LESSON PLAN OUTLINE

Mrs. Breedens Kindergarten class

Wilson Elementary
I. TITLE OF LESSON Read Aloud on The Tiny Seed by Eric Carle
II. CONTEXT OF LESSON
Read alouds help students to stimulate language and cognitive skills. It also builds curiosity,
motivation, and memory. Especially at a young age, it can help with scaffolding higher learning.
Students can get a lot out of read alouds that regular self-reading might not be able to. The students will
be learning about spring at this time so I chose a book that talked about the process of a seed becoming
a flower.
III. LEARNING OBJECTIVES
Understand: The student will understand the process of how a seed becomes a flower and what is
needed in order for it to grow.
Know: Students will learn what is helpful and harmful to a flowers growth as well as the basic parts of
a flower.
Do: They will assemble and label the parts of a flower.
IV. COLLECTION OF ASSESSMENT DATA
The children will assemble and glue together the parts of the flower that are already cut out (flower,
stem, leaves, and roots.)
They will then label the parts of the flower.
I will copy examples from a lower, average, and advanced writer.
I will discuss these examples in my reflection.
V. RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS
(Kindergarten)
Science
K.7 The student will investigate and understand basic needs and life processes of plants
and animals. Key concepts include
a) animals need adequate food, water, shelter, air, and space to survive;
b) plants need nutrients, water, air, light, and a place to grow to survive;
c) plants and animals change as they grow, have varied life cycles, and eventually
die;
K.9 The student will investigate and understand that there are simple repeating patterns in
his/her daily life. Key concepts include
b) the shapes and forms of many common natural objects including seeds, cones,
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and leaves; and

c) animal and plant growth.

VI. MATERIALS NEEDED

The Tiny Seed by Eric Carle
For activity: already cut leaves and stems, yellow construction paper, red cupcake
holders, Elmers glue, brown crayon, pencil
VII. PROCEDURE
A. PREPARATION OF THE LEARNING ENVIRONMENT
I will have all necessary materials organized and ready so it will be quick and easy to pass them out
after the read aloud.
I will have one example already complete so the students can see how to do it.
B. INTRODUCTION AND ORGANIZATION
Introduce the book by starting off asking the students what season we are in? Then ask them what they
think of when they hear spring. A child will most likely say flowers and if not I will say flowers. Then
talk about how flowers dont just magically appear they start from a seed and then grow.
After the first page the book already asks a question. Have the students answer the question by
trying to predict if the tiny seed can keep up with the other seeds and where they think the seeds are
going?
On the now its Spring page, stop to go over what the roots, stem, and leaves are since the
activity is on those vocabulary words.
After the flower picking page ask if the kids think something similar is going to happen to our
small plant?
After the it is summer page, ask if our predictions were right. Did they think that the tiniest seed
was going to make it and turn into the biggest flower?
After the it is autumn again page, go over the meaning of the word petal and show on the flower
what the petal looks like. This also is a plant vocabulary word that some students might not know yet.
After the wind blows harder page, ask if this page looks familiar? This is similar to how the
story started. Talk about how this is how the plant life cycle works. One flower starts to grow and once
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it gets big enough it produces more seeds that can get blown off and then planted to grow another
flower all over again.
C. IMPLEMENTATION
We will make a little craft to remind us about the parts of the flower. I am going to have an
example made already but I am going to have them help me label the parts of the flower as a class
so that they will know what to do on theirs.
First the students will glue their cupcake holders to the construction paper towards the top of the
paper. This represents the flower. Then they will glue the already cut green stem and put the
leaves on the stem. Then, using a brown crayon they will draw the roots coming out of the bottom
of the stem.
After their whole plant is finished, they will label the four parts of the plant. The flower, stem,
leaves, and roots. Some might have trouble with the spelling so I will write the words on the
board.
D. CLOSURE
Then once the students are finishing up I will check to see if they labeled correctly and ask them
what is one thing they learned about plants today?
E. CLEAN-UP
I will need to make sure that everything is put back where it belongs and that no materials are left
on the students tables.
VIII. DIFFERENTIATION
For differentiation, there are a couple of new vocabulary words that some students might now
know. Since we are doing a writing activity with those new words I will take the time to go over what
those words look like on the plant and what they mean. After reading the book I will write those words
on the board so students who have trouble with writing or spelling will know how to spell them when
they do the labeling activity. Some students might also have trouble with the labeling aspect so I am
going to walk around to make sure those students get help if needed.
IX. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT
IT?
Opening of the Lesson:
Some students might not want to participate in answering the questions I am asking before reading or
the same students might be answering all of the questions not giving any other children a chance. If it
gets to that point I will have the students raise their hands to answer questions.
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Lesson:
For all of the questions that I ask, I should be prepared to scaffold the discussion if they are having
trouble answering. For the prediction section, they may not remember what a prediction is and I can
walk through the meaning with the students. When talking about the definitions of roots, stems, leaves,
and flowers, some students might already know all of this but for some this could be the first time
hearing about it. So by letting the students who might already know about it explain to the class what
they know, it allows them to share their knowledge with those that are just hearing about this for the
first time.
Closing of the Lesson:
Students may have trouble gluing or following the directions. I will make sure to cycle around to help
them with the activity as needed. Some students might have trouble labeling correctly or spelling so I
will guide them with that and also direct them to the board where the words will already be spelled out.
Behavior:
Throughout the lesson, I need to be aware of behaviors during the lesson. Whether that be quietly
asking the student to listen to the reading, separating two students from each other, or I could say, I like
the way that
is sitting quietly and listening. The same goes for doing the activity. If students are
struggling to stay on task or follow my directions I will use students as good examples by saying I like
the way ______is working quietly and following my directions.
X. REFLECTION
My read aloud lesson plan went very well. I started out by reading them the book A Tiny Seed
by Eric Carle. I asked them all of the questions I had planned in my lesson plan and they were very
good about answering them. This book allowed for the students to make a lot of predictions so that
helped to keep them intrigued. They all had a lot of various predictions as well so it made for them to
pay special attention because they wanted to see if their own prediction was right compared to their
classmates. In my lesson plan I had stated that I would call on students to answer my questions and
state their prediction but during the actual I had them raise their hand as a group so that everyone
would participate. For example I would have all of the students who thought the seed wasnt going to
make it to becoming a plant raise their hand and then all of the students who thought it would make it

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to becoming a plant raise their hand. I did that a couple of times throughout the book for various
predictions.
The activity went really well. I ended up doing the activity with them under the camera that is
connected to the board so everyone could see exactly where everything was supposed to go. Then when
it came to labeling I had them help me spell out the words and then I would write them on my craft
under the camera so everyone could see that as well. To make the craft more creative so that everyones
is different I had them each decorate the background how they wanted to. That way every childs
looked different but they all were still able to learn the parts of the plant and put it together.
The first of the five pillars that were used in this lesson was vocabulary. While reading the story
I introduced them to the parts of a plant such as roots, stem, leaves, flowers, and petals. By me asking
them questions and making predictions throughout the story, it was helping with their comprehension
of the book. After doing the activity and we were labeling the parts of the plant, I had the students using

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their phonemic awareness to help me sound out how to spell the parts of the plants.

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