USF Elementary Education Lesson Plan Template (S 2014) Name: _____Danielle

Tennyson___________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:
Kindergarten Reading/Comparing Characters Whole group 3/7/18

Lesson Content
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use LAFS.K.RL.1.3 - With prompting and support, identify characters, settings, and major events in a
just one: they’d never get through story.
them all.)
LAFS.K.RL.4.10 - Actively engage in group reading activities with purpose and understanding.

Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words, Big Ideas: Infer what the author is trying to convey based on pictures and details from the text.
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to do
after this lesson? Include the Given a text, students will be able to make inferences based on their prior knowledge and details within
ABCD’s of objectives: action, the story.
behavior, condition, and degree of
USF Elementary Education Lesson Plan Template (S 2014) Name: _____Danielle
Tennyson___________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:
Kindergarten Reading/Comparing Characters Whole group 3/7/18

mastery, i.e., "C: Given a sentence

written in the past or present tense,
A: the student B: will be able to re-
write the sentence in future tense D:
with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)

Rationale
Address the following questions: ** My students will eventually be expected to infer what the author is trying to convey without pictures to
 Why are you teaching this guide them in intermediate grades.
objective? **This lesson builds on the concept of comprehension.
 Where does this lesson fit **My students enjoy the pigeon books and my exit ticket supports the learning goal and will peak my
within a larger plan? students’ interests.
 Why are you teaching it this **Students will benefit from practicing their reasoning skills and logical thinking.
way?
 Why is it important for
students to learn this concept?

Evaluation Plan- How will you

know students have mastered
your objectives? Formative Assessments –
*During the read aloud of “The Duckling Gets A Cookie,” I will ask students the question, “How do you
Address the following: think the pigeon feels about the duckling getting a cookie?” I will ask students to raise their hand if they
 What formative evidence will have an idea. I will call on all students with their hands raised.
you use to document student *During the read aloud I will ask the question, “How do you think the pigeon feels about the duckling
learning during this lesson? giving him his cookie?” I will ask students to turn and talk with a partner and ask every group to respond.
 What summative evidence will
you collect, either during this Summative Assessment-
lesson or in upcoming lessons?
*After the read aloud has concluded, I will ask the students, “Why do you think the duckling gave the
pigeon the cookie with nuts?” I will call students by their table groups back to their seats and take out
USF Elementary Education Lesson Plan Template (S 2014) Name: _____Danielle
Tennyson___________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:
Kindergarten Reading/Comparing Characters Whole group 3/7/18

their reading rainbow notebooks. Students will be given lined paper and instructed to write their
responses. They may also draw a picture to support their response. These will be assessed at a later time.

What Content Knowledge is

necessary for a teacher to teach
this material? Teachers must be able to reflect on the text and infer themselves what the author is trying to convey.

What background knowledge is

necessary for a student to
successfully meet these Students must be able to identify key details in order to make inferences from details within the story.
objectives?
*To ensure students have the required prior knowledge, I will review assessments from the past unit on
 How will you ensure students’ main idea and key details.
have this previous knowledge? *My students are kindergarteners preparing for the first grade.
 Who are your learners? *My students have enjoyed reading the Mo Willems books. I have two students that need differentiation
 What do you know about them? and assistance with writing and engaging in discussion. I also have two students that benefit from small
 What do you know about their group for encouragement in motivation.
readiness for this content? *My students all vary in readiness when speaking on their past schooling (those who went to preschool or
VPK and those who had no prior schooling.
What misconceptions might
students have about this content?
The students may mistake inferring with predicting. At times, the two have been intertwined however I
will make a specific distinction in the days leading up to my lesson.
USF Elementary Education Lesson Plan Template (S 2014) Name: _____Danielle
Tennyson___________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:
Kindergarten Reading/Comparing Characters Whole group 3/7/18

Lesson Implementation
Teaching Methods
(What teaching method(s) will you Read Aloud
use during this lesson? Examples Partner Work (Turn and Talk)
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use whichever
(What exactly do you plan to do in responsible plan is appropriate for the content taught in this lesson. For example, in science,
teaching this lesson? Be thorough. (Teacher or you would detail the 5 E’s here (Engage/Encountering the Idea; Exploring the
Act as if you needed a substitute to Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
carry out the lesson for you.)
8:40 Teacher Step 1: I will instruct the students to meet me at the carpet. I will go over our
Where applicable, be sure to procedures for listening to a story and my expectations of their behavior. Recite
address the following: focus of the day.
 What Higher Order Thinking 8:45
(H.O.T.) questions will you ask? Students Step 2: There will be a bag drawn on the white board with corresponding items
 How will materials be drawn inside (bathing suits, sunglasses, flip flops, beach ball, sunglasses).I will
distributed? ask students to look at the items and make inferences about the person that
 Who will work together in owns this bag. I will write the responses on the board.
groups and how will you
determine the grouping? 8:55 Teacher Step 3: I will introduce the story “The Duckling Gets A Cookie,” and begin reading
 How will students transition aloud to the students.
USF Elementary Education Lesson Plan Template (S 2014) Name: _____Danielle
Tennyson___________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:
Kindergarten Reading/Comparing Characters Whole group 3/7/18

between activities?
 What will you as the teacher do? Teacher/Stu Step 4: After reading page twelve, I will ask the students, “How do you think the
 What will the students do? dents pigeon feels about the Duckling getting a cookie?” I will call on any students with
 What student data will be their hands up.
collected during each phase?
 What are other adults in the Students Step 5: After reading page twenty-six, I will ask the students to turn and talk to
room doing? How are they their shoulder partner and discuss the question, “How do you think the Pigeon
supporting students’ learning? feels about the Duckling giving him his cookie?”
 What model of co-teaching are
you using?
Step 6: *After the read aloud has concluded, I will ask the students, “Why do you
9:10 Students think the duckling gave the pigeon the cookie with nuts?” I will call students by
their table groups back to their seats and take out their reading rainbow
notebooks. Students will be given lined paper and instructed to write their
responses. They may also draw a picture to support their response. These will be
assessed at a later time.

What will you do if… …a student struggles with the content?

I will be working with a small group, and if a student that has not been identified already needs assistance
they can continue working with myself for guidance.

What will you do if… …a student masters the content quickly?

I will ask those students to infer who gave the duckling the cookie based on the previously read pigeon
books.
USF Elementary Education Lesson Plan Template (S 2014) Name: _____Danielle
Tennyson___________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:
Kindergarten Reading/Comparing Characters Whole group 3/7/18

Meeting your students’ needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?
The majority of my students enjoy the pigeon books by Mo Willems, and my students all have familiarity
with the content in the story.

If applicable, how does this lesson connect to/reflect the local community?

Brain Warm-Up (Step 2): Accesses students’ background knowledge and past experiences (students live in
Florida and have seen or been to a beach, pool, or lake.)

How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?

Students will make inferences between two texts by the same author.

How will you differentiate instruction for students who need additional language support?

Masen and Landon will be placed with myself to facilitate discussion and assist with writing.

Accommodations (If needed)

(What students need specific Landon, Masen, K’Marion, and Jacoby will be placed in a small group together. I will facilitate group
accommodation? List individual discussions, which will benefit all four students, whether it be to benefit or encourage discussion and
students (initials), and then explain writing skills or motivate students to participate.
the accommodation(s) you will
implement for these unique
USF Elementary Education Lesson Plan Template (S 2014) Name: _____Danielle
Tennyson___________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:
Kindergarten Reading/Comparing Characters Whole group 3/7/18

learners.)

Materials
(What materials will you use? Why “The Duckling Gets a Cookie,” by Mo Willems
did you choose these materials? Lined Paper
Include any resources you used. Pencil
This can also include people!) Whiteboard
Expo Marker