USF Elementary Education Lesson Plan Template (S 2014) Name: _____Danielle Tennyson___________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

Kindergarten Reading/Comparing Characters Whole group 2/1/18

Lesson Content
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use LAFS.K.RL.3.9 - With prompting and support, compare and contrast the adventures and experiences
just one: they’d never get through of characters in familiar stories.
them all.)

Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words, Big Ideas: Compare and Contrast Characters/Explain how characters change
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 Students will be able to complete an open Venn diagram by comparing and contrasting characters in a
ABCD’s of objectives: action, story.
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:
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: Subject/Content:
Kindergarten Reading/Comparing Characters
with no errors 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?
Name: _____Danielle Tennyson___________
Group Size: Date of Lesson:
Whole group 2/1/18
**Students need to understand that not all characters viewpoints or personalities are the same. By
specifically teaching students to compare and contrast they will be able to see two distinct characters by
their similarities and differences.
**This lesson fits within a larger unit on main idea and key details.
**I am using a Venn diagram in order to create an anchor chart for my students to use as a reference as
we continue to learn about comparing and contrasting. My students seem be more focused and engaged if
they are taking part in creating something for the class or writing something on the board. My students
have placed post-its in a Venn diagram in a previous lesson and I believe they will both enjoy and benefit
from using one again.
Formative Assessments –
*During the read aloud of “Chester’s Ways” I will be asking my students questions about the story in order
to guide them towards comparing and contrasting the characters Chester and Lilly. I will ask students
individual questions as well as instruct students to “turn and talk” to their shoulder partner. I will walk
around and observe their answers and conversations.
Summative Assessment-
*Each student will be provided with three sticky notes; one purple, one green, and one blue. Each color
post-it matches a section of our Venn Diagram. I will ask students to write (or draw) something about
Chester on the blue post-it note and place it in the section labeled Chester. I will ask students to write (or
draw) something about Lilly on the purple post it note and place it in the section labeled Lilly. I will also
ask students to write or draw something that Lilly and Chester have in common. We will review the
answers as a class. I will review each students’ post it notes to determine whether they have met the
objective of this lesson.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught:
Kindergarten
What Content Knowledge is
necessary for a teacher to teach
this material?
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?
What misconceptions might
students have about this content?
Name: _____Danielle Tennyson___________
Subject/Content: Group Size: Date of Lesson:
Reading/Comparing Characters Whole group 2/1/18
The teacher must able to properly use and model the use of a Venn diagram, as well as how to compare
and contrast characters.
Students must listen to the story “Chester’s Ways” in order to complete the Venn diagram and successfully
compare and contrast Chester and Lilly.
*I will be reading “Chester’s Ways” aloud to the students. They will have the information necessary to
complete our assessments and meet the objective.
*My students are kindergarteners preparing for the first grade.
*My students have enjoyed reading the Kevin Henkes books, especially the ones containing the character
Lilly. I have two students that need differentiation and assistance with writing and engaging in discussion.
I also have two students that benefit from small group for encouragement in motivation.
*My students all vary in readiness when speaking on their past schooling (those who went to preschool or
VPK and those who had no prior schooling. My students compared and contrasted two characters earlier
this week, and with guidance, were able to successfully complete a Venn diagram on two characters from
the story “Simon and Molly Plus Hester.”
USF Elementary Education Lesson Plan Template (S 2014) Name: _____Danielle Tennyson___________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:
Kindergarten Reading/Comparing Characters Whole group 2/1/18

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 word, etc.)

Step-by-Step Plan Time
(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.)
8:40
Where applicable, be sure to
address the following:
 What Higher Order Thinking 8:45
(H.O.T.) questions will you ask?
 How will materials be
distributed? 8:50
 Who will work together in
groups and how will you
determine the grouping?
 How will students transition
between activities? 8:55
 What will you as the teacher do?
Who is Each content area may require a different step-by-step format. Use whichever
responsible plan is appropriate for the content taught in this lesson. For example, in science,
(Teacher or you would detail the 5 E’s here (Engage/Encountering the Idea; Exploring the
Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
Teacher Step 1: I will instruct the students to meet me at the carpet. I will go over our
procedures for listening to a story and my expectations of their behavior.
Teacher Step 2: I will introduce the story “Chester’s Ways,” and begin reading aloud to the
students.
Students/Te Step 3: After reading page ten, I will ask the students to turn and talk to their
acher shoulder partner and discuss the question, “Before we learn about Lilly, what do
we know about Chester and Wilson?”
Students/Te Step 4: After reading page fifteen, I will ask the students, “Chester and Wilson
acher were avoiding Lilly. Why do you think they did this?”
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught:
Kindergarten
 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?
What will you do if…
What will you do if…
Name: _____Danielle Tennyson___________
Subject/Content: Group Size: Date of Lesson:
Reading/Comparing Characters Whole group 2/1/18
Step 5: After discussing the last question with the students, I will tell them that
9:00 Students there are three colors of post-it notes on their tables. I will hold up the blue post-
it and tell the students that I want them to write something about Chester and
Wilson on that post-it note. When they are finished, I want them to bring me
their post-its and I will help them place it in the correct section.
Step 6: After the majority of students have finished, I will hold up the purple
9:07 Students post-it and tell the students that I want them to write something about Lilly on
that post-it note. When they are finished, I want them to bring me their post-its
and I will help them place it in the correct section.
11:20 -
11:55 Students Step 7: After the majority of students have finished, I will hold up the green post-
it and tell the students that I want them to write something the Chester, Wilson,
and Lilly have in common on that post-it note. When they are finished, I want
them to bring me their post-its and I will help them place it in the correct section.
Step 8: After all students have brought their post-its to the Venn diagram, we will
review the answers as a class. I will review each student’s post it notes to
determine whether they have met the objective of this lesson.
…a student struggles with the content?
I will be working with a small group, and if a student that has not been identified already needs assistance
they can continue working with myself for guidance.
…a student masters the content quickly?
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught:
Kindergarten
Meeting your students’ needs as
people and as learners
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!)
Name: _____Danielle Tennyson___________
Subject/Content: Group Size: Date of Lesson:
Reading/Comparing Characters Whole group 2/1/18
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?
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
How will you differentiate instruction for students who need additional language support?
Masen and Landon will be placed with myself to facilitate discussion and assist with writing.
Landon, Masen, K’Marion, and Jacoby will be placed in a small group together. Iwill facilitate group
discussions which will benefit all four students, whether it be to benefit or encourage discussion and
writing skills or motivate students to participate.
Chart Paper/Venn diagram
3 difference color post-its for each students
Pencils
“Chester’s Ways” by Kevin Henkes
USF Elementary Education Lesson Plan Template (S 2014) Name: _____Danielle Tennyson___________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:
Kindergarten Reading/Comparing Characters Whole group 2/1/18