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

Grade Level Being Taught: K Subject/Content: ELA Group Size: WHOLE Date of Lesson: 3/28/2017

What Standards (national or state)
relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use just
one: theyd never get through them
all.)
Lesson Content
LAFS.K.L.1.1: Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
LAFS.K.RF.1.1: Demonstrate understanding of the organization and basic features of print.
LAFS.K.W.1.1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which
they tell a reader the topic or the name of the book they are writing about and state an opinion or preference
about the topic or book (e.g., My favorite book is...).
LAFS.K.RL.2.5: Recognize common types of texts (e.g., storybooks, poems).
LAFS.K.RL.1.2: With prompting and support, retell familiar stories, including key details.

Essential Understanding We can learn different information from different texts and apply the text to self and the world.
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and our
objective, will students understand
when they finish this lesson?)
Objectives- What are you Students will be able to find the main idea of a text and identify key details that support the main topic.
teaching?
(Student-centered: What will students
know and be able to do after this
lesson? Include the ABCDs of
objectives: action, behavior,
condition, and degree of 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.)
USF Elementary Education Lesson Plan Template (S 2014) Name: Rachel Porter
Grade Level Being Taught: K Subject/Content: ELA Group Size: WHOLE Date of Lesson: 3/28/2017

Rationale Students must be able to identify the main idea and key details in order to improve their comprehension of a
Address the following questions: text. Students will be reading texts similar in subject to this throughout the week and continuing. This text
Why are you teaching this talks of animals which connects to our science unit which compares plants and animals.
objective?
Where does this lesson fit within
a larger plan?
Why are you teaching it this
way?
Why is it important for students
to learn this concept?

Evaluation Plan- How will you Students will write an informative piece about an animal they learned about in the text. Students will expand
know students have mastered your that information with background knowledge they already have.
objectives?

Address the following:

What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
What Content Knowledge is Basic writing and reading skills as well as knowledge of the definitions of the vocabulary words.
necessary for a teacher to teach this
material?
What background knowledge is Students need to understand how to find key details and the main topic. Students have demonstrated this skill
necessary for a student to in previous lessons, students have also demonstrated knowledge of what a living thing is. Students also
successfully meet these objectives? understand the concept that different plants live in different places, this concept is being transferred over to
animals as well.
How will you ensure students
have this previous knowledge?
Who are your learners?
What do you know about them?
What do you know about their
readiness for this content?
USF Elementary Education Lesson Plan Template (S 2014) Name: Rachel Porter
Grade Level Being Taught: K Subject/Content: ELA Group Size: WHOLE Date of Lesson: 3/28/2017

What misconceptions might The informational text is a fiction. Students often get confused when asked what type of information the text
students have about this content? provides. This is a point that I need to clarify during or after each lesson.
Lesson Implementation
Teaching Methods Demonstration of writing skills, whole group interaction.
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)
Step-by-Step Plan Time Who is Students will be gathered at the colorful carpet for our Reading Lesson.
(What exactly do you plan to do in responsible The group will work together to create motions that connect with the vocabulary
teaching this lesson? Be thorough. (Teacher or words for the lesson.
Act as if you needed a substitute to Students)? Vocabulary: Burrow, Desert, Lodge, Patient, Shade, Soaring, and Cliff.
carry out the lesson for you.) We will read the book: Home for a Tiger, Home for a Bear.
As we go through the book and find the vocabulary words, we will add their
Where applicable, be sure to address definitions to the chart and repeat the motions.
the following: Questions throughout the read-aloud will include:
What Higher Order Thinking What animals do you see?
(H.O.T.) questions will you ask? Where do they live?
How will materials be Where is their home?
distributed? Where do rabbits live?
Who will work together in groups Why does a Heron have to be patient?
and how will you determine the At the end of the book we will complete a class T-Chart, the animal on one side and
grouping? its home or habitat on the other side. This will include modeling of going back into
How will students transition the text to search for key details and using pictures as text to support our inferences.
between activities?
What will you as the teacher do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the room
doing? How are they supporting
students learning?
What model of co-teaching are
you using?
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: K Subject/Content: ELA
What will you do if
What will you do if
Meeting your students needs as
people and as learners
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique learners.)
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used. This
can also include people!)
Name: Rachel Porter
Group Size: WHOLE Date of Lesson: 3/28/2017
a student struggles with the content?
I will have students who struggle with the mechanics and concept draw a picture of what they learned.
a student masters the content quickly?
I will challenge students to write everything they may know about where that animal lives, such as
what other animals could be found in that habitat.
If applicable, how does this lesson connect to the interests and cultural backgrounds of your students?
We are working through a science lesson on plants and animals, this has been exciting since students
share the plants they see around their neighborhoods.
If applicable, how does this lesson connect to/reflect the local community?
There are several farms throughout the local area, learning where certain animals live may help better
students understanding of their own environment.
How will you differentiate instruction for students who need additional challenge during this lesson
(enrichment)?
Students will be coming up with the definitions of vocabulary words.
How will you differentiate instruction for students who need additional language support?
Our vocabulary words will have student-created motions to display them.
A.H. will work on IStation during writing to work on his alphabet and print concepts.
Chart paper, markers,
Home for a Tiger, Home for a Bear