Houston Baptist University

Department of Education and Kinesiology

Lesson Plan Format
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Subject: ELA/ Reading Grade Level: Kindergarten

Time Estimate: 45 minutes
Unit: Journeys Unit 6 Topic: Growing and Changing; Making Connections

Objective(s)
Students will be able to listen for punctuation while listening to a
story.
Students will be able to explain new vocabulary words and answer
comprehension questions.
Students will be able to read, write and spell the sight words do and
down.
Students will be able to identify and explain singular and plural nouns.

TEKS: K.5A, K.4A, K.3D, K.6A, K.8B, K.18Aii, K.17A

ELPS: 1C, 2E, 4G

Materials/Resources/Technology needs:
Think central online resources,
Curious George Makes Pancakes book

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Instructional Procedures
Focusing Event: (I do)
Students will recite Just Watch from flip chart on page 44. Tell children
they will learn about special things children can do.

1. Daily High-Frequency Words: TTW begin by saying, Our words to

know for this week are do and down. You are going to see these words
in your reading
 2. Daily Vocabulary Boost: TTW say Name something about you that is
interesting. Continue asking questions using the remaining words:
special, pleased and admired

3. Display the cover of Curious George Makes Pancakes and read the
title aloud. TTW ask students to predict what the story will be about.
TTW use probing questions to help students make predictions about
what they think the story is about, What is George eating? Have you
ever made pancakes? How did you make them? TTW discuss how
pancakes are made with children. TTW explain that the story tells
about a day George helps to make pancakes at a big pancake
breakfast.

Teaching/ Learning Procedures:

TTW read Curious George Makes Pancakes. While reading remind
students that good readers pause for punctuation when they read.
Display page 1 of the book. TTW call on children to point out the
periods on the page. TTW ask, What do I do when I come to a period
when Im reading?

TTW tell students that nouns can name one or more than one thing.
TTW hold up a pencil and say, This is one pencil. Then hold up a
second pencil and say, Now I have two pencils. TTW ask children if
they can hear the /z/ sound at the end of pencils. Say, When theres
only one, I say pencil. When there is more than one, I say pencils.
TTW connect this concept to the read aloud Curious George Makes
Pancakes. Using page 9, read the following sentence: Georges
pancakes were a hit! Say, George made more than one pancake. Look
at the s at the end of the word pancakes. Thats one way we know
there is more than one. TTW summarize by saying that we often add
the letter s to words to say or write about more than one thing. ( this
will relate to the grammar concept of singular and plural nouns)

Formative Check (ongoing or specific):

 TTW ask students questions and receive answers using Thumbs
up/thumbs down response method

Reteach (alternative used as needed):

Students will think, turn and talk to discuss the following comprehension
questions:
Who is the story about?
Where does George go?
Why does George help make the pancakes?
Why does the cook chase George?
How does the mayor feel about George?

Closure:
TTW end by asking a few students to share their responses that were
discussed with their TNT partners.
TTW review why it is important to know the difference between when
something is singular or plural so that it makes sense.

Assessment/Summative Evaluation:
TTW use informal assessment of the learning based off of discussion
responses observed while walking around during the TNT

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Modifications/Notes:
The teacher will modify for ELLs by scaffolding:
Beginning: Display or draw pictures of different breakfast foods. Name
them for children and have them repeat.
Intermediate: Display a picture of pancakes and ask children if they have
ever eaten them. Discuss whether or not they like pancakes.
Advanced: Have children name other breakfast foods they know.
Advanced High: Have children tell their favorite breakfast foods using, My
favorite breakfast food is _______. I like it because
__________________.
Houston Baptist University
Department of Education and Kinesiology
Lesson Plan Format
_________________________________________________

Subject: ELA/ Grammar

Grade Level: Kindergarten
Time Estimate: 45 minutes
Unit: Journeys Unit 6
Topic: Singular and Plural Nouns

Objectives:
TSW be able to explain and identify singular and plural nouns
TEKS: K.16Aii

ELPS: 1C, 2E, 4G

Materials/Resources/Technology needs:
Something Special read aloud book
Digital singular/plural noun poster
Projectable
Station Materials: leveled readers, reading response journals, -NK
books, picture cards/recording sheets, journeys practice books,
singular or plural task cards and recording sheet, sight word
worksheet and sight word activity books
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Instructional Procedures
Focusing Event:

TTW ask students what a noun is. TTW go further by

asking students what they think singular and plural nouns are. As a class
discuss singular and plural nouns by using the digital poster above. (The
teacher may choose to create a list on the board or on chart paper for usage
a resource at a later time.)

Teaching/ Learning Procedures:

TTW use the big book Something Special to review singular and plural
nouns. TTW display pages 4-5, and ask Sams sister Sarah plays the piano.
How many pianos does she play? TTW write piano on the board and say,
Should there be an s at the end of piano? (Wait for a response using
thumbs up/ thumbs down) No, theres just one piano in the story, so we dont
put an s at the end of the word. TTW display page 20 and say, Sam goes
to the pond. Does he see one bird or more than one bird? How will I write
the word? Ill write the word bird and then Ill add an s. TTW model and
write the word and underline the s.

(TTW display the top of projectable 26.3.) Point to the first picture. TTW
read aloud the two answer choices asking, Does the picture show one egg or
more than one egg? Which word should I circle, the one with s at the end or
the one with an s at the end? TTW model by circling the word on the
projectable. TTW continue modeling with other examples (can be completed
as a class using a document camera).

Formative Check (ongoing or specific):

TTW use thumbs up/thumbs down for discussion responses
TTW ask questions regarding singular and plural nouns using various
examples

Reteach (alternative used as needed):

Students are participating by completing the projectable activity with peers
and teacher as a practice reinforcement tool.

Closure: TTW have students give an example of a singular or plural noun as a

verbal exit ticket

Assessment/Summative Evaluation: Unit 6 common assessment

Modifications/Notes:
The teacher will modify for ELLs by scaffolding:
Beginning: Point to pictures in the big book and name them for children.
Have children repeat their names.
Intermediate: Have children complete the following sentence frames to tell
about singular and plural nouns in the big book: This is one ______; these
are ________.
Advanced: Have children dictate sentences about singular and plural nouns in
the big book.

Advanced High: Have children draw a picture of one singular and one plural
noun from the big book. Have them dictate or write sentences about their
drawings.