The Bean 1 Lesson Plan

Subject / Course: English Language Arts TC Name: Rebecca Schuler

Grade Level: Kindergarten Date: February 8th
Topic: Beans Time of Class: 2:30
Cooperating Teacher Name: Carla Thorson Room # / Location:

1. Broad Areas of Learning and Cross Curricular Competencies

a) Outcomes:
- Life long learners, sense of self, community and place, engaged citizens

CRK.1 Comprehend and respond to a variety of visual, oral, print, and multimedia texts that address identity
(e.g., exploring interests), community (e.g., belonging), and social responsibility (e.g., contributing).

CRK.3 Listen, comprehend, and respond to gain meaning in oral texts.

CRK.4 Comprehend, retell, and respond to basic ideas in stories, poems, songs, and informational texts
read to them.

CCK.1 Compose and create various visual, multimedia, oral, and written texts that explore and present
thoughts, ideas, and experiences.

b) Indicators:
- Student will be able to use illustrations to understand ideas represented in the text.
- Student will satisfy natural curiosity by engaging in inquiry, being able to wonder and ask
questions.
- Students will listen inventively during story
- Students will use strategies to construct and confirm meaning when listening.
- Students will compose and create illustrations to explore interests.

c) Cross Curricular Competencies: (approx. 2+ other learning expectations not assessed, eg. learning that
happens as a result of the lesson, organization, group work, listening, co-operation, reading, writing skills etc.)

- Developing thinking, developing identity and interdependence, developing literacies, developing social
responsibility.

- Science as students wonder and question the beans

- Art as students create illustrations from the novel Jack and the Beanstalk

d) Professional Growth Portfolio Goal(s):

2.2 proficiency in the Language of Instruction

2.6 ability to strive for/pursue new knowledge

3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to accommodate learning

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styles of individual learners and support their growth as social, intellectual, physical and spiritual beings

4.3 the capacity to engage in program planning to shape lived curriculum that brings learner needs, subject matter,
and contextual variables together in developmentally appropriate, culturally responsive and meaningful ways

2. Assessment and Evaluation:

(What assessment and/or evaluation strategies do you need to have to ensure you are accountable for students
learning and addressing curriculum outcomes? What formative and summative assessment should you include? e.g.,
sample questions, activities or attach tests, homework, rubrics, evaluation schemes, answer keys etc.)

- Formative assessment during the lesson for understanding will be conducted through observation of students
during reading and their behaviours. Questions asked of their prior knowledge of fiction and non fiction books
and how they tell the differences. Asses on weather the students can tell me which of the two books I hold up
which one is a fiction story telling book.
- In the breakout activity of colouring a page of Jack and the Beanstalk and the magic beans I will be asses on
the students wonders about the book and topic and if they are wanting to learn more.

3. Preassessment and Accommodations/Modifications

a) Students
(consider the students you will be teaching and anything that will affect their learning or your teaching strategies (e.g.,
include cognitive, social/emotional, physical and diversity needs,+ provide accommodations/modifications - how you
will differentiate learning for each student and/or type of need N.B. use initials of students rather than full names)

Preassessment: Accommodation/Modification:

1. FH is always moving and not sitting still when told 1. FH educational assistant will help him to sit still
to do so. He has trouble with constant stamina of while the book is read to the class and assist in the
paying attention to the teacher breakout activity

2.E has a hard time sitting still and doing the activity 2. E educational assistant will assist her in the
assigned. reading period and the breakout activity, leaving the
classroom is necessary

b) Learning Environment:
(describe the learning environment such as the set up/location of desks, where audio-visual equipment will be,
where the teacher stands, where the students are working etc. you may wish to include a map/layout of the
classroom on a separate sheet and reference it with modifications if lesson changes)

- Reading corner, I will sit on the reading chair with students sitting around on semi circle to see the book,
the big rectangle tables will be used for the breakout colouring activity. Crayons and the Jack and the

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Beanstalk books will be set out on each table for the students.

4. Required Resources
(list ALL resources required to conduct this lesson with detailed specifics such as textbook titles, chapters, page
numbers, author/publishers, website URLs, resources like paper, pencils, protractors, chalk, rulers, paint, specimens,
books, maps, videos, posters, lab materials, handouts include name of handout and number of copies, etc.)

- Jack and the Beanstalk book

- Things growing book
- Colouring pages
- Crayons
- Chairs & tables

5. Content and Teaching Strategies of Lesson

a) Overview/Agenda/Review
(consider a quick overview of the lesson and/or list key elements in lesson which may be written on white/blackboard
as an agenda for students and you to follow, you may also choose to consider a review of previous days work)

1. Intro of two books

2. Have students pick the fiction book and talk about how they know its fiction
3. Read Jack and the Beanstalk
4. Move into breakout activity of colouring pages
5.Circulate asking students questions on topic

b) Introduction (motivational start, minds-on, hook, etc.)

(describe how you will motivate students, get their attention, relate the lesson to their lives, such as a minds-on activity,
a hook or something that will pull learners into lesson)

- I want to read you a fiction book, which of these two books should I pick?! How do you know this is a
fiction book?

c) Subject Content and Teaching Strategies

(include the subject content - what you are teaching; detail the instructional strategies / teaching strategies for teaching
the subject content - how you are teaching it; write some guiding questions - actual questions (variety of thinking levels)
and suggested and anticipated answers; possibly include time approximations/timelines such as 10:00 10:30 a.m. or
25 minutes; and include application activities/components - how the content will be applied such as an activity,
problems to solve, worksheets etc.).

English Language Arts

2:30-2:40 motivational set- show students both books ask which one is fiction and non fiction, how
do they know this. Talk about differences between them.
2:40-3:00 Read Jack and the Beanstalk to students
3:00-3:15 Breakout colouring activity, discussion on the magic beans and their knowledge of Jack

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and the Beanstalk

-direct instruction, student discussion, questions, independent work time

d) Consolidation
(indicate how you will review concepts taught, wrap up lesson, confirm students know what next tasks are e.g., having
class to give you feedback on what was taught, review key application of concepts this is important in terms of
assessing the effectiveness of the lesson)

- wrap up lesson by telling students to take their colourings home to finish or show families, if they
have any questions to be sure to discuss them at home or bring them to class next day. Tell
students I will be there next week to do our next lesson about beans.

6. Reflections
a) Effectiveness of Lesson
What was effective / ineffective in your lesson? include at least 3 lesson elements that were ineffective /
effective? or What went well in your lesson? Or What did not go so well? Or What did the students enjoy? How did
your planning or delivery turn out? Did your teaching / learning strategies work effectively or not for subject content
and class? Consider the entire lesson and the reaction of students.
How do you know? Provide evidence from student work, student questions asked and informal assessment.
Think about examples of how the lesson progressed, engagement of students, flow of delivery, time management.
Next steps? Indicate what steps you are going to take to continue to work on your three elements identified.

What was effective / ineffective How do you know? Next steps for improvement?

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 in your lesson?

The story choice Students were engaged in the Ask more questions to students
story

I didn't not expand enough on I mostly focused on reading the Stop and ask questions that can
certain aspects story lead to discussion

The student visually and hands Make activity a little more

The colouring pages were a on with the character in the story challenging
good activity to tie it together

b) Effectiveness as a Teacher
What was effective / ineffective about you as a teacher? include at least 3 teacher elements that you did that
were effective or ineffective. Did you ask good questions? Did you motivate students? What did YOU do well? This
would be a section describing your strengths and areas for improvement volume, eye contact, body language,
questioning skills, responding to questions, comfort with material, confidence, delivery, use of technology,
vocabulary.
How do you know? What evidence do you have that you, as a teacher, were or were not effective? Think about
examples of what you said, did, reacted to, felt as examples of your three elements.

Next steps? Indicate what steps you are going to take to continue to work on your three elements identified.

What was effective / ineffective How do you know? Next steps for improvement?
about you as a teacher?

My voice projection Students were engaged in the Pause more for students
story

I need to be more comfortable I caught myself when going to Breath more

and slow down my reading fast

So I could lead a discussion Read more into deeper

Next time I would like to have instead of ask a question meanings of material
more background for lesson

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