USF Elementary Education Lesson Plan Template (S 2014) Name: Meaghen Randolph

Grade Level Being Taught: Subject/Content: Reading

K

Group
Size: 15

Date of Lesson: 02/04/2016

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

LAFS.K.RL.2.4 With prompting and support, ask and answer questions about unknown words in a
text.
LAFS.K.RI.3.7 With prompting and support, describe the relationship between illustrations and the
text in which they appear

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her

Students will be able to define and illustrate in their own words: boring, cliff and
impossible.

USF Elementary Education Lesson Plan Template (S 2014) Name: Meaghen Randolph

Grade Level Being Taught: Subject/Content: Reading

K

Group
Size: 15

Date of Lesson: 02/04/2016

yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:

What formative
evidence will you use to
document student learning
during this lesson?

What summative
evidence will you collect,
either during this lesson or
in upcoming lessons?

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed

Formative evidence: The teacher will observe as the students turn and teach and observe
the students responses to the questions asked during the text.
Summative evidence: The teacher will know that the students have mastered the
vocabulary in the text when the students define and illustrate the three vocabulary words
in their reader's response notebooks.

Time

Lesson Implementation
Who is
The teacher will introduce the text Nicky and the Rainy Day to the
responsibl students through a quick book talk. The teacher will then introduce
e (Teacher the new vocabulary boring, cliff, and impossible defining them with
or
corresponding hand motions. The teacher will have the students

USF Elementary Education Lesson Plan Template (S 2014) Name: Meaghen Randolph

Grade Level Being Taught: Subject/Content: Reading

K

a substitute to carry out the

lesson for you.)
Where applicable, be sure to
address the following:
How will materials be
distributed?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
Meeting your students
needs as people and as
learners

Students)?

Group
Size: 15

Date of Lesson: 02/04/2016

turn and teach them to each other for each one. Then the teacher
will read aloud the text to the students stopping to ask higher order
questions. The students will then return to their desks and in their
reader response notebooks define and illustrate the words boring,
cliff, and impossible. During this time, the teacher will walk around
the room and provide assistance and observe student work.

The students in this particular class seem to understand vocabulary and key concepts
when they are presented in this method. In order to meet their needs as learners, the
teacher will reinforce concepts and vocabulary in the story with kinesthetic hand
motions.

USF Elementary Education Lesson Plan Template (S 2014) Name: Meaghen Randolph

Grade Level Being Taught: Subject/Content: Reading

K

Group
Size: 15

Date of Lesson: 02/04/2016

Differentiationbased on
the needs of your students
how will you take
individual and group
learning differences into
account.

The core group of students will follow the lesson as stated above. For students who are
needing intervention, the teacher will assist them in sounding out words and forming
sentences. Students who are needing enrichment will be asked to write a couple of
sentences about their favorite part of the story in their reader response journals.

Relevant Psychological
Theories and research
taken in consideration
when planning this lesson

This lesson takes into consideration Howard Gardeners theory of multiple intelligences in
which students will read, hear, and perform key vocabulary in the story as an attempt to
reach visual, auditory, and kinesthetic learners.