Mini Teaching Lesson Plan

Teacher: ​Miss Angelica Concepcion Date: ​Tuesday, February 5, 2019

Class: ​I3 Level: ​Kindergarten

Purpose:

The purpose of this lesson is to collect information for the students’ animal report writing
piece. For this lesson, we are focusing on the animal, tiger.

Objectives:

​After this lesson, with prompting and support, students will be able to...
● use a combination of complete sentences, conversations, writing, and/or drawing to
explain their thinking composed from a read aloud. (W.K.2)
● gather information from our ​Tigers ​book to answer any of these questions: ​What are
tigers? Where are tigers from? What do tigers have? What can tigers do?(​ ​ ​W.K.8)
● will be able to identify the main topic of the book and recall details of the topic.
(RI.K.2)

Common Core Standards:

W.K.2: ​Use a combination of drawing, diction, and writing to compose

informative/explanatory texts in which they name what they are writing about and supply
some information about the topic.
W.K.8:​ With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.
RI.K.2: ​With prompting & support, identify the main topic & retell key details of a text.

GLO’s:

This lesson will address these General Learner Outcomes:

● GLO #2: Community Contributor
● GLO #4: Quality Producer
● GLO #5: Effective Communicator

Hawaii State Teacher Standards:

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 Relevant HSTS include:
● ​Teacher Performance Standard 3 Learning Environment:
○ 3(c) The teacher collaborates with learners and colleagues to develop shared
values and expectations for respectful interactions, rigorous academic
discussions, and individual and group responsibility for quality work.
○ 3(d) The teacher manages the learning environment to actively and equitably
engage learners by organizing, allocating, and coordinating the resources of
time, space, and learners’ attention.
● Teacher Performance Standard 6 Assessment:
○ 6(a) The teacher balances the use of formative and summative assessment as
appropriate to support, verify, and document learning.
○ 6(b) The teacher designs assessments that match learning objectives with
assessment methods and minimizes sources of bias that can distort assessment
results.
○ 6(g) The teacher effectively uses multiple and appropriate types of assessment
data to identify each student’s learning needs and to develop differentiated
learning experiences.
● Teacher Performance Standard 7 Planning for Instruction:
○ 7(a) The teacher individually and collaboratively selects and creates learning
experiences that are appropriate for curriculum goals and content standards, and
are relevant to learners.
○ 7(b) The teacher plans how to achieve each student’s learning goals, choosing
appropriate strategies and accommodations, resources, and materials to
differentiate instruction for individuals and groups of learners.
○ 7(e) The teacher plans collaboratively with professionals who have specialized
expertise (e.g., special educators, related service providers, language learning
specialists, librarians, media specialists) to design and jointly deliver as
appropriate learning experiences to meet unique learning needs.

Assessments:

● Formative:
○ I will formatively assess students’ prior knowledge through the K.W.L. chart.
From this chart, I will be able to gauge what the students know prior to the
lesson and what the students have learned after the lesson. I will also
formatively assess student knowledge, based on their participation during our
discussions.
● Summative:
○ Students will be graded if they have met the objectives or not, based on the
success criteria rubric attached.

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 Materials

Teacher will need:

● K.W.L Chart Tree Map Chart

● Cut up pictures of Tigers

● Whiteboard, Markers
● Mini Whiteboard
● Clipboard
● Highlighter, Pen
● Popsicle stick of student names
Student will need:
● Pencil, Crayons, Scissors, Glue
● Tiger Writing Piece ​worksheet:

Worksheets for when students are done:

● Label the Tiger ​worksheet: Coloring/Tracing Activity

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 Resources:
● Epic: ​Tigers by Kate Riggs

Procedures:

Total time of lesson: ​60 minutes

A. Introduction
a. (2 minute) Start the lesson by going over the today’s objectives. “Today, we are going
to learn about tigers. Let’s be three star students today! What’s a three star student?
Well a three star student…..Refer to the anchor chart and have the students repeat after
you. “can explain my drawing in a complete sentence and use the chart and book to
talk about the tigers.” Have students read the sentences together.
b. (8 minutes) Fill in KWL chart of what students know and wonder about tigers. Prompt
students by asking, “What do you know about tigers? Think in your head first and then
raise your hand.” During the “W” part of the chart, prompt the students by saying,
“Now let’s wonder about tigers. What do you wanna know about tigers? What
questions do you have about tigers? Remember questions start with the words, What,
where, when, who, why and how?” *initial student names beside their responses
● Read ​Tiger​ book through the computer, projecting it onto the monitor. Read through
the book once.
B. Developmental
● (20 minutes): Do a close-read: re-read it a second time while taking pauses and asking
questions on the page. For example, ask “What did you learn about Tigers on this
page? What are they?...Where are they from?”
● As you are re-reading the page and asking questions, fill out the Tiger Tree Map.
● Make sure the students are using sentence structure such as “Tigers are ________. /
Tigers have ________. Tigers can ________.”
● Write down the students’ responses under the appropriate category on the Tree Map.
*initial student names beside their responses
● After filling out the charts, quickly go over what was written. Have the students say it
with you.
● Then explain their classwork and show an example of your expectation of quality
work. Refer to anchor charts and teacher example.
● Also explain to students what they have to do, when they are done.
○ If students finish, have them complete Coloring and Tracing.
○ If students finish with the second worksheet. Have them do the ​Label the Tiger
worksheet.
● (20 minutes) Excuse the students by row and students will go back to their desks to
work on Tiger writing piece. They are to draw a tiger and write one sentence about
something they learned about tigers.
● Monitor students and check on them. Call the ELL students to the floor to work with
you.
C. Concluding

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 ● (10 minutes) To wrap up the lesson, have students come to the floor and present their
drawing and sentence.
● After each student presents, fill out the last part of the K.W.L. chart. Prompt other
students by, “What did ​(student name) ​learn about Tigers?” Then write it down onto
the chart.

Adaptations and Extensions:

Adaptations:
● S1, S5, and S8 are non proficient ELL and have a difficult time writing their own
sentence and tend to shut down when they don’t know what to do. I will have them
come to the floor during independent work time. I will guide their thinking by asking
questions such as “What is your drawing about” or “What did you learn about Tigers?”
Then write down the sentence on a whiteboard for them to copy onto their paper. They
will then draw their picture.
● S10 is also a non proficient ELL who understands English but barely speaks English.
He will need to go to the chart as a reference and have him point to what he is talking
about. (Speaks in mumbles and English is incomprehensible.)
● S6 is also an ELL student who can sound out some words but gets stuck on sight
words. I will write down letters that is hard for him to sound out, but have him try to
spell the rest on his own.
● S17 is not an ELL student but has a hard time comprehending instructions, so I will
also call him to the floor and write out his sentence to copy.
Extensions:
● S2, S7, S15 and S19 are students who finish fast. Instead of writing one sentence, I
would have these students write 2 or more sentences.
● If students get done early, the will have two other worksheets to fill out:
1. Label the Tiger worksheet
2. Coloring/Tracing Activity

Management Considerations:

● To manage time and behavior on the floor, I have set up assigned seating. (attached
below)
● During individual work time, I will check on students who usually need a reminder to
be on task. These students are; S1, S3, S5, S8, S16, S17, S18.
● During my lesson, I am also using the app Classdojo to reinforce positive behavior. I
am going to give a point to any student who is sitting nicely, listening, on task and
participating.
● During individual work time, I will have students who have a hard time staying on
task, sit in the back by themselves.

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 Reflections:

Assessment Data Analysis:

MP:
DP:
NY:
Here is an example of student work that met MP:
Here is an example of student work that met DP:
Here is an example of student work that met NY:

Positives:
As far as the lesson, I felt that it went well. My lesson plan was very thorough and timing wise
was very good. Most of the students were able to grasp the lesson concept and meet the
learning objectives. There were a lot of times I needed to redirect them so having classdojo
and attention getters were very helpful in managing their behavior. Showing the students an
example of quality work allowed the students to also produce quality work.

Improvements:
One thing that I could have done better was the management of students during independent
work time. I feel that I was so caught up in working with the ELL students, that I forgot about
the rest of the class. What I could have done also was sit on the table with the ELL students
instead of the floor so that I can get a better view of the whole class.

Bibliography/ Resources

1. Tigers by Kate Riggs

2. Tiger Pictures

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 Seating Chart

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