UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student:

Michelle Scarine

PSMT Name:

Miguel Chandia

Lesson Plan
Title:

Domain 7 Kings
and Queens

Lesson Plan Topic:

Date:
Grade Level:

January 25, 2016

Kindergarten

Estimated Time:
School Site:

ELA Fictional Stories

King Midas and the Golden
Touch
30-50 minutes
Griffith ES

1. State Standard(s):
RL.K.1:-SW recall facts and accurately answer questions such as who, what, where, and when,
with prompting and support
RL.K.1:-SW interpret information to answer questions and express opinions about King Midas
and the Golden Touch, and identify a cause/effect relationship in the story, with prompting and
support
RL.K.2:-SW sequence four to six pictures illustrating events in the story
RL.K.3:-SW identify characters and major events
RL.K.4:-SW define and use new words, such as treasures, from the read-aloud and the
discussion
RL.K.5:-SW listen to a variety of texts, including fictional stories such as King Midas and the
Golden Touch
RL.K.7:-SW describe an illustration of King Midas and Marygold looking at the sunset in King
Midas and the Golden Touch, using the illustration to check and support comprehension of the
read-aloud
RL.K.10:- SW actively engage in the fictional read-aloud
2. Teaching Model(s):
Both Direct and Indirect Models
Objective(s):
Describe that kings usually possess gold and other treasures
Discuss the differences between valuing relationships with people and valuing wealth
Describe the characters, setting, and plot of King Midas and the Golden Touch
4. Materials and Technology Resources:
SMART Board, Flip book cards, sequencing events pages, sentence strips, glue, scissors
5. Instructional Procedures:

a. Motivation/Engagement: Ask students what they think kings find important. For example:
Kids (in kindergarten) might find their toys important.
b. Developmental Activities or Learning Experience:

1) I will explain that in todays story the king loves gold more than anything in the world. I will
explain that gold is a valuable metal that is worth a lot of money. Then I will explain that jewelry
such as necklaces, bracelets, and rings are often made of gold. Then I will introduce the title of
the story, King Midas and the Golden Touch.

2) Before beginning to read the story I will go over the objectives and core vocabulary with the
students on the SMART Board.

3) Then I will show the first image of the story on the SMART Board and ask the students to
tell me what they see in the picture. After some responses I will start reading the story.
Throughout the story I will pause and ask the students questions.
-What happens when King Midas touches things? What does it mean to have the Golden
Touch?
-Can people eat gold? What problem did King Midas have with breakfast?
-Do you have any idea why Marygold thinks the rose is spoiled since it is now gold?
-Would King Midas rather hug his daughter or gold? How do you know?
-What did King Midass heart really care for?
-Does King Midas still feel the same way about the Golden Touch as he did when he first
asked the stranger for this power, or has he changed his mind?
-Why does the stranger think King Midas is now wiser than he once was?
-What lesson has King Midas learned?

4) After reading the story I will have students turn to their should partner before beginning to
ask comprehension questions. I will have one student be Partner A and the other Partner B. Then
I will begin asking questions.
1. Who are the three important characters in the story?
(King Midas, Marygold, and the stranger are the important
characters in the story.)
2. What did King Midas have a lot of but want more?
(King Midas wanted more gold or treasures.)
3. What wish did the stranger grant King Midas? (The
stranger granted King Midas the power of the Golden Touch.)
4. Why did King Midas wish that everything he
touched would turn to gold? (He loved gold so much that he
wanted everything he touched to turn to gold.)

5. What were some of the things that King Midas turned

to gold? (King Midas turned a chair, a bed, a table, shoes,
roses, coffee, an egg, and his daughter to gold.)
6. At first, how did King Midas feel about the Golden
Touch? (At first, King Midas felt happy and excited because he
loved gold so much.) Did his feelings change? Why? (Yes, his
feelings changed because he couldnt eat and his daughter
became a golden statue.)
7. Do you think that King Midas made a wise or
foolish choice in telling the stranger that he wanted the
Golden Touch? Why? (King Midas made a foolish choice in
wanting the Golden Touch because he almost lost someone
he really loved.)
8. Some parts of this story could really happen and
other parts are pretend or fantasy. Tell me about some of the
parts of the story that could be real. (Some parts of the story
that could be real are that Midas could be a king who lived in
Greece, had a daughter, and had gold treasure.) Now, tell me
what parts of the story are fantasy. (The parts of the story that
are fantasy are the magical appearance and disappearance
of the stranger, the granting of the Golden Touch, and turning
something into gold just by touching it.) How do you know?
(You cannot really turn things and people into gold.)
9. Think Pair Share: What lesson did King Midas learn
in this story? [If students struggle with this question, probe
with one of the following questions: When was King Midas
happiest? What made King Midas happier, his daughter or his
gold?] (Some things, like family, are more valuable than gold.)

5) Then after going over the comprehension questions with the students I will go over the word
work treasures.
c. Closure: Go over the events of the story today with the students. Then after hand out
sequencing pages and have them cut out/glue the events and place them in order on their colored
piece of paper.
d. Extension: Go over to students who finish early and ask them to retell me the story by using
the illustrations they glued down from the storyKing Midas and the Golden Touch
6. Accommodations, Modifications and Differentiations for Diverse Learners:
Visuals from the stories for the students will be extremely beneficial. I will also help if students
need additional support.
7. Assessment and Evaluation of Learning:

a. Formative: Answering questions verbally throughout the lesson regarding what the read-aloud
is about. I will see what knowledge and understanding they have of the story.
b. Summative: Sequencing story events assignment
8. Homework Assignment: None
9. Reflection:
a. Strengths: I engaged them in the story by explaining what gold is and how valuable it is. The
visuals that I displayed on the SMART Board during the story helped the students connect what I
was reading to the pictures. The story in itself was a very fun fictional story the students really
seemed to enjoy. I could tell the majority of the students learned a lot from my lesson, because
when I checked their sequencing events pages at the end of the day the majority of the class put
all six events in the correct order.
b. Concerns: During the comprehension questioning part I noticed some of the partner pairs were
not staying on task and asking their partner questions, but instead not paying attention or talking
with their partner about something not related to this lesson.
c. Insights: Possibly come up with a way to make sure all students are actively engaged during
the comprehension questioning time.