KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Alison Waldron

Date: 2/23/15

Cooperating Teacher: Mrs. Colleen Berger

Coop. Initials: _________

Group Size: 22

Grade Level: K

Allotted Time: 60 minutes

Subject or Topic: Abraham Lincoln

Section: 1

STANDARD(S):
1.6.K.A: Listen and respond appropriately to others in small and large group situations.
1.2.K.B: Identify facts from informational text
1.2.K.C: Identify important information within an informational text, with teacher
guidance and support.
CC.1.1.K.D: Know and apply grade level phonics and word analysis skills in decoding
words. Associate the long and short sounds with common spellings for the five major
vowels.
5.1.K.F: Identify significant American holidays and their symbols.
I.

Performance Objectives:
A. Students will be able to recognize and repeat short o sounds.
B. Students will be able to recall the facts in the story and in class discussion.

II.

Instructional Materials
A. Pencils for students
B. iPad with camera and plug in
C. Document Camera
D. Nonfiction/Fiction chart
E. Word families worksheet
F. Spectacular Endings

G.
H.
I.
J.
K.

Abraham Lincoln by Violet Findley

Tracers
Glue
Pointer stick
Short o word houses (premade by teacher months ago)

III.

Subject Matter/Content
A. Prerequisite skills
Listening skills
Writing skills
Short o knowledge
B. Key Vocabulary
The White House
Abraham Lincoln
American Symbols
Presidents
dog, top, log, box, mop, hot, cob, rod
am, his, you, that
Civil War
lawyer
slave
trustworthy
soldier
postmaster
C. New Content
Abraham Lincoln facts
D. Big Idea
Students will learn some facts about Abraham Lincoln, Americas
16th president.
Students will be reviewing their work with the short o sound by
using worksheets and repeating familiar short o words.

IV.

Implementation
A. Introduction
Snack work: Connect the dots Abraham Lincoln paper
Morning Work:
1. *Have the tracers and paper already set up on the tables when
they walk in.
a. One of each tracer on each table
2. We are going to do an art project now!
3. We are going to be making a picture of Abraham Lincoln!
a. Put up the picture of A.L. on board for visual
4. I have a whole bunch of tracers they will have to share.

5. Everyone is going to get pieces of paper at their tables and

tracers, you will trace the shape and cut it out and put it in front
of you with your name on it so you dont lose your pieces.
a. Explain that if you did not finish in time for Morning
Meeting, you will be finishing later in the day for later
gater work.
6. Let them work 15/20 minutes (until 9:30)
LA time: Review short o
1. words and sound
Go over the CVC short o words in the word house
1. Examples: flop, stop, mop
2. Say all the sounds of the word while pointing to the letters and
have the children say with you and say whole word after
sounds
Go through all the words
1. Use marker for own words if wanted
Repeat words where children say the sounds/words wrong
Have individuals participate by themselves if they are not paying
attention
Go over pictures in pocket chart
1. Same procedure as above
Go over o song?
1. CD to song #15
2. Sing words on paper with children and movements
Go over directions for o picture on door
1. Everyone, if they want to, can bring in short o pictures of
objects for the bathroom door.
2. Give some examples:
a. mop, pop, cop, drop, dot, pot and etc.
Everyone quietly walk back to your seats.
Hold up the short o worksheet
Go through all the words and pictures so they know what they are
1. Go through all of them like you did with the word house, sound
then whole word
2. Pictures: dog, top, log, box, mop, hot, cob, rod
3. Cut and paste the pictures to the sheet after your name.
Ask the paper passers to help pass out the short o worksheets
Stand up if you have your name on your paper!
When you are done your paper, have it check and go to the back
rug! Take a drink break if you need one.
1. If there are slower students: Later gater work after two
minute warning
B. Development

 Read Abraham Lincoln: A Great President, a Great

American to the children
1. What number President is Abe Lincoln?
a. 16th
2. Page 1: Read 1st two sentences.
a. Look! You were right!
3. Page 2: Dont read year.
a. Point to raccoon tail hat and talk about purple blurb
4. Page 3: Read all
5. Page 4: Read all
a. What is a soldier again?
6. Page 5: Read all
7. Page 6: Read all
a. What is a lawyer and what do they do?
i. A person that gives advice
8. Page 7: Read all
9. Page 8: Read all
a. What is a speech?
10. Page 9: Paraphrase
a. What do you think trustworthy means?
i. honest and reliable
11. Page 10/11: Read all
a. Slaves were people that were owned by other people.
12. Page 12: Read first and third sentence
a. This started a war, the Civil War.
13. Page 13: Read first sentence
a. ...but Abes army won!
14. Page 14/15: Read all
a. Has anyone ever visited the Lincoln Memorial?
Go over the definitions and examples of fiction and nonfiction texts
(if time permits)
1. Ask: Does anyone know what the differences are?
2. Discuss the differences on the chart
a. Read them first and then read together
b. Talk about examples: Arthur book from Wednesday is
fiction and today and Fridays book is nonfiction
Everyone go back to their seats and look up at me after you get a
drink break.
C. Closure
Drink break if needed
Review word wall words
1. Am, his, you, and that
2. Show worksheet:
a. Go over worksheet
b. First you will write your name

c. Then write the words, cut then glue the words

d. When you are done, come to the back rug.
D. Accommodations/Differentiation
Mute student: Ask yes or no questions
Speech students: Repeat sounds
Multiple levels: Ask different leveled questions to different leveled
students
E. Assessment/Evaluation Plan
Formative
1. Check list for completing paper and participating in reading
Summative
1. Post Test same as Pre test at the end of the unit
V.

Reflective Response
A. Report of Students Performance in Terms of Stated Objectives (after lesson is
taught)
Once again, a couple of the students did not trace very well,
including; #4, #7, #11, #16, #18 and #20.
1. These students will need more practice.
The behavior was alright today. #14 and #4 had some problems with
following directions and working quickly.
All the students that did not finish the art project finished during
snack.
This tracing project was a lot harder than yesterdays because the
tracers for the beard around Lincolns face was hard for the children
to cut in the middle to make a hole for the face.
1. Also, they were putting the beard on the wrong side of the head
so it was behind the face instead of on the face
B. Personal Reflection
Did I follow my lesson plan? Why or why not?
1. I did not follow my lesson again at all today. I did the same
thing as yesterday for the art project:
a. In the morning I set up all the papers on the desks and
told them what to do when they were unpacking. So
the morning work was the art project and the connect
the dots page was done during snack time. This also
gave me more time for the other parts of the lesson to
read the book and do the phonics worksheets. Kids
walked up to the word wall and pointed to the words on
the page I said

2. For the word wall part of the lesson, when I was going over the
worksheet I had some of the children come up to the front of
the words and point out the words that I said so they could get
up and listen.
3. Also, right before the closure, I went over the White House
facts on the chart for review.
Was I confident enough to get my point across?
1. I was very confident with this lesson because it was very
similar to yesterdays lesson and yesterday went really well as
well.
VI.

Resources
A. Abraham Lincoln (1988). In Weekly Reader Teaching Master. Jefferson City,
Missouri: Milliken Publishing Company.
B. Berger, C. (2015). Charts. Made my hand.
C. Berger, C. (2015). Nonfiction/Fiction Chart. Made my hand.
D. Berger, C. (2015). Phonics Practice. Made on Word.
E. Findley, V., & Knutson, D. (2007). Abraham Lincoln: A Great
President, a Great American. New York: Scholastic.
F. Houghton Mifflin (2005). Ozzie Octopus. On Alphafriends [CD]. New York,
New York.
G. Standards: View Standards by Subject Area and Grade Level or Course. (n.d.).
Retrieved February 10, 2015, from http://pdesas.org/Standard/Views#105|773|
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