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Name:

Mrs. Ariel Massee

Grade: Kindergarten

Lesson
Presidents Day- Lesson One
Date: February 23, 2015
Title:
CCGPS or GPS Standard(s):
-ELACCKRI1: With prompting and support, ask and answer questions about key details in a text.
-ELACCKRI10: Actively engage in group reading activities with purpose and understanding.
-ELACCKRF3: Know and apply grade-level phonics and word analysis skills in decoding words.
-ELACCKSL2: Confirm understanding of a text read aloud or information presented orally or through other media by
asking and answering questions about key details and requesting clarification if something is not understood.
-SSKH1: The student will identify the purpose of national holidays and describe the people or events celebrated.
-SSKH2: The student will identify important American symbols and explain their meaning.
Classroom/Lesson Context (please check the following that apply):
__X__ Whole Group ___X__ Small Group __X___ One-on-One ___X__ Students with IEPs/504s _____ ELL
Students
____ Other (Please specify: _______________________________________________________________________)
Please specify the number of students:
__12___ Girls __11__Boys
Individual Education Plan Goal(s) and Benchmarks specific to this lesson:
After completion of the lesson, the students will be able to identify who George Washington was and his importance in
American history. The students should know that he was the first president of the United States. Some students may
identify his role in the military.

Learning - Focus
Essential Question(s)
1-3 BIG ideas! How
can these questions be
used to guide your
instruction?
Central
Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
standard.
Academic Language
What is the key
language demand?

Strategies
1. Why do we celebrate Presidents Day?
2. Who was George Washington?
3. Why is George Washington an important person in American history?

The students will demonstrate knowledge of bibliographical and historical information

regarding George Washington. This knowledge will be verbalized throughout the lesson.

Language Functions (Identify the purpose for which the language is being used, with attention
to goal and audience- the one verb from the standard; ex. demonstrate.)

What academic
language will you
teach or develop?
What are the key
vocabulary words
and/or symbols?

The students will utilize language to apply prior knowledge regarding presidents to the lesson
and identify the importance of George Washington and his role in history.

Language Vocabulary (Identify key, content specific words for this lesson: examples of
vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
students comprehension.)
President, White House, First Lady, George Washington, General, Father of Our Country,
Founding Fathers, Monument
Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding support- depending on the needs of the students throughout the lesson.)
The lesson will require reading, writing, listening, and speaking.

Materials
What resources can be
used to engage
students?

Introduction to
Lesson/
Activating Thinking
What is the hook for
the lesson to tap into
prior knowledge and
develop students
interests? This should
tie directly into the
lessons objective and
standard and should
promote higher level
thinking. How will
you introduce the
content specific
vocabulary words?
***Use knowledge of
students academic,
social, and cultural
characteristics.

-President chart paper activity with post-it notes

- Book: A Picture Book of George Washington by David Adler
- George Washington activity book
- Pencils
- Crayons

The lesson will begin with an activity to activate the students schemas. The students will
complete a chart that lists the information that they already know about the term president.
The instructor will write student responses on the post-it notes and place it on the chart paper.
This activity will help to activate prior knowledge of the students. This will also introduce the
content of the lesson to the class.
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Students that require accommodations will be seated in the front row of the group. The
instructor will ask the students a series of questions related to the text to determine
comprehension. The group of students that require accommodations will received
individualized attention during independent work time.
Management Plan: The lesson will incorporate the typical classroom management plan. If the
students do not follow instructions, they will be asked to move their pin. Once a student moves
their pin twice, the student will have to pull a card. The card colors are green, yellow, red, and
blue. The green card symbolizes that the student followed directions and had a good day. The
yellow card means that the student should try harder. The red card displays that the students
caused several disruptions throughout the day and results in a note home to parents. The blue

card warrants a trip to the principals office and a phone call to parents. Typically, once a child
receives a blue card, the child is sent home for the remainder of the day. This management plan
provides students with opportunities to correct negative behavior prior to pulling a card.
Body of Lesson/
Teaching Strategies
What will you have
the students do after
you introduce the
lesson to learn the
standards? What
questions will you ask
to promote higher
level thinking?
What opportunities
will you provide for
students to practice
content language/
vocabulary? What
language supports
will you offer?

The students will sit together on the carpet. The instructor will conduct a read-aloud using the
book, A Picture Book of George Washington by David Adler. The book will encourage the
students to begin thinking about who George Washington was and why he was an important
person. Throughout the read-aloud, the students will be prompted to recall facts or details from
the text. The instructor will ask questions to determine whether the students are comprehending
the text. The students will return to their seats for the remainder of the lesson. The students will
receive a mini-book that shares facts about George Washington. The students will identify sight
words from the text at the bottom of each page in the mini-book. The students will utilize
yellow crayon to highlight sight words. Once the students have completed the highlighting
portion of the lesson, the students can color the illustrations on each page. The class will be
allotted approximately 20 minutes to color the mini-book. Then, the instructor will read the
contents of the mini-book to the class.
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Students that require accommodations will receive one-on-one instruction during the lesson.
The instructor will walk around the room, providing the students with opportunities for further
explanations and more individualized learning experiences. Students who are struggling to
determine the importance of George Washington will revisit the text with the instructor. The
book will be reread and more questions will be posed throughout the text.
Management Plan: The lesson will incorporate the typical classroom management plan. If the
students do not follow instructions, they will be asked to move their pin. Once a student moves
their pin twice, the student will have to pull a card. The card colors are green, yellow, red, and
blue. The green card symbolizes that the student followed directions and had a good day. The
yellow card means that the student should try harder. The red card displays that the students
caused several disruptions throughout the day and results in a note home to parents. The blue
card warrants a trip to the principals office and a phone call to parents. Typically, once a child
receives a blue card, the child is sent home for the remainder of the day. This management plan
provides students with opportunities to correct negative behavior prior to pulling a card.

Closure/
Summarizing
Strategies:
How will the students
summarize and/or
share what they have
learned to prove they
know and understand
the standard(s) and its
vocabulary? Will you
provide opportunities

The class will revisit the chart from the beginning of the lesson. After being prompted, the
students will share new information they have learned from the reading and the mini-book. The
instructor will write each fact on a post-it note and place it on the chart. This activity will
require students to demonstrate knowledge of vocabulary, recall facts, and communicate
effectively with the class and the instructor.

for students to apply

new knowledge while
making connections to
prior learning?

Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Students that require accommodations will receive one-on-one instruction. The instructor will
prompt the students to answer the following questions:
-Who was George Washington?
-What job did George Washington have?
-Why was George Washington important?
The instructor will determine whether the students need further assistance based upon student
responses.
Management Plan: The lesson will incorporate the typical classroom management plan. If the
students do not follow instructions, they will be asked to move their pin. Once a student moves
their pin twice, the student will have to pull a card. The card colors are green, yellow, red, and
blue. The green card symbolizes that the student followed directions and had a good day. The
yellow card means that the student should try harder. The red card displays that the students
caused several disruptions throughout the day and results in a note home to parents. The blue
card warrants a trip to the principals office and a phone call to parents. Typically, once a child
receives a blue card, the child is sent home for the remainder of the day. This management plan
provides students with opportunities to correct negative behavior prior to pulling a card.
Assessment/
Evaluation
Every standard listed
above must be
assessed and included.
Questions to consider
while planning:
How will students
exhibit an
understanding of the
lessons objectives?
How will you provide
feedback? What
evidence will you
collect to demonstrate
students
understanding/mastery
of the lessons
objective(s) including
their usage of
vocabulary?

Reminder: Assessment plan must align with objective(s)/standard(s).

Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as
such; remember to identify both formative & summative assessments throughout the lesson):
-Formative Assessment:
Teacher observations
Anecdotal records
Student participation
-Summative Assessment:
The students can accurately verbalize information regarding George Washington. The students
can identify some of the sight words used in the mini-book.

Assessment Plan for Learning Objectives (This is a plan and should be written as such;
remember to identify both formative & summative assessments throughout the lesson):
-Formative Assessment:
Teacher observations

Anecdotal records
Student participation
-Summative Assessment:
The students can verbalize bibliographical and historical information related to George
Washington. The students also accurately identify and highlight sight words within the minibook.

Reflection/Analyzing
Teaching
Effectiveness
Reflection includes
characteristics of the
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.