KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: KristiJoy Fedorowicz Date: 2/15/19

Cooperating Teacher: Mrs. Harr Coop. Initials: ______________
Group Size: 24 Allotted Time: 30 minutes Grade Level: K
Subject or Topic: Reading Section: Sychterz

STANDARD: (PA Common Core):

Standard - CC.1.2.K.L
Actively engage in group reading activities with purpose and understanding.

Standard - CC.1.2.K.E
Identify parts of a book (title, author) and parts of a text (beginning, end, details).

I. Performance Objectives (Learning Outcomes)

 Students will be able to identify the sequence of events after hearing a story.

II. Instructional Materials

 Polar Bear Night by Lauren Thompson
 Sequencing "Cut and Paste" Data Sheet
 Scissors
 Glue
 Pencils
 Crayons

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)
 Prerequisite Skills
o Appropriate listening skills in order to listen to a read aloud
o Ability to make predictions
 Big Idea
o It is important for students to determine the sequence that the characters appear.
 Subject Matter
o Sequence of events
 Key Vocabulary
o Cub- baby polar bear

IV. Implementation

A. Introduction –
 Call students to the carpet
 Introduce the story
 Tell the students to make a prediction about the story and turn and tell their shoulder partner
 Call on 2 students to share

B. Development –
 Begin reading the story
 Stop on page 1 reinforce that a polar bear baby is called a cub, ask the students to raise their hand
to share what they think it is that the polar bear cub sees
 Call on 2 students to share
 Continue reading
 Stop on page 7, ask the students to raise their hand if they would like to answer the question
 "Who did the polar bear cub see first on his night adventure?" Call on a student to answer
(Expected answer: Walruses)
 Call on a new student to answer, "Who did the polar bear see next?" (Expected answer: Seals)
 Continue reading
 Stop on page 9, ask the students to turn and tell their shoulder partner what they think the polar
bear cub will find next.
 Call on 2 students to share
 Say "Let's keep reading to find out"
 Stop on page 14, ask the students "What has the polar bear cub seen so far?"
 Call on a student who is raising their hand, sitting crisscross-applesauce to answer (Expected
answer: Walrus, seal, dolphins, star shower)
 Reinforce the order of the story, say "Yes, the cub left and first saw a walrus, then seals, then
dolphins, and then a star shower"!"
 Stop on page 17, point out the cub's face and pretend that you are yawning, ask the students to
turn and whisper to their shoulder partner how they think that the cub is feeling
 Call on a student to answer (Expected answer: Tired)
 Ask the student, where do you think the cub will go next since she is tired?" (Expected answer:
Back to the den, back to her mom, to go to sleep)
 Stop on the last page and explain that the cub is back safe in her den, which is like her home, with
her mother.
 Tell the students to give a thumbs up If they liked the story or a thumbs down if they did not like
the story
 Call on 2 friends to share why they liked the story
 Explain to the students that we are going to be retelling the story
 Give clear instructions by saying first, you will write your name, then you will cut along the
dotted line, then you will glue the pictures in order, and lastly you will color (Place pictures on
the instructions on the whiteboard)
 Review the order of the story say first, the cub left the den, second she saw a walrus, third she
saw seals, fourth she saw whales, fifth she saw a star shower, and lastly she went back to then den
to sleep
 Pass out papers and set behavioral expectations (I want you to walk to your seat and get started
right away, I like how…, etc.)
 Circulate around the room to help/check as needed
 When all students are done, review as a whole group by calling on students to answer the steps in
which the story took place

C. Closure –
 Fishbowl- (the room is set up in 6 tables of 4 students each)
 Pair two tables together. One table will make an inner circle while one table makes an outer circle
causing each student to have a partner.
 Tell the student on the inside to ask their partner "Would you like to live where the story took
place, why or why not?"
 Once the first partner has answered, they may ask.
 Countdown from 10 for students to stop conversation and go back to their seats
 Ask students to raise their hand to share their answer
 Call on 3 students to share

D. Accommodations / Differentiation -
 Monitor students O. and S.'s behavior throughout the Independent work to ensure they are on task
 Student S.'s scissors and glue will be at the teacher's table, he will be allowed to have them one at
a time, only when needed
 Check on student J., C., Z., and S., if needed work with them in a small group at the front table
 E. Assessment/Evaluation plan
1. Formative- Sequencing data sheet will be collected and checked for accuracy
by using a checklist
2. Summative

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives

 As I was reading the story, I had students participate by answering questions and turning
and talking. Most students participated in raising their hand to answer the questions and
when it was time to turn and talk with a partner, I circulated the carpet and could see
100% of the students who were in the room actively engaged in the conversations. 100%
of the students were also able to cut and paste the pictures in the correct order of the story
to determine what happened at the beginning, middle, and end. 2 of the students were out
of the classroom at the time the story was read and came back during the activity. As I
circulated the room, I checked the remaining students understanding and read the story
and guided these 2 students in completing the activity.

B. Personal Reflection
1. Did I choose an appropriate activity for the selected text?
a. Yes, the story had a set sequence in events in which events were occurring.
Because of this, I chose stopping points to reinforce what had happened and
which animals the polar bear cub saw. The students then had to comprehend the
text and the stopping points to go back to their seats and independently cut and
paste the events in their correct order. Not only did this story work to advance the
students comprehension, but it also taught the students about polar bears in a
light, fun way. It allowed them to hear that a polar bear baby is called a cub and
introduced them to other animals that live in the same habitat as polar bears. This
activity also allowed for students to work on their fine motor skills by cutting and
pasting and ability to follow multi-step directions.
2. Did I encourage the students to use critical thinking skills?
a. Yes, during the closure, the students were paired up with a partner and had to
discuss if they would like to live in the same environment that the story took
place. This allowed students to connect the story to their own lives and feelings.
As I circulated the room and joined in on conversations, I heard many students
saying that they would not want to live there because it was cold. This showed
me that the students were able to connect the snow in the illustrations to the
temperature being cold. Other students also discussed that if they did live there,
they would have to wear warm clothes and big jackets.
3. Did I set behavioral expectations?
When explaining the directions, I used cards to show the students that first they
will write their name, then they will cut all of the pictures on the dotted line, then
they will glue the pictures in order, and lastly they will color. This gave students
clear expectations of what I wanted them to do as soon as they received their
paper. However, as I was walking around, I noticed that a few students were just
gluing the pictures down in the order that they were on the paper. Even though it
was only a few students, I decided to stop everyone and re explain the directions.
I could have avoided this misunderstanding by telling the students to cut all of
the pictures out first and then raising their hand when they were ready. Once
everyone was ready, I could have asked the students what was the first thing that
happened in the story and told them to glue that pictures and then the rest of the
pictures in order of the story. Although, there was this misunderstanding, the
students knew to write their name first and then cut on the dotted line and I gave
praise to students who were working quietly and efficiently.
VI. Resources

Thompson, L., & Savage, S. (2004). Polar bear night (1st ed.). New York: Scholastic Press.