Rochester College

General Lesson Plan (With Descriptors)

Grade Level / Subject Area (Discipline) Teacher Candidate Name Date of Lesson
Kindergarten/ Writer’s Workshop Sarah Newton 11/09/18
Common Core State Standards and/or Michigan GLCEs and/or HSCEs (Danielson 1a, and 1c)
CCSS. ELA-Literacy.W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event
or several loosely linked events, tell about the events in the order in which they occurred, and provide a
reaction to what happened.

Important Concepts (Danielson 1a)

In this lesson students will understand writing letters into words and will understand simple sentences.

Learning Outcomes (Danielson 1a, and 1c)

 Students will sound out words
 Students can write sight words or simple words
 Students will write simple sentences with some adult help
Assessment Summary (Danielson 1f)
FORMATIVE ASSESSMENTS: To assess the students I will have the students practice writing out simple sentences.
When they finish the students will raise their white boards for me to check and see if they are understanding what needs
to be done.
SUMMATIVE ASSESSMENT: 20/25 of the students will appropriately write their sentences on the white board.
Students that are unable to follow directions sentences will be highlighted for them to trace.
Prerequisite Relationships to New Learning (Danielson 1a)
It is essential for students to have an understanding of letter formation and phonemic awareness.

Flexibility and Responsiveness to Students’ Learning Needs (Danielson 3e)

Describe how the lesson will be adjusted for:
1. Students will practice writing their letters and writing them correctly.
2. Students will practice sounding out their words and letter sounds
3. Students that have achieved the skill quicker than expected can practice writing words from the word wall and
creating their own sentences.
Instructional Procedures (Danielson 1e)

Teacher Input
First, the students will start off by practicing the letter of the week. They will have to write the upper case and lower case
letters a few times to practice and review. The students will also have to say what sound the letter makes. Next, the
students will practice writing words that begin with the letter. As a group we will say the word, sound the word out, and
spell the word together. Then, the students will write a simple sentence. This will be done as a group, they will see me
write the sentence on the board and they will copy it onto their white boards. Finally, the student will have to read the
sentence back to me.

Checking for Understanding

To assess the student’s, I will have the students practice writing out simple sentences. When they finish the students will
raise their white boards for me to check and see if they are understanding what needs to be done. If they understand and
wrote out a sentence they can draw a picture while they wait for their peers. If the student does not understand then I will
help them sound out the words.
Assessing Prior Knowledge
To assess the student’s prior knowledge, I will have the students practice making the letter sounds on their own. Then, we
will make the letter sounds out loud as a large group. Then, they will have to write the letter of the week on the white
board. When the students finish, they will have to raise their white boards and wait for me to check.

Essential Question
 Can you tell me what sound the letter makes?
Unit Questions
 We’ve been learning our letter sounds, can anyone tell me a letter sound they remember?
 Can anyone tell me what letter this sound belongs to? (teacher makes letter sound).

Content Questions
 What do you remember from our previous letters?
  Can you read me the sentence you just wrote?
 Can you write your own sentence now?
Introduction
To begin the lesson, we will discuss the letter of the week. We will talk about words that begin with that letter. I will model
this lesson by sounding the words out with the students and then practice writing them on the white board.

Guided Practice
First, as a class we will talk about the letter that we are learning about. The children will say what letter it is and will
practice making the letter sound. Second, we will say a word together and use stretchy the snake to sound out the word
and listen for each letter. The students will be able to tell me what letters they hear and I will spell the word on the board.
Then, the students will write the word on their board. When they complete the task, the children will raise their white
boards and read the word back to me. Third, when the children are comfortable writing and reading the word to me we will
begin to write sentences. Once the children complete the task they will raise the white boards and I will check their work.
After, the child will read the sentence back to me. If the child is struggling I will help the child sound out each word so they
can read the sentence.
Closure
Students will have learned a new letter and will be able to confidently sound out the letter.
Independent Practice
Students will independently practice writing the sentences after we talk about them as a class.

Lesson Timeline (Summary of Instruction) (Danielson 1e)

Start of the Lesson Mid-Lesson Activities End of Lesson Activities
 Discuss letter of the  Students will be given a  Students will practice writing
week word and will sound it out sentences
 Practice the letter sound  Students Will practice  Students will read the
 Practice writing the writing the word sentence back to teacher.
letter
Texts, Materials, and Supplies (Danielson 3c.)
Small white boards, mini erasers, white board Markers, sight words, and words of the week
Additional Information Required by Individual Course Instructor: Specialized Pedagogy (Danielson 3c)
Special needs: Students that require extra help will be allowed to do hand over hand with an adult or teacher. If student
has a sensitivity to white boards and dry erase markers they will be allowed to use paper and a pencil.
Gifted/Talented: Students that do not require extra attention will be allowed to draw a picture with their sentence and be
allowed to create their own sentences.