001 08/22/14
Mia
Last Name
UH Email
mbrandon@hawaii.ed
u
Date
Semester
2 spring
Year
Grade Level/
Subject
Title
Murray
3/5/15
2015
40
Kindergarten
Lesson Duration
Baby Animals parts 3
Lesson Overview
Briefly summarize your lesson plan in a few sentences.
We will reread the Wonders interactive read along again. We will then sing Old
MacDonald had a farm. Then, groups from the previous day will paste their sentences
on a large chart. They will present their charts to the class. We will wrap up by sharing
the favorite thing learned about animals.
Central Focus (Enduring Understandings)
A brief description of the important understanding(s) or key concept(s)
The students will explore differences and similarities between different animals. They
will understand that reading a text several times will help with comprehension of the
text.
Essential Question(s)
The big idea of the lesson stated as a question or questions
How are some animals alike and different?
Content Standard(s)/Benchmark
The Common Core State Standards (CCSS) or Hawaii Content & Performance
Standards III (HCPS III) that align with the central focus and address essential
understandings, concepts, and skills
The previous month the students each completed a home project where they chose
an animal to study. They brought in their project- poster board, drawings, pictures and
so on. Along with the picture they wrote at least two facts about their animal and
presented it to the class and to parents.
In the days previous to this lesson we read and re-read the Wonders interactive read
aloud about baby animals. We discussed how some animals are alike and different.
The students also wrote sentences about these similarities and differences.
Academic Language Demands
The language function essential for student learning (verb), additional language
demand(s) (vocabulary or symbols, syntax, discourse), and language supports (helps
the student understand and use language)
Some words the students have understanding of are: same, alike, differences, and
have. A new word we may encounter are: features and appearance, compare, have in
common, and chart. We will discuss as needed.
Instructional Strategies and Learning Tasks
A description of what the teacher will be doing and what the students will be doing that
1) uses clear steps that convey the use of multiple strategies, resources, and
technology and 2) offers opportunities offered for inquiry, active learning, individual
work, and pairs/small group interactions
Give detailed, step-by-step instructions on how you will implement the
instructional plan.
Describe exactly what students will do during the lesson.
Assessment
The tools/procedures to monitor students learning of lesson objective(s) to include
formative assessments applied throughout the lesson and a summative assessment of
what students learned by the end of the lesson (include checklist or rubric)
The summative assessment will include their final product which is the sentence or
fact they shared with the class. Also included will be the formative assessments that I
observed as they were writing their facts and sharing verbally in small group and
whole group what they learned about differences and similarities of all of the animals
we studied. A copy of the rubric is below. The students self-assessment five star
sentence from the previous lesson will be reviewed.
Not there yet
On target Above and beyond
Not sure about the meaning of alike and different
Understands the
meaning of alike and different Understands the meaning of alike and
different
Does not communicate a similarity or difference between animals
Needs help identifying a similarity or difference to write sentence
about.
Communicates one similarity or difference between animals
studied
Writes a sentence about with a similarity or difference about the
animals.
Communicates more than one similarity or difference
between animals studied.
Writes descriptive sentence with one or more similarities or
differences.
TYPE OF LEARNER
ELL/MLL
Struggling
Accelerated
504/IEP
Others (describe)
Materials (Optional)
Please note and/or paste any supporting materials (i.e., teaching materials, custom
lesson plans, etc.) into the space below. You may use as many pages as needed
beyond the space below to paste your materials.
What changes would you make to your instructionfor the whole class and/or
for students who need greater support or challengeto better support student
learning of the central focus (e.g., missed opportunities)?
Based on your reflection and your assessment of student learning, describe the
next steps to support students learning related to the central focus and student
learning objectives.