Lesson Plan Form

CSUDH - Teacher Education Department

Candidate: Lara Williams

Subject(s):
Language
Arts

Grade Level(s):
Kindergarten

Date:

Standard(s):
Single/Multi-Day Lesson:
Reading Standards for Literature
K.RL.3 Single
Key Ideas and Details
3. With prompting and support, identify characters, settings, and major
events in a story.
Language Standards K-5
K.L.1
Conventions of Standard English
1. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
Writing Standards K-5
K.W.8
Research to Build and Present Knowledge
8. With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a
question.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Retell about characters, setting, and major events in story, using key details from text. (Fact)
II. LEARNING OUTCOME (Objective): Students will describe characters, settings, and major events in
a story, using key details.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): In previous lessons
students retold stories, including key details. In the next lesson, students will identify words and
phrases in stories that suggest feelings.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activities): Today I will share a fun story with you all. Story:
Autumn Leaves Are Falling by: Maria Fleming. But first lets look at some vocabulary words from
the story. As I read the story see if you can hear these words. Ask questions about story content.
Song: Red Leaves Falling (sung to the tune Frere Jacques).
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
Step #1 Exploring the Story
a. Students will discuss the characters, the setting, and important events of the story in pairs.
Tell your partner about the characters in the story. Discuss what they are doing, where they
are going. Students will retell one thing or detail about the characters of the story to their
partner and share with the rest of the class.
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b. The teacher will listen to student responses as pairs of students share information.
Step #2 Rhyming Activity
a. Can you remember what rhyming words were in our story? Now if we are not sure what
the word says we can sound out the letters we see. We can also identify the first letter of the
word and see if it matches the picture we see. Now lets try to find the words that rhyme in
our story. A rhyming word is a word that has the same ending sound such as down and
town. Students will be shown pictures with word labels for the rhyming words in the story
we read. Students will be shown one picture and must match the rhyming picture to it
(hat/cat, down/town).
b. The teacher will model how to match the words with the pictures and how to sound out
words and identify rhyming words. Teacher will help students as needed.
Step #3 Leaf Matching
a. Students will be shown visual images of leaves and their names. Students will match the
leaf shapes in the story to the leaf shapes they see. Students will describe the leaves with
adjectives. Students will feel real leaves and make observations about them (rough, smooth,
fuzzy, crunchy, large, small, etc.)
b. The teacher will record students responses on large poster paper or the white board.
Teacher will discuss results with students.
Step #4 Word Practice
a. Students will be shown a poster of vocabulary words from the story. Students will practice
writing these words in their journals.
b. The teacher will walk around and help students as needed. Teach may repeat instructions for
students in need.
Step #5 Reflection/Discussion of Story
a. Students will return to the rug and discuss the events, characters, and setting of the story.
Who were the characters in the story? What did they do? Where are they in the story? What
is the setting of the story? What events happened during the story?
b. The teacher will respond and repeat student responses in discussion environment.
B. APPLICATION ACTIVITY (Practice and/or Reflection):
Creating a story: Students will create their own stories about the season of Fall. Students will
sound out words to write a simple story about Autumn and illustrate what they wrote about.
C. MATERIALS & RESOURCES:
Story book, Autumn Leaves Are Falling: by Maria Fleming
Vocabulary List from book
Song Red Leaves Falling enlarged on poster board
Pictures from the book of rhyming words and cards with words written on them for matching
Visual images of leaf shapes from the book
Picture/word list of words that describe (adjectives) the leaves
Real leaf samples for students to explore
Poster paper or white board markers for a whiteboard
Visual poster of words from the story
Paper for writing activity with blank area to draw a picture

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V. ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):

Formative Assessment:
Identifying characters, setting, and events.
Identifying word and matching to picture.
See steps, 1, 2, and 4.
Summative Assessment:
See Application Activity for summative assessment.
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION, and
PRACTICE):

Visual posters of words, pictures, and song.

Paired with other students
Whole Group Activities
Repeated instructions
One to one explanations

VII. HOMEWORK (IF APPROPRIATE):

N/A

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