KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Alison Waldron

Date: 2/25/15

Cooperating Teacher: Mrs. Colleen Berger

Coop. Initials: _________

Group Size: 22

Grade Level: K

Allotted Time: 60 minutes

Subject or Topic: White House Facts

Section: 1

STANDARD(S):
1.6.K.A: Listen and respond appropriately to others in small and large group
situations.1.3.K.A: Respond to works of literature.
1.3.K.C: Identify literary elements (characters, settings, and problems) in stories
CC.1.1.K.D: Know and apply grade level phonics and word analysis skills in decoding
words. Associate the long and short sounds with common spellings for the five major
vowels.
5.1.K.F: Identify significant American holidays and their symbols.
I.

Performance Objectives:
A. Students will be able to recognize and repeat short o sounds.
B. Students will be able to recall the facts in the story and in class discussion.

II.

Instructional Materials
A. Pencils for students
B. iPad with camera and plug in
C. Document Camera
D. Word wall and w/s
E. Duck for President by Doreen Cronin
F. Big American Symbols chart
G. Big red papers for the booklets
H. White House fact sheets already glued on big fact booklets

I. Short o worksheets
J. Pointer stick
K. Short o word houses (premade by teacher months ago)
III.

Subject Matter/Content
A. Prerequisite skills
Listening skills
Writing skills
Short o knowledge
Some White House facts
B. Key Vocabulary
The White House
American Symbols
Presidents
illustrations
Furious
Protested
elected
hot, mop, pot, cot, box, fox, fog, mat, rod, nod, dog, log, bag, tap,
tag, top
C. New Content
New vocabulary from above
D. Big Idea
Students will review the facts about the White House and where it is
located.
Students will be reviewing their work with the short o sound by
using worksheets and repeating familiar short o words.

IV.

Implementation
A. Introduction
Review short o
1. words and sound
Go over the CVC short o words in the word house
1. Examples: flop, stop, mop
2. Say all the sounds of the word while pointing to the letters and
have the children say with you and say whole word after
sounds
Go through all the words
1. Use marker for own words if wanted
Repeat words where children say the sounds/words wrong
Have individuals participate by themselves if they are not paying
attention.
Hold up the short o worksheet
Go through all the words and pictures so they know what they are

1. Go through all of them like you did with the word house, sound
then whole word
2. Pictures: hot, mop, pot, cot, box, fox, fog, mat, rod, nod, dog,
log, bag, tap, tag, top
3. Cut and paste the pictures to the sheet after your name.
4. There are eight pictures and only six spots to glue, what does
that mean?
5. There will be two pictures that do not have the short o sound
so you will not use them.
a. What are they?
Ask the paper passers to help pass out the short o worksheets
When you are done this worksheet, get it checked and walk back to
the rug for a story.
B. Development
Before I read this book, what do you think this book is about?
Page 4:
1. Do you think this list of chores is fair?
Page 7:
1. What is an election?
Page 10:
1. How do you think he is feeling?
Page 11:
1. What does furious mean?
2. Everyone pretend they are furious
Page 12:
1. Why do you think the mice protested?
2. Protested means fought back and not happy with the rules
Page 14:
1. How do you think he feels now?
Page 18:
1. A governor runs a smaller part of the area. Like governors in
the USA run the state.
Page 20:
1. What is a speech again?
Page 21:
1. How do you think Ms. Governor feels?
Page 22:
1. What do you think these ballots are for?
2. Ballots are another word for a vote.
3. A tally is a total number of votes.
Page 24:
1. What is a presidential election?
2. Do you think he is going to win?

 Page 32:
1. What is a help-wanted ad?
2. What do you think he will do?
Page 35:
1. What is an autobiography?
Go over the definitions and examples of fiction and nonfiction texts
(if time permits)
1. Ask: Does anyone know what the differences are?
2. Discuss the differences on the chart
a. Read them first and then read together
b. Talk about examples
C. Closure
Review flag and Statue facts on big chart
1. Teacher reads flag facts first and they repeat
Read over White House facts
1. Teacher reads flag facts first and they repeat
Show them the example page of the White House big book page
Talk about how we are going to write the facts again just like we did
for the Statue of Liberty
Pass out the big book fact papers with the White House picture
already on the left side
1. Together write the number one on the paper
2. Write the fact together
a. Pick your favorite fact and write it next to the one and
wait until you are done writing one to write the number
two to make sure you have enough room for your
facts.
3. Write the next two numbers together and walk around and help
students if needed.
When they are finished, help them with their kid-writing and make
sure it looks nice and put on the counter to put in the finished book
D. Accommodations/Differentiation
Mute student: Ask yes or no questions
Speech students: Repeat sounds
Multiple levels: Ask different leveled questions to different leveled
students
E. Assessment/Evaluation Plan
Formative
1. Check list for completing paper and participating in reading
Summative
1. Post Test same as Pre test

V.

Reflective Response
A. Report of Students Performance in Terms of Stated Objectives (after lesson is
taught)
The students were great today. There were a lot of improvements
with behavior with #14 and #18.
The students had some trouble coping the facts down after we went
over it multiple times before and have down the same thing with the
other American Symbols: American flag and Statue of Liberty.
They seem to not enjoy the short o papers anymore so we are
planning to go to short u soon.
B. Personal Reflection
Did I follow my lesson plan? Why or why not?
1. I did follow my lesson plan because it flowed nicely and was
similar to all the other lessons.
Was I confident enough to get my point across?
1. I was very confident today.

VI.

Resources
A. Berger, C. (2015). Charts. Made my hand.
B. Berger,C.(2015).PhonicsPractice.MadeonWord.
C. Berger,C.(2015).WhiteHouse.MadeonWord.
D. Cronin, D., & Lewin, B. (2004). Duck for President. New York: Simon &
Schuster Books for Young Readers.
E. Standards: View Standards by Subject Area and Grade Level or Course. (n.d.).
Retrieved February 10, 2015, from http://pdesas.org/Standard/Views#105|773|
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