Daniel Machon

IMB Lesson Plan

Student Teaching edTPA Lesson Plan Template

Subject: : Kindergarten, Reading Central Focus:

Students will be able to answer questions about key details
in the text.
Essential Standard/Common Core Objective:

RI.K.1: Date submitted: March 28, 2017 Date taught: March 29, 2017
With prompting and support, ask and answer
questions about key details in a text.
Daily Lesson Objective:

Performance: Students will answer the questions Who?, What?, Where?, When?, and Why?

Conditions: Students will work independently.

Criteria: Students will earn at least 4 out of 5 points from the worksheet that they will fill out answering the W
questions.

21st Century Skills: Academic Language Demand (Ask/Answer and Vocabulary):

-Who? (Characters)
-What? (Plot/Main Idea)
-Where? (Setting)
-When? (Setting/Time)
Prior Knowledge:
Students will need to how to answer questions.
Students will need to know how to write/spell out words.

Activity Description of Activities and Setting Time

1. Focus and Review
2. Statement of Objective
for Student
3. Teacher Input
I have heard that you all have been learning about different parts of a story. I 5 mins
know last week, we worked on Beginning, Middle, and End. Along with
being able to tell me those parts of the story, you were able to tell me who was
involved and where it was happening, the setting. Today we are going to be
working on answering a few different questions about the text.
Teacher will tell students: Today we are going to be able to answer questions 2 mins
about the text that refers to who is involved, what they are doing, where it is
happening, and when it is happening. Answering these questions will help us
understand the text better.
We are going to work on answering a few different questions today
that will help us understand parts of a story or book that we are
reading. The first question is Who?. This question refers to the
characters or the people that are involved in the story or book. The
second question is What?. This refers to the events in the story. Just
like last week when you worked on beginning, middle, and end, this
can answer what is going on in the story. The next question is
Where?. This refers to the setting, or where the story is taking place.
Daniel Machon
IMB Lesson Plan

4. Guided Practice
5. Independent Practice
The next question is When?. This can also be a part of the setting,
when is the story taking place? Finally, the last question is Why?.
This why the events are happening the way that they are.
Teacher and students will listen to Goodnight Moon
Teacher will go over the questions with students from the book
Goodnight Moon.
o Who?: The bunny that was going to sleep and all of the other
objects.
o What? The bunny was going to sleep, so he was saying
goodnight to everything.
o Where? In the big green room.
o When? At night
o Why? He wanted to tell everything goodnight, before he went
to sleep.
10-15
During this time the teacher will have another book to play. mins
Students and teacher will answer the questions together based on the
book.
o Who? The Farmer and the Cows. (Duck and hens)
o What? The Cows could type and they requested many
different things!
o Where? The farm, in the barn.
o When? During the day and during the night.
o Why? The cows wanted different things, but the farmer
wouldnt give it to them.
15-25mins
Students will need to work independently.
Students will listen to another book all together while on the carpet.(If
You Give a Mouse a Cookie)
Students will have a worksheet that has boxes that will list the W
questions. They will have a clipboard and pencil with them on the
carpet. Students can answer the questions as the book goes on or they
can wait until the end.

Teacher will collect students worksheet from independent practice. Students will receive
6. Assessment Methods of
one point for answering each of the 5 questions (5 points total). To show mastery, students
all objectives/skills:
must earn at least 4 out of the 5 points.
5 mins
Teacher will
Allow students to turn to a partner and discuss what they learned
today.
7. Closure
Wrap up the lesson by reinforcing the questions and telling students
how they can apply those questions to their reading to help them
better understand the reading.

8. Assessment Results of Students showed a great understanding of how to answer the Who, What, Where, When,
all objectives/skills: Why, questions. 12/15 students that participated in the assessment showed mastery. That is
about 80% mastery from those who participated.
Daniel Machon
IMB Lesson Plan

Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations

For struggling readers, the teacher can allow students to
read in small groups or with a partner. They can also
have access to an audiobook or listen to someone else
read. The guided practice can have a worksheet
available for students that have difficulty organizing
information on a sheet of paper. For independent
practice, students that are struggling can be asked to
orally discuss with the teacher the questions.
The students will be working in partners and small groups for
the guided practice. If students need additional help, then the
teacher can pull and work with a small group of student for
more explicit and direction instruction on how to use a
dictionary. The teacher should provide scaffolding during the
guided practice if needed.

Early finishers can get with a partner and discuss how

they can apply this in the future. Students can also
have independent reading time.

Materials/Technology:
Worksheets for students
Audiobook online for TI, GP and IP.
Anchor Chart with W questions.
Reflection on lesson:
Overall I think that this lesson went well. All the students were engaged in the different readings that took place.
Students could answer the questions based off the readings that we did. There are a few things that I would have changed
about this lesson. First off, there are some struggling readers in this class, so making the worksheet more applicable to
them would have helped. That could be done through providing pictures for each of the questions to remind them of what
each one is asking for. I also would have liked to add more movement to this lesson. After sitting through the reading of
three different books, the kids seemed to be getting a little wiggly toward the end of the lesson. Making it more engaging
with movement would have kept that from happening.

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