Lesson Plan Form

Candidate: Reynaldo Subject: English Grade level(s): Date: April 16,2018

Ramos Kindergarten

Standard​: ​ ​CCSS.ELA-LITERACY.RL.K.10

Actively engage in group reading activities with purpose and understanding.

I. DESCRIPTION OF CONTENT & CONTENT TYPE:

What are students learning?

The students are going to be learning about retelling and sequencing stories as they
they follow along with the reading.

II. LEARNING OUTCOME (Objective):

Students will be retelling and sequencing a story (level of cognition) the students will be sequencing the
story by what happens first, then, next, and last.

DOK/Cognitive Rigor Level:

Purpose: ​Why are students learning this? Why is it important?

Assessments are a huge part of teaching, but sometimes it is intimidating to students when they
hear the word "assessment" or "test". To help student to move away from the thought or
intimidation of being tested, I think it is important to come up with ways that the students are
still practicing the concept, but in a way that does not make the students nervous.

Language Demands​:
What vocabulary will be learned throughout this lesson?

The vocabulary that the students will be learning are the colors red, blue, and
white. Additionally, the students will be learning the difference between first, then,
next, after, and last the sequence of the story.
III. CURRICULUM CONNECTION:
What lesson would come before this lesson? What lesson would come after this lesson?

The lesson that would come before this lesson will be to understand how to follow the
sequence of a story. Additionally, they will learn learn key words such as the difference
between first, then, next, after, and last.

The lesson that would come after this would be for the students to come up with their own
story following a sequence. For example, their story would begin with first, then, next, after,
and last. This will let me know that they understand the difference between those words.
Additionally, they will know how to retell a story from beginning to end.
IV.​ ​INSTRUCTION
A.​ ​ENGAGEMENT:
How will you introduce the content and get students interested?

I will get the students interest by asking them, “How many of you have shoes on? Raise your hand.”.
This will capture the students interest and keep them engage. Furthermore, they will be interested to
know what the lesson and activity for today will be.

B.​ I​ NSTRUCTIONAL SEQUENCE: (adjust your number of steps as needed)

Step #1: Introduction: Ask the students a question

a.​ ​What will the teacher do?

I will ask the students, “How many of you have shoes on? Raise your hand?”
I will ask the students to come to the carpet.

b.​ ​What will the students do?

The student will be raising their hands and will be heading towards the carpet.

Step #2: Read aloud

a.​ ​What will the teacher do?
I will be reading aloud to the students, “Pete the Cat: I Love My White Shoes.”
b.​ ​What will the students do?
The students will focused on the story and they will follow along with worksheet.

Step #3: Read aloud

a.​ ​What will the teacher do?
I will continue to read aloud to the students pausing at key moments. To give students the opportunity
to write on their worksheet.
b.​ ​What will the students do?
The students will write in their worksheet as the story progresses.

Step #4: Read aloud

a.​ ​What will the teacher do?
I will continue to read aloud to the students pausing at key moments. To give students the opportunity
to write on their worksheet.

b.​ ​What will the students do?

The students will write in their worksheet as the story progresses.

Step #5: Students retell the story to a partner

a.​ ​What will the teacher do?
I will walk around and listen to the students retelling of the story to their partners.
b.​ ​What will the students do?
The students will retell the story to their partners and complete the worksheet if they did not finished it.

C.​ ​APPLICATION ACTIVITY:

How will students apply what they learned?

The students will apply what they have learned through retailing the story to a partner by chronological
order.

D.​ ​MATERIALS & RESOURCES:

What do you need for the lesson?

The materials that I will use are: “Pete the Cat: I Love My White Shoes.” book, sequence worksheet,
and color pencils.

V. ASSESSMENT STRATEGIES:

Formative​:
How will you check for understanding throughout the lesson and monitor progress?

I will check for understanding when the students partner up and retell the story to their partners.
This will give me an indication that the students know how to retell a story from beginning to
end, in sequence.

Summative​:
How will you know if they mastered the standard?

I will know if they masted the standards by going around the groups to observe and listen to what
they are discussing about the story.

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,

Instruction, Practice):
How can we provide equal access for emerging bilingual students or students with special
needs? (Accommodation)

I will provide a lot of visuals for the bilingual and students with special needs. I will also
partner them up with a person that is reading at their grade level so that they can help them.
How will differentiate for struggling students and high achievers? (Modification)
I will group the students that are high achievers with the struggling students so that they can
help each other out. Moreover, the high achievers will be reteaching the struggling students
what happens in the story.

VII. CLOSURE:
How will you conclude the lesson?

I will conclude the lesson by going over the key elements of how to sequence a story. For
example, I will go over how to retell a story starting with first, then, next, after, and last. I will
let the students know the importance of retelling the story and how to put in in chronological
order.