USF Elementary Education Lesson Plan Template (S 2014)

Mitchell_________________________
Grade Level Being
Subject/Content:
Taught: K
Reading/Writing
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, 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 ABCDs of objectives:
action, 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: with no errors

Name: Haylie
Group Size:
16

Date of Lesson: Feb.

1&2

Lesson Content
LAFS.K.RL.1.3
With prompting and support, identify characters, settings, and major events in a story.

What is the meaning of problem and solution?

When given a section from the book Sheep Take a Hike the student will be able to state
at least two problems and two solutions with no errors.

USF Elementary Education Lesson Plan Template (S 2014)

Mitchell_________________________
Grade Level Being
Subject/Content:
Taught: K
Reading/Writing

Name: Haylie
Group Size:
16

Date of Lesson: Feb.

1&2

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?

This objective is being taught because problem and solution helps students understand
books and how they can apply it in their own life.

Evaluation Plan- How will

you know students have
mastered your objectives?

Formative
Observations:
Tuesday - students will be briefly introduced to problem and solution. This will act as my
pre-assessment to see what the students know and understand about problem and
solution.
Wednesday students turn and talks will also be used as an assessment

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?

Summative- The students graphic organizer will serve as a summative assessment. Also
their writing piece about problem and solution.

USF Elementary Education Lesson Plan Template (S 2014)

Mitchell_________________________
Grade Level Being
Subject/Content:
Taught: K
Reading/Writing

What Content Knowledge

is necessary for a teacher
to teach this material?

Name: Haylie
Group Size:
16

Date of Lesson: Feb.

1&2

Problem What goes wrong? A challenge or an obstacle

Solution how the problem is fixed or solved
Vocabulary Words
Bicker to argue or fight
Compass a tool used to tell direction
Hiking going for a long walk
Tramp to travel by walking
Other words students might not know
Trot- a fast walk
Dale valley
Underbrush the shrubs and small trees in a forest
Prickers thorn
Damp a little wet
Tramp walk loudly
Swamp low area of land where water collects
Dismay upset
Slime- slippery substance that is gross
Wooly fuzz the sheeps wool
Stray not go on the correct way
Teacher must know the book Sheep take a hike
Teacher must know how to use the ELMO and projector.

What background
knowledge is necessary for
a student to successfully
meet these objectives?

Day 1:
My pre-assessment will ensure me if my students have this previous knowledge.
Observations from Tuesday will help me know what they understand about problem and
solution.

How will you ensure

My learners consist of 4 ELL students. One students native language is Arabic and the

USF Elementary Education Lesson Plan Template (S 2014)

Mitchell_________________________
Grade Level Being
Subject/Content:
Taught: K
Reading/Writing

Name: Haylie
Group Size:
16

Date of Lesson: Feb.

1&2

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?

other three students native language is Spanish. One ELL student is also ESE. Of my 16
students 7 are below level in reading. The rest of the students are on level.

What misconceptions
might students have about
this content?

Students might think problem and solution can be in science.

They may have misconceptions about the vocabulary.
They might not understand that the wool was how they found their way back.

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.)

The students just finished writing facts. Students know that they just cant make
something up it has to be from the book.

Lesson Implementation
Whole group- Whole group will be used when reading Sheep take a Hike students will
be down at the carpet.
Turn and talks- Turn and talks will be used while reading Sheep Take a Hike when
questions are asked pertaining to the book.
Guided release - We will do one problem/solution on the graphic organizer together then
the students will do one more on their own.
Independent work some students will go back to their desk to come up with one or two
more problems and solutions.
Group work some students will work with the teacher to come up with one or two more
problems and solutions.

USF Elementary Education Lesson Plan Template (S 2014)

Mitchell_________________________
Grade Level Being
Subject/Content:
Taught: K
Reading/Writing

Step-by-Step Plan
(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.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
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?

Time

Who is
responsibl
e (Teacher
or
Students)?

Name: Haylie
Group Size:
16

Date of Lesson: Feb.

1&2

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Students will already be down on the carpet for the morning
calendar. We will transition from calendar to reading with the hook.
Before we begin our story I have a question for you. Have you ever
been on a hike before?
Give me a thumbs up if you have and a thumbs down if you havent.
Who can raise their hands and tell me some things you took with
you on your hike.
Wait for response.
Well I brought in some items that you sometimes take with you on a
hike. Lets look and see what I brought.
Hold up various items in the bag and discuss what you would use it
for on a hike. Items in book bag will include: compass, whistle, hat,
snacks, water, sunscreen, pretend bug spray, and walking stick.
Okay class in reading we are starting a new book. So first we are
going to take a picture walk through the book.

15
Sec
2 min

While looking at the pictures students will be able to make

comments about what they see.
T
Before we begin reading we are going to take a look at our
vocabulary. The words are: bicker, compass, hiking, and tramp.
When you hear one of those words put your hands on your head.
Then we can discuss what we heard and try to figure out what the

USF Elementary Education Lesson Plan Template (S 2014)

Mitchell_________________________
Grade Level Being
Subject/Content:
Taught: K
Reading/Writing
S

Name: Haylie
Group Size:
16

Date of Lesson: Feb.

1&2

word means.

1 min
T

I want you to close your eyes and think of a time when you had a
problem. Allow think time
Keep your eyes closed and think of how you solved that problem.
Allow think time
When I clap turn and talk to your neighbor about your problem and
how you solved it you will each have one minute to share.
What is a problem?
What is a solution?
**Students know who they turn and talk to. This is determined by
their assigned seating on the carpet.
As we read I want you to try and find out what problem the sheep
have and their solutions.
Teacher moves to the ELMO and projector to read.
The author of this book is Nancy Shaw and was illustrated by
Margot Apple
Go on picture walk
Begin reading
Stop on page four to discuss hiking and compass.
What do you think hiking means? Hiking is taking a long walk
What do you think compass means? Compass is a tool used to tell
direction
Who thinks they can find the compass in the book?
Call on a student to point to the picture of the compass.
Continue reading
Stop on page 10 to discuss bicker
What does bicker mean?
Why do sheep bicker?
Continue reading
Stop on page 18
Thats right one of our vocabulary words are on this page.
What happens to the compass?
What can happen without a compass?

USF Elementary Education Lesson Plan Template (S 2014)

Mitchell_________________________
Grade Level Being
Subject/Content:
Taught: K
Reading/Writing

Name: Haylie
Group Size:
16

Date of Lesson: Feb.

1&2

The book says the sheep are in dismay. How do you the sheep feel
about losing their compass?
When I clap my hands turn and talk to your neighbor about what
you think dismay means.
What did you and your partner come up with? Upset
What does dismay mean? Upset
Continue reading
Stop on page 23
What did the sheep leave behind that will help them? Wooly Fuzz
Where do you think it came from? From the sheep
Give me a thumbs up to tell me if any of you have a pet like a dog
or cat at home? Do they ever lose their hair? Well thats like the
sheep
Continue reading
Wow what a good book.
Move to the front of the classroom.
Lets stand up and stretch before we continue. Everyone stand up in
your square. Lets pretend we are going on a hike. First we put on
our backpack Lets raise our arms toward the sky. Now touch your
toes. Lean to the left. Lean to the right. Tilt you head to the right
now the left. Wiggle your fingers wiggle your toes.
Yellow row go get a clipboard and your pencil.
Orange row go get a clipboard and your pencil.
Red row go get a clipboard and your pencil.
I will be looking for the student who walks the quietest and does
not play to give a warm fuzzy to.
Handout warm fuzzy to the student who walks the best.
When students return hand them a copy of the graphic organizer.
Have big book on the whiteboard marker holder to refer back to the
book.
Have chart paper ready on easel.
At the beginning of the lesson I asked you to look for the problem
the sheep have and their solution.
We are going to use this problem and solution chart to easily

USF Elementary Education Lesson Plan Template (S 2014)

Mitchell_________________________
Grade Level Being
Subject/Content:
Taught: K
Reading/Writing

Name: Haylie
Group Size:
16

Date of Lesson: Feb.

1&2

reference the problems and solutions in the book Sheep Take a

Hike
On one side we have a problem on the other we have a solution.
Can someone remind me what a problem is?
Can someone remind me what a solution is?
Thank you
Who can tell me one problem the sheep had?
What was their solution?
Turn to that page in the book.
Write it on graphic organizer.
Good!
Who can tell me one more problem?
Turn to that section in the book.
What was their solution?
Write it on the graphic organizer.
**When students say the problem of losing the compass discuss
how finding their wool was the solution. This might be a
misconception.
Now I want you all to try to come up with a problem and solution on
your own.
Otoniel, Adrian, Kyle, and America go to the guided reading table.
*These students will work as a group with CT to review problem and
solution again and find one more problem and solution in Sheep
Take a Hike. Teacher will also help them transcribe their ideas.
Lacey, Yariel, Mikayla, Shabbir, Carmela, and Ahmed I want you all
the write one more problem and solution in your graphic organizer.
Walk quietly back to your seats now and get started.
For the rest of you I want you to write two more problems and
solutions.
Walk quietly back to your seats now.
Allow time for students to write their ideas.
Walk around classroom and assist when needed and see students
progress.
Who can remind me what a problem is?

USF Elementary Education Lesson Plan Template (S 2014)

Mitchell_________________________
Grade Level Being
Subject/Content:
Taught: K
Reading/Writing

What will you do if

Name: Haylie
Group Size:
16

Date of Lesson: Feb.

1&2

Who can remind me what a solution is?

Have one student from each group share what problem and solution
they found.
Well done class put this in your blue folder. When you are done you
may line up for a bathroom and water break.
a student struggles with the content?
If a student struggles they will go and work with the CT. Students will be able to do a role
playing scenario, have a picture talk, and/or relate to real world situations.

What will you do if

a student masters the content quickly?

They will have to find an additional problem and solution. Have the students try and use
a vocabulary word in either the problem or solution.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This relates to students interests because I am going to relate the sheep losing their wool
to their pets losing their hair.
If applicable, how does this lesson connect to/reflect the local community?
There are several parks around the school community. The students may have had the
opportunity to go on a hike before.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
For students who need more of a challenge will have to find two additional problems and
solutions.

USF Elementary Education Lesson Plan Template (S 2014)

Mitchell_________________________
Grade Level Being
Subject/Content:
Taught: K
Reading/Writing

Name: Haylie
Group Size:
16

Date of Lesson: Feb.

1&2

How will you differentiate instruction for students who need additional
language support?
The students who need additional language support will work with CT at the guided
reading table. Teacher will help them dictate their answers.

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!)

Key
Green: Vocabulary words
Purple: Questions
Pink: Speaking
Orange: Action
Journeys Teachers Edition Unit 4 Book
Sheep Take a Hike Book
Graphic Organizer
ELMO
Projector
Chart paper
Easel
Markers
Pencils
Clip boards

USF Elementary Education Lesson Plan Template (S 2014)

Mitchell_________________________
Grade Level Being
Subject/Content:
Taught: K
Reading/Writing

Name: Haylie
Group Size:
16

Date of Lesson: Feb.

1&2

Reflection

CT Observation 1
Reading: Sheep Take a Hike

Reflection:
For read alouds before my final internship I would typically sit at the front of the class usually in a
rocking chair reading the book. This lesson was the first time I read the book at the back of the class and used
the ELMO. I found that this worked really well because all of the students were able to see the words and
pictures. I will probably continue to have read alouds like this unless I was teaching a lesson where I did not

USF Elementary Education Lesson Plan Template (S 2014)

Mitchell_________________________
Grade Level Being
Subject/Content:
Taught: K
Reading/Writing

Name: Haylie
Group Size:
16

Date of Lesson: Feb.

1&2

want my students to see the pictures. After discussing with my CT about what occurred during the lesson I
realized that I need to work on giving explicit directions all the time. I also need to ask if students have any
questions especially before I ask them to perform a task I have given. Or to have a student reiterate the
directions or the question that was asked. Also, I needed to work on the time I gave for my students discuss
during turn and talks. They would have benefitted from more time in the turn and talk. My CT and I also
discussed that fact that the students could have benefitted from doing role playing. So when we continued
problem and solution the following day we worked on role playing problem/solution situations. Such as, a
student was given a problem of their shoe being untied and the student came up with the solution of raising
their hand to ask help to tie the shoe. The students were also able to come up with their own problem and
solution.
Analysis:
Bringing in a compass was very effective because students were able to see how the compass worked
and how it created a problem in the story when it became lost. This helped the students understand that there
was a problem and the sheep needed to find a solution to find a way back home. If I were to teach this lesson
again I would still bring in a compass and hiking tools.