Teacher Candidate Lesson Planning Sheet

Urban Institute of Teacher Education

Teacher Name Jaydian Hobbs

Grade Level K
Subject ELD
Date 1/16/19

Part One: Lesson Focus – “The What”

Thinking Points: What am I expecting students to learn? What materials and resources am I
planning to utilize? What will I accept as evidence that my students have learned?
Content Objective: Learning intention: I can write a sentence about my
What do I want my students favorite season, using uppercase letters, periods, finger
to know and be able to do? spacing and sounding out.
Students will be able to ……

Standard : Speaking and Listening Standard 5

What is the CCSS that
corresponds with this
objective?
Add drawings or other visual displays to descriptions as
desired to provide additional detail.
Speaking and Listening Standard 6
Speak audibly and express thoughts, feelings, and ideas
clearly.

Writing Standard 2
Use a combination of drawing, dictating, and writing to
compose informative/explanatory texts in which they name
what they are writing about and supply some information
about the topic.

Science Standard 2
Earth and Space Science. Students will gain an
understanding of Earth and Space Science through the study
of earth materials, celestial movement, and weather.

Objective 3
Compare changes in weather over time.
 a. Observe and record that weather changes occur
from day‐to‐day and weather patterns occur from
season to season.

b. Communicate ways weather can affect individuals.

Language Objective:
What will my students do to
learn and/or demonstrate
their mastery of the lesson by
reading, speaking, writing, or
listening?
Students will listen and tell their partner about their favorite
season and what activity they like to do. Then they will
write about their favorite season and write why it is their
favorite season with a picture.

Assessment: For a summative assessment I will have students show with

What assessments will I
utilize to determine that my
students have learned and
met the objective?
their fingers if they understand the seasons after review: 3 =
yes! I know them all 2= yeah, I think I know them, and 1=
no, what is a season.
At the end of the lesson I will assess their writing looking
for punctuation and sounding out words on their own, and
give them a chance to share their story with the class.

Materials and Resources: Seasons writing worksheet

What materials and resources Pencils and crayons
will I utilize to facilitate
student learning?

Part Two: Lesson Implementation – “The How”

Thinking Points: How will I teach to ensure learning for all students? How will I engage my
students in the learning process? How will I check for understanding throughout the lesson?
How will I make instructional adjustments for students that are in need of additional support?
Lesson Components with Teacher Expectations: Student
Estimated Timeframe Instructional Strategies/Activities/ Expectations
Questions
Lesson Introduction: 5 MIN: Go Noodle (students have been Do the Go Noodle
_15__ minutes learning strait since 8 AM they need to
How will I clearly wiggle and have a brain break)
communicate the objective 5 MIN: Phonemic Awareness students Students will
and purpose for learning? will practice follow directions
How will I provide beginning/ending/syllables. for each activity
background knowledge? How Remember the 4
will I “hook” the students? 5 MIN: Review chart on seasons we’ve seasons and
created over the week activities you do for
each season
Check for Understanding:
How will I know that all
students know the objective
and purpose of the lesson?
Instructional Strategy:
Teacher Modeling –“ I Do”
__2__ minutes
What will I say and do as I
demonstrate the
demonstrated the concept?
Check for Understanding:
How will I know that the
students have a clear
understanding of the
concept?
Instructional Strategy:
Guided Practice – “We Do”
__5__ minutes
How will I engage my
students instructionally with
the concept?
Instructional Strategy;
Independent Practice
_10___ minutes
How will I provide my
students with the opportunity
to engage in independent
practice? What will the
students who have finished
early do?
Check for Understanding
How will I know that the
students have a clear
understanding of the
concept?
Lesson Closure
__2___minutes
How will I review and clarify
the concepts taught?
Students will show with their fingers if Students will assess
they understand the 4 seasons after their own
review: 3 = yes! I know them all 2= understanding of
yeah, I think I know them, and 1= no, seasons and help
what is a season. teachers by
showing.
I will model 2 sentences: My favorite Students will think
season is winter. I like to ski. about their favorite
season and what
they like to do in
the season.
When you know your favorite season Show thumbs up
and what you like to do in the season when they are
put your thumb up on your chest. ready.
Model sentence structure to speak with Students will tell
student: partners their
Partner A: What is your favorite favorite season with
season? partner.
Partner B: My favorite season is ___.
Partner A: Why is ___ your favorite
season?
Partner B: ___ is my favorite season,
because ____.
Show an example of writing sentences Students will write
and sounding out to help me write: their sentences and
My favorite season is winter. I like to draw pictures to
ski. help write.
Walk around and make sure students
are sounding out words.
If time give students a chance to share
picture and read sentence with partner
or whole class.
Part 3: Post Lesson Analysis – “The What’s Next”

Data Analysis:
What will I do next based on analysis of the assessment results?

After looking at students’ papers, I realized that they did not have enough time to finish

their sentences and drawings. For the next lesson I will give them time to complete their

drawings and sentences before they share them with other students in the class. There were a few

friends who still seem a little confused on what activities you do in the seasons, for example I

had one paper that said “My favorite season is winter. I like to swim.” So, before we start, we

will review the seasons and activities. I will also have them try the sentence structures for

speaking to their partner one more time. I think a few of them need a little more work on getting

the structure exact. I will have a partner group come share with the class how it is supposed to

sound. After the students have finished, I think it will be a good time to go into what to wear

during the seasons.

Reflection:
What components of the lesson went well? What components will I modify?

For the most part the lesson went well, we’ve been really focusing on seasons and they

are finally starting to understand what a season is. The partner talk is something that we need to

practice a lot more, especially with that much dialog for the students to remember. They did ok,

but they needed to hear it a few more times before they did it on their own. Tomorrow before

they finish their writing and picture, they will practice their dialog again. I know they are capable

of having this dialog with each other using full sentences that will represent their writing in the

future, but it is going to take a lot of practice.

For the writing portion of my lesson the students definitely need a lot of work on their

writing, but they did pretty good with the sentence starter and an explanation. For the most part
the students are doing a great job sounding out words and putting the sounds on paper. There are

a few who need a little more work, but they are getting better. We will continue to work on it

tomorrow and share idea’s together.