LESSON PLAN

Name: Lydia Tweed Date: Lesson Start and End Time:

Academic Area: Reading Grade Level: K Co-op initials with date:

Pre-Instruction Planning
Topic Learning Through the Seasons: Winter
PA Anchor/Standard or Reading Literature: Standard CC.1.3.K.C
Eligible Content Describe characters, settings, and major events in a story, using
key details.
Lesson Objectives Students will be able to identify key characters, settings, and
events in the story, as well as describe how the seasons affect
what happens within the story.
Materials  The Mitten by: Jan Brett
 Paper timeline
 Glue
 Coloring utensils
 Paper animal cut outs
 Scissors
Planning for Learners Differentiation:
Differentiation of Process: Activities
 Make a different worksheet with boxes instead of a
timeline that they can put the animals in sequence on
instead.
Modifications/Accommodations:
Modification
 Animals are already cut out.
 Boxes have the names of the animals in them, rather than
the order in which they entered the mitten.
Accommodations
 Providing them with access to the story to help them
place the animals correctly
Lesson Presentation
Introduction “Boys and girls, today we are going to be reading a story about
animals out in the snow. What season is there normally snow on
the ground? [Winter]
Have any of you ever played in the snow? Did you like it? What
did it feel like? Was it cold? What kind of activities do you do in
the snow? What clothes do you wear when you play in the
 snow? Does anyone wear mittens?
In our story the character Nicki is playing in the snow and loses
his mitten! We’ll have to read the story to find out what happens
to that lost mitten.”
Sequence of activities [Read the Story]
including assessments “Boys and girls, what’s the weather like in the story? (allow
them to discuss) What season is it in the story? (Winter) Why
does Nikki want a mitten? (allow them to answer i.e. it’s cold
outside) Who made the mitten? (Grandma) What happened to
the mitten when Nikki was playing in the snow? (He lost it)
What kinds of animals are in the story? (list animals) Are they
big or small animals? (both!) What do those animals do with the
mitten? What happens? (allow students to give feedback) Does
Nikki get his mitten back? (Yes)”
“Alright, class, now we are going to do an activity!
I will pass out the materials, please do not touch them until I
have explained what we are doing!”
“Please put your name at the top of the worksheet.”
“First: You will color the animals from the story with the
crayons you have in the middle of the table, remember it is
important to share!”
“Second: You will cut the animals out make sure to follow the
lines, we don’t want to cut the animals up!”
“Next: You will take your timeline worksheet and you will glue
your animals on in the order they entered the mitten. Do we
remember the order? Let’s try and figure it out together up on
the board!”
[Students will help me make a timeline for them to follow]
[Throughout the activity I will be walking around asking them
questions about the story, the characters, and the events]
[I will be doing a formative assessment]
Lesson Wrap-up “Students, who can remind me . . . who lost their mitten? (Nikki)
Why did Nikki need mittens? What was the weather like? What
season is the story placed in? (Winter!) What happened after
Nikki lost his mitten? (students deliberate) How many animals
climbed in the mitten? Let’s count them again! (eight) What
animal was first? What animal was last? (mole; mouse) What
was your favorite part in the story? (allow students to share)
Self-Evaluation