Lesson Plan Template

Module 4: Beginning Concept Book

Name: Amanda Pike
Lesson: Seuss. The Foot Book. Random House Books for Young Readers,
1996.
Target Grade Level: Kindergarten

Standard(s):Put the Reading Standards for Foundational Skills

appropriate common
core standard here. Phonological Awareness

RF.K.2 Demonstrate understanding of spoken words, syllables, and

phonemes (sounds).

1. Recognize and produce rhyming words.

2. Count, pronounce, blend, and segment syllables in spoken
words.
3. Blend and segment onsets and rimes of single-syllable
spoken words.
4. Isolate and pronounce the initial, medial vowel, and final
phonemes (sounds) in three-phoneme (consonant-vowel-
consonant, or CVC) words.* (This does not include CVCs
ending with /l/, /r/, or /x/.)
5. Add or substitute individual phonemes (sounds) in simple,
one-syllable words to make new words

Reading Standards for Informational Text

Key Ideas and Details

RI.K.2 With prompting and support, identify the main topic and retell
key details of a text.

Objective(s): 1. To have students understand what opposites are

What are your goals for and be able to identify opposites
this lesson? What do you
want your kids to be 2. Be able to properly name and identify body parts
able to do afterwards?? and tell the difference between left and right
Why are you doing this
lesson??
Materials: A marker (any color, to make the “foot” stamp. Draw 4
List absolutely small dots, one larger dot at the beginning all in a line. Then
EVERYTHING you need draw a larger oval under the dots), opposite cards with
to do this lesson— pictures of different objects (big, small, tall, short, fast,
especially since you are slow, happy, sad, etc.)
going to be sharing it.
From paper/pencils,
chart paper or whatever.
Instructional Strategy
This is your step by step
guide to what you are
going to and in what
order. Put ideas about
time involved to do it
step.
Be specific so others can
follow this plan.
1. To get the students attention we start by reading the
book, The Foot Book. After reading the book we
discuss what opposites are and what body parts
names are.
2. Everyone will stand in a circle with enough space in
between so no one is able to bump into each other
to play a game/song/dance. Then we go over how to
do the “Hokey Pokey” and let the students know
they have to put the correct part of their body in or
they are out of the dance. The last few students
standing receive a “foot” stamp for their knowledge.
3. Once the “Hokey Pokey” is complete, break off into
small groups (2-4) and have the children spread out
the opposite cards located on the table. Discuss
what opposites are again with the students and give
examples.
4. After going over what opposites are, have the
students match the opposites that go together (ex.
tall goes with short).
5. To tie everything in together, we will end with a
large group. In the large group, everything done
throughout the day will be discussed. The book, the
dance/song/game and the small group activity.
Then going around the group, each student will say
what they enjoyed the most and why. This way
you’re able to see what worked with the students
and what could be tweaked for the next time.
Differentiation:  One strategy would be in the smaller groups to have
Put at least two 2 students who are above in their education be pair
strategies as to how you with 2 other students who might be below the
can address students education. This way the 2 students who are above
with varying abilities, are able to help the other 2 and talk about why
both above and below certain things are opposite.
typical students.  Create a one-on-one with all students to make sure
they’re able to understand body parts and
opposites. This way more time can be spent with
students who may be struggling with understanding
the concept.
Assessments: To assess the students on what they’ve learned, a large
How will you know if group discussion with all the students will be performed.
your students learned During the large group, questions will be asked to students
what you wanted them individually and as a group. The questions will consist of
to learn? How can you drawings on a white board and having the students name
prove it??? the opposite of the drawing (i.e. a “tall” tree drawing,
students answer “a short tree!”). To incorporate the body
parts, let the students know that you will call on them if
they “raise their right arm” or if “they shake their left foot”,
etc. This helps understand who was able to understand the
part names and who needs a little more work.