Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Morgan Dahme

Grade Level: Kindergarten
Subject: Language Arts
Date: March 27, 2020
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
RL.K.1
- With Prompting and support, ask and answer key details in a text.
RL.K.4
- Ask and answer questions about unknown words in a text.
RL.K.7
- With prompting and support, describe the story in which they appear.
RL.K10
- Actively engage in group reading activities with purpose and understanding.

List the Rationale (cite theories or theorists):

According to Albert Bandura’s ‘Social Learning Theory,’ children learn best when an activity is modeled for them. I
will model for my students how to read the story aloud and the students will later read aloud to the group. Also,
Vygotsky stated that children learn best through social interactions with teachers and peers. I will read aloud the
story and ask the students if they have any questions, allowing them to interact with me and their peers by asking
and answering questions of their own and mine.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”

- Student’s will be able to read through the story silently.

- Student’s will be able to identify what is happening in the pictures of the story.
- Student’s will be able to connect the pictures in the story to the words on the pages of the story.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

The learning objectives and learning outcomes are appropriate for Kindergarten students because

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).

- Group of five students

- Two girls
- Three boys
- No known disabilities

Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).

- Group of five students.

- All students are able to read most of the words in the story.
- No learning disabilities in this small group.
- All spoke the English language.

List the materials/resources you will need to teach the lesson.

- Reading Group books

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.
N/A

Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *

- If a student has a hard time reading, I will sit him/her next to me.
- If a student has a hard time seeing, I can copy the pages of the book and increase the font size of the words.
- If I know a student has a hard time hearing, I will remind my students to read loud and clear so that
everyone can understand them.
- Allow students to whisper instead of silent read if they have a hard time sounding out words in their head.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

N/A

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)

N/A

Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

- Proximity
- Call backs
 - Positive language
- Firm and direct instruction
- Redirection
- Clear directions
- Positive reinforcement

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.

1. Introduce the story. (I do)

2. State the author and illustrator of the story. (I do)
3. Talk through what is happening in the pictures of the story. (We Do)
4. I will read through the story, having the students point at the words as I read them. (We Do)
5. I will explain any challenging words that are shown throughout the story. (I do)
6. Students will silently read (whispering if they need too) the story and wait quietly if they finish
before everyone. (You do)
7. If a student is taking longer than everyone else, I will ask the other students to read the story again,
silently to themselves. (I do and You Do)
8. After students have silently read the story at least once, we will read as a whole group, taking turns
reading a sentence. (We Do)
9. We will connect what the words in the sentences are saying with what is happening in the pictures
of the story. (We do)
10. After the story has been read, I will ask if the students have any questions about the story. (We do)

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?

Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).

- I will ask the students key questions about the story.

Ex: What happened in the story? Who was the main character of the story? Did anything in the
story relate to something that has happened to you?
- I will ask the students if they have any questions about what happened in the story.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

N/A

Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

N/A

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.

I did not actually complete this lesson. I had watched a reading group being done, but I couldn’t remember the name
of the book that went along with the group.