College of Education

Early Childhood Center

LESSON PLAN
Name:
Emily Wagner
Date:
10/21/2015
Topic/Study:
Literacy/Language Arts
Lesson Title:
Fall Stories
Concept to be Reinforced:
Retelling/Recall and Expressive Language
(check one)

Curriculum/Interest Area: Literacy/Language Arts

Large Group

Small Group

ECSQ Standards Met:

State the standard and the observable behavior (e.g., 2.1 Children will demonstrate a growing ability
to collect, talk about, and record information about living and non-living things as they make
observational drawings of real worms).
*If applicable, include at least 1 standard for these
developmental domains or content areas.

Approaches to Learning
(2)
:
1.2 - Children will make connections with situations or events, people or stories
as they use the fall photos as prompts and tell a story about a fall memory.
1.3 - Children will create new images or express ideas as they dictate a story
that is prompted by the fall photos.
Creative Arts*:
5.6 - Children will use the creative arts to express their view of the world by
creating a drawing that represents a memory about a fall activity that was
prompted by a photo.
Language & Early Literacy Development
(2)
:
2.1 - Children will begin to understand that their ideas can be written and then
read by themselves or others as they dictate a story to the teacher and then
have it read back to them.
2.3 - Children will begin to develop an understanding of purposes for writing
(e.g., lists, directions, stories, invitations, labels) as they help write/dictate a
story.
Dual Language Learning*:
2.3 - Children will (as age-appropriate) attempt to use longer sentences or
phrases in English as they recall and retell a story about a fall memory,
prompted by a photo.

Technology Literacy Early Learning & Technology*:

n/a
Social, Emotional Development & Health
(2)
:
1.1 - Children will show an emerging sense of self-awareness as they recall an
event that happened to them and discuss/dictate a story about that event.
Children will be prompted to share details by peers/teacher and can identify
how they felt about that event.
3.1 - Children will increase their ability to initiate and sustain age-appropriate
interactions with peers and adults as they tell their stories about fall memories
to their teacher/peers.
Physical Development
(2)
:
6.1 - Children will develop and refine motor control and coordination, eye-hand
coordination, finger/thumb and whole-hand strength coordination and
endurance using a variety of age-appropriate tools (e.g., scissors, pencils,
markers, crayons, blocks, putting together puzzles, using a variety of
technology) as they use writing utensils to draw or write about their
experiences as they tell their fall stories.
Early Learning in Mathematics
(1)
:
n/a
Early Learning in Science
(1)
:
n/a
Early Learning in Social Studies
(1)
:
3.2 - Children can talk about recent and past events as they use a photo as a
prompt to tell a story about an event in the past.
Main Objectives (minimum of 4)
1. Children will make connections with situations or events, people or stories as
they use the fall photos as prompts and tell a story about a fall memory.
2. Children will understand that ideas can be written and then read by others as
they dictate a story and then watch as it is written down and then read while
the teacher points to each word.
3. Children will create new images or express ideas as they dictate a story that is
prompted by the fall photos.
4. Children can talk about recent and past events as they use a photo as a prompt
to tell a story about an event in the past.

Materials Needed:

Large fall photos (activities, details, rich photos to prompt) - 8x10

Small versions of the photos to attach to childs story
Journal paper (with lines)
Stapler
Pen/marker to dictate or for child to write
Colored pencils in jars (for drawing)
Fall tablecloth with leaves/fall decoration to draw in children

Key Vocabulary Words:

Fall
any words from the activities in the photos
Procedure
(motivation, development, & closure)
Motivation:
Set the area up to look inviting - include fall decoration (fall leaf tablecloth, leaf
vines, displayed pictures around the area on book stands) and place drawing
materials in jars with different colors together to draw in the children.
Ask the children questions like Could you look at these pictures and tell me a
story? or I would love to hear about a time that you did one of these
activities! and make sure that children understand that they can create the
story. Tell children it can be about an experience that they have had in the fall
or a time that the picture reminds them of.
Development:
When children come to the area, ask them to look around at the pictures and
explain the activity. All of these pictures have activities that people like to do
in the fall. We have been talking about fall, remember? It is a season, where it
gets colder outside and the leaves start turning colors. Do you see any pictures
that remind you of something you have done in the fall?
Pictures should be large (8x10) and colorful with a lot of detail. Pictures of fall
activities like a family raking leaves, a cider mill, a crowd of people at a football
game, or a pumpkin patch with people choosing a pumpkin.
Once they have chosen a picture, have them spend a few seconds thinking hard
about what they were reminded of when they saw the picture. Use questions
like Can you tell me about a time when you did this (use the specific activity)?
or What did you think of when you saw this picture?
Once they have taken a moment to think, give them the options for how they
want to tell their story. Depending on their preference and stage, they can
choose to:
draw a picture and dictate their story (and possibly label their drawing
with simple words connected to the activity)

 write their story (scribbles/letters on the journal paper) while the

teacher copies it down - have them direct some words with questions
like Hmm, can you help me spell ____? and go through the sounding
out process to see if they can help
label the picture (with simple words and support) that will go with their
story, dictate the story for teacher to write on the lined paper
While children dictate their story, first listen to the childs story, then help
them summarize by repeating it back to them. Involve children in the writing
process by speaking the word as you write and make sure that its the word they
want to use.
If there are two children at once, have one child start and have the other listen
(choose the child most likely to sit patiently and listen). The listener can offer
comments, but make sure that the first child gets through their story without
too much interruption by reminding the other child that they can have their
turn to talk after (use light touch, quiet reminders). Once the first child is
finished, transcribe their story and keep both children engaged by writing
slowly, speaking the word that is being written, and try to ask them if they have
an idea about how to write the word (use simple, beginning sounds like words
starting with B or R or S). Repeat the process with the second child, or let the
first child choose another activity if they are having difficulty sitting still.
If a child comes to the area as one is finishing up, have the finished child share
their story with that child, encouraging them to share their work with others
and reinforcing listening skills and the rules for listening.
Closure:
Go over the childs story again by reading it together and pointing to the words
as you read. Remind children that it is their story and their words.
Encourage children to share their stories with friends or teachers, and remind
them to share their story with parents/family when they get home.
When they are all finished, have children attach their small photo to their story
(with stapler) and then put it in their mailbox to go home. (Assist with rolling
the paper up if necessary.)
Possible Extensions of This Lesson:
(How would you build on/develop this concept or skills over a three-day period?)

On the next day, children could pair up and tell each other stories and have a
friend draw a picture of the story. This would make the main concept of this
lesson more social and give children a chance to practice listening skills.
Next, children could draw pictures to display and have other children tell a
story based on what they see in their peers work. This is a more complex
process for children because they have to think more abstractly when looking at
the visual artwork of other children.

Adaptations:
(How will you adapt materials, environment, strategies, or teaching methods to address individual
needs and/or learning styles? Identify specific children that you will be making adaptations for.)

R
Because R has demonstrated that she knows the alphabet and possibly some
inventive spelling, she should be given the opportunity for a lot of spelling and
sounding out words during the writing portion. Have her try to write her own
story while transcribing what she says, and really involve her in the writing
process. Point out rules of print like spaces and punctuation that may be new
concepts for her in order to challenge her.
A
Use short, simple sentences when summarizing. Draw attention to details in
the photos and use specific words to connect it to his experiences (like family,
mommy, daddy, or the word of the theme of the picture like football, apple,
pumpkin, or leaves). Prompt him by offering ideas about something that might
have happened to him in the fall, like Tell me about the leaves. or Families
rake leaves outside.
Observations of Children:
(Consider response to and manipulation of materials, interactions with others, group dynamics, etc.)

I asked R if she wanted to write her story or draw it, and when I handed her the
lined paper, she started to draw. When I noticed, I clarified and she said that
she wanted to draw the picture, not write the words, so I gave her a blank piece
of paper.
D knew many of the letters that corresponded to the beginning sounds of words
when I asked her as I wrote her story. She also decided to add to the picture by
describing a skunk that was part of her story.
T needed to be redirected several times as she told her story. I believe that she
would remind herself of something, and then start describing that. She would
lose the thread of her story, but she was able to start again when I would read
what I had written down.
Reflective Evaluations:
Achievement of Lesson Outcomes:
1. Children will make connections with situations or events, people or
stories as they use the fall photos as prompts and tell a story about a
fall memory.
When children sat down, I suggested that they take a long
moment to look at each picture and think really hard to see if any of the
pictures reminded them of something they have done before. Two of the
children made connections to the pictures, and one child decided to create a
fictional story instead.

2. Children will understand that ideas can be written and then read by
others as they dictate a story and then watch as it is written down
and then read while the teacher points to each word.
As the children
told their stories, I made sure to talk to them as I wrote down the words so that
their attention was on me and what I was writing. I also read their story back to
them as we went and at the end of the activity to reinforce the concept that
what they said was written down and then read by someone else.
3. Children will create new images or express ideas as they dictate a
story that is prompted by the fall photos.
I gave children the option to
attempt to write down words or to draw a picture to go with their story, and
two of the children decided to draw a picture as they told their story. They also
looked at the photos and thought of a story to share, and I made sure there
were several different photos to give them options.
4. Children can talk about recent and past events as they use a photo
as a prompt to tell a story about an event in the past.
Again, I
prompted the children at the start of the activity to think about their own
memories and try to connect them to the photos that were in the center.
Evaluation of Your Teaching & Additional Reflections:
I believe that this activity worked well. The children who came over to the
center were engaged and focused on me because I kept talking throughout. The
questions that I asked about the beginning sounds of the words as I was writing
helped me learn about the childs knowledge about letter-sound relationships,
and it was done in a way that was authentic.
I believe that the setup of the area was key to keeping distractions to a
minimum. Children did not face the rest of the room, and were mostly looking
at myself or the pictures that were set up around the table. I also provided
smaller pictures to attach to their work, and those served as a reference point
for the children so that they did not have to get up and twist around to look at
the pictures that were positioned behind them. Also, the table cloth and the
colored pencils in jars looked inviting and encouraged the children to draw,
especially if they were reluctant to try writing words themselves.
Over all, I believe that this lesson was very successful and I felt very confident
while I was working with the children.

Chec
k All
That
Appl
y

WSU STUDENT TEACHER

STANDARDS
1.

Knows the subject area content and

best practices in those areas.
1.1 Demonstrates knowledge of content.

1.3 Use of a variety of appropriate strategies.

1.4 Teaching strategies are chosen to anticipate

difficulties in content.

1.5 Sufficient amount of materials utilized for

varying
ability needs.

1.6 Activities within lesson plan support mastery

of
objectives and state standards.

2. Organizes & implements effective

instruction including the integration
of content across curriculum areas.
2.2 Consistent evaluation of student learning.
2.3 Modifications of instruction when
necessary.

2.4 Consistent evidence of adaptation for

learning
needs (e.g., groups, individual learning,
materials
and strategies).
2.5 Consistent use of technology by teachers
and
students.
2.6 Consistent demonstration of clarity,
accuracy,
and effectiveness in both oral and written
communication with students.

DEMONSTRATIONS/COMMENTS
1.3 I used several strategies to keep the
children engaged while I was writing down
their stories. I pointed to the words, asked
questions to prompt the children to help me
spell the words, and I repeated what they had
said many times in order to make sure they
remembered what they had said. I also gave
children time to think about it as they were
creating their stories, and made sure to read the
whole thing back to them at the end so that the
concept of writing and reading were reinforced.
1.5 Children had many choices about how
they could create their story. Children could
draw, write, or verbally tell their story. The
choices make the activity easily adaptable, so
that even if there was a child who did not have
the language skills to articulate a story, there
could have at least been drawing and discussion
about what they were doing with prompts from
me.
1.6 The standards I used for this lesson were
directly connected to the main objectives and
the outcome. The activity was centered on
literacy and print concepts, and I made sure to
reinforce those concepts through my
interactions with the children and the questions
that I asked.
2.3 I redirected Toni back to the story that
she was telling when she would get off track
with another story by pointing to what we had
written and rereading it.
2.4 The adaptation for Riley worked well. I
ended up trying it for each student, and when
they had trouble answering my questions about
it, I moved on and continued to reinforce print
concepts in other ways.
2.6 The activity was based on oral and written
communication, and the key part of it was my
questions and the way I steered the
conversation and children told their stories. I
had to use clarity, accuracy, and effectiveness to
get children to share their stories. All of the
children successfully told a story and helped me
write it by going over letter-sound
relationships, so I believe I was clear and

accurate in the way I communicated with

students.

3. Utilizes appropriate classroom

organization and
management

techniques to ensure a safe and

orderly environment conducive to
learning.
3.1 Expectations are clear; routines, rules, and
transitions are in place and seamless.
3.2 Consistent use of management plan that is
understood by all.
3.3 Consistent and appropriate interaction with
and
between students.
3.4 Consistent and clear expectations for
student
conduct, students consistently on task and
learning (most students comply).

3.5 Ability to address a range of student

behavior through the consistent use of materials and
strategies that maximize student engagement.

4. Provides a learning environment

that engages students creative and
critical thinking.
4.1 Consistent use of methods, materials and
resources to engage students to think
creatively
and critically.
4.2 Consistently recognizes and capitalizes on
teachable moments; addresses student
misconceptions.
4.3 Consistent use or purposeful discussion and
questioning by and with students; utilizes
questions to encourage multiple
viewpoints;
encourages learners to think creatively or
critically about examples from their own
experiences (consistently asks open-ended
questions).

5.

Demonstrates knowledge of human

growth by providing an inclusive
setting for all students grounded in
developmental theory.

5.1 Consistent use of developmentally
appropriate
materials.
5.2 Consistent evidence the environment
reflects
knowledge of human growth and
development
as it relates to students individual and
social
needs.

6. Exhibits Professional Dispositions:

Behaves in an ethical, reflective and
professional manner and is

3.5 I redirected Toni when she had trouble

focusing on her story by rereading what she had
already said and asking what came next. When
Riley got distracted by another child crying
across the room, I let her pause and we had a
short discussion about the crying, then I
reminded her about her story and pointed to
what we had done so that we could return to
her work.

4.3 I asked many open-ended questions

during the discussion, made sure to emphasize
that the activity was about connecting the
photos to their own experiences, and then I
worked in letter-sound relationship questions
into the activity as an authentic way to assess
what the children know.

5.1 I provided many choices for children to

make in the area, so that children who are
ready to write could write words or try to write
on their own, or children could draw while I
wrote down their words. I also did not push
children to answer my questions about letters
and letter sounds if they did not answer within
a reasonable amount of time. The colored
pencils and paper were available to all children
and the photos that I chose to use were clear,
colorful, and direct so that children would be
able to tell exactly what was in each photo.
I allowed children time to speak, I asked
questions to get children thinking about their

committed to all students and their

learning.

7.

Understands and integrates varying

perspectives to enhance students
awareness, respect and appreciation
of diverse populations (e.g., race,
gender, ethnicity, ability, culture).

own experiences, and I was careful to listen to

what the children said so that they felt that
their words were valuable.

n/a

7.1 Demonstrates ability to enhance students

awareness, respect, support, and
appreciation of
diverse populations.
7.2 Consistent evidence of diverse perspectives
in
lesson/unit plan and classroom instruction.

8. Selects appropriately from a variety

of assessment strategies to evaluate
student learning and uses this
information to make informed
curriculum decisions.

n/a

8.2 Consistently selects appropriate assessment

instruments.

9. Utilizes school/district/community
resources.

n/a

9.1 Utilization of school, district and community

resources.
9.2 Uses resources to enhance learning and to
meet
the needs of the students.

10. Communicates and interacts with

parents/guardians/families to
enhance student success.

n/a