KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Alison Waldron

Date: 2/20/15

Cooperating Teacher: Mrs. Colleen Berger

Coop. Initials: _________

Group Size: 22

Grade Level: K

Allotted Time: 60 minutes

Subject or Topic: George Washington

Section: 1

STANDARD(S):
1.6.K.A: Listen and respond appropriately to others in small and large group situations.
1.2.K.B: Identify facts from informational text
1.2.K.C: Identify important information within an informational text, with teacher
guidance and support.
CC.1.1.K.D: Know and apply grade level phonics and word analysis skills in decoding
words. Associate the long and short sounds with common spellings for the five major
vowels.
5.1.K.F: Identify significant American holidays and their symbols.
I.

Performance Objectives:
A. Students will be able to recognize and repeat short o sounds.
B. Students will be able to recall the facts in the story and in class discussion.

II.

Instructional Materials
A. Pencils for students
B. iPad with camera and plug in
C. Document Camera
D. Word families worksheet
E. Spectacular Endings
F. George Washington by Justin McCoy Martin

G.
H.
I.
J.

Tracers
Glue
Pointer stick
Short o word houses (premade by teacher months ago)

III.

Subject Matter/Content
A. Prerequisite skills
Listening skills
Writing skills
Short o knowledge
B. Key Vocabulary
The White House
American Symbols
Presidents
pot, dog, hot, hop, log, mop, dot, top, frog
wig, car, bus, cup, bed, can, gum, hat, fox
Manners
Put in charge
Declaration of Independence
Washington Monument
elected
C. New Content
George Washington facts
D. Big Idea
Students will learn some facts about George Washington, Americas
first president.
Students will be reviewing their work with the short o sound by
using worksheets and repeating familiar short o words.

IV.

Implementation
A. Introduction
Morning work: Connect the dots George Washington paper
Review am
1. Point to word wall
2. Have a help spell out am for you
3. Try to point to am, but make a mistake or two before pointing
to the right one.
Review short o
1. words and sound
Go over the CVC short o words in the word house
1. Examples: flop, stop, mop
2. Say all the sounds of the word while pointing to the letters and
have the children say with you and say whole word after
sounds

 Go through all the words

1. Use marker for own words if wanted
Repeat words where children say the sounds/words wrong
Have individuals participate by themselves if they are not paying
attention
Go over pictures in pocket chart
1. Same procedure as above
Go over o song
1. CD to song #15
2. Sing words on paper with children and movements
Go over directions for o picture on door
1. Everyone, if they want to, can bring in short o pictures of
objects for the bathroom door.
2. Give some examples:
a. mop, pop, cop, drop, dot, pot and etc.
Everyone quietly walk back to your seats.
Hold up the short o worksheet
Go through all the words and pictures so they know what they are
1. Go through all of them like you did with the word house, sound
then whole word
2. Pictures: pot, dog, hot, hop, log, mop, dot, top, frog
3. Cut and paste the pictures to the sheet after your name.
Ask the paper passers to help pass out the short o worksheets
B. Development
Drink break if needed
Call the children to the back rug.
Read George Washington: Americas First President to the
children
1. Page 1: Skip red bubble and last sentence
2. Page 2: Read first sentence and bubble
3. Page 3: Read all
a. What does manners mean?
i. polite/nice behavior
4. Page 4/5: Read all
a. What does the author mean by being put in charge?
i. To be the leader of
5. Page 6: Read all
6. Page 7: Dont read the letter
7. Page 8: List the problems
8. Page 9: Read only the blue blurb
a. Does anyone remember talking about the Declaration
of Independence?

b. Take out the book from before and show them the page
that has the DofI on it
c. The DofI was signed by all the important people,
including G.W. for Americas freedom.
9. Read 10/11: read all but blurb
a. What does elected mean?
i. to be elected means that you were voted for to
be a leader in the government
ii. Like the president, Obama. He was elected, or
voted for to be our leader.
10. Read 12/13: Paraphrase
a. it was a very hard job.
b. Only talk about how Jefferson was the 3rd president
11. Read 14: Read all
a. There is a rule now that a president can only run, or be
voted for twice.
b. Just like G.W., Obama was elected, voted for twice, so
next time America has to vote, we will be picking a
whole new person to be the president!
12. Read 15: Read all
a. Remember we talked about the Monument yesterday?
It was a building that was named after G.W.
Go over the definitions and examples of fiction and nonfiction texts
(if time permits)
1. Ask: Does anyone know what the differences are?
2. Discuss the differences on the chart
a. Read them first and then read together
b. Talk about examples: Arthur book from Wednesday is
fiction and todays book is nonfiction
Everyone go back to their seats and look up at me after you get a
drink break.
We are going to do an art project now!
We are going to be making a picture of George Washington!
1. Put up the modeled art of G.W. on board for visual
I have a whole bunch of tracers they will have to share.
Everyone is going to get pieces of paper at their tables and tracers,
you will trace the shape and cut it out and put it in front of you with
your name on it so you dont lose your pieces.
When everyone is done with the tracer at your table I will say the
code word: President and one person from each table with take the
tracers and move them to the next table.
1. Explain who on each table will be the one to move the tracers
2. Explain that if you did not finish tracing in time, you will be
finishing later in the day for later gater work.
Let them work in the centers for 15/20 minutes then move on

 After everything is traced, show the model and step by step put the
pieces together to make the final president cut out of George
Washington. Making President with cut out
C. Closure
Go over the Spectacular Endings worksheet
1. First look at all the pictures.
2. Then look at the word with the missing letter, cut out the
letters and match the letters with the word that has the missing
ending.
3. Go over all the words/pictures: wig, car, bus, cup, bed, can,
gum, hat, fox
4. When you are done, get your paper checked by a teacher and
come to the front of the rug.
Have the paper passers come up to the front to pass out papers
When you are done your sheet, get it checked and walk back to
your seats.
D. Accommodations/Differentiation
Mute student: Ask yes or no questions
Speech students: Repeat sounds
Multiple levels: Ask different leveled questions to different leveled
students
E. Assessment/Evaluation Plan
Formative
1. Check list for completing paper and participating in reading
Summative
1. Post Test same as Pre test at the end of the unit
V.

Reflective Response
A. Report of Students Performance in Terms of Stated Objectives (after lesson is
taught)
Even though many people say that children should be making their
own things and not tracing, tracing is a big part of a persons artistic
life and a lot of children need more practice with tracing.
A couple of the students did not trace very well, including; #4, #7,
#11, #16, #18 and #20.
1. These students will need more practice.
The behavior was alright today. #14 had some problems with
following directions and working quickly.
All the students that did not finish the art project finished during
snack.

B. Personal Reflection
Did I follow my lesson plan? Why or why not?
1. I did not follow my lesson at all today. It was a two hour delay
and we did not have enough time to have them do the centers
so in the morning I set up all the papers on the desks and told
them what to do when they were unpacking. So the morning
work was the art project and the connect the dots page was
done during snack time. This also gave me more time for the
other parts of the lesson to read the book and do the phonics
worksheets.
Was I confident enough to get my point across?
1. Yes. I was confident with this lesson because the students loved
the art project and I could not wait to see their finished
projects.
VI.

Resources
A. Berger,C.(2015).PhonicsPractice.MadeonWord.
B. HoughtonMifflin(2005).OzzieOctopus.OnAlphafriends[CD].NewYork,
NewYork.
C. Martin,J.,&Dodson,B.(2007).GeorgeWashington:America'sfirst
president.NewYork:Scholastic.
D. Standards: View Standards by Subject Area and Grade Level or Course. (n.d.).
Retrieved February 10, 2015, from http://pdesas.org/Standard/Views#105|773|
0|0
E. Who Is the Father of Our Country? (1988). In Weekly Reader Teaching
Master. Jefferson City, Missouri: Milliken Publishing Company.