements be made the next time you incorporate this lesson?
o I think one improvement that can be made for the next time I incorporate this
lesson is to focus more on classroom management. The activities implemented
throughout the lesson were engaging; however, sometimes this age group can
 easily lose their focus. I believe that incorporating more call backs such as,
“Hocus pocus everybody focus” or “Criss cross applesauce spoon in the bowl”
would be a great way to redirect the students back to the lesson. Once one person
does something, such as talking about a random topic or laying down when they
are supposed to be sitting, the rest of the class follows the behavior. It is vital to
address the behavior and keep good classroom management, so the lesson have a
good, consistent flow.
▪ What was my favorite part of this lesson?
o My favorite part of the lesson was asking prediction and inference questions to
the students. It was interesting to hear their answers and make predictions about
what they thought was going to occur next in the story. All the students
participated and got very interested when the antagonist (the dragon) came into
the story. They enjoyed the read-aloud and it is exciting to see them eager to
answer before, during, and after questions about the story. This group of students
love to share their thoughts with one another.