Lesson Plan Template

Module 4: Beginning Concept Book

Name: Marge Anderson
Lesson: Hutchins, Hazel. A Second is a Hiccup. Arthur A. Levine Books, 2004.
Target Grade Level: Kindergarten

Standard(s):Put the 1. RI.K.2 With prompting and support, identify the

appropriate common main topic and retell key details of a text.
core standard here.
2. W.K.2 Use a combination of drawing, dictating, and
writing to compose informative/explanatory texts
that name what is being written about and supply
some information about the topic.

Objective(s): 1. Appropriately identify an activity they can do that

What are your goals for would take a second, a minute, a day, a week, a
this lesson? What do you month, or a year to show understanding of the
want your kids to be length of time.
able to do afterwards??
Why are you doing this 2. Write a sentence explaining what they drew.
lesson??
Materials: 1. A Second is a Hiccup by Hazel Hutchins
List absolutely 2. Pencils
EVERYTHING you need 3. Coloring supplies
to do this lesson— 4. paper
especially since you are
going to be sharing it.
From paper/pencils,
chart paper or whatever.
Standard(s):Put the 1. RI.K.2 With prompting and support, identify the
appropriate common main topic and retell key details of a text.
core standard here.
2. W.K.2 Use a combination of drawing, dictating, and
writing to compose informative/explanatory texts
that name what is being written about and supply
some information about the topic.

Instructional Strategy 1. Hook—Today we will be talking about time! Does

This is your step by step
guide to what you are
going to and in what
order. Put ideas about
time involved to do it
step.
Be specific so others can
follow this plan.
anybody know how long a minute is? An hour?
2. Read the book aloud to the students – 5 minutes
3. Discuss definitions and meaning for different
periods of time mentioned in the book. – 5 minutes
4. Give the students an explanation – each student will
pick a length of time mentioned in the book and
draw a picture of something they can do that would
fit that amount of time. For example, I could draw a
picture of dancing for a minute.
5. Then the students will write a sentence at the top of
their papers saying “A (period of time) is (activity)”
6. Closure—The students will put their work on their
desk as the class participates in a walking gallery.

Differentiation: Above typical students – I would have them write more of

Put at least two an explanation of that they are doing in the picture in order
strategies as to how you to practice their writing skills.
can address students Below typical leaners – I would talk through with them
with varying abilities, how to spell each word in the sentence and write it clearly
both above and below on a sticky note. This way they are still doing the work but
typical students. have a reminder of the spelling and letter formation if they
need it.

Assessments: If their pictures and sentences accurately describe

How will you know if something that can be done in the chosen amount of time, I
your students learned will know that they comprehended the lesson.
what you wanted them
to learn? How can you
prove it???