Names: Kendall Dewberry & Heather Neil Date: 07/11/2019

Lesson Plan #: 1

Subject/Focus Area(s): ELA Grade Level/Time Frame: Kindergarten/45 min

Learning Objective(s) or Learning Target(s) Students will be able to identify the main characters

This should support the central focus, (Julian and his Abuela) and settings (the subway, his

overarching goal, big idea, or essential home, the parade) in Julian is a Mermaid and recount

question(s); should be measurable; should indicate the major events of the story (seeing the mermaids,

what students will be able to do at the end of the becoming a mermaid, going to the parade).

lesson (These can be written as “I can” statements)

Personal Assets, Cultural, Assets, Community

Assets (also referred to as Funds of Knowledge) of  Cultural: Students will discuss family

class dynamics and how families are similar and

 Cultural: How will you use students’ different (who they live with, what they call

traditions, languages and dialects, their grandparents, etc.).

worldviews, literature, art, music, dance,  Community: Class will discuss the subway and

etc. to support learning? how it is similar to the Marta. Students will

 Community: How will you use students’ compare the Coney Island Mermaid Parade to

community resources, such as local different parades they have seen/participated

landmarks, community events and practices, in.

etc. to support learning?

Georgia Standard (s) of Excellence, WIDA ELAGSEKRL3: With prompting and support, identify

Standard(s), etc. characters, settings, and major events in a story.

Note standards that apply to the lesson.

Gardner 7704 Summer 2019

 ELAGSEKW3: 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.

Prior Academic Knowledge and Prerequisite What prior academic knowledge and/or prerequisite

Skills skills will this lesson activate?

What prior academic knowledge and/or This lesson will activate students’ prior knowledge

prerequisite skills will this lesson activate? of sequencing and identifying characters.

What prior academic knowledge and/or What prior academic knowledge and/or prerequisite

prerequisite skills will students need for this skills will students need for this lesson?

lesson? Students will need to know that every story needs a

beginning, middle, and end. Students will also need

to know that a character is a person, animal, or

personified object in a story.

Materials/ Text(s) from Text Set Materials/Text:

Key elements/quotes/questions/vocabulary other Julian is a Mermaid by Jessica Love, magazines,

points from text to highlight for focus and differentiated story templates, chart paper,

facilitation markers/pencils/crayons.

Vocab/questions:

Abuela

Vamonos

Mijo

Gardner 7704 Summer 2019

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Acceptance

Who can be a mermaid?

Why might Julian’s abuela be upset?

Have you ever ridden on a bus?

How was your experience similar to or different

from Julian’s?

Have you ever been to a parade?

How was that similar to or different from the

mermaid parade?

Assessment Students will create their own stories which will

include characters, settings, and a sequence of

events using pictures and text. Students may use

magazine clippings, drawings, and writing to

complete this task.

Gardner 7704 Summer 2019