Tarleton State University’s Expected Lesson Cycle

Clinical Teacher’s Name: Allison Newton Subject/Grade: Kindergarten

Objective of the Lesson:
Students will create visual representations that illustrate the concepts of chronology.
TEKS Addressed:

(3) History. The student understands the concept of chronology. The student is expected
to:

(A) place events in chronological order; and

(B) use vocabulary related to time and chronology, including before, after, next,
first, last, yesterday, today, and tomorrow.

(15) Social studies skills. The student communicates in oral and visual forms. The
student is expected to:

(A) express ideas orally based on knowledge and experiences; and

(B) create and interpret visuals, including pictures and maps.

ELPS Addressed:

(3) Cross-curricular second language acquisition/speaking. The student is expected to:

(B) expand and internalize initial English vocabulary by learning and using high-
frequency English words necessary for identifying and describing people, places,
and objects, by retelling simple stories and basic information represented or
supported by pictures, and by learning and using routine language needed for
classroom communication;

(C) speak using a variety of grammatical structures, sentence lengths, sentence

types, and connecting words with increasing accuracy and ease as more English is
acquired;

(D) speak using grade-level content area vocabulary in context to internalize new
English words and build academic language proficiency;

(E) share information in cooperative learning interactions;

(H) narrate, describe, and explain with increasing specificity and detail as more
English is acquired;

(J) respond orally to information presented in a wide variety of print, electronic,

audio, and visual media to build and reinforce concept and language attainment.
 Tarleton State University’s Expected Lesson Cycle

Materials and Resources Needed

Anchor Chart Paper

Markers
Writing Utensils
Student handout

Lesson Cycle Component Estimated Checks for understanding,

Time questioning, monitoring,
adjusting, Assessing
Focus:
Teacher will monitor and take
anecdotal notes.
The class will sing their morning songs and 5 minutes
meet at the gathering place.

Lesson Cycle Component Estimated Checks for understanding,

Time questioning, monitoring,
adjusting, Assessing
Guided Practice and Check for Mastery:

Whole-Class Activity

The teacher will conduct a think-aloud and
talk about different routines and their order.
Using an anchor chart, the teacher and
students will create the order of a morning
routine with 5 different events in
chronological order. (i.e., waking up, eating
breakfast, getting dressed, etc…). The teacher
will be sure to include vocabulary related to
chronology during this time including:
before, after, next, yesterday, today,
tomorrow, etc…
10 minutes Check for understanding by
monitoring, creatin anecdotal notes
and observing student participation.
Questions the teacher might ask
include: What is the first thing we
typically do in the morning? What
do we do after that? What about
before we leave the house? Etc…
 Tarleton State University’s Expected Lesson Cycle

Estimated Checks for understanding,

Lesson Cycle Component Time questioning, monitoring,
adjusting, Assessing
Independent Practice and Monitor 5 minutes
The teacher will monitor students
Students will draw pictures of their morning and walk around.
routine in order using a template with blank
boxes on it.

Extension (as needed) Aligned with Objective:

For student who are above level, allow them to

write simple sentences using chronological
terms.

Intervention (as needed) Based on Mastery:

Allow students to use oral explanation if they

struggle with writing or drawing.

Closure:

Further explain to students the concept of 2-3 minutes

chronology. Make the connection that life
happens in chronological order. For example,
Pre-K comes before Kindergarten, or being a
young child happens before you are an adult.
Provide students with Zip-Kit.