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Name of Teacher Candidate: Sarah

Hoppel
Central Focus: Literacy Reading and
Writing
Lesson Title: Meet Julia Donaldson

Date: 2/17/15
Grade Level:
Kindergarten

Curriculum Areas Addressed: Social Studies, Reading, Writing


Time Required: 1 hr. and a half

Instructional Groupings:

Are you using whole


group, small group, partners, quads, homogeneous,
heterogeneous?

Small Groups
Standards:

List the number and the text of the academic content standards and/or CCGPS for each standard
that is addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.

ELACCKRL6: with prompting and support, name the author and illustrator of a story
tell the role of each in telling the story.
ELACCKSL1: participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger groups.
Individual Education Plan Goals:
No students have IEPs
Benchmarks for the Focus Students:
JA- to grow more independent in his work
JB- To consistently act like a kindergartner and complete her work
TW- To improve writing more detailed sentences and focus in lessons
As a result of this lesson/unit students will
Be To understand the purpose in writing so that they can want to be actively involved in
their literacy growth.
Understand
Relevant Goal(s):
Children are introduced to the concepts of what an author and illustrator are.
Children are introduced to the author Julia Donaldson.
Children learn facts about Donaldson and where she lives in relation to them.
Children are informed of how to begin writing stories
Essential Question(s):
How does getting to know an author, the method they use to write, and
reading/understanding their work help me become a better writer?
Know
Learning Objectives: Know what an author and illustrator are and what they do. Know who
Julia Donaldson is and what she does. Know what some methods of how to start the writing
process.
Do
Learning Objectives: Able to create methods of how to start their writing process. Create
Support for Academic Language
Academic Language: (What Academic Language will be taught or developed? Identify the key vocabulary
and/or symbols specific to the content area. These may be derived from the standards.)

Author Illustrator United Kingdom

England

Map

Globe

Academic Language Demands:

(Identify one of the following ways that students will participate in


learning tasks to demonstrate disciplinary understanding: reading, writing, listening, or oral language.)

Syntax and Discourse


Language Function:

(The language function is represented by the active verbs within the learning

objectives. Common language functions in the include identifying main ideas and details; analyzing and
interpreting characters and plots; arguing a position or point of view; predicting; evaluating or interpreting
an authors purpose, message, and use of setting, mood, or tone; comparing ideas within and between texts; and
so on.
Syntax: (Identify the supports that will be provided for students to organize the information charts, graphs,
diagrams. These must relate to the Language Function.)

About the Author worksheet


Discourse:

(Describe how the students will demonstrate/express their understanding of the Academic

Language.)

Describe verbally what an author and illustrator does and is able to point it
within a book.
Assessment

(Each learning objective must be assessed. Questions to consider: How will the KNOW, DO, and BE
be evaluated? How will students demonstrate their understanding or the lessons objectives? How will you provide
feedback for the students? What type of assessment will be used? Is the assessment formal or informal? What
evidence will be collected to demonstrate students understanding/mastery of the lessons objective? What
constitutes success for the students?)
Know: (Identify the assessment strategies to be used for the learning objectives listed in the Know section.)

Discussion, Fill out worksheet, Know a fact about Julia Donaldson


Evaluation Criteria:

(Indicate the qualities by which levels of performance can be differentiated and that
anchor judgments about the learners degree of success on an assessment.)

Can explain and show what an author does.


Can explain and show what an author does.
Can explain what Julia Donaldson does for a living.
Differentiation for IEP and Focus Students:
JA: See if he can name some authors or some of his books and introduce the names of the
authors to him. For the worksheet see if he can fill it out with little to no help.
JB: Have a book so that if she is unable to verbally come up with what an author is then she
can point out what an author does. For the worksheet help her sound out words and have
only a few blanks to fill in.
TW: Use only oral strategies to help improve his communication of his ideas of what an
author is. Help with worksheet.
DO: (Identify the assessment strategies to be used for the learning objectives listed in the Do section.)

Discussion, Writing Journal


Evaluation Criteria:

(Indicate the qualities by which levels of performance can be differentiated and that
anchor judgments about the learners degree of success on an assessment.)

Able to brainstorm ideas and put them down on the story they are going to
write.
Demonstrate multiple ways to start writing.
Differentiation for IEP and Focus Students:
JA: Student writes characters and setting for his story in writing journal on his own.
JB: Student draws pictures and basic words for her story in her writing journal with
prompting.
TW: Student both draws pictures and gets help sounding out words in writing journal
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson
procedures including strategies/planned supports for wholeclass, small group, and individual instructions; and
differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the
lesson.)

Show picture of Julia Donaldson and generate questions about her. Have her books on
display.

Introduction:

(State how the lesson will be introduced. This should communicate the purpose of the lesson, be
directly related to the goals and objectives of the lesson, tap into prior knowledge/experiences, and develop
student interest.)

Talk about what an author and illustrator are and what they do. Show them places on the
book where they can find out who the author and illustrator are Explain that Julia Donaldson
and that we will be reading her books for the next two weeks.
Body or Procedures:

(Use a bulleted or numbered format to communicate the procedures for the lesson.
Describe the strategies which will be used to support students learning. Knowledge of students cognitive, social,
emotional, and physical development along with their cultural backgrounds should be evidence.

Talk to students about Julia Donaldson so they learn a bit about her. Then show the video
interview of Julia Donaldson. https://www.youtube.com/watch?v=_0vAK702VnE.
After the video give students their writing workbook for the next few weeks. Then start
helping them generate ideas about what kind of story they might want to write. Have a
choice board available. Draw, write, or have ideas written down for student in their booklet.
Closure/Wrap up: (Describe how the content of the lesson will be summarized. There may be a review of the
core concepts, relevant goals, or essential questions.)

Have students share their story ideas with each other.


Modifications/Differentiation to Support Student Learning
What will be differentiated? Content/Process/Product
Blue: Process
Yellow: Process
Purple: Process
Green: Process
How will differentiation be accomplished?

Blue: Have students answer verbally questions on worksheet, then you write them
down and they copy. Or you can allow them to write and you scribe. Can assist
students in coming up with a fact about Julia Donaldson.
Yellow: Teacher can assist by sounding them out together and then writing it down.
For those who are unable to write. The teacher can write it down for them and then
the student has to copy it into the blank space.
Purple: Have students do more writing independently. Help them sound out words
so that the spell phonetically. Generate more questions for students to respond to
when coming up with facts or ideas for their own story.
Green: Students write on their own. Encourage students to help each other and
sound out words they do not know. Ask students questions about their ideas for
their own story. Ask for more details and describing words.
What strategies will be used to differentiate for focus student 1?

Student will fill out the worksheet on his own.


Can use the choice board to generate ideas of what he wants to write about or can
just write down ideas. Could start writing sentences about his idea(s) he is coming
up with.
What strategies will be used to differentiate for focus student 2?

Student will get some assistance in spelling words. Will have some words already
written on the board to help her write her ideas. Will sit next to student to help keep
her on task.
Have her use the choice board to help her come up with ideas of what to write
about. Only require drawing a picture of her ideas and basic labeling. Assist her in
using different ways to sound out words o figure out how to spell them.
What strategies will be used to differentiate for focus student 3?

Student will get some assistance in spelling words. Have him help you sound out
and spell words he wants to write. Have him use the choice board to help him come
up with ideas of what to write about. Student can either draw or write his ideas
down for his story. Have him label his ideas so he remembers what he wrote.
Instructional Support
Materials, Additional Resources, and Background Information:

(List any websites,


materials, and background information that you will need or use as the teacher to engage the students.)

Projection screen and youtube . https://www.youtube.com/watch?v=_0vAK702VnE


Her website: http://www.juliadonaldson.co.uk/
Julia Donaldson Books: The Gruffalo, The Snail and the Whale, Highway Rat,
Superworm, Monkey Business, The Gruffalos Child,
About the Author worksheet
Pencil
Clear Links to Learning Theories, Educational Research, and Principles of
Development:

Storytelling (because I have an interview of Julia Donaldson and her personal story
about how she starts writing.) and Aesthetics (because they are drawing and
coming up with ideas for their story). Which also relates to Gardners multiple
intelligences.
Connections to Technology and/or the Arts:

Projection screen and youtube to see an interview of Julia Donaldson


Description of Collaboration with Others: (These might include

the inclusion teacher, media


specialist, counselor, guest speaker, grade level coordinator, community experts, families, etc.)

Discussed with the inclusion teacher and grade level

Nane of Teacher Candidate: Sarah


Hoppel
Central Focus: Literacy Reading and
Writing
Lesson Title: The Gruffalo

Date: 2/18/15
Grade Level:
Kindergarten

Curriculum Areas Addressed: Reading, Writing


Time Required: 1 hr. and a half

Instructional Groupings:

Are you using whole


group, small group, partners, quads, homogeneous,
heterogeneous?

Small Groups
Standards:

List the number and the text of the academic content standards and/or CCGPS for each standard
that is addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.

ELACCKRL1: With prompting and support, ask and answer questions about key
details in a text
ELACCKRL2: With prompting and support, retell familiar stories including key details
ELACCKRL3: With prompting and support, identify characters, setting, and major
events in a story
ELACCKSL1: participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger groups.
ELACCKW3: Use a combination of drawing, dictating, and writing to narrate a single
event or several loosely linked events, tell about the events in the order in which
they occurred, nad provide a reaction to what happened.
Individual Education Plan Goals:
No students have IEPs
Benchmarks for the Focus Students:
JA- to grow more independent in his work
JB- To consistently act like a kindergartner and complete her work
TW- To improve writing more detailed sentences and focus in lessons
As a result of this lesson/unit students will
Be To understand the purpose in writing so that they can want to be actively involved in
their literacy growth.
Understand
Relevant Goal(s):

Children are able to identify what the setting is of the book The Gruffalo
Children are able to identify what the Characters of the book The Gruffalo
Children are able to identify what the problem of the book The Gruffalo
Children are able to sit and listen to key facts and follow the story
Children are able to generate a better idea of what they want to write about and are
able to draw a more detailed picture of their story.

Essential Question(s):

How understanding what a setting, characters, and the problem of a story affect my
story writing?
Know
Learning Objectives: What are the setting, characters, problem, and solution in our
story?
Do
Learning Objectives: Able to create methods of how to start their writing process. Create
Support for Academic Language
Academic Language: (What Academic Language will be taught or developed? Identify the key vocabulary
and/or symbols specific to the content area. These may be derived from the standards.)

Author Illustrator
Words Fiction

Setting

Characters Problem

Solution

Describing

Academic Language Demands:

(Identify one of the following ways that students will participate in


learning tasks to demonstrate disciplinary understanding: reading, writing, listening, or oral language.)

Syntax and Discourse


Language Function:

(The language function is represented by the active verbs within the learning
objectives. Common language functions in the include identifying main ideas and details; analyzing and
interpreting characters and plots; arguing a position or point of view; predicting; evaluating or interpreting
an authors purpose, message, and use of setting, mood, or tone; comparing ideas within and between texts; and
so on.
Syntax: (Identify the supports that will be provided for students to organize the information charts, graphs,
diagrams. These must relate to the Language Function.)

Characters and setting worksheet


Discourse:

(Describe how the students will demonstrate/express their understanding of the Academic

Language.)

Describe verbally who the characters are and what the setting within a book.
Assessment

(Each learning objective must be assessed. Questions to consider: How will the KNOW, DO, and BE
be evaluated? How will students demonstrate their understanding or the lessons objectives? How will you provide
feedback for the students? What type of assessment will be used? Is the assessment formal or informal? What
evidence will be collected to demonstrate students understanding/mastery of the lessons objective? What
constitutes success for the students?)
Know: (Identify the assessment strategies to be used for the learning objectives listed in the Know section.)

Discussion, Fill out worksheet,


Evaluation Criteria:

(Indicate the qualities by which levels of performance can be differentiated and that
anchor judgments about the learners degree of success on an assessment.)

Know what a character is.


Know what a setting is.
Know what a problem in a story is.
Differentiation for IEP and Focus Students:
JA: Have him do the sheet on his own to see if he understands what they are.
JB: Do the worksheet with her. If she is unable to answer the question ask more questions
to help her get to a point where she can.
TW: Let him attempt to do it on his own. Do it as a whole group and monitor him and help
guide him through questioning if he gets stuck.
DO: (Identify the assessment strategies to be used for the learning objectives listed in the Do section.)

Writing Journal
Evaluation Criteria:

(Indicate the qualities by which levels of performance can be differentiated and that
anchor judgments about the learners degree of success on an assessment.)

Can create a story that has key details like character(s) a setting.
Differentiation for IEP and Focus Students:
JA: Student writes characters and setting for his story in writing journal on his own.
JB: Student draws pictures and basic words for her story in her writing journal with
prompting.
TW: Student both draws pictures and gets help sounding out words in writing journal.
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson
procedures including strategies/planned supports for wholeclass, small group, and individual instructions; and
differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the
lesson.)

Read the story the Gruffalo.


Introduction:

(State how the lesson will be introduced. This should communicate the purpose of the lesson, be
directly related to the goals and objectives of the lesson, tap into prior knowledge/experiences, and develop
student interest.)

Ask students to predict what happens in the book.


Body or Procedures:

(Use a bulleted or numbered format to communicate the procedures for the lesson.
Describe the strategies which will be used to support students learning. Knowledge of students cognitive, social,
emotional, and physical development along with their cultural backgrounds should be evidence.

Discuss concepts to look at when reading a book such as the title,


characters, and setting. Then complete the character and setting worksheet.
Closure/Wrap up:

(Describe how the content of the lesson will be summarized. There may be a review of the
core concepts, relevant goals, or essential questions.)

Review their ideas of writing from yesterday and draw a better detailed
picture of what they are going to write about.
Modifications/Differentiation to Support Student Learning
What will be differentiated? Content/Process/Product
Blue: Process
Yellow: Process
Purple: Process
Green: Process
How will differentiation be accomplished?

Blue: Have students answer verbally questions on worksheet, then you write them
down and they copy. Or you can allow them to write and you scribe. Can assist
students in coming up the characters and setting in the story.
Yellow: Teacher can assist by sounding them out together and then writing it down.
For those who are unable to write. The teacher can write it down for them and then
the student has to copy it into the blank space.
Purple: Have students do more writing independently. Help them sound out words
so that the spell phonetically. Generate more questions for students to respond to
when drawing and creating their story.
Green: Students write on their own. Encourage students to help each other and
sound out words they do not know. Ask students questions about their ideas for
their own story. Ask for more details and describing words.
What strategies will be used to differentiate for focus student 1?

Student will fill out the worksheet on his own.

Can use the choice board to generate ideas of what he wants to write about or can
just write down ideas. Start writing sentences for his story as well as pictures.
What strategies will be used to differentiate for focus student 2?

Student will get some assistance in spelling words. Will have some words already
written on the board to help her write her sentences. Will sit next to student to help
keep her on task.
Draw a picture that goes along with her story.
What strategies will be used to differentiate for focus student 3?

Student will get some assistance in spelling words. Have him help you sound out
and spell words he wants to write for his story. Then have him draw a picture that
goes along with it and have him describe it to you. Then if need be, label the
picture.
Instructional Support
Materials, Additional Resources, and Background Information:

(List any websites,


materials, and background information that you will need or use as the teacher to engage the students.)

The book the Gruffalo


Writing Workbook
Character/Setting Worksheet
Whiteboard
Crayons
Clear Links to Learning Theories, Educational Research, and Principles of
Development:

Storytelling (because I am reading the Gruffalo to them.) and Aesthetics (because


they are drawing and writing their story). Which also relates to Gardners multiple
intelligences.
Connections to Technology and/or the Arts:

Drawing pictures in their writing journal


Description of Collaboration with Others: (These might include

the inclusion teacher, media


specialist, counselor, guest speaker, grade level coordinator, community experts, families, etc.)

Discussed with the inclusion teacher and grade level

Nane of Teacher Candidate: Sarah


Hoppel
Central Focus: Literacy Reading and
Writing
Lesson Title: Whats the Gruffalo Order?

Date: 2/19/15
Grade Level:
Kindergarten

Curriculum Areas Addressed: Reading, Writing


Time Required: 1 hr. and a half

Instructional Groupings:

Are you using whole


group, small group, partners, quads, homogeneous,
heterogeneous?

Small Groups
Standards:

List the number and the text of the academic content standards and/or CCGPS for each standard
that is addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.

ELACCKRL1: With prompting and support, ask and answer questions about key
details in a text
ELACCKRL2: With prompting and support, retell familiar stories including key details
ELACCKRL3: With prompting and support, identify characters, setting, and major
events in a story
ELACCKSL1: participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger groups.
ELACCKW3: Use a combination of drawing, dictating, and writing to narrate a single
event or several loosely linked events, tell about the events in the order in which
they occurred, nad provide a reaction to what happened.
Individual Education Plan Goals:
No students have IEPs
Benchmarks for the Focus Students:
JA- to grow more independent in his work
JB- To consistently act like a kindergartner and complete her work
TW- To improve writing more detailed sentences and focus in lessons
As a result of this lesson/unit students will
Be To understand the purpose in writing so that they can want to be actively involved in
their literacy growth.
Understand
Relevant Goal(s):

Children are able to identify what the setting is of the book The Gruffalo
Children are able to identify what the Characters of the book The Gruffalo
Children are able to identify what the problem of the book The Gruffalo

Children are able to sit and listen to key facts and follow the story
Children are able to place events in the story in order
Children are able to edit their sentences and make them more detailed.
Essential Question(s):

How understanding what a setting, characters, and the problem of a story affect my
story writing?
Know
Learning Objectives: What order do events occur in our story?
Do
Learning Objectives: Able to place events in order in the story. Can edit my sentence to
make them more detailed for my story.
Support for Academic Language
Academic Language: (What Academic Language will be taught or developed? Identify the key vocabulary
and/or symbols specific to the content area. These may be derived from the standards.)

Author Illustrator
Words Narrative
Sequence Order

Setting

Characters Problem

Solution

Describing

Academic Language Demands:

(Identify one of the following ways that students will participate in


learning tasks to demonstrate disciplinary understanding: reading, writing, listening, or oral language.)

Language Function, Syntax, Discourse


Language Function:

(The language function is represented by the active verbs within the learning
objectives. Common language functions in the include identifying main ideas and details; analyzing and
interpreting characters and plots; arguing a position or point of view; predicting; evaluating or interpreting
an authors purpose, message, and use of setting, mood, or tone; comparing ideas within and between texts; and
so on.

Identifying the key details and being able to organize the order of events.
Syntax:

(Identify the supports that will be provided for students to organize the information charts, graphs,
diagrams. These must relate to the Language Function.)

Sequencing sheet
Discourse:

(Describe how the students will demonstrate/express their understanding of the Academic

Language.)

Describe verbally and place pictures in the order of events of how they
occurred in the book.
Assessment

(Each learning objective must be assessed. Questions to consider: How will the KNOW, DO, and BE
be evaluated? How will students demonstrate their understanding or the lessons objectives? How will you provide
feedback for the students? What type of assessment will be used? Is the assessment formal or informal? What
evidence will be collected to demonstrate students understanding/mastery of the lessons objective? What
constitutes success for the students?)
Know: (Identify the assessment strategies to be used for the learning objectives listed in the Know section.)

Evaluation Criteria:

(Indicate the qualities by which levels of performance can be differentiated and that
anchor judgments about the learners degree of success on an assessment.)

Differentiation for IEP and Focus Students:


JA:
JB:
TW:
DO: (Identify the assessment strategies to be used for the learning objectives listed in the Do section.)

Paint stick sequencing activity and worksheet.


Evaluation Criteria:

(Indicate the qualities by which levels of performance can be differentiated and that

anchor judgments about the learners degree of success on an assessment.)

Can place pictures of the story in the correct order according to the story.
Differentiation for IEP and Focus Students:
JA: do independently
JB: Complete with prompting. Lots of questions and making sure student stays focused and
help her remember the order of events.
TW: If student has trouble completing on his own or with our group. Help student by
prompting/questioning to help student remember the series of events in story.
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson
procedures including strategies/planned supports for wholeclass, small group, and individual instructions; and
differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the
lesson.)

Discuss with students that we are reading the Gruffalo again and I want them
to pay close attention to something while I am reading it. What I want them
to pay attention to is what order the Mouse does things and runs into.
Introduction:

(State how the lesson will be introduced. This should communicate the purpose of the lesson, be
directly related to the goals and objectives of the lesson, tap into prior knowledge/experiences, and develop
student interest.)

Re-Read the Gruffalo


Body or Procedures:

(Use a bulleted or numbered format to communicate the procedures for the lesson.
Describe the strategies which will be used to support students learning. Knowledge of students cognitive, social,
emotional, and physical development along with their cultural backgrounds should be evidence.

Bring out my paint stick sequencing activity. Have students organize the
pictures by when they occurred in the book. Then use the worksheet for
students to take the activity and place it in words and pictures of their own.
Closure/Wrap up:

(Describe how the content of the lesson will be summarized. There may be a review of the
core concepts, relevant goals, or essential questions.)

Work on their writing Journal in editing their sentences and helping the
students to become more detailed. Also helping students draw more detailed
pictures.
Modifications/Differentiation to Support Student Learning
What will be differentiated? Content/Process/Product
Blue: Process
Yellow: Process
Purple: Process
Green: Process
How will differentiation be accomplished?

Blue: Do the sequencing activity together as a group. First go through it together


then go through the book with them to correct ourselves. Then on the worksheet
draw a picture and have the word for them to copy. Prompt students in their writing
and give them much more direct instruction on how to improve their writing.
Yellow: Do the sequencing activity together as a group. First go through it together

then go through the book with them to correct ourselves. Then on the worksheet
draw a picture and then have them verbally answer what the word would be and
ask them to spell it. Write it on the board and have the copy. Prompt students in
their writing and give them much more direct instruction on how to improve their
writing.
Purple: Have students do more writing independently. Help them sound out words
so that the spell phonetically. Generate more questions for students to respond to
when coming up with facts or ideas for their own story. Have them do the
sequencing activity on their own then go through the book with them to correct
ourselves. Then on the worksheet draw a picture and then label it on their own with
little help in sounding out the words.
Green: Students write on their own. Encourage students to help each other and
sound out words they do not know. Give some more general feedback about what
they need to fix in their story. Do the sequencing activity individually. Then go
through it together then go through the book with them to correct ourselves. Then
on the worksheet draw a picture and have the word for them to copy.
What strategies will be used to differentiate for focus student 1?

Student will fill out the worksheet on his own.


Do the sequencing activity with a friend
Writes and edits his stories with minimal help from teacher.
What strategies will be used to differentiate for focus student 2?

Student will get some assistance in spelling words. Will have some words already
written on the board to help her write her ideas. Will sit next to student to help keep
her on task.
Have her use the choice board to help her come up with ideas of what to write
about. Only require drawing a picture of her ideas and basic labeling. Assist her in
using different ways to sound out words o figure out how to spell them.
Student will fill out the worksheet with small group.
Do the sequencing activity with a friend
Writes and edits his stories with a lot of help from teacher.
What strategies will be used to differentiate for focus student 3?

Student will get some assistance in spelling words. Have him help you sound out
and spell words he wants to write. Have him use the choice board to help him come
up with ideas of what to write about. Student can either draw or write his ideas
down for his story. Have him label his ideas so he remembers what he wrote.
Student will fill out the worksheet mostly on their way home
Do the sequencing activity with a friend
Writes and edits his stories with some help from teacher.
Instructional Support
Materials, Additional Resources, and Background Information:

(List any websites,


materials, and background information that you will need or use as the teacher to engage the students.)

The Gruffalo
Paint sticks
Velcro/Hot glue gun
Color pencils
Writing journals
Clear Links to Learning Theories, Educational Research, and Principles of
Development:

Storytelling (because I have an interview of Julia Donaldson and her personal story
about how she starts writing.) and Aesthetics (because they are drawing and
coming up with ideas for their story). Which also relates to Gardners multiple
intelligences.
Connections to Technology and/or the Arts:
Creating a story and pictures for that story.
Description of Collaboration with Others: (These might include

the inclusion teacher, media


specialist, counselor, guest speaker, grade level coordinator, community experts, families, etc.)

Discussed with the inclusion teacher and grade level

Nane of Teacher Candidate: Sarah


Date: 2/20/15
Hoppel
Central Focus: Literacy Reading and
Grade Level:
Writing
Kindergarten
Lesson Title: Performance of the Gruffalo
Curriculum Areas Addressed: Reading, Writing
Time Required: 1 hr. and a half

Instructional Groupings:

Are you using whole


group, small group, partners, quads, homogeneous,
heterogeneous?

Small Groups
Standards:

List the number and the text of the academic content standards and/or CCGPS for each standard
that is addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.

ELACCKRL1: With prompting and support, ask and answer questions about key
details in a text
ELACCKRL2: With prompting and support, retell familiar stories including key details
ELACCKRL3: With prompting and support, identify characters, setting, and major
events in a story
ELACCKSL1: participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger groups.
ELACCKW3: Use a combination of drawing, dictating, and writing to narrate a single
event or several loosely linked events, tell about the events in the order in which
they occurred, nad provide a reaction to what happened.
Individual Education Plan Goals:
No students have IEPs
Benchmarks for the Focus Students:
JA- to grow more independent in his work
JB- To consistently act like a kindergartner and complete her work
TW- To improve writing more detailed sentences and focus in lessons

As a result of this lesson/unit students will


Be To understand the purpose in writing so that they can want to be actively involved in
their literacy growth.
Understand
Relevant Goal(s):

Children
Children
Children
Children
Children
Children

are
are
are
are
are
are

able
able
able
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identify what the setting is of the book The Gruffalo


identify what the Characters of the book The Gruffalo
identify what the problem of the book The Gruffalo
sit and listen to key facts and follow the story
edit and expand their storys writing and pictures.
act out the book through

Essential Question(s):

How understanding what a setting, characters, and the problem of a story affect my
story writing?
Know
Learning Objectives: What are the setting, characters, problem, and solution in our
story?
Do
Learning Objectives: Able to create methods of how to start their writing process. Create
Support for Academic Language
Academic Language: (What Academic Language will be taught or developed? Identify the key vocabulary
and/or symbols specific to the content area. These may be derived from the standards.)

Author Illustrator Setting


Words Fiction
Narrative Perform

Characters Problem

Solution

Describing

Academic Language Demands:

(Identify one of the following ways that students will participate in


learning tasks to demonstrate disciplinary understanding: reading, writing, listening, or oral language.)

Discourse

Language Function:

(The language function is represented by the active verbs within the learning
objectives. Common language functions in the include identifying main ideas and details; analyzing and
interpreting characters and plots; arguing a position or point of view; predicting; evaluating or interpreting
an authors purpose, message, and use of setting, mood, or tone; comparing ideas within and between texts; and
so on.
Syntax: (Identify the supports that will be provided for students to organize the information charts, graphs,
diagrams. These must relate to the Language Function.)
Discourse: (Describe how the students will demonstrate/express their understanding of the Academic
Language.)

Able to perform the story the gruffallo by saying the repeated lines and
acting out what the characters say.
Assessment

(Each learning objective must be assessed. Questions to consider: How will the KNOW, DO, and BE
be evaluated? How will students demonstrate their understanding or the lessons objectives? How will you provide
feedback for the students? What type of assessment will be used? Is the assessment formal or informal? What
evidence will be collected to demonstrate students understanding/mastery of the lessons objective? What
constitutes success for the students?)
Know: (Identify the assessment strategies to be used for the learning objectives listed in the Know section.)

Evaluation Criteria:

(Indicate the qualities by which levels of performance can be differentiated and that
anchor judgments about the learners degree of success on an assessment.)

Differentiation for IEP and Focus Students:

JA:
JB:
TW:
DO: (Identify the assessment strategies to be used for the learning objectives listed in the Do section.)

Perform the Gruffalo


Evaluation Criteria:

(Indicate the qualities by which levels of performance can be differentiated and that
anchor judgments about the learners degree of success on an assessment.)

Students are able to identify and act out repeated lines in the story from
their character.
Are able to remember the sequence of events to know when their part is
coming up.

Differentiation for IEP and Focus Students:


JA: Have him remember the repeated sentences.
JB: Prompt her through it. Starting off the repeated sentences, reminding her when her turn
is. If unable to remember repeated sentences then just have her act out the story as you
read it.
TW: Prompt him through it. Starting off the repeated sentences, reminding him when his
turn is.
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson
procedures including strategies/planned supports for wholeclass, small group, and individual instructions; and
differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the
lesson.)

Explain to students that we will be acting out the story the Gruffalo. Each person will play a
role in the re-telling.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be
directly related to the goals and objectives of the lesson, tap into prior knowledge/experiences, and develop
student interest.)

Go over the rules and procedures about how we are going to act out the Gruffalo.
Body or Procedures:

(Use a bulleted or numbered format to communicate the procedures for the lesson.
Describe the strategies which will be used to support students learning. Knowledge of students cognitive, social,
emotional, and physical development along with their cultural backgrounds should be evidence.

Re-Read the story as students act out the different parts of the book with the props I have
Closure/Wrap up: (Describe how the content of the lesson will be summarized. There may be a review of the
core concepts, relevant goals, or essential questions.)

In their writing workbook help students expand their sentences they made and make them
more detailed.
Modifications/Differentiation to Support Student Learning
What will be differentiated? Content/Process/Product
Blue: Process/Product
Yellow: Process
Purple: Process
Green: Process
How will differentiation be accomplished?

Blue: Have students answer verbally tell you their story, then you write them down
and they copy or you can allow them to write and you scribe. Can have students
only act out the performance and not say anything or you read it and they repeat

certain lines.
Yellow: Teacher can assist by sounding them out together and then writing it down.
For those who are unable to write. The teacher can write it down for them and then
the student has to copy it into the blank space. If students are unable to handle
remembering the repeated sentences you can read it and then have them repeat it.
Purple: Have students do more writing independently. Help them sound out words
so that the spell phonetically. Generate more questions for students to respond to
when coming up with facts or ideas for their own story. Have students remember
lines or repeating words to say on their own when acting out the story. Can use
prompting to help them remember the words.
Green: Students write on their own. Encourage students to help each other and
sound out words they do not know. Ask students questions about their ideas for
their own story. Ask for more details and describing words. Ask for more detailed
pictures that go along with their story as well. Have students remember lines or
repeating words to say on their own when acting out the story. Can use prompting
to help them remember the words.
What strategies will be used to differentiate for focus student 1?

Edit and write sentences on his own and draw a picture that goes with his story.
Only prompt him or lead him into acting his words/lines in the story.
What strategies will be used to differentiate for focus student 2?

Student will get some assistance in spelling words. Will have some words already
written on the board to help her write her ideas. Will sit next to student to help keep
her on task.
Only require drawing a picture of her ideas and one sentence that matches the
picture. Assist her in using different ways to sound out words to figure out how to
spell them. Read the story and have her repeat the lines.
What strategies will be used to differentiate for focus student 3?

Student will get some assistance in spelling words. Have him help you sound out
and spell words he wants to write. Student needs to draw a picture and write at
least one sentence. Then if unable to be prompted to say certain lines or words just
read the story and have him repeat it.
Instructional Support
Materials, Additional Resources, and Background Information:

(List any websites,


materials, and background information that you will need or use as the teacher to engage the students.)

The Gruffalo
Crayons
Writing Journals
Re-telling Masks.
Clear Links to Learning Theories, Educational Research, and Principles of
Development:

Storytelling (because students are acting out and reading the story The Gruffalo)
and Aesthetics (because they are drawing and coming up their own story pictures
and words). Which also relates to Gardners multiple intelligences.
Connections to Technology and/or the Arts:

Drawing pictures and writing their story. Acting out the story The Gruffalo

Description of Collaboration with Others: (These might include

the inclusion teacher, media


specialist, counselor, guest speaker, grade level coordinator, community experts, families, etc.)

Discussed with the inclusion teacher and grade level