Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Megan Smidt

Grade Level: Kindergarten
School: May Overby Elementary
Date: Jan. 20, 2017
Time: 12:20

Reflection from prior lesson:

This is my first English lesson, but previously the students have been talking about the
word the. They have been starting to recognize it in print. Also, the students have been
introduced to nouns and verbs, but need a lot more practice.

Lesson Goal(s) / Standards:

L.K.5.D: Demonstrated understanding of frequently occurring verbs and adjectives by

relating them to their opposites.
SL.K.3: Ask and answer questions in order to seek help, get information, or clarify
something that is not understood.
SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly.

Lesson Objectives:

While reading the book, students will be able to pick out verbs on the pages with 80%
accuracy.

After reading the book, students will be able to choose a verb, with a partner, and act it
out in front of the class with 100% accuracy.

Materials Needed:

Its Hard to be A Verb book

Contextual Factors/ Learner Characteristics:

There are twenty-five students in this class. The classroom has five tables with five
students sitting at each table. There is a wide range of skill and developmental levels.
They like to work in groups and do well working together. There is a carpet at the front of
the classroom for whole class instruction and plenty of room for working in partners if
 needed. Technology is available in the computer lab and there is a Promethean Board in
the classroom.

A. The Lesson

1. Introduction (10 minutes)

getting attention:

Sing Come to the Carpet song. Ask the students to think about action words (or
verbs) and what words might be verbs in that song.

relating to past experience and/or knowledge:

I know you have talked about verbs before. Who can tell me something they
know about verbs?

creating a need to know:

Verbs are actions we do every day! We need to know what they are so we can
use them correctly in our everyday speaking.

sharing objective, in general terms:

Today we are going to read a book about a boy who is a verb!

2. Content Delivery (15 minutes, Read A-Loud)

Read the book.

Ask questions during the reading like, What was a verb on that page? Why is
the boy called a verb? What happened to his haircut since he is a verb? Why
is school hard for the verb? What does his mom do to help him focus more?
Why does she know so much about what its like to be a verb?

What did we learn about the boy who is a verb?

I am going to break you into groups of two. I want you to think of a verb. Then
you are going to practice acting it out. We will act them out in front of the class in
5 minutes. Think about the verb you are choosing and then find a way to show
that verb to the class.

Students will tell what their verb is and show it to the class.

3. Closure (5 minutes)
 What is an example of a verb? What else can you tell me about a verb? What is
another example of a verb. How do we know if a word is a verb?

Thank you for working hard. You may have free choice time.

B. Assessments Used

Informal: Discussion about verbs.

Students being able to show the class a verb.

C. Differentiated Instruction

Students will receive aid on making shapes with their different stations. I will put a
higher-level student with a lower-level student so they can help each other learn about the
shapes!

D. Resources
Its Hard To Be A Verb book