Rochester College

General Lesson Plan

Grade Level / Subject Area (Discipline) Teacher Candidate Name Date of Lesson
Kindergarten Victoria Slack 11-20-18
Common Core State Standards and/or Michigan GLCEs and/or HSCEs (InTASC 1. Learner Development)
CCSS.ELA-LITERACY.W.K.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...).

CCSS.ELA-LITERACY.W.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they
name what they are writing about and supply some information about the topic.
Important Concepts (InTASC 4. Content Knowledge)
Students understand how to tell a story through their drawing.
Students learn how to write an informative story.
Students understand how to write an opinion story.
Students understand how to relate what they draw to what they write about.
Learning Outcomes (InTASC 4. Content Knowledge)
The students will write an opinion story
The students will write an informative story.
The students will relate what they draw to what they write about.
Assessment Summary (InTASC 6. Assessment)
FORMATIVE ASSESSMENTS: I will first assess the students on the mental image they created after I read the
words. I will assess the students on the complexity of the images they created and how they explained their
image. Then I will assess the students, as they are writing and drawing. The students should be sounding out
each of the letters in the words and trying to spell the words. I will also notice if the students are able to draw
a picture that relates to the sentence that they are writing.
SUMMATIVE ASSESSMENT: At the end of the lesson I will assess the students by looking over their work to see
what they have created. I will notice if the students have a well thought out sentence and their writing shows
their opinion and tells a story of what they are thankful for. I will look over their independent work to see if
they wrote an informative sentence and if their picture explains their Thanksgiving break.

Prerequisite Relationships to New Learning (InTASC: Learner Development, InTASC 2: Learning Differences)
The students need to know their basic letter sounds.
The students need to know what it means to be thankful
Flexibility and Responsiveness to Students’ Learning Needs (InTASC 2. Learning Differences)
For students who do not have the prerequisites, I will guide them on how to spell the words that are more
difficult and that do not sound like they are spelled. I will also make sure they are looking at the word wall to
help them spell their sight words. I will keep a close eye on them to make sure they are not struggling too
much. I will also explain in very easy terms what it means to be thankful.
For students that still having trouble as the lesson is going on, I will talk with the students again about what
they are thankful for. I will remind the students what it means to be thankful and use examples from the book.
I will remind the students to spell words by sounding them out very slowly and listening to each sound.
Instructional Procedures (InTASC 2. Learning Differences; InTASC 6. Assessmsnt; InTASC 7. Planning for Instruction; InTASC 8.
Instructional Strategies)
Teacher Input: I will begin the lesson by explaining to the children that I will be reading off a short list of words.
I will continue to explain, that as I read the words they need to close their eyes and create an image in their
mind. I will then read off a list of twenty-one words from the book Thanksgiving for Emily Ann. The words that
I have chosen are: thankful, not, day, brother, sister, grandpa, slept, food, cooked, everyone, busy, mashed,
potatoes, pie, cranberry, rolls, turkey, helper, dining, come, together.
After I will call on a few children to explain what they saw in their mind as I read the words.
Once a few images have been explained, I will then read the book Thanksgiving for Emily Ann written by
Teresa Johnson. I will ask the students the question, what does it mean to be thankful? I will then have the
student think about what they are thankful for.
As a class, we will work on creating the first part of their sentence, I am thankful for…
As we work through sounding out the words the students will already know how to spell the words “I” and
“for” because they are sight words but the students call them “heart words”. I will then talk to the students
about how the word “at” is similar to the word "am" but the end sound is different. I will ask the students
what the end sound-letter is; they should know that the end sound is the letter “m”. Then for the word
thankful I will help the students spell this word because there is a lot of letter blending. I will put these words
on a large piece of paper so the students can look at how to spell them when they are back at their tables to
write and draw their story.
Checking for Understanding: During the beginning of the lesson, I will look to see if the students understand
how to create a mental image in their minds. I will know that they have created the images because they are
able to explain the image. I will also check for understanding while the children are writing their sentences. I
will make sure the students are sounding out each of their words and trying to create a well-structured
sentence. The students will also be relating what they are writing to what they are drawing. Their story should
also show their opinions.
Essential Question: Once the story is read I will ask the students the main question, what does it mean to be
thankful?

Unit Questions
What image was created when I read the words?
What letters do you hear in the word thankful?
What picture can you draw that represents your story?
Content Questions
What are you thankful for?
What words are you having trouble spelling?
What letters do you hear in that word?

Guided Practice: After writing down the beginning part of the sentence as a class I will call each row one by
one and hand the students a piece of writing paper and have them go to their seats. The students will begin
their sentence with the phrase “I am thankful for” and finish their sentence with their own opinion. Then if
time allows, the students will draw at the top of the page a picture that relates to their writing.

Closure: At the end of the lesson the students will show me their work and explain what they have written
about and how their story relates to their drawing. I will also be able to see who still needs time to complete
the task and who used their time effectively.

Independent Practice: I will explain to the students that over break I want them to write oneinformative
sentence about what they did for Thanksgiving. I will put a piece of writing paper and a note into their take-

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home folder. The note will explain to the parents that the students will write an informative sentence about
what they did over the Thanksgiving break. In the directions, I will explain that the words do not have to be
spelled correctly but the students need to sound out the letters in the words the best they can. The students
will then bring the story back when they come back to school the following week.

Lesson Timeline (Summary of Instruction) (InTASC 8. Instructional Strategies)

Start of the Lesson Mid-Lesson Activities End of Lesson Activities
 I will begin the lesson  The students will be called  The students will finish up
by explaining to the row by row to come up and their drawing and
students that they need grab a sheet of writing sentences.
to close their eyes and paper  The students will show me
as I read the words they  They will go and sit at their their work and I will look to
will create an image tables and write what they see how they did with their
 The students will then are thankful for writing.
explain some of the  The students will copy  I will then put another
images they saw in their down the words that we writing sheet along with
minds sounded out at the carpet direction into their take-
 I will read the book to  Once they have written home folders
the students their sentences they can  The students will do this as
 I will talk to the students draw a picture that relates homework over break and
about what it means to to their writing. bring it back the following
be thankful week.
 They will think about
what they are thankful
for
 As a class, we will create
the beginning part of
their sentence “I am
thankful for”
 The students will help
sound out the word.
Lesson Materials, and Supplies (InTASC 2. Learning Differences)
Crayons
Paper

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Pencils
The book Thanksgiving for Emily Ann written by Teresa Johnson
Additional Information Required by Individual Course Instructor: Specialized Pedagogy (InTASC 2. Learning Strategies)
Special Needs and Gifted/Talented Students
Special needs: for these students, I will have the beginning part of the sentence written on a sheet of paper for
them to have in front of them so they do not have to keep looking up at the board. This will help them not
become to distracted by the other things happening around the room. I will have the students focus more on
drawing a picture of what they are thankful for compared to writing a whole sentence out. They still need to
write the beginning part of the sentence so they know what they are supposed to be focusing on. But the
students can explain their opinion through their drawing.
Gifted and Talented: For students that understand the information faster than the other student. I will expect
them to write more than just one sentence. They will need to add more detail to their stories and drawings.
The students should have well thought out sentences and many of their words should be spelled more
correctly.