Millicent Atkins School of Education: Common Lesson Plan Template
Teacher Candidate Name: Stephanie Jay
Grade Level: Kindergarten
Subject: Language Arts/ Reading
Date: 9/27/20
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
RL.K.10
Actively engage in group reading activities with purpose and understanding.
SL. K.5
Add drawings or other visual displays to descriptions as desired to provide additional detail.
SL.K.6
Speak audibly and express thoughts, feelings, and ideas clearly and respond to poems, rhymes, and songs.
List the Rationale (cite theories or theorists):
Piaget states in his cognitive development theory that humans progress in four different stages. The kindergarten
students are in the preoperational stage, which is where they represent things with images and use much
imagination. In this lesson they will be representing their ideas with a picture and their imagination is on display
here.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”
Students will be able to draw illustration and write two sentences on their graphic organizer with prompts.
Students will be able to share their graphic organizers with the reading group.
Students will be able to create text-to-self references.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.
The book New Red Bike! Is developmentally appropriate for kindergarten students. There are many pictures and
appropriate words for the grade level. The students also draw a photo and write a sentence with prompts given to
them which allows to be creative and also learn how to represent their text in another form.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).
X
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
X
List the materials/resources you will need to teach the lesson.
The book New Red Bike!, white cardstock paper with graphic organizer printed on it, colored pencils, and pencils.
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how
it will enhance instruction and student learning.
I will not use any technology for this reading group.
Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *
X
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.
I will ask them to think of a time when they felt like they connected to a TV show, song, or book
personally. They will each get to share their response. If they cannot come up with one, I will say “that is
okay, because we will be reading a book today that you might be able to relate to!”
Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)
The text-to-self concept is important, and they will all demonstrate that they know that they can relate to
the character of Tom in the story.
Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental
needs in order to keep students on task and actively engaged throughout the lesson.
Choral reading and redirection if necessary.
Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and
skills required of the objective.
Step 1: Firstly I will introduce the book New Red Bike! to the students.
Step 3: Read the book through while students follow along.
Step 4: Read the book again, but this time tell the students we will read altogether and act out some of
the pages—I will let them know which ones.
After the book, I will ask them a few questions and engage in a discussion about the story. Then I
introduce the graphic organizer “My New ______!” and have an object drawn and the sentence written
that they can reference.
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
Step 2: I will ask the students what they think the book will be about and converse for a moment on their
ideas.
Step 5: Choral read pages 1,2, 3 and 4..
Step 6: Have students act out pages 3 and 4 sitting in their desk, acting like the main character. (Tom
rides up and down). -They pretend they are riding up and down a hill--I act out with them.
Step 7: Choral read until page 11.
Step 8: Choral read pages 11 and 12.
Step 9: Have students act out pages 11 and 12. (Knock, Knock. No Sam. No bike.) – Pretend they are
knocking at the door and then they can look surprised.
Step 10: Finish reading the book as a group chorally.
I will ask the questions:
“What did Tom do to make sure he was safe on his bike?” Then they reference the text on page 2 to
show they understand.
“Where did Tom find Sam in the story?” They will look for page 17 where it says what Sam was doing
when Tom found him.
“Did Tom share his bike with Sam?”
I will have them independently think of the question “What new item would you like to have?”
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
The students will work on the graphic organizer independently that shows the new item they would
want. After they are done, we will share them as a group. Each student will introduce their picture with
the prompt: “I would like to have a ________ because ___________.”
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
To close the lesson, we would discuss how we can make references from stories to ourselves. I will say
Tom got a new ride bike, and all of you talked about what new item you would like—you are just like the
main character! Then I will thank them for sharing their graphic organizers and participating in the
reading group to close.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.
I will include a rubric that states if they had a photo drawn, the sentence completed, and whether or not they
engaged with the reading group activities. They will turn in their graphic organizers to receive the points.
Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies.
Describe what went well and what areas you need to revise in the future. Cite examples (from video) that support
your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.
My New ____________!
By _______________
Your drawing!
Tom got a new red bike. I would like a
new _______________ because
________________________________
________________________________
______________________________.
