Lesson Plan Template, DMACC.11.3.

2018

Lesson Plan Format

Name: Abby Gruver, Courtney Yoakum, and Seth Burroughs Date: 11/8/18

School: Elementary

Planning

1. Descriptive Title of Lesson: “I Know an Old Lady Who Swallowed a Pie”

2. Date of Lesson: November 29, 2018
3. Grade Level(s) being taught: Kindergarten
4. Subject and Topic: Language Arts
5. 3 Objectives of Lesson: Students will be able to (SWABAT)
1. Students will be able to identify the author and illustrator of the book.

2. Students will be able to explain and describe the book in their own words.

3. Students will be able to identify the main character and setting.

4. Students will be able to write four new vocab words and learn definitions from
the story.

5. Students will be able to draw and talk about their pictures to the class.

6. State Standards: Write out complete information https://iowacore.gov/

Reading Standards for Literature K-5:
Key Ideas and Details: With prompting and support, identify characters, settings, and
major events in a story. (RL.K.3)
(DOK 1)
Craft and Structure: With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story. (RL.K.6) (DOK 1)
Ask and answer questions about unknown words in a text. (RL.K.4) (DOK 1,2)
7. Vocabulary Words: (and definitions)
Pallid – Very pale, which means they probably aren’t healthy.
Squash – A vegetable that comes in many sizes.
Murky – Not clear.
Cider – An apple drink with spices.
8. List all Materials used in Lesson: (specify what type of handouts, books, ipads, pencil,
paper, etc.)
“I Know an Old Lady Who Swallowed a Pie” book
Pencils
Crayons
Write the words paper
Plain paper
Easter Eggs – 20
MnM’s

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9. Duration: (Time; Length of Lesson; may be one session or continued for several days
with different parts): 20 minutes
10. Anticipatory Set (Hook): Quick Introduction
Today we are going to read an exciting and funny book. Have you guys ever been told
to do a chore like the dishes and then not do it and it gets out of hand and you can’t
control it? This is exactly like this old woman.
Instruction and Learning Activity

11. Instructional Input: (Teaching the lesson): Describe in list or paragraph form. Include as
many DETAILS as possible.
- Discuss who the author and illustrator is.
- Read the book to the students.
- Tap out vocab words and explain them.
- Ask them what they learned from the book.
- Hand the worksheet out and then do the write the words worksheet.
- Let the students work on the worksheet for 10 minutes.
- Hand out plain pieces of paper and crayons.
- Draw and color the main character and setting based on their own opinion.
- Share out.
12. “I Do” Modeling: Teacher demonstrates how to do activity BE SPECIFIC
(List is an example – may have more steps)

1. First we will read the book aloud.

2. Then we will – Find the vocab words. (Pallid, squash, murky, and cider)

3. Then – I will tap the vocab word out on my fingers.

4. Next we will – Tap the vocab word out together.

5. You then will – Tap the vocab word out by yourselves.

6. Finally, we will – Say the vocab word.

13. Checking for Understanding: Teacher asks if all students understand what they are to
do. Also, teacher may ask questions to see if ALL students understand by asking a
student to repeat directions, etc.
Call on a student and ask, “Do you understand what is going on today?”
Call on another student and ask, “What is the first thing we will be doing today?”
Call on another student and ask, “What is the second thing we will be doing today?”
14. “We do” Guided Practice: (Teacher and students do together) Can ask individual
student(s) to volunteer or have short all-class “rehearsal”.
1. First we will – Hand out an egg for every student.

2. Then – Once we find a food the old woman eats in the book, one of us will hand out

the desired number of MnM’s.

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3. Next we will – continue giving out MnM’s for everything the old lady eats until we

finish the book together.

4. Finally, we will – Enjoy our MnM’s.

We start off with an egg, then give out MnM’s based on the food she eats.
Pie – 2 MnM’s
Cider – 1 MnM
Roll – 2 MnM’s
Squash – 3 MnM’s
Salad – 2 MnM’s
Turkey – 4 MnM’s
Pot – 5 MnM’s
10-Layer Cake – 6 MnM’s
Bread – 1 MnM
You can now enjoy your MnM’s!
15. “You Do” Independent Practice: Students work on the activities by themselves (in
small groups, etc.)
Now since the story is over you are going to write the vocab words. We are handing this
out now. On the board, you will see an example of how to do this.
Then you will be given a blank sheet of paper and you will draw and color the main
character and setting of the story in your own thoughts.
Assessment: Formative and/or Summative

16. Describe assessment strategies BE SPECIFIC (How does teacher measure that
students’ have reached the objectives of lesson; how will work be graded or measured?
oral feedback, group discussions, quiz, exit slip, etc…..
Have a couple of students show their pictures to the class and talk about what they
drew.
Call on another student and ask, “What is one of the vocab words you remember?”
Call on another student and ask, “Can you tell me who the author or illustrator is?”
Call on one more student and ask, “What was your favorite part of the story?” And have
them describe the plot of story.
17. Closure: (Summary - Review and Clarify Key Points) to students
Today we read the story, “I Know an Old Lady Who Swallowed a Pie”. We learned four
new vocab words and how to write them. We also learned the importance of doing your
chores because they add up just like the MnM’s in your Easter eggs. Also, we learned
where to find the author and illustrator on the front of a book. Lastly, we learned how to
identify the main character and setting in own words by drawing and coloring our own
picture.
18. Differentiated Learning: (Modifications for students who learn differently) Examples:
Show and explain how to do the activity, like how to write the words. Have a different pace for
students who may not understand.

Change pace of instruction

Preferential seating
Defined physical space
Peer tutoring
Shortened assignments

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Highlighted texts
Frequent feedbacks
Oral tests
Audio-taped stories
Assistive technology
Oral responses
Reduced paper/pencil tasks