Ver. 4.

001 08/22/14

Baby Animals part 1

First Name

Mia

Last Name

UH Email

mbrandon@hawaii.ed
u

Date

Semester

2 Spring

Year

Grade Level/
Subject

Kindergarten

Lesson Duration 20 minutes

Title

Murray
3/2/15
2015

Baby animals part 1

Lesson Overview
Briefly summarize your lesson plan in a few sentences.

We will read about a few baby farm animals and their similarities and differences. We
will discuss in partners as well as whole group.
Central Focus (Enduring Understandings)
A brief description of the important understanding(s) or key concept(s)
The students will explore differences and similarities between different animals. They
will understand that reading a text several times will help with comprehension of the
text.
Essential Question(s)
The big idea of the lesson stated as a question or questions
How are some animals alike and different?

Content Standard(s)/Benchmark
The Common Core State Standards (CCSS) or Hawaii Content & Performance
Standards III (HCPS III) that align with the central focus and address essential
understandings, concepts, and skills
K.RI.3 With prompting and support, describe the connection between two individuals,
events, ideas or pieces of information in a text.
K.RI.1 With prompting and support, ask and answer questions about key details in a
text.
K.RI.2 With prompting and support, identify the main topic and retell key details of a
text.

Ver. 4.001 08/22/14

Prior Academic Knowledge and Student Assets

The students prior academic learning and personal/cultural/community assets that will
support their learning

The previous month the students each completed a home project where they chose
an animal to study. They brought in their project- poster board, drawings, pictures and
so on. Along with the picture they wrote at least two facts about their animal and
presented it to the class and to parents.

Academic Language Demands

The language function essential for student learning (verb), additional language
demand(s) (vocabulary or symbols, syntax, discourse), and language supports (helps
the student understand and use language)

Some words the students have understanding of are: same, alike, differences, and
have. New words we may encounter are: features and appearance, have in common,
and chart.
Instructional Strategies and Learning Tasks
A description of what the teacher will be doing and what the students will be doing that
1) uses clear steps that convey the use of multiple strategies, resources, and
technology and 2) offers opportunities offered for inquiry, active learning, individual
work, and pairs/small group interactions
Give detailed, step-by-step instructions on how you will implement the
instructional plan.
Describe exactly what students will do during the lesson.

Ver. 4.001 08/22/14

1. (8min)Write essential understanding on the board:
I can compare baby farm animals and how theyre alike and different Read this to the
students and explain that this is what our text will be about. Can anyone tell me what
compare means? Read the four Wonders interactive read aloud cards from the baby
animal unit. Asks interactive questions throughout the reading.
The first card is an introduction to baby farm animals. The other three cards each have
a picture of two baby animals and a short description of similarities and differences
between the two animals.
2.(2min)Teacher: point to each animal and ask the students to make the sound of
that animal.
Teacher: Do all of these animals sound the same? (class answers no).
3.(10min) Model by doing a think aloud about how two of the animals are different.
Teacher: Now, lets put our thinking caps on and try to remember some other
things about these animals that make them different than the others. What do
some have or do that others dont? How are they the same? Lets brainstorm for
ten seconds silently. (Wait a minute to allow ideas to be generated). Ok, now Im
going to give you five seconds to pair up with your voices off. At the count of three
you can share with your partner, one, two, three.
Children will then do a think, pair, share.
Teacher: And were coming back in five, four, three, two, one. Thank you. Who would
like to share how the animals are different or the same? (Allow some students to
share.)
Student self-assessment: Do you think you understand how animals are alike and
different? If you think you really get it, give me a thumbs up. If you kind of get it, give
me a thumb in the middle. And if you dont understand how theyre different or alike
give me a thumbs down. (Repeat for clarity. take note of students whos thumb is
sideways or down).

Assessment
The tools/procedures to monitor students learning of lesson objective(s) to include
formative assessments applied throughout the lesson and a summative assessment of
what students learned by the end of the lesson (include checklist or rubric)
InTASC Standard 6. Assessment

Ver. 4.001 08/22/14

The students will be asked to share what they learned at the end of the lesson. This
will be a formative assessment, as this is just part one of the three part lesson we will
be going through. I will have a clipboard with students names on it. I will write down
notes about their responses. Students will also do a thumbs up self-assessment on
whether or not they understand how animals are alike and different.
Name Understands meaning of alike
Understands meaning of different Can state a
similarity
Can state a difference

Differentiation and Accommodations

Instructional strategies and planned supports for individuals, and/or groups of students
with specific learning needs that provide adaptations connected to instructional
strategies, the learning environment, content, and/or assessment/performance task for
individuals and/or small groups (e.g., ELL/MLL, struggling, accelerated, 504/IEP, etc.)

Students will be able to see visual images of the animals and discuss with a partner
what they learned from the story. Many facts will be repeated a few times.
Students will also be engaged as they answer questions throughout and make animal
sounds.

TYPE OF LEARNER

ELL/MLL

Struggling
Accelerated
504/IEP

List the type of accommodation or differentiation (learning

environment, content, process, or performance task) and
describe how you will differentiate.
Students will be able to see visual images of the animals and
discuss with a partner what they learned from the story. Many
facts will be repeated a few times.

Ver. 4.001 08/22/14

Others (describe)

Materials (Optional)
Please note and/or paste any supporting materials (i.e., teaching materials, custom
lesson plans, etc.) into the space below. You may use as many pages as needed
beyond the space below to paste your materials.

Wonders Interactive read aloud cards for the baby animal unit.
Paste the link below into your web browser to view images and hear the cards read
aloud.
http://connected.mcgraw-hill.com/media/repository/protected_content/COMPOUND/
50000297/15/53/index.html?mghApi=http%3A%2F%2Fconnected.mcgraw-hill.com
%2Frd14t%2Fdynamic
%2F1421431653%2FMGH_EBOOK_API.js&mghCourseID=FSOBP19CFZHRDHPER
R4N2HTZHO

Lesson Plan Reflection

An analysis of what worked, what could be changed, and the next steps for teaching.
edTPA Rubric 10 Analyzing Teaching Effectiveness: The candidate uses
evidence to evaluate and change teaching practice to meet students varied learning
needs.
edTPA Rubric 15 Using Assessment to Inform Instruction: The candidate
uses the analysis of what students know and are able to do to plan next steps in
instruction.
InTASC Standard 9. Professional Learning and Ethical Practice

What changes would you make to your instructionfor the whole class and/or
for students who need greater support or challengeto better support student
learning of the central focus (e.g., missed opportunities)?
Based on your reflection and your assessment of student learning, describe the
next steps to support students learning related to the central focus and student
learning objectives.

Ver. 4.001 08/22/14

At the beginning of the lesson I went over the essential understanding on the board. I
hadnt anticipated that so many students wouldnt know what alike meant. So, we
spent some time going over that. Also, while reading the text every time it had the
word alike, I would say alike, or the same. Next time Id like to go over the cue
words in a text that tell us that they are alike or different. In the follow up lesson
tomorrow I will tell the students ahead of time to listen for those two words as well as
the word both.
I noticed when the students were sharing their answers to the question How are
animals alike and different, they struggled with stating complete thoughts. Tomorrow I
will give them a sentence frame to use such as They both have.