UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Tricia Becker PSMT Name: Lisa Campbell

Lesson Plan Title: Polar Bears Day 1 Lesson Plan Topic: Reading
Date: 2/13/2017 Estimated Time: 30 mins.
Grade Level: Kindergarten School Site: Roundy ES

1. State Standard(s):
RL.K.5 Recognize common types of texts.

2. Teaching Model(s):
Direct instruction
3. Objective(s):
Students will be able to identify fictional story elements.
4. Materials and Technology Resources
Three Snow Bears by Jan Bret
5. Instructional Procedures:
a. Motivation/Engagement:
Teacher will ask students what kind of bear lives in the snow.
b .Developmental Activities or Learning Experiences:
Teacher will begin by saying that we will be reading a fictional book, meaning it isnt
real. After we read the fictional book, we will discuss how we know the book is fictional.
Teacher will facilitate discussion by first asking how do we know the book is fiction?
Students correct answers will be written on board. Students will use complete sentences
when answering questions such as, I know the book is fiction because there are
characters.
If students need help, the teacher can ask questions such as: are there characters in the
book? Does the book tell a story? Are there events that occurred? Did we learn true
information about polar bears?
Teacher will tell students that being able to determine what kind of book you are reading
helps to determine your purpose for reading. This also helps you understand the book
better. Are you reading a fiction book? You will likely be entertained. Are you reading an
informational text? You will likely learn new information.

c. Closure:
Students will repeat all of the answers to the questions that were written on the
board.
Teacher will ask what kind of book Three Snow Bears is.
d. Extension:
 Students will listen to informational text on the topic of polar bears.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

Accommodations: Students may move closer if they cannot see the book.
Modifications: Students may receive prompting when they are answering
question.
Differentiations: Students may receive more challenging questions such as how
do you know this book isnt informational?
7. Assessment and Evaluation of Learning:
a. Formative:
Students will be observed as they participate in discussion.
b. Summative:
N/A

8. Homework Assignment:
N/A

9. Reflection:
a. Strengths:
b. Concerns:
c. Insights:
 UNLV/Department of Teaching & Learning
Elementary Lesson Plan Template

UNLV Student: Tricia Becker PSMT Name: Lisa Campbell

Lesson Plan Title: Polar Bears day 2 Lesson Plan Topic: Reading
Date: 2/14/2017 Estimated Time: 1 hr.
Grade Level: Kindergarten School Site: Roundy ES

1. State Standard(s):
RL.K.5 Recognize common types of texts.
RI.K.1 With prompting and support, ask and answer questions about key details in
a text.
RI.K.7 With prompting and support, describe the relationship between
illustrations and the text in which they appear.
RI.K.2 With prompting and support, identify key details in the text.

2. Teaching Model(s):
Direct instruction

3. Objective(s):
Students will be able to determine the type of text being read by listening to
informational text.
Students will be able to recall facts presented in an informational text.
Students will write a description of what they see in a picture.
4. Materials and Technology Resources
5. Instructional Procedures:
a. Motivation/Engagement:
Teacher will show students the pictures presented in the informational text.
b .Developmental Activities or Learning Experiences:
Teacher will ask students what the topic of the book is. How do they know?
Teacher will ask if the book is fiction or informational. How do they know?
Teacher will tell students that they are going to be listening for key details in the
text. After the teacher reads the text, four questions are going to be asked. Each
table group is responsible for answering one question at a time. The group
members must agree on the answer. The students are going to be told their
question before the book is read and will be instructed that they must listen to the
entire book because they will be asked a new question after theyve answered
their designated question.
Red group will be asked: Where do polar bears live? Can you show me where you
found that information in the text? Teacher will reread the information presented
in the text to check and see if the student is correct.
 Green group will be asked: What do polar bears eat? Can you show me where you
found that information in the text? Teacher will reread the information presented
in the text to check and see if the student is correct.
Yellow group will be asked: How do polar bears stay warm? Can you show me
where you found that information in the text? Teacher will reread the information
presented in the text to check and see if the student is correct.
Blue group will be asked: What are baby polar bears called? Can you show me
where you found that information in the text? Teacher will reread the information
presented in the text to check and see if the student is correct.
After each group answers their question, they will receive a question that one of
the previous groups answered. For example, Red group will be asked: what are
baby polar bears called. Each group will answer all four questions. Students who
answer the questions will be rotated.
Students will write about what they see in a given picture what they see in a given
picture. Each student will be given two pictures to write about.
c. Closure:
Students will be asked what type of book they were read. Students will be asked
how they know. Were there characters? Did the book tell a story? Did we learn
true information?
Students will Take Off, Touch Down regarding key details from the text. Polar
bears stay warm because of their blubber. Polar bears live in the desert. Polar
bears have babies called cubs. Polar bears only eat berries.
d. Extension:
Students will write about key details from the text.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

Accommodations: Students may move closer if they cannot see the text.
Modifications: Students may receive prompting while they are being asked a question.
Differentiations: Students may be asked harder questions, such as what are bear homes called
and what do polar bears use their paws for?
7. Assessment and Evaluation of Learning:
a. Formative:
Students will be observed as they are answering questions.
Students writing activity will be collected and analyzed.
b. Summative:
N/A

8. Homework Assignment:
N/A

9. Reflection:
a. Strengths:
b. Concerns:
c. Insights:
 UNLV/Department of Teaching & Learning
Elementary Lesson Plan Template

UNLV Student: Tricia Becker PSMT Name: Lisa Campbell

Lesson Plan Title: Polar Bears day 3 Lesson Plan Topic: Reading
Date: 2/15/2017 Estimated Time: 1 hr.
Grade Level: Kindergarten School Site: Roundy ES

1. State Standard(s):
RL.K.5 Recognize common types of texts.
RI.K.1 With prompting and support, ask and answer questions about key details in
a text.
. W.K.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.
RI.K.2 With prompting and support, identify key details in the text.

2. Teaching Model(s):
Direct instruction

3. Objective(s):
Students will be able to determine the type of text being read by listening to
informational text.
Students will be able to recall facts presented in an informational text.
Students will write information on the topic of polar bears.
4. Materials and Technology Resources
Polar Bears
Shortening
Ice cubes
Ziploc bags
Bucket
Writing journals
Science experiment worksheet
5. Instructional Procedures:
a. Motivation/Engagement:
Teacher will show students video with polar bears.
https://www.youtube.com/watch?v=HnryHZdz4uU
b .Developmental Activities or Learning Experiences:
Teacher will reread Polar Bears.
Students will discuss with their partner one fact they learned about polar bears.
Teacher will write down some information students learned about polar bears.
Teacher will introduce blubber experiment. Students will be told that they are
going to be called back in small groups to stick their hand in a bag of shortening.
Shortening will act like polar bears blubber. Students will have the shortening
submerged in water. Next, students will submerge their hand in the ice water.
Teacher will ask the question: will your hand be cold in the blubber?
Students will answer if they think their hand will be cold or warm on their science
experiment sheet.
Students will set aside their science experiment worksheet.
Teacher will inform students that they will be writing two facts they learned about
polar bears in their writing journals. Students will illustrate their information as
well.
As the students are working on their writing, the teacher will pull small groups to
submerge their hands in the blubber and ice water.
After every group has submerged their hand, the teacher will ask if their hands
were cold in the blubber. Students should write their hand was warm.
Students will then write a conclusion stating that blubber keeps polar bears warm.
c. Closure:
Students will share one fact they learned about polar bears.
d. Extension:
Students will write about what they see in a picture of a polar bear.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

Accommodations: Students may move closer if they cannot see text.
Modifications: Students may receive prompting while they are being asked a question.
Differentiations: Students may be asked harder questions, such as why do polar bears need
blubber?
7. Assessment and Evaluation of Learning:
a. Formative:
Students will be observed as they are answering questions.
Students science activity will be monitored.
b. Summative:
Students writing activity will be monitored.

8. Homework Assignment:
N/A
9. Reflection:
a. Strengths:
b. Concerns:
c. Insights: