Teacher: Ryan Lutgen Date: 10/19/17

School: Meeker Elementary Grade Level: Kindergarten Content Area: Writing

Title: Fall Colors Lesson #:_1_ of _1_

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

1. Speak audibly and express thoughts, feelings, and ideas clearly. (CCSS: SL.K.6)
2. Participate in collaborative conversations with diverse partners about kindergarten
topics and texts with peers and adults in small and larger groups. (CCSS: SL.K.1)
3. Add drawings or other visual displays to descriptions as desired to provide additional
detail. (CCSS: SL.K.5)
4. Identify and create rhyming words (CCSS: RF.K.2a)
5. Print many upper- and lowercase letters. (CCSS: L.K.1a)
6. Write left to right and top to bottom. (CCSS: L.K.1g)
7. Use appropriate pencil grip. (CCSS: L.K.1h)
8. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
(CCSS: L.K.2c)
9. Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS:
RF.K3)

Understandings: (Big Ideas)

1. Children will be able to draw and write about their favorite thing in fall.
2. Children can stretch out the words to find the correct sound for each letter.
3. Students can share and listen to friends describe what they like about fall.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

1. When talking to a partner, why is important to speak clearly and use words the
person understands?
2. Why is it important for people to wait their turn before speaking?
3. What does it mean to be a good listener?
4. Why are phonemes (speech sounds) important?
5. What letters are needed to spell the word _______?
6. What sounds are in the word _______?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard, follow the ABCD
format, using student voice)

I can: draw a picture about fall.

This means: I know different things about fall and can show it in a picture.

I can: write about my favorite thing about fall.

This means: I understand different things that happen or to do in fall.

I can: turn and talk to a friend about fall.

This means: I can listen and share my ideas.

I can: write the sounds of the letter and stretch out the word.

This means: I know the letter that goes with the sound and that words have more than one letter.

List of Assessments: (Write the number of the learning target associated with each assessment)

1. Students can write and draw a picture about their favorite thing in fall with detail.

2. Students can write letters by identifying their sounds accurately.

3. Students can listen quietly without interrupting.

4. Students can identify rhyming words during the story by giving a thumbs up.

Planned Lesson Activities

Name and Purpose of Lesson Writing: favorite thing about fall

Should be a creative title for you and the students to
associate with the activity. Think of the purpose as the for students to listen to fluent reading,
mini-rationale for what you are trying to accomplish write/draw what their
through this lesson. favorite fall activity is with detail and
identify first sounds in
words, stretch out those words and write
those sounds.
Approx. Time and Materials 20-25 minutes
How long do you expect the activity to last and what
materials will you need? crayons, pencil, paper with writing
prompt, book: Fall Colors
Anticipatory Set Today, for our writing block we will be
The hook to grab students attention. These are actions reading a story about fun
and statements by the teacher to relate the experiences things to do in the fall. Next, we
will write/draw a picture of
of the students to the objectives of the lesson, To put what is our favorite thing to do in the fall.
students into a receptive frame of mind. Remember the five parts
To focus student attention on the lesson. of concentration. Ready, let's read!
To create an organizing framework for the ideas,
principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or
new concept is to be introduced.
Procedures Teacher Actions Student
(Include a play-by-play account of what students and Actions
teacher will do from the minute they arrive to the minute 1. Introduce book, remind 1. Listen to
they leave your classroom. Indicate the length of each students of rhyming book book, signal
segment of the lesson. List actual minutes.) and to signal when they for
Indicate whether each is: hear one, begin reading. rhyming
-teacher input 2. Sound out word BUMP words.
-modeling on page and ask students 2. Say the
-questioning strategies to say it fast. word BUMP
-guided/unguided: 3. Say lets count the fast.
-whole-class practice pumpkins. 3. Count 8
-group practice 4. Ask students to turn pumpkins.
-individual practice and talk. 4. Turn and
-check for understanding 5. Bring students back in talk.
-other with signal. 5. stop
6. Draw my favorite part talking and
of fall, adding details, pay
sounds, stretching out attention.
words. 6. Identify
7. Pass out papers and first sounds
ask students to quietly do in
work. words and
8. Set timer for last stretch them
minute and ask kids to out.
put crayons away and to 7. start
share with friends at drawing
table. picture,
9. Ask most students to adding
put papers in cubby, then pictures, and
tell students to listen for sounds.
those who will share with 8. Share with
class. friends at
desk.
9. Put papers
in cubbies,
listen to or
share work.
Closure Class, you have all been working hard,
thank you for listening and
 Those actions or statements by a teacher that are
designed to bring a lesson presentation to an appropriate
conclusion. Used to help students bring things together in
their own minds, to make sense out of what has just been
taught. Any Questions? No. OK, lets move on is not to stand up quietly to get in line for
closure. Closure is used:
To cue students to the fact that they have arrived
at an important point in the lesson or the end of
a lesson.
To help organize student learning
To help form a coherent picture and to consolidate.
Differentiation
To modify: If the activity is too advanced for a child, how
will you modify it so that they can be successful?
To extend: If the activity is too easy for a child, how will
you extend it to develop their emerging skills?
Assessment
How will you know if students met the learning targets?
Write a description of what you were looking for in each
assessment.
Post Lesson Reflection
1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)
2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
sharing today. Lets go outside for a
recess. I will call out line
leader, door holder and caboose and ask
students by table color
recess.
modify: If students cannot identify
rhyming words I will quickly
remind meaning and give examples. If
students cannot identify
first sounds or need help stretching out
words, I will sound out
words slowly and scaffold learning,
reminding children of ABC
cards at desk to help them.
extend: have students sound out words
independently, add more
details to picture, and help friends at
tables with sounds.
Students will listen to the book without
much talking, signal at
the appropriate time, identify the front
and back covers,
work quietly and independently, listen
without talking and to share work with
friends in class. Students should be able
to write about and communicate their
favorite things about fall.
3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)