KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: KristiJoy Fedorowicz Date: 2/22/19

Cooperating Teacher: Mrs. Harr Coop. Initials: __________
Group Size: 24 Allotted Time: 30 minutes Grade Level: K
Subject or Topic: Polar Bears Review Section: Dr. Sychterz

STANDARD: (PA Common Core):

Standard - 3.1.K.A5
Observe and describe structures and behaviors of a variety of common animals.

Standard - CC.1.4.K.C
With prompting and support, generate ideas and details to convey information that relates to the chosen
topic.

I. Performance Objectives (Learning Outcomes)

 Students will be able to write 3 facts about polar bears following the "can, are, have" format.

II. Instructional Materials

 Whiteboard
 Projector
 Computer
 https://www.pebblego.com/modules/1/articles/148
 Interactive "Can, are, have" anchor chart
 Polar Bears Writing Prompt
 Pencils

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)
 Prerequisite Skills
o Previous read aloud of Polar Bear Night
o Previous read aloud of Polar Bears by Mark Newman
o Previous read aloud of Polar Bears Close-up by Melissa Keil
o Polar Bears- Large Mammals with clear fur, black skin, black noses, small ears, and big
paws
o Arctic- a place in the north that is cold, icy, and snowy
o Polar bears live in the arctic
o Polar bears have blubber which is a layer of fat underneath their skin that helps them
keep warm
o Sight words (can, have, are)
o Polar bears have black skin, and clear fur that looks white because it reflects the light.

 Key Vocabulary
 Big Idea
o It is important for students to be able to write an informative piece about one specific
topic.
 Subject Matter
o Review of polar bear information.

IV. Implementation

A. Introduction –
  Show a video of a polar bear swimming https://www.pebblego.com/modules/1/articles/148
 Explain to the students that as they are watching the video, you want them to think about all of
the books we read, experiments we conducted, and crafts we created to remember all of the
information that they researched about polar bears

B. Development –
 Once the video has ended, tell the students to turn and tell their shoulder partner something that
they have learned about polar bears
 Call on 3 students who are raising their hand to share
 Tell the students that today we will be playing a game where we will place facts about polar bears
onto a chart
 Display the interactive anchor chart onto the whiteboard
 Tell students to raise their hand if they see any sight words on the screen while pointing to them
 Call on students who are raising their hands to read the sight words
 Read the choices from the side of the screen and ask the students to raise their hand if they know
which column that fact would go under
 Tell the student to come up to the front and drag that fact to where it belongs and tell the fact to
the entire class
 Repeat these steps until all facts are in the correct column
 Tell students to stand up and do the polar bear dance
 Tell the students that they will be receiving a paper that says "Polar bears can… Polar bears are…
and Polar bears have…" and you want them to write down one fact per sight word by stretching
out words and using their finger spaces.
 Hand out the papers and send students back to their seats
 Remind them to put their name at the top of the page and begin writing
 Circulate around the room and help students when needed
 When students are done they may go to the carpet and play the sight word game

C. Closure –
 Once all students are done call them to the carpet and call on 2 students to share their facts
 Tell the students to turn and tell their partner an animal that they would like to learn about next
and how that animal might be different than a polar bear

D. Accommodations / Differentiation -
 Student O. and Student S. tend to get distracted and may need occasional check-ups to ensure
they are staying on task and following directions
 Student S. will need the writing lines highlighted in a bright color to reinforce where he should
write.

E. Assessment/Evaluation plan
1. Formative- Writing pieces will be collected and checked with a section of the
performance assessment rubric
2. Summative

V. Reflective Response

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

 95% (20/21) of the students were able to write three accurate facts to complete the sentences.
 Student K (1/21 5%) was able to complete all of the sentences, but only 2 facts were accurate.
She wrote “Polar bears are silver.”

B. Personal Reflection
1. Did I choose an effective strategy to review the information?
 a. I believe that having the students interact with the chart and visually see the
information allowed them reflect on their own learning to review the important
facts about polar bears. It was visible that the students enjoyed coming up to the
board. When the student moved the fact, I also had them turn to the front of the
class like they were the teacher and tell the rest of the peers their fact.
2. How did I keep student occupied who finished early?
a. Since many of the students are at different writing levels there was a wide range
of time that it took the first-last person. I believed that I handled this situation
well. I asked the students to first draw a picture of a polar bear on the back to
reinforce the idea that polar bears have black noses, a big body with little ears
and big paws. After students were completed with their writing and picture, they
were allowed to go to the carpet to play a sight word game until the rest of their
peers were done.

VI. Resources

Capstone. (2019). Polar bears. Retrieved February 15, 2019, from https://www.pebblego.com/modules/1/
articles/148