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Name of Teacher Candidate: Madison Durrence Date: March 29, 2018

Grade Level: Pre-kindergarten

Lesson Title: What is a Shadow?

Curriculum Areas Addressed:

Science and literacy

Time Required: Instructional Groupings:

45-60 minutes I will be using a a whole group of heterogeneous
students during all parts of the lesson except for during
small group/center time. These students will be of
different cognitive, social, emotional, and physical
developmental stages. During small group/center time, I
will also be using heterogeneous groups of students in
centers. This heterogeneous group of students will be on
different reading, writing, and ability levels. Some
students can identify all of the letters in the alphabet
and some students cannot. Some students interact
socially with all of their peers, while some sit quietly.


CD-SC1: The child will demonstrate scientific inquiry skills.
CD-SC1.4b: Uses simple tools correctly to experiment, observe and increase understanding.

CLL5: The child will acquire meaning from a variety of materials read to him/her.
CLL5.4d: Makes real-world connections between stories and real-life experiences.

As a result of this lesson students will…

Essential Question: (Essential questions should be used to guide instruction.)

“What is a shadow and what causes a shadow to appear?”

Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills,
skills of the discipline. These represent the skills that will be assessed.)

The students should demonstrate the knowledge of what a shadow is and how shadows are formed. Students should use
academic language throughout the lesson through oral discussion. Students should be able to identify the shadows of different
objects indoors and outdoors. At the end of this lesson, students should be able to compare and contrast different shadows of
different objects indoors and outdoors after experimenting and observing the different shadows.

Support for Academic Language

Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols
specific to the content area. These may be derived from the standards.)

Shadow, light, dark, sun, moon, ground, experiment, real-world, noon, long, short, wide, deep, cast, scare, ground, and annoy.
Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary,
functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening,
and/or speaking to demonstrate their disciplinary understanding. Identify the following way/ways that students will
participate in learning tasks to demonstrate disciplinary understanding: reading, writing, listening, or oral

Students will demonstrate disciplinary understanding by reading, writing, listening and oral language. The students will listen to
the teacher read aloud the book “Moon Bear’s Shadow” by Frank Asch which will allow them to demonstrate their disciplinary
understanding of reading and listening. The students will demonstrate their oral language through answering questions during the
read aloud and throughout the lesson. The students will be learning new academic language through vocabulary words. The
students will show their understanding of these vocabulary words through using the words in their oral language.

Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into
structures, such as sentences, tables, or graphs. Identify the supports that will be provided for students to organize
the information – charts, graphs, diagrams. These must relate to the Language Function.)

A graphic organizer centered around the word shadows will be used at the beginning of the lesson to get the students minds
thinking about shadows. The word “shadow” will be in the center, and the students will share vocabulary, phrases, and
information that they know pertaining to shadows.

Assessment (Each learning objective must be assessed. How will students demonstrate their understanding or the
lesson’s objectives? How will you provide feedback for the students? What type of assessment will be used? What
evidence will be collected to demonstrate students’ understanding/mastery of the lesson’s objective? What
constitutes success for the students?)

Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning
objectives listed above. Each learning objective should be assessed. DO NOT restate the learning objective.)

The teacher will use formative assessment strategies in this lesson. The teacher will assess the students previous knowledge of
what a shadow is by using a graphic organizer to write down their ideas. The teacher will use the graphic organizer to pre-assess
and post-asses the students knowledge.

The teacher will assess the students academic language by listening for it throughout class discussions and asking questions to
promote discussion. The teacher will encourage the use of vocabulary centered around shadows.

The teacher will keep an observation sheet and checklist to check for student responses and acquired knowledge throughout
the lesson. This will assess student knowledge through conversation.

The teacher will assess the students recognition of different objects indoors and outdoors by having the students identify what
shadows match what object. The teacher will assess the students knowledge of comparing and contrasting different objects
indoors and outdoors by listening and watching. The teacher will keep a running record of the student’s answers and developing

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor
judgments about the learner’s degree of success on an assessment.)

The teacher will evaluate student success by having the students show me thumbs up if they understand information/know the
answer, or thumbs down if they do not understand/do not know the answer. If more than 90% of the students show me thumbs up,
we will move forward. If 70-80% of the students show me thumbs up, then the class still needs help so we will continue to review.
If 70% or less of the students show me thumbs up then the teacher will reteach the lesson.

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures
including strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)

The hook of this lesson will be showing the students a short clip of how to make shadow puppets online. This video should
capture the students attention and show them how to create shadow puppets.

Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be
directly related to the goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student

This lesson will be introduced by having an open discussion about shadows. The teacher will explain what a shadow
is, what makes a shadow, and when a shadow can be seen.

Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what
the teacher will do as well as what the student will do. Describe the strategies which will be used to support
students’ learning. Knowledge of students’ cognitive, social, emotional, and physical development along with their
cultural backgrounds should be evident.)

• The teacher will show a video of a puppet show on the interactive smart board.
• The students will watch the video and make hand motions to learn how to create their own puppet shadows. This will allow
the students to develop their fine motor skills.
• The teacher will introduce the topic of shadows with an open discussion about shadows. The teacher will give the students
time to ask any questions that they might have. This will allow the teacher to assess what the students already know about
• The teacher will then explain what a shadow is, what is required for a shadow to be seen, and the role that the
Sun/Moon/Earth play in shadows.
• The teacher will introduce the book “Moon Bear’s Shadow” by Frank Asch to the class, asking the students to name the parts
of the book when asked to do so.
• The students will name the parts of the book.
• The teacher will explain that there are some new vocabulary words in “Moon Bear’s Shadow”. The teacher will use vocabulary
cards with the word and definition on the back to explain these new vocabulary words to the students. The vocabulary cards
will be covering the words wide, deep, cast, scare, ground, and annoy.
• The students will take a guess at what each word means, and the teacher will tell them the real meaning.
• The teacher will read “Moon Bear’s Shadow” by Frank Asch aloud to the class.
• The students will listen to the reading. Listening to literature will allow the students’ cognitive development to increase as
their vocabularies and literacy development increases.
• The teacher will ask the students questions such as “what do you think makes a shadow?”, and various questions about the
• The student will answer the questions that are asked. Answering questions about the literature will increase comprehension
and cognitive development.
• The students will break into small groups where one small group will work together to create shadow puppets. This will
strengthen social and emotional development because the students will be working together with their peers to participate in
an activity.

Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)-

The content of the lesson will be summarized by the teacher asking the students to tell one thing that they learned during the

Instructional Supports

Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not
create. Attach key instructional material needed to understand what you and the students will be doing. Examples:
class handouts, assignments, slides, and interactive white board images.)

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: (List any
websites and sources of materials and background information that you will need or use as the teacher to engage
the students.)


“Moon Bear’s Shadow” by Frank Asch

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development:

John Dewey’s theory of hands on learning will be applied here by having the students use their hands and fingers to create their
own shadow puppet shows during center time. This will also link to Maria Montessori’s theory of independent play because the
students will have a chance to work independently in small group settings to make their own shadow puppets. Lev Vygotsky’s
theory of scaffolding will be utilized by building new knowledge on top of the previous knowledge that the students have of the
topic of shadows. Scaffolding will be used several times throughout the lesson. Curiosity of the topic will promote the students
wondering, puzzling about something, playing with ideas, and following intuition to see what happens. Blooms Taxonomy
analysis of shadows will be covered here. Students will be asked questions like “what do you think makes a shadow?” and “Why
do you think shadows exist?” Blooms Taxonomy knowledge of shadows will be tested because students will need to know what
a shadow is to further answer this question. Questions like “what is a shadow and how is it made?” will be asked to help the
students recall previous knowledge. Spacial and naturalist intelligence will be used throughout this lesson by having the students
go outdoors and observe their outdoor environments. Bodily/kinesthetic intelligence will be used throughout this lesson by
having the students participate in movement games.

Connections to Technology and/or the Arts:

A Youtube video on shadow puppets will be shown to the children, (https://youtu.be/xIEiTqq8FiI)

Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor,
guest speaker, grade level coordinator, community experts, families, etc.)

I collaborated with the grade level coordinator to make sure that this lesson appropriately coincides with what the other
teachers are implementing in their classrooms. I collaborated with my host teacher Gloria Johnson to decide on a topic for my
integrated mini unit. I collaborated with my host teacher Gloria Johnson to decide on books to read to the class. I collaborated
with a cohort student; Annie Mason to strengthen lesson plans and work on ideas. I collaborated with a cohort student; Hunter
McDaniel; to strengthen lesson plans and work on ideas. I collaborated with my parapro on ideas for shadow activities.