Early Childhood Program

Lesson Plan Format

Name of Teacher Candidate: Taylor Bell

Grade Level: Kindergarten

Junior Spring

Date: February 25th, 2016

Lesson Title: The Lorax

Curriculum Areas Addressed:

Social Studies
Language Arts

Time Required:
30 Minutes

Instructional Groupings:

Are you using whole

group, small group, partners, quads, homogeneous,
heterogeneous?

Whole Group
Standards:

List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the
number and the text of each of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed,
include only the part or parts that are relevant.

ELAGSEKSL1: Participate in collaborative conversations with diverse partners about

kindergarten topics and texts with peers and adults in small and larger groups.
SSKE4: The student will explain that people must make choices because they cannot have
everything they want.

As a result of this lesson students will

Essential Question: (Essential questions should be used to guide instruction.)

How do our choices as

humans, impact the Earth?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the
thinking skills, skills of the discipline. These represent the skills that will be assessed.)

Studentswillmakeadecisionabouthowtheirchoicesaffectothers.
Studentswilllistonechoicetheycanmaketoimprovetheircommunity.
Support for Academic Language
Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or
symbols specific to the content area. These may be derived from the standards.)

Reduce
Reuse
Recycle
Pollution
Conserve
Language Demands:

(Language demands is defined as the specific ways that academic language

(vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading,
writing, listening, and/or speaking to demonstrate their disciplinary understanding. Identify the following way/ways
that students will participate in learning tasks to demonstrate disciplinary understanding: reading, writing,
listening, or oral language.)

Listening
Oral Language
Early Childhood Program Lesson Plan Format Junior Spring
John H. Lounsbury College of Education, Georgia College

Early Childhood Program

Lesson Plan Format

Junior Spring

Syntax:

(Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into
structures, such as sentences, tables, or graphs. Identify the supports that will be provided for students to organize
the information charts, graphs, diagrams. These must relate to the Language Function.)

Sentences: from The Lorax

Assessment

(Each learning objective must be assessed. How will students demonstrate their understanding or
the lessons objectives? How will you provide feedback for the students? What type of assessment will be used?
What evidence will be collected to demonstrate students understanding/mastery of the lessons objective? What
constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the
learning objectives listed above. Each learning objective should be assessed. DO NOT restate the learning
objective.)
I will assess the students knowledge at the end of the story being read. I will do so by asking them
questions about how we as humans can help protect and save the Earth. I will also have a class
discussion with them and ask them to tell me what actions in the book led to the sad state of the
forest.

Evaluation Criteria:

(Indicate the qualities by which levels of performance can be differentiated and that
anchor judgments about the learners degree of success on an assessment.)

If the student is able to correctly identify and explain good and bad choices for our
environment, they will have fully grasped the concept.
If the student is only able to identify or only able to explain good and bad choices
for our environment, they will have not understood the concept fully.
If the student is not able to identify and explain good and bad choices for our
environment, they will have not met the objectives.

Steps in the Lesson

(Include the attention getter or the hook for the lesson; the introduction; the lesson
procedures including strategies/planned supports for wholeclass, small group, and individual instructions; and
differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the
lesson.)
I will begin by showing the students the picture on the first page of the book and have them tell me
what they think about it.

Introduction:

(State how the lesson will be introduced. This should communicate the purpose of the lesson, be
directly related to the goals and objectives of the lesson, tap into prior knowledge/experiences, and develop
student interest.)

I will then show the students the picture of what the land used to look like and ask them to
tell me where they would rather live and what they would rather see.

Instructional Strategies:

(Use a bulleted or numbered format to communicate the procedures for the

lesson what the teacher will do as well as what the student will do. Describe the strategies which will be used to
support students learning. Knowledge of students cognitive, social, emotional, and physical development along
with their cultural backgrounds should be evident.)

I will show the students the first page and we will talk about it.

I will then show them the picture of what the land looked like before and the students will tell
me which one they would rather see. (Cognitive Development)

I will read the book to the students.

We will have a class discussion about the bad choices made in the book for our environment.

We will then narrow in on the Humming-Fish and what happened to their pond.

The students will then be given bowls of water and they will slowly stir in cornstarch to show
what happens when bad things get into the water and what it does.

We will then discuss what happened and what they saw.

Closure/Wrap up:

(Describe how the CONTENT of the lesson will be summarized.)

The students will talk about their activities and what they saw learned from it.

Instructional Supports
Resources and Materials Used to Engage Students in Learning

(Provide citations for all

resources that you did not create. Attach key instructional material needed to understand what you and the
students will be doing. Examples: class handouts, assignments, slides, and interactive white board images.)
Early Childhood Program Lesson Plan Format Junior Spring
John H. Lounsbury College of Education, Georgia College

Early Childhood Program

Lesson Plan Format

Junior Spring

None
Additional Resources and Materials Used to Increase Teachers Background
Knowledge of the Content: (List any websites and sources of materials and background information that
you will need or use as the teacher to engage the students.)

Pinterest: Schlopp activity

Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles of
Development:

Dewey: The discussion of the story will be child-centered and I will only jump in when
necessary.
Piaget: The students will learn by doing a hands-on activity.

Connections to Technology and/or the Arts:

The Schlopp activity
Description of Collaboration with Others: (These might include the inclusion teacher, media
specialist, counselor, guest speaker, grade level coordinator, community experts, families, etc.)

Collaborated with host teacher to decide on the activity.

Early Childhood Program Lesson Plan Format Junior Spring

John H. Lounsbury College of Education, Georgia College