Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Megan Smidt

Grade Level: Kindergarten
School: May Overby Elementary
Date: Feb. 16, 2017
Time: 12:20

Reflection from prior lesson:

The students did very well in the lesson. We reread a story we had read earlier in the
week. The students remembered the story well from earlier in the week and did good at
answering questions, but when I asked more detailed questions, you could tell the reread
was needed. The students knew the Amazing Words for the most part, but snarled and
entangled confused them. If I taught this lesson again, I would try harder to see if asking
more questions would prompt the students to remember details from the story from the
first read. Also, I would find different pictures of snarled and entangled, not just the
pictures from the Amazing Words to help describe the words better.

Lesson Goal(s) / Standards:

W.K.2.: Use a combination of drawing, dictating, and writing to compose

information/explanatory texts in which they name what they are writing about and supply
some information about the topic.

SL.K.1.: Participate in collaborative conversations with diverse partners about

kindergarten topics and texts with peers and adults in small and larger groups.

SL.K.5.: Add drawings or other visual displays to descriptions as desired to provide

additional detail.

Lesson Objectives:

o After the lesson, students will be able to identify one adjective that describes their
noun with 90% accuracy.
o After the class discussion, the students will be able to write one sentence
describing their mitten with 95% accuracy.
o After writing the sentence, the students will be able to underline the noun and
circle the adjectives in the sentence with 80% accuracy.

Materials Needed:
 Popcorn
Stuffed animal
Flashlight
Maraca
Play-Doh
Mittens
Adjective Song: https://www.youtube.com/watch?v=3JZi2oDvPs4
Journal
Pencil
Crayons

Contextual Factors/ Learner Characteristics:

There are twenty-five students in this class. The classroom has five tables with five
students sitting at each table. There is a wide range of skill and developmental levels.
They like to work in groups and do well working together. There is a carpet at the front of
the classroom for whole class instruction and plenty of room for working in partners if
needed. Technology is available in the computer lab and there is a Promethean Board in
the classroom.

A. The Lesson

1. Introduction (10 minutes)

getting attention:

As you come in from recess, please bring one of your mittens and put them on
your nameplate. Then come to the carpet. Sing the carpet song.

relating to past experience and/or knowledge:

What can you tell me about nouns? What are they? What can you tell me about
adjectives? What are they?

creating a need to know:

We need to know about nouns and adjectives so we can write good, descriptive
sentences.

sharing objective, in general terms:

Today we are going to talk about adjectives and nouns. We are going to learn
more about how to add description to our sentences!
2. Content Delivery (35 minutes, Class Discussion, Whole-Group Activity, Independent
Work)

We are going to listen to a song. I would love for you to just listen the first time
while we learn the song! It is a song about adjectives. What is an adjective
again?

Listen to song.

Second time through the song, I will stop and talk about some different adjectives
in the song like tall and short.
This time, I want you to really be listening for some adjectives in the song!

Thank you for sitting so nicely. What were some adjectives that we heard in the
song?

Now we are going to do a fun activity! Show me your ready signal. I cannot wait
to see how well you can handle this! All right, each row is going to get a different
object. You will pass that object down your row. Is your object a person, place, or
thing? Absolutely, that means that it is a noun. I want you to think about some
words to describe the noun that you have.

What was a word you can use to describe the noun that you have. That word is
an adjective. Talk to your neighbor about what word you might be able to use to
describe your noun.

Who has an adjective that they would like to share with the class? First, tell us
what your noun is and then tell us your adjective.

We are going to write our sentence on the board. Who can give me a sentence?

Finish sentences.

Now, when you get to your seat you are going to get out your journal. Then you
are going to look at your mitten. What color is it? It is soft? Is it big or small?

I am going to look at a mitten. Can you use my example? No you cannot. Let me
look at the mitten. It looks like it is brown and soft. I think I will say soft because
I can sound that out. I am going to write it on the board. My mitten is soft. When
you are writing your sentence, start it with my mitten is.

Go ahead and write your sentences. When you are done please draw a picture.

3. Closure (5 minutes)
 Today we talked about nouns and adjectives. I want you to pick out two different
colored markers. Underline the noun in your sentence in one color. Remember,
the noun is the person, place, or thing. Next, pick up your other color. Circle your
adjective or word that describes your mitten.

B. Assessments Used

Informal: Can the students write a sentence and pick out the noun and adjective in that
sentence.

C. Differentiated Instruction

I will help the students who need more aid by helping them come up with a descriptive
word for their mitten. I will have them tell me their sentence and help them sound it out.
The students who are done early will check their sentence for the Five Stars of Grammar
and then draw/color a picture of their mitten.

D. Resources

YouTube: https://www.youtube.com/watch?v=3JZi2oDvPs4