Lesson Plan

Name: Reynalyn Agpoon

Grade: Preschool 3 years old

Date: April 29 April 30, 2014

Content Area: (pick one)

Reading in language arts
Reading in content area
Duration: (How many minutes, days?) 60 minutes (2 days)
Materials needed:

Poster board
Blue paint
Paint brushes
Sand
Sticks
Rocks
Shells
Seaweed
Trash
Sharpie
Glue/Glue Gun
Camera
I-pad
Out of the Ocean by Debra Frasier

Guiding Questions:
What can be found at the beach?
What are labels?
Enduring understanding:
The students will learn new vocabulary and apply it when asked to identify the item or items
they have collected after exploring the different items found at the beach. The students will learn
about labeling (text features).
What reading component/s will be the lesson
focus?
letter knowledge
phoneme awareness
phonics
fluency
vocabulary
comprehension (listening or reading)
Purpose of lesson

Strategy or skill emphasis:

Vocabulary
Word Knowledge
Comprehension
Text Features

The purpose of this lesson is to introduce students to text features and to learn about what items

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or things can be found at the beach.
Instructional Approach/Practice:
Reading Aloud and Language Experience Approach
Language modalities to be used in this lesson:

Reading
Listening
Speaking

Critical Thinking Skills

ACEI 3.3-Critical thinking, problem solving
and performance skills.

Student Engagement Techniques and

Grouping
ACEI 3.4-Active Engagement in Learning

Remembering
Understanding
Applying
Creating

Whole group read aloud

Small group

DIFFERENTIATION PLAN
ACEI 3.2 Adaptation to diverse students.
Identify type of learner
(ELL, SPED, Accelerated
Learners, Striving learners,
504 students, reading)

List type of differentiation

(learning environment,
content, process, product,
performance task)

Accelerated Learners

Product

Instructional approach
(Write the instructional
approach/accommodations
that will be used for these
learners)
Students will be asked
higher-level questions
during the whole group
read aloud
Students will need to
include more details
when explaining their
item from the beach
Students will be asked
to use vocabulary from
the text while they are
sharing their item

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Students with short attention
spans

Learning Environment &

Process

Struggling Learners

Process

Students will be asked

to sit near the teacher
assistant (Sharon)
during the read aloud
Students will be given
more time to share
their item and why
they chose it
Students will be
allowed more time to
paste their item on the
cardboard
Students will be given
explicit instructions
Students will be given
more time to explain
their item from the
beach
Student will be
allowed more time to
paste their item on the
cardboard
Students will be given
the opportunity to look
at the book

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1. Standard/Benchmark
(ACEI 2.1-2.4 Content Area Knowledge. List CCSS , HELDS, GLOs)
(LA.48.v) Add detail to drawings and other products with simple descriptive words, symbols,
scribbles or letter-like forms
I can draw and share about what I learned from the book, Out of the Ocean
(LA.48.w) Sometimes labels after creating drawing, construction, movement, or dramatization
I can label my item on the cardboard with the help of my teacher
2. Assessment Task
(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative
assessments to guide and assess student learning, including criteria)

Prior to the lesson, students will be asked to share what they see at the beach. I will
video record the students with an iPad. I will ask the students individually and I will take
anecdotal notes on a chart with all of the students names.
During the read aloud, the students will be assessed on their ability to answer lower and
higher-level questions. I will watch the recording of the read aloud and determine how
well the students were able to answer the questions. This will also be considered a
formative assessment.
After the read aloud, the students will draw about what they learned from the story. I will
use a rubric to assess their drawings in their writing journal.
My summative assessment will consist of having the student paste their item on the blue
cardboard and asking them to identify it. My teacher tool will be a checklist, either they
can identify or label their items.
At the end of the lesson, I will ask the same guiding question what do you find at the
beach and their responses will be another summative assessment. I will use a rubric to
determine how much knowledge they have gained.

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3. Activities/Instructional Strategies
(ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction;
ACEI 3.3: Critical thinking, problem solving and performance skills; ACEI 3.4: Active
engagement in learning; ACEI 3.5: Communication to foster learning)
1. Introduction (5 Minutes)
a. Gather the students on the carpet
b. Introduce the lesson to the students. Today we are going to read a book called Out of
the Ocean by Debra Frasier. We are going to learn about what kinds of things we can
find at the beach. We will also look for the things in our sandbox, collect them, and
then paste and label them on our make believe ocean that we painted last week.
c. Explain the standards or the I can statements
i. I can draw and share about what I learn from Out of the Ocean (LA.48.v.)
Add detail to drawings and other products with simple descriptive words,
symbols, scribbles or letter-like forms
ii. I can label my item on the cardboard with help from my teacher
(LA.48.w) Sometimes labels after creating drawing, construction, movement,
or dramatization
2. Building background (5 minutes)
a. Share some of the students response to What do you see at the beach? by showing
the class a video
i. Will you see zoo animals at the beach? If so, what kind?
b. Discuss the similarities and the differences in the responses from the students
c. Share that there will be similar items in the book, but also different items
i. Similar means the same, different means not the same
3. Mini lesson (5 Minutes)
a. I will model how to collect items from a basket and how to label them to form a
diagram
i. I am collecting items so I can see what belongs in the fruit basket. I do not
want to be things that are not fruits inside my basket.
b. I will collect fruits from a variety of pictures
c. Paste the pictures on a picture of a basket and then label them
d. Explain to the students that this is what they will do outside (You will be able to go
outside in the sandbox and explore the different items that can be found on the beach)
4. Guided practice (5 Minutes)
a. Ask the class what kinds of things am I collecting
b. Ask two students to choose a similar item, to identify the item, and to paste the item
on the picture of the basket
c. Explain to the students that this is called labeling and it is a text feature
d. I will write the name of the fruit.
i. This is the label on the fruit basket diagram. Point to the word I wrote
5. Work Time: (30 Minutes)

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6. Collaborative Group work (28 minutes)
a. Read the book to the students
b. Ask students low and higher-level thinking questions as I read
i. Who goes to the beach?
ii. What can people do at the beach?
iii. What kinds of creatures live at the beach?
iv. How should we malama (take care) of our beaches?
c. Explain to the students that we will transition from reading the book then go into
writing and then go outside to pick their items.
d. Explain what they will do and what is expected of them outside
i. We are going to go outside and you will put on your footwear and sit on the
white line. When I see that you are all ready, I will excuse you for outdoor
play. During outdoor play, I will call four friends at a time to go into the
sandbox. I will give each group of four friends 3 minutes to explore the
sandbox. Make sure you collect an item from the sandbox. Put your item in
the zip lock bag. The item needs to be something you can find at the beach.
Remember the story and remember from the times when you went to the
beach with your ohana. When you turn is done, you will give Kumu Reyna
your zip lock bag and you can go to outdoor play.
e. Explain to the students that they will write about what they learned from the story
Out of the Ocean and from watching the video clip of their friends.
i. Kumu will be looking for the different items that was in the book. When I
ask you to tell me your story about your drawing, I want to hear the words that
we learned from the book.
f. Ask the students if they have any questions
g. Excuse the students who are seated crisscross applesauce and quiet to their desk
7. Independent Work (10 minutes)
a. Students will answer the prompt What did you learn from the story and the video
clip? by drawing inside their writing journal
b. I will walk around and monitor the students by asking the struggling students if they
had an questions
c. Assist any student who is having a difficult time figuring out what to draw
i. What did the little girl see when she was walking around the beach?
ii. What do you see when you go to the beach with your ohana?
iii. Do you see animals? Plants?
d. When students are done, dictate their stories on the same page
e. Inform students to use the bathroom and wash their hands for outdoor play
f. Students will sit on the white line inside the classroom. My TA will then ask each
student to come outside to put on their footwear
OUTSIDE ACTIVITY (Outdoor play)
a. Get the students attention by saying Okay, boys and girls, do you all have your
footwear on?
b. Explain to them again that they will be going into the sandbox to collect their items.
During outdoor play, I will call four students to go inside the sandbox
c. Choose the first four students and hand them their zip lock bag. Continue for the rest
of the students

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d. Students that are not in the sandbox will be playing during outdoor play.
e. When students have collected their items, I will ask the students to give me their zip
locks and they will use it the next day during centers.
April 29-30, 2014 Center Time
8. Guided Practice 2 (45 Minutes)
a. Call two students to center 1, but before they come advise them to take their item out
of their cubby
b. Explain to the students what they will be doing at center 1 (You will paste your item
onto the cardboard and they we will label them. After doing that, I will ask you to tell
me what you collected from the sandbox and why you collected it.)
c. Record their items on check list 2
d. Ask each student to show the other student and myself what he or she collected and
why he or she collected the item. Repeat for the other student
e. Ask each student to glue their item on the cardboard
i. Assist students who have needs to use the hot glue to paste their item
f. Repeat for all students
i. Will continue on the next day during center time
9. Closure: (5 minutes)
a. April 30th
b. Gather all the students on the carpet before lunch time
c. Engage the students in interactive writing
i. Start the sentence with At the beach we can find
ii. Allow the students to give ideas to create three to four sentences
d. Summarize what they did the day before
e. Ask the students to turn to a friend and share with them what they collected from the
sandbox
f. Present the poster board and read the labels that I will write when all of the items are
pasted on
g. Use the book as a reference and ask the students what are the similar items in the
book and on the poster board
h. Inform the students that most of the items they collected were from the beach right
outside of their classroom and that in history, Hawaiians used to use most of these
items to support their daily living experiences
i. Inform the students that there are many things that can be found on the beach, some
are living and non-living
j. Inform students that labeling helps to read about things efficiently
10. Formative Assessment Task (for teacher candidate to complete at the end of the day)
Write the actions you need to complete at the end of the day using the formative and
summative assessment. What information are your looking for to support students learning
and your instruction?
a. Organize the video clips of the students answers of What do you see at the beach?

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b. Check all of the students cubby to make sure they have their items in a zip lock bag,
ready to paste the next day

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Teacher Assessment Tool (Formative and Summative)
Students Name: ______________________________________

Date: ___________________________________

What do you see at the beach? (Formative Teacher will dictate)

___________________________________________________________________________________________________
Summative
Benchmark
I can draw and share
about what I learned
from Out of the
Ocean
(LA.48.v.) Add
detail to drawings
and other products
with simple
descriptive words,
symbols, scribbles or
letter-like forms
I can label my item
on the cardboard with
the help of my
teacher
(LA.48.w)
Sometimes labels
after creating
drawing,
construction,
movement, or
dramatization

Never

Student is able to
use different shapes
Student is able to
draw lines
Student is able to
use vocabulary
words found in the
book

Student is able to
identify the item
collected
Student is able to
explain why he or
she chose the item

Sometimes

Always

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Student
1. Tristyn

Date of recording
Formative
April 16, 2014

2. Maika

April 16, 2014

3. Luxe

April 16, 2014

4. Roxston

April 16, 2014

5. Levi

April 16, 2014

6. Raeliya

April 16, 2014

7. Hauoli

April 16, 2014

8. Jayrylie

April 16, 2014

9. Chloeann

Absent

10. Jaisha

April 16, 2014

11. Caydian

April 16, 2014

13. Leila

April 16, 2014

14. Lansen
15. Angeline
16. Zairah

Absent
April 16, 2014
Absent

Checklist 1

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Checklist 2
Can the student identify the item they have collected?
Student

Yes

1.Tristyn

No

Notes
Ear Seaweed

2. Maika

Shell

3. Luxe

White Shell

4. Roxston

White shell

5. Levi

Green Treasure

6. Raeliya

Grey Shell

7. Hauoli

Big Brown Shell

8. Jayrylie

White and Brown Shell

9. Choleann

Broken Glass

10. Jaisha

11. Caydian

Brown and Black Shell

Brown Dot Shell

12. Leila

Limu Kala

13. Lansen

Shell

14. Angeline

Limu Kala

15. Zairah

Grey Shell

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