USF Elementary Education Lesson Plan Template (S 2014)

______________
Grade Level Being Taught: Subject/Content: Shared
K
Reading

Name: ____Christina Allen

Group
Size: 13

Date of Lesson: Feburary 1st

2016

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors

LAFS.K.RL.1.3 Identify character setting, and major events

Focus: Solution and Problem

What is the problem and how was it solved?

Student will be able to identify the problem in a story

Student will be able to explain how the problem was solved.

USF Elementary Education Lesson Plan Template (S 2014)

______________
Grade Level Being Taught: Subject/Content: Shared
K
Reading

Name: ____Christina Allen

Group
Size: 13

Date of Lesson: Feburary 1st

2016

in tense or tense contradiction

(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

I am teaching this so that students can identify Problem and solution in a story.
This helps students with story sequences and helps students recognize the major events
in a story.
It is important for because students need to understand the problem in the story in order
to understand how to the story sequence flows and recognizing the solution at the end of
the story. This comprehension skill will helps students get ready for cause and effect
story mapping.

Summative Assessment:

Students will fill in a graphic organizer about how they identified the
problem and what happen to make the problem go away.
Formative Assessment:
Turn and talk: Students will talk about what they think the problem and
solution is in the story and why they think that.

USF Elementary Education Lesson Plan Template (S 2014)

______________
Grade Level Being Taught: Subject/Content: Shared
K
Reading

What Content Knowledge

is necessary for a teacher
to teach this material?

Name: ____Christina Allen

Group
Size: 13

Date of Lesson: Feburary 1st

2016

Story Mapping and story sequencing.

Comprehension skills: Story structure
Plot
Characters
Main idea
Beginning, middle, and Ending
Problem (how to identify)
Solution (how to identify)
Comprehension Strategy: Analyze/Evaluate
Be able to show text evidence
Be able to look at pictures and be able to talk about it.

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

Comprehension skills: Story structure: Ask question throughout text. Also ask Is this nonfiction or fiction)
Plot
Characters
Main idea
Beginning, middle, and Ending

USF Elementary Education Lesson Plan Template (S 2014)

______________
Grade Level Being Taught: Subject/Content: Shared
K
Reading
What misconceptions
might students have about
this content?

Name: ____Christina Allen

Group
Size: 13

Date of Lesson: Feburary 1st

2016

Student may be confused if a book as more than one problem. They may
have a hard time identifying the main problem.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner work,
etc.)

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)

Shared Reading: A Bad Case of Stripes by David Shannon (Hot Question through out the
book)
Peer Turn and Talk: Students will talk about what they think the problem and solution is
in the story and why they think that.
Class Anchor Chart: Discussion Use Anchor chart To identify Problem and solution.

Time

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

USF Elementary Education Lesson Plan Template (S 2014)

______________
Grade Level Being Taught: Subject/Content: Shared
K
Reading
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Name: ____Christina Allen

Group
Size: 13

Date of Lesson: Feburary 1st

2016

Good morning boys and girls

Student response
Today we are going to read A Bad Case of Stripes by David
Shannon. Today focus is on the Problem and the Solution in the
book.
Who can raise their hand and tell me how to identify the Problem in
the story?
Student response
Explain how to identify the Problem. Use Anchor chart on the side of
the cart to reference)

Read story
Teacher asks: I wonder what made her striped? Is she sick?
What do you think?

Keep

Keep

Stop on p.3 and ask (What made Camilla get stripes? How do
you know?)
reading story:
Stop on where she has stripes: why does she keeping
changing?
reading story:
What are the specialist names?
How do you know?

USF Elementary Education Lesson Plan Template (S 2014)

______________
Grade Level Being Taught: Subject/Content: Shared
K
Reading

Name: ____Christina Allen

Group
Size: 13

Date of Lesson: Feburary 1st

2016

Keep reading story:

Stop on the page where she is a pill bottle. And ask the
students. Why did Camilla turn in a colorful bottle of pills?
Keep Reading Story:
Stop on the page where the little old lady:
I wonder why the old lady thinks she can cure Camilla? What
do you think?
Turn next page and ask how was the problem solved?
Turn and talk: Students will talk about what they think the problem
and solution is in the story and why they think that.
Create Anchor Chart with students about the problem and the
solution.
What will you do if

a student struggles with the content?

I will have anchor chart from our class discussion for reference

What will you do if

a student masters the content quickly?

The students who master this will start their book club group on this book.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
If applicable, how does this lesson connect to/reflect the local community?
Teaching students individuality, that it is okay to be yourself.
How will you differentiate instruction for students who need additional

USF Elementary Education Lesson Plan Template (S 2014)

______________
Grade Level Being Taught: Subject/Content: Shared
K
Reading

Name: ____Christina Allen

Group
Size: 13

Date of Lesson: Feburary 1st

2016

challenge during this lesson (enrichment)?

Students go deeper and make a text to self connection

How will you differentiate instruction for students who need additional
language support?
(Use gestures to convey the words meaning) (Display pp.4-5 and read the text have
children acted out the verb read. Have children act out the story. Display pictures.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

J (moves a lot on carpet so he sometimes needs his on carpet square) Might need to be
moved to the outside carpet)
M (visuals)
T (reminders to pay attention)

Anchor Chart
Worksheets
Book: A Bad Case of Stripes by: David Shannon