Lesson Plan Form

Teacher Education Department CSUDH

CANDIDATE: SUBJECT(S): GRADE LEVELS: DATE:

Ana Ruan Language Arts TK 3/23/2018

STANDARD(S): Single Day Lesson:

Identifying Basic
CCSS.ELA-LITERACY.RF.K.1 Feature print
Demonstrate understanding of the organization and basic features of print.

I. DESCRIPTION OF CONTENT AND CONTENT TYPE (Fact, Procedure, Concept, or

Principle):
Teacher will teach students about the basic concepts that are needed to be able to identify
the basic features of any print.

II. LEARNING OUTCOME (Objective):

Students will be able to identify, distinguish basic information of print by visual activities
that promote them to identify information.

III. CURRICULUM CONNECTION (How this lesson fits into unit plan):
Introduction to basic information of print will allow students to identify information in
higher level of prints through their academic progress.

IV. INSTRUCTION

A) ENGAGEMENT (Motivational Activity):

Begin the activity by asking students if they would like to help the teacher with an
important project.
Ask students to sit on carpet area in front of projector.
Tell students to sit up straight, keep hands to themselves and put their listening ears on
(demonstrated for students through gestures).

B) INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):

Build students’ understanding of basic print features through a lesson that has visuals
and step by step instruction from teacher.

First step:
Tell students a story with a map of the United States on projector that the can all see.
Begin by telling students a short story about a little dog called Mia who travels.
Mia was born in Ocala, Florida. Can someone point to Florida on the map please?
She traveled all the way to California. Can some students point at some states that she
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 went through?

Step two: (I do, We do, You do)

Now I need your help to make a book for Mia the traveling dog.
Use a different book to show the different basic areas of a print.
This is the title (point to title under projector so image is big enough for all students to
see).
This is the author (point to author).
Spine (point at spine)
Back of book
Front of book

C) APPLICATION ACTIVITY (Practice and/or Reflection):

 Teacher will help students review and practice the basic areas of a print.
Hand out work sheet for Mia The Explorer
Go through instructions first step by step:
1. Find the number one and fill in the title any color you want
2. Find number two and write in your name for author
3. Find number three and write in beginning
4. Find number four and write End

Demonstration and identification

 Teacher will ask students to identify where certain print concepts are such as
author, title, spine, back and front.

Discussions of learning:
Teacher will ask students to reflect on their understanding by walking around and
checking on students work.

D) MATERIALS AND RESOURCES:

 Projector
 Book
 Copies of Mia the explorer
 Colors
 Map

V. ASSESSMENT STRATEGIES (Methods for obtaining evidence of learning):

 As students are doing the we do teacher will walk around to check for students
comprehension of basic print concepts.

 Immediate feedback will provide students with feedback of their work.

 Students will be asked to take homework that has needs them to reflect on what they
learned in class.

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VI. ACCOMODATIONS FOR INDIVIDUAL LEARNERS (Content, Instruction, Practice):
 Visuals are a big part of this lesson in order to target students who need extra assistance and
to help students who are ELL.
 Teacher can further explain in Spanish if needed.
 Worksheets instructions can be translated to various languages.

VII. HOMEWORK:
Teacher will hand out homework worksheet that asks students to pick their favorite book
and identify the different basic print concepts.