Daily Lesson Plan

Teacher: Stacey Kelley Grade: Kindergarten Class/Subject/Length of Lesson: Language Arts/3 !in Date: "/#$/"%

Today&s Lesson 'bjecti(e: Subject Standards )State and District*:

Student will be able to describe the setting, characters, and events of a book.
+,-T,..,.3 discuss setting, characters, and events in narrative text

/ental Set0 Share 'bjecti(e )1eha(ior and Content aligned 2ith district and state bench!ar3s*0 4n5ut0 /odeling0 Chec3 for 6nderstanding0 Guided Practice0 4nde5endent Practice0 Assess!ent0 78tensions0 Closure )Content/9hat:* )=o2:* )Student Perfor!ance/Do:* 9ith:* TASK T7AC=4-G ST+AT7G47S C=7CK >'+ +7S'6+C7S/ Ti!e A-AL;S4S 6-D7+STA-D4-G /AT7+4ALS )The 5ieces of )4nclude 2hat you 2ant the )4nclude the actual the 5u<<le* students to say* 5ages needed* Share ?:..@?:. Tell student the story of AGoldiloc3s and the As3 2ho 2as in the story: Page three of lesson Three bearsB Cut of the 5ictures on 5age 5lan Objective, three of lesson 5lan to hel5 tell the story, 9here did the story ha55en: Motivation, After the lesson as3 student Cuestions Technology
about the story, 9hen as3ing student Cuestions about the story ha(e student use the cut out 5ictures to ans2er the story, 9hat ha55ened in the story,

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Modeling Guided Practice

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Independent Practice, Feedback

Tell student that 2e 2ill be learning about characters )2ho is in the story*0 Setting )2here the story ha55ened* and e(ents )2hat ha55ened in the story* +ead CliffordDs Kitten boo3 to student, After reading boo3 tal3 to student about the characters0 setting0 and e(ents, >ro! reading the Clifford boo3 together 2ith student fill out chart on 5age % of lesson 5lan, >old 5a5er into three 5arts so the student is only loo3ing at one section at a ti!e, Together 2ith student dra2 5ictures for each section of the 5a5er, +ead student the boo3 A7asy StreetB =a(e student use the gra5hic organi<er on 5age of the lesson 5lan to glue 5ictures fro! 5age E of the lesson 5lan onto the correct 5art of the 5a5er, =el5 student as needed 2ith 2ords on 5age of lesson 5lan,

As3 student sa!e Cuestions as in the bo8 abo(e, As3 student to re!e!ber the ans2ers that he ga(e before about the setting0 characters0 and e(ents, As3 student 2hat 5ictures should 2e 5ut 2here, As3 student 2hat boo3 2e are going to read, As3 student to read the 2ords on 5age of the lesson 5lan,

1oo3 ACliffordDs KittenB 1oo3 ACliffordDs KittenB Page four of lesson 5lan /ar3ers 1oo3 A7asy StreetB Page 5lan, Glue and E of lesson

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Assess ent

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!losure

After student is done gluing loo3 o(er 5a5er 2ith student, /a3e sure all the correct 5ictures are in the correct 5laces, 4f they are tell the student that he did a great job in learning about characters0 setting0 and e(ents, 4f they are not0 hel5 the student to find the correct 5lace for the 5ictures, =a(e student retell to you the story of the three little 5igs fro! the beginning of the lesson, )hel5 student as needed in re!e!bering 2hat ha55ened, * Then ta3e the gra5hic organi<er on 5age $ of lesson 5lan and ha(e student 5ut the cut outs fro! 5age three of lesson 5lan in the correct area, =el5 student 2ith reading the 2ords as needed, Tell student that he did a great job today learning about characters )the 2ho*0 setting )the 2here* and the e(ents )the 2hat* of stories,

As3 student to read the 2ords on 5age $ of the lesson 5lan, As3 student 2hat characters0 setting0 and e(ents !ean,

Page three of lesson 5lan, Page se(en of lesson 5lan,

Reflection of Reading Lesson For this lesson I made use of graphic organizers and we created pictures. hese strategies are importation when teaching because the! enhance student learning and achievement. In this lesson we used graphic organizers in a couple of different wa!s. First, the student was able to cut out pictures and glue them into a graphic organizer in the area the! should go. "e also used a graphic organizers to draw pictures on. In the lesson we read a #liford book and then drew pictures about the characters, setting and events on the graphic organizers. he student reall! en$o!ed doing this, because I was helping to draw the pictures. %oing this helped the student see in him own mind how stor! elements are grouped together. his also helped the student to see how elements of a stor! are all related to each other. I think it was important to start this lesson with the stor! of &oldilocks and the hree 'ears. his was important because the student had alread! heard this stor!, and therefore had previous knowledge about this topic. "ith this prior knowledge the student was able to connect new information about charters, setting, and events, to old information. his goes in line with the idea(s of Lev )!gotsk!. *e had the idea that prior conceptions and new concepts are interwoven.

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