Created by Melissa Baker

LESSON: Web 2.0 Lesson

DAILY LESSON PLAN TEMPLATE

Date developed June 11th, 2015

Preliminary Information
Date of Lesson: June 21 - 22 , 2015 (Last week of Kindergarten)
st

nd

Grade: Kindergarten
Number of Students: 20

Course/Subject: Literacy Block (Reading and writing) and Technology

Unit/Theme: Descriptive
Writing

Period/Time: 9:30-10:30 (over course of two days)

Estimated Duration: (2 hours) Day one- introduce lesson and begin
working on project. Day two- work day and presentation.

Where in the unit does this

lesson occur?
Beginning of the
unit
Middle of the unit
End of the unit

Structure(s) or grouping for the lesson (underline any that apply):

Whole class
Small group
One-to-one
Other (specify)

1. GOALS: What are your goals for student learning, and why are they
appropriate for these students at this time?
Big Idea or Concept Being Taught
The use of descriptive words to describe characters or personal events in their lives.

Student Learning Goal(s)/Objective(s):

(Identify 1 or 2 goals for students; below your goals state how you will communicate the goals to
students.)
Students will demonstrate understanding of their information read in The Night Before Kindergarten by
creating a word cloud (using Word It Out) composed of words describing how the characters felt (must
use at least fifteen words), and answering comprehension questions based on the text.
Students will demonstrate understanding of an event by creating a word cloud (using Word It Out) to
describe how they feel after learning information in Kindergarten. (It must include at least two favorite
projects and twenty words overall.)

Standards
(List the Common Core Learning Standards or other discipline-specific standards addressed in this
Common lesson.)
Common Core Standards:
CCSS.ELA-Literacy.RL.K.1: With prompting and support, ask and answer questions about key details in a
text.
CCSS.ELA-Literacy.RL.K.7: With prompting and support, describe the relationship between illustrations
and the story in which they appear (e.g., what moment in a story an illustration depicts).
CCSS.ELA-Literacy.RL.K.10: Actively engage in group reading activities with purpose and understanding.

CCSS.ELA-Literacy.RF.K.1: Demonstrate understanding of the organization and basic features of print.

CCSS.ELA-Literacy.SL.K.1: Participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger groups.
CCSS.ELA-Literacy.L.K.2.d: Spell simple words phonetically, drawing on knowledge of sound-letter
relationships.
CCSS.ELA-Literacy.W.K.8: With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
ISTE:
Creativity and innovation: 1.b.: Create original works as a means of personal or group expression
Communication and collaboration: 2.b.: Communicate information and ideas effectively to multiple
audiences using a variety of media and formats.

2. ASSESSMENT: How will you know and document the extent to which students
make progress towards or meet your goals?
Evidence and Assessment of Student Learning
(How will you know whether students are making progress toward your learning goal[s], and/or how will
you assess the extent to which they have met your goal[s]?)
Here is the rubric for assessment:
3

Number of
words used

Student used 20 or
more words.

Student used
between 10 and
19 words.

Student used
between 1 and 9
words

Student used 0
words

Favorite
project

Included three or
more new words
they have learned

Included only two

words they have
learned.

Included only one

word they have
learned.

Did not include

words they have
learned.

Describing
themselves

Included three or
more words used to
describe
themselves.

Included only two

words used to
describe
themselves.

Included only one

word used to
describe
themselves.

Did not include

any words to
describe
themselves.

Name usage

They included their

first and last name,
and it was spelled
correctly.

They included
their first and last
name.

They included
their first OR their
last name.

They did not

include their first
or last name.

Each Word It Out will be printed and saved on the computer, so I will have a chance to compare
them to previous descriptive Word It Outs we have done in the past. (Creating Word It Outs is
something we have done all year, so they should be very comfortable with the technology.) If
they used a descriptive word list, they can turn it in too.
I will gain some awareness of who needs more assistance by informally assessing their
responses to creating our class Word It Out while at the carpet.
Because students have used this technology, they are very familiar with creating Word It Outs. I
am more focused on their use of descriptive words. This should be a fun project for the end of

the year, and prepare them with confidence going into first grade.

3. THE LESSON: How will you support students to meet your goals?
Launch/Hook/Anticipatory Set
(How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques
will you use to engage students?)
Think back to the night before you first began Kindergarten. What were some of the emotions you felt?
Were you excited about school, anxious about learning new information, etc.? We will be reading the
book, The Night Before Kindergarten by Natasha Wing and Julie Durrell. While we are reading, I want
you to focus on how the children were feeling before they started school the next day.

Explore/Instructional Strategies
(How will students engage with ideas/texts to develop understandings; what questions will you ask; how
will you promote question generation/discussion; how will you address the academic language
demands? Detail your plan. Note: For math lesson plans, please write or attach every task/problem
students will solve during the lesson.)
Day 1:
- We will read The Night Before Kindergarten.
- When we have finished, as a whole group we will refresh our memories on what a descriptive word
is, as we have discussed it throughout the year.
- Then, we will highlight the descriptive words used in the book and infer how the characters may
have been feeling. We will compile these words into a list, which the students will take turns coming up
to the computer and typing. The projector will display the progress on the SmartBoard so the entire class
can see. After there is a list of approximately fifteen words, the teacher will hit go, and the Word It Outword cloud will be created. Together, we will notice how all of the words we typed as a class were
placed into a Word It Out.
Here is an example:
- Then, we will compare how they feel now that they have completed Kindergarten. The teacher will
introduce the next task. Each student will create a Word It Out-word cloud representing their time in
Kindergarten.
- There are four criteria to include in each Word It Out:
o Their first and last name, spelled correctly.
o At least three new words they have learned
o At least three words used to describe themselves
o Twenty words total in their Word It Out.
- Together, they can verbally recall some of the highlights of the school year while on the carpet, they
can also write their classmates names.
- Students will then go back to their seats and compose their Word It Outs, with teacher or partner
assistance if necessary. As some students have learned throughout the year, sometimes its faster to
write to the words on paper and others prefer typing directly. Because we have used this frequently,
they can use their discretion.
Day 2:
- Students will finish working on their Word It Outs. When they are completed, students will save and
print their Word It Outs out (by copying and pasting using the snipping tool) and we will share them at

the carpet. This is a task we will have been doing all year.

Closure
(How will you bring closure to the lesson?)
- We will come back together as a class at the carpet and each child will get a turn to share what their
Word It Outs look like.
- Then, we will read The Night Before First Grade by Natasha Wing and Deborah Zemke, as this is the
last day of Kindergarten.
Differentiation/Extension
(How will you address the needs of all learners in this lesson, i.e., how will you respond to diversity
among students in such areas as prior knowledge, ability level, learning needs, cultural background, and
English language proficiency?)
- In order to assess prior knowledge of descriptive words, we will read The Night Before Kindergarten
together and complete our Word It Out together as a class.
- At the carpet students will verbally discuss some of their highlights throughout the Kindergarten
year; this will help provide a common knowledge base so each child has some idea for vocabulary.
- Students can write the words in their notebooks before typing them into the computer.
- I will also check over any words they want before
- I will be walking around the room, answering questions, and trying to check on each student.
- Students can ask others at their table for advice.

Resources and Materials

-

The Night Before Kindergarten Natasha Wing and Julie Durrell

The Night Before First Grade by Natasha Wing and Deborah Zemke
Word It Out program
Laptops
Paper to print
Paper and pencil to write descriptive word list on (if necessary)
Projector to observe teacher create class Word It Out together