Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Rachel Turner Grade-Level: Lesson Date: 3/28

Kindergarten
Title of Lesson: Travel and Spring Texts Cooperating Teacher: Kelly Mason

Subject, Content Area, or Topic

Language Arts
Student Population
22 Students, 10 boys, 12 girls
No IEPs or 504s
Learning Objectives
TSW use pictures to make predictions. (review skill)
TSW use story language in discussions and retellings. (review skill)
TSW use story elements to retell stories using beginning, middle, and end.

Virginia Standard(s) of Learning (SOL)

K.9 The student will demonstrate comprehension of fictional texts.
c) Use pictures to make predictions. (review skill)
e) Use story language in discussions and retellings. (review skill)
f) Retell familiar stories, using beginning, middle, and end.

Materials/Resources
The Easter Egg Artists by Adrienne Adams
For centers: Handwriting books, orange writing/sentence unscrambling booklets, roll a sight
word and whiteboards, spring search and find, chrombooks for Espark reading

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return
X Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
X Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your
students?
Check if Strategy Return
Used
Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
 X Demonstration 30%
Audio Visual 20%
X Reading 10%
Lecture 05%
Safety Considerations
TTW ensure that all S are keeping to themselves on the carpet by reminding S of
expectations and providing feedback and recognition where applicable.

Process Components
Thursday 3/28/24
*Anticipatory Set

TTW welcome TS to the carpet for reading.

TTW hook TS on today’s lesson by asking S to recall: What season have we been learning
and reading about recently?
TTW briefly discuss spring with TS before introducing today’s book.

*State the Objectives (grade-level terms)

I can use pictures to make predictions. (review skill)
I can use story language in discussions and retellings. (review skill)
I can use story elements to retell stories using beginning, middle, and end.
*Instructional Input, Modeling, or Procedures

Whole Group Reading

TTW introduce The Easter Egg Artists by Adrienne Adams for whole group reading today.

Before reading, TTW review prior skills in predicting. TTW ask TS to make a prediction about
the story based on the cover. TTW call on S volunteers to respond.

Throughout reading, TTW model and practice retelling a story with TS by identifying the
beginning, middle, and end of the story.
TTW help S identify the beginning, middle, and end by determining the story elements.
TTW review story elements with TS.

What is the skill: Story elements are the setting, talking characters, conflict, attempts to
resolve and the resolution.

TTW tell TS that when readers retell a story they use these elements to tell the important
events from the beginning, middle and end of the story.

How to do the skill:

1. First when reading, I identify the story elements:
 Setting: “where and when the story takes place”; does the setting change from
the beginning to the middle to the end?
 Talking characters: who/what is talking in the story and their motivation; “what
 do they want or need.”
 Conflict: “Oops! There’s a conflict!” What the character wants or needs but
cannot have.
 Attempts to resolve: how does the character try and solve their problem
(Beginning? Middle? End?)
 Resolution: “Yes, there’s a resolution!” How did the character resolve their
conflict; How did they get what they want/need?
2. When the story is over, I retell important events from the beginning (usually starting
with setting and character including motivation), middle (usually conflict/attempt to
resolve), end (resolution).

TTW discuss the story elements in The Easter Egg Artists with TS.
TTW model how to find the elements and allow TS to participate and contribute responses.
*Check for Understanding

Throughout reading, TTW pause reading to ask TS if they know any of the story elements yet.
 Who are the characters? Who is the main character, the character the story is most
about?
 What is the setting?
 What is the conflict or the problem?
 What is the resolution/solution? How is the problem solved?

When identifying the conflict/problem in the Easter Egg Artists, TTW pause to allow S to
make a connection with the text.
The problem in The Easter Egg Artists is that Orson does not finish what he starts. TTW ask
TS:
 Has there ever been a time when you started something but didn’t finish it?
 Has there ever been a time when you did finish something?
 How did you feel when you finished something versus when you started something
and didn’t finish it?

*Guided Practice

TT and TSW practice identifying story elements together before, during, and after reading the
story today.
After the story, TT and TSW also identify the beginning, middle, and end of the story to retell
the story.
This will serve as today’s guided practice.

*Independent Practice

TTW give thorough directions for what TS are doing during centers.
TSW complete reading and writing centers for independent practice.

Center 1: TSW unscramble and rewrite a sentence in their orange spring booklets.
Center 2: TSW complete a page in their handwriting book and have it checked by Ms. Wilson.
Center 3: TSW conduct “roll and write” sight words on clear mats.
Center 4: TSW log onto Espark Reading.
Bonus/challenger: TS may complete a spring search and find page.

Assessment

TSW turn in orange spring writing booklets to the pink bin.

TTW check booklets. TTW correct writing errors, leave constructive feedback, and note
common mistakes to discuss with TS during centers next week.

*Closure

TTW close whole group reading by encouraging TS to enjoy their spring break like Orson did.
TTW also challenge TS to come back to school after Easter break prepared to share the
beginning, middle, and end of what they did.

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

 This lesson appeals to visual and auditory learners and provides social-emotional
enrichment.
 It also appeals to S who enjoy practicing their learning using technology (Espark
Reading).
 As always, S who have trouble sitting still will be accommodated at the back of the
carpet where they can move around without disturbing others.
 The spring search and find provided during center time also serves as enrichment for
advanced S. Not all S are expected to complete this activity, but it is available for all S.

Classroom Management Strategies (To ensure a positive learning environment).

TTW use the classroom chime and call and response chants to garner S attention and
manage noise.
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)?
What parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in
written report).
 Lesson Reflection

This kindergarten reading lesson is an example of how my teaching aligns with InTASC

Standard 4: Content Knowledge, because it exhibits my understanding of current and prior

learning objectives. Secondly, it also demonstrates how I prompt my students to draw upon prior

content knowledge and skills, as when I asked the students to make a prediction about the book

based on the cover. A third way this lesson appeals to InTASC Standard 4 is by asking students to

make connections between the text and their real-life experiences, which requires them to extend

from understanding and application into analysis, one of the top three tiers of Bloom’s taxonomy

(Armstrong, 2010).

In addition to InTASC Standard 4, this lesson also appeals to InTASC Standard 2:

Learning Differences. At the beginning of this lesson, students are seated on the carpet for whole

group reading. During this time students are expected to keep to themselves, raise their hands if

they wish to speak, and keep their attention on the teacher. However, whole group reading is

followed by center time, where students may move around, whisper with their neighbors, and

complete tasks independently. These two setups allow students with various learning styles to

have a positive learning experience while also practicing skills that come less naturally to them.

Furthermore, this setup allows for the teacher to accommodate students with various needs. For

example, when teaching on the carpet, I always allow my active students to sit in the back so that

they can wiggle around without bothering other students’ learning.

One final standard that this lesson appeals to is CAEP Standard 5: Developing as a

Professional. I met this standard by listening to the counsel of my cooperating teacher, who

suggested adding the spring word search to centers. She thought that it would be an appropriate

addition because of the theme of the lesson, which I thought was a great idea. I think it also
served as an excellent enrichment activity for high achieving students in the class who enjoyed

the challenge of finding words spelled in nontraditional directions. Without her suggestion I

don’t know that I would have given kindergartners a task I perceived as this advanced, but now I

will remember to include more word searches for them in the future! I look forward to

continuing to learn from other veteran teachers throughout my career. As the proverb says, “in

abundance of counselors there is victory” (Proverbs 24:6b, ESV).

 Reference

Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching. Retrieved

[todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.

English Standard Version. (2016). Crossway.