KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: ______Brittany Harris_______________________ Date: __9/22/15____________

Cooperating Teacher: ______Mrs. Meals__________________________ Coop. Initials: ________________
Group Size: _____14____________ Allotted Time: _20 minutes_________ Grade Level: ___K______________
Subject or Topic: _____Color Book: Brown_____________________ Section: ____Student
Teaching__________

STANDARD: (PA Common Core):

RL.K.3 With prompting and support, identify characters, settings, and major events in the story.
RL.K.6 With prompting and support, name the author and illustrator of a story and define the
role of each in telling the story
RF.K.3c Read common high-frequency words by sight.

I. Performance Objectives (Learning Outcomes)

SWBAT:
 Identify the color brown
 Decode familiar sight words
 Listen attentively to a Read Aloud

II. Instructional Materials

 If You Give a Mouse a Cookie by Laura Numeroff
 Student copies of My Book of Colors (Brown page)
 Brown crayons (personal)
 Whiteboard and marker (teacher)
 Youtube video: Brown Song https://www.youtube.com/watch?v=0CNGo7OAM0o
 Screen, projector, laptop
 If You Give… Handout
 Crayons (personal)
 Handout
 ELMO

III. Subject Matter/ Content (prerequisite skills, key vocabulary, new content, big idea)
A. Prereq skills
a. The color brown
b. Sight words A and is
B. Key Vocabulary
a. Brown: a dark color
C. New Content
a. New story
b. A mouse is brown.
c. What do you like in your hot chocolate?
D. Big Idea
a. Students will listen to a Read Aloud. They will observe the teacher writing “A mouse is brown,”
on the white board, and then they will transition back to their desks to color the brown page of
their coloring book.

IV. Implementation

A. Introduction –
a. Use the color brown as a transitioning tool. Tell students to move back to the carpet if they are
wearing brown. For the remaining students, if they have brown hair, and then if you know
what brown looks like.
 b. Connect the following discussion to the real world by beginning with, “Since today we
needed to dress in brown, let’s talk about what kinds of things are brown.” Ask a few students
to raise their hand and share a few items that they know of that are brown.
c. If no one suggests a mouse, ask if a mouse could be brown. What other colors might a mouse
be? (Students may say that no a mouse cannot be brown, that they are white or black, etc.
Show them the cover of the book and ask if they think a mouse can be brown in a story).

B. Development –
a. Have students identify the front cover, the title, the author, the illustrator, and the title page.
b. Read the story. Stop after every few pages and ask for predictions about what the mouse
might want next. Use multiple strategies: Think, Pair, Share, Choral Response (if he wants a
glass of milk, what do you think he will want with it? A cookie!), Individual Response to elicit
student responses
c. After the story is over, write say this sentence out loud: “A mouse is brown.” Have a student
come up and write the first word, after they identify it as one of their words. Ask the student if
they should use a capital or lowercase letter A. (Capital). Prompt them to also say why:
(Because it is at the beginning of a sentence.) After the word mouse, have another student
identify the next word, is, as a sight word and have them write it.
d. Prompt the students to supply the first letter of brown based on the sound that the letter
makes. Also, ask what needs to go at the end of the sentence to stop. (Period)
e. Transition technique: students must move back to their seats as quiet as a real mouse and take
out their colors book and a brown crayon.
f. Once all students have found the brown mouse page, remind them to color nicely in the lines
when they color the mouse, and to only trace the letters in their words one time with their
crayon.
g. The teacher will walk around and make sure the students have colored and traced, and then
use the Pair Share method to have students read the page to each other. Move around the room
again to make sure all students are pointing to each word as they say it, and they aren’t saying
more words than are on the page.
h. After the students put away their color book and clean up their area, play the Brown song.
Students should be encouraged to sing along when they learn some of the words.
i. Ask students to come up to the front of the room by calling tables. Remind students of the
discussion that took place during the calendar time about hot chocolate, and what kinds of
things they might want with it. Have students raise their hands to repeat some of the things
that they might want with their cup of hot chocolate.
i. The teacher will provide visual examples by drawing the suggestions on the white
board. Explain that the students should add as much detail as they can to their
picture. Use Interactive Modeling to show what this entails. (Draw a person holding
the cup, or drinking the cup. Or, draw the cup on a table with a plate next to it, or a
napkin, or a spoon).
j. The teacher will show the handout to the group and explain that the students will get to draw
their own picture in the box. When they get their paper, they need to write their name at the
top of the page. The students need to do their best work, because their papers will be hung up
in the hallway for others to see and read.
k. Release students back to their desks by table colors, and then utilize Student Helpers to pass
out the paper. The teacher will circulate to provide extra feedback and guidance.
l. After each student finishes their drawing and has added as much detail as they would like,
they need to write their name in the first blank at the bottom of the page. The teacher will
write hot chocolate in the second, and then the student will dictate what it is they drew so that
the teacher can write it in the third blank.
m. Student papers will be displayed in the hall.

C. Closure –
a. Students should put their colors book away in the bin on their tables.
b. Ask if anyone knows what color they need to wear tomorrow. (Black) “If you have already
seen it, don’t say anything, but who thinks they can make a prediction about what tomorrow’s
picture will be if tomorrow is Black Day?” Allow students to make a prediction, and respond
to each by saying “(Blank) is black, so that might be on our coloring page tomorrow.”
 D. Accommodations / Differentiation –
a. For the Color Book: C.Z. is able to color and trace reasonably well if given enough time,
despite his OT needs. Read the page one-on-one with him, and model pointing to each word.
b. For the If You Give... page, C.Z. will need his hand guided to write his name, and his
drawings may need to be outlined by the teacher so that they are visible to someone else.
c. Differentiation: Based on the results from the Letter Check Assessment (given by Mrs. Meals,
students with higher skill levels for the alphabet will be encouraged to at least write the first
letter they hear when the teacher comes around to fill in the blanks.
i. Not: B.G. (3), E.W., K.H., or A.T. (14)

E. Assessment/Evaluation plan
1. Formative: observation: are all students following directions (coloring the mouse and
then tracing the letters? Are all students pointing to the words and reading out loud? Collection of the If You Give...
worksheet. Did the students add enough detail and draw carefully enough that someone looking at the page is able to
see what is described in the blanks? Simple Yes or No.
2. Summative: none

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on students performance written
after lesson is taught, includes remediation for students who failed to meet acceptable level of achievement)

How many students are able to point and read? Why are other students having difficulty?

What kinds of things were the students naming as brown objects? Were any suggestions not actually brown, and why might the
student have suggested that?

Did the students utilize the visual reminders that were drawn on the board? How did they use them? Was this an effective
strategy? Explain.

B. Personal Reflection (Questions written before lesson is taught.)(Reflective answers to

questions recorded after lesson is taught.)

What other ways can I model the point and read process to the students so that more of them understand what is expected?

Did I plan the best activity based on what I know about my students? What could I have done differently that would have better
suited them as learners?
 Please note:
 Do not try to fit your lesson plan into the spaces on this format sheet. Scan this form or retype it. Adjust the spacing to
match the needs of your individual lessons.
 After the cooperating teacher has approved and initialed the plan, any recommendations or revisions should remain on
the plan.

VI. Resources

Frogstreet Press. (2011, January 26). Brown song [Video file]. Retrieved from

https://www.youtube.com/watch?v=0CNGo7OAM0o

Lovely Commotion, A. (2011, May 18). If you take a mouse to school [Blog post]. Retrieved from

Lovely Commotion website: http://meandmarielearning.blogspot.com/ 2011/05/ if-you-

take-mouse-to-school.html?m=1

Handout idea

Numeroff, L. (1996). If you give a mouse a cookie. HarperCollins.

Big Book