Lesson Plan Template

EDU 532_533
Date: October 10, 2018
Name: Anabele Farrar

Identify Desired Results Questions or key

understandings identified.
Essential Questions/ Key Understandings: Measurable objectives
 What are the different body parts of a spider and what do they do?

Objectives (Measurable):
1) SWBAT learn and recite our 3 vocabulary words
2) SWBAT add to continue asking questions throughout our readings
3) SBWAT gain better understanding of the parts of a spiders body through our
group reading
4) SWBAT understand a little bit about the research process

Core Standards (Reading, Writing) List state standards

directly from the state of
 RL.K.4 Ask and answer questions about unknown words in a text. Idaho core standards
 RI.K.4 With prompting and support, ask and answer questions about unknown words document. Add Social
in a text. Standards as applicable.
 RI.K.10 Actively engage in group reading activities with purpose and understanding.
 W.K.7 Participate in shared research and writing projects (e.g., explore a number of
books by a favorite author and express opinions about them)

Evidence of Student Learning/Understanding Evidence of learning

explicitly explained.
 Student engagement (on the rug, commenting and asking questions, listening
attentively)
 Recite back to me (whole group) our vocabulary words
 More questions
Lesson Plan Template
EDU 532_533
Date: October 10, 2018
Name: Anabele Farrar

Materials Needed List all materials needed.

Select social studies
 Spider poster (with vocab words to tape on) materials that will
 Super Spider book integrate ELA & Social
 Spider book (students will do) Studies standards. Please
attach materials (or
pictures of materials) that
you will use in the lesson.

Environment / Classroom Motivation & Management Strategies How will you keep the
classroom engaged?
 Students will be expected to sit at their spot on the rug What classroom
 If students become talkative, we will do a breathing exercise management strategies
 If a particular student is disrupting the rest of the group they will be asked to go are appropriate for this
watch and learn from a table lesson? How will you
connect student behavior
 We will transition from calendar to this lesson without students moving from the
back to your rules?
rug so the transition should go very smoothly
 Give out (and take away) Class Dojo points
 As always, when students aren’t paying attention I will “look for the best
kindergarteners to help me with the activity” or ask them to put their hands
on their head

Differentiation Include in your lesson the

types of accommodations
Accommodations- (we don’t have a ton of IEP/504 accomodations with lessons— / adaptations needed for
however we have a ton of behavioral plan things!) your classroom. This
 L (PM): picture plan of lesson/ one on one assistance to get started should include listed
accommodations on
Lesson Plan Template
EDU 532_533
Date: October 10, 2018
Name: Anabele Farrar
 S (PM) : behavioral book (before lesson) students’ IEP’s when
 A.S. (AM): Work at a separate table to control behaviors/ positive praise/ break applicable.
passes
 A.M. (PM): Positive praise/ go over behavioral chart before lesson/ break passes
 A.H. (PM): go over behavioral chart before lesson/ separate table if necessary/
break passes/ go across the hall to talk to Mr. U if behaviors persist

Classroom Adaptations-
 Normally we might play music for the AM class, but the PM class cannot handle it.
 Some of the students on behavioral plans take frequent breaks to walk around or

Assess Students Prior Knowledge / Background Knowledge How will you assess prior
knowledge? What
 At this point, students haven’t yet learned about spiders, we’ve basically only background knowledge
done the KWL and the poll about them. With this being said, students prior do you need to provide
knowledge will be: for students?
o Info from the KWL
o Info from the one book that we read (I’m trying to not be scared of
spiders)
o Questions that students ask, and discussions we have as a class either
the day of or around the time of

Learning Activities to Teach Desired Lesson Results Use the lesson approach
required for the
Spellings and meanings of words: assignment. (Explicit
1) Pretest knowledge of words critical to content. Instruction with
 I will ask students “do you know any of the parts of a spider?” next, I will give modeling, Classroom
them one vocabulary word at a time on the smartboard and we will discuss Discussion, Inquiry-
potential meanings of the word (they’re really good at talking about things Based, Vocabulary
Lesson Plan Template
EDU 532_533
Date: October 10, 2018
Name: Anabele Farrar
they like, and they seem to respond to spiders which is why I think that this is Acquisition ). Describe in
an appropriate pre-test with such a limit of time) detail the lesson activities
you have planned. Make
2) Elaborate upon and Discuss Invented Spellings and Hypothesized Meanings. sure each step is
 At this point, we aren’t necessarily spelling any words like “spinnerets” “legs” explained in detail
or “abdomen” “head” “eyes” however, we are clapping syllables of everything. enough that an informed
We will clap out these three words, discuss how many syllables they contain teacher could deliver the
and also discuss the letter sounds of these words (a-a-abdomen, p-p- lesson. Include words
pediapalps) you will assess and words
you will teach.
3) Explore Patterns of Meaning
 Before I place words on the spider poster I will ask where students think they
go
 We will place the words where they are on the spider poster and we will keep
on thinking/ talking as a class about what they do.
 At this point I will suggest to students things like “maybe the abdomen is like
your tummy” so that we are able to make connections with the meaning of the
words.

4) Read and Study

 We will next read The Super Spider Book under the document camera so that
students are able to see the pictures on a big screen. In this book, it thoroughly
explains each body part we are talking about and shows real life pictures of
spiders pointing out these body parts.
 This will give students an opportunity to add to our board of questions- I am
encouraging and open to more questions

5) Evaluate and Posttest

 At this point, we will go over our poster quickly and I will say, “what is ______?”
and. I will ask, “what does _______ do?” This will quickly tie up the lesson while
the lesson is still ongoing and will be continued the following day during circle
Lesson Plan Template
EDU 532_533
Date: October 10, 2018
Name: Anabele Farrar
time.

Informal /Formal Assessments Connected to your

acceptable evidence and
 At centers (an hour later), we will do a spiders body parts activity where students addresses questions
will put together a spider’s body part by part as part of a book they’re making. listed. This can be at any
 As our vocabulary words progress throughout the week, the book will also progress point during the lesson,
and the students will do more, new pages relevant to that day’s lesson. but should definitely be
included at the end of the
 My evaluation will be if students are correctly using the terms and placing the
lesson.
spider’s body parts on correctly and this will give me opportunity to ask more
questions and listen to what students have to say about what they learned. It is OK if
students mispronounce words, and we don’t expect them to be able to spell the words
by any means, but it is telling if they can talk about it with us as we walk around the
room.

Closing the Lesson

 This lesson is ends right before recess! A transition song will come on (a
yoga song for the PM group because it is calming). Students will begin
getting their jackets on and lining up for recess.
 If we were to get done a little early, we will do a go-noodle (a yoga one for
the PM)

Lesson Plan Reflection Consider and answer the

questions as part of your
1. What worked best in the lesson? reflection. Write in
 The lesson was so engaging for students. I made a big 3-D spider chart (I’ll take paragraph form.
Lesson Plan Template
EDU 532_533
Date: October 10, 2018
Name: Anabele Farrar
a picture tomorrow) and we went to town labeling. It was good practice for
students to realize that they don’t get picked everytime on every activity and
that they must raise their hand if they want to participate. That’s always
important in kinder.
1. What would you do differently if you were to teach the lesson again?
 If I were to do this lesson again, I woud probably take less time doing it.
Students were engaged and on task the entire time, but I felt like I was racing
the clock.
2. Did you cover all objectives listed in the lesson plan? Why or why not?
 I sure did! Students were part of the “research process” and we learned that
sometimes you will read a book, and need to go back and check for that
information later (we ended up re-reading the book- very surprised to find out
how to label our spider). We were able to ask questions, and we were able to
understand (and reference- if needed) the body parts of a spider and what they
do.
3. How were you able to actively engage the students in learning?
 I think that I got students ready for what was to come and made it a bigger deal
than what it was. I also had everything completely- and sort of over-ready to
go ahead of time. We did a “quick calander” which made students pay attention
heavily to that and then we went straight into the spider activity. I always
throw in things like “I don’t know if you guys are ready for this yet…” It’s all in
the way you speak to them when they are in kindergarten.
4. How was the pacing?
 I think that I mistook how long my lesson would actually take- but we got it
done. The best thing about kindergarten is that the long lessons are less than a
half hour so everything feels like its going by so quickly! However, I didn’t have
to skip anything or rush through anything, I just had to do it all so efficiently.
Lesson Plan Template
EDU 532_533
Date: October 10, 2018
Name: Anabele Farrar
5. Discuss classroom management successess or difficulties.
 With engaging lessons like this one that are on material students really enjoy
learning I have very little classroom management issues. I think that my best
successes overall with classroom management is when I have enough time to
talk one-on-one with students who have difficulty participating. Luckly I was
able to this day with one student, and I basically told her “I’m excited for you to
learn about spiders today and I want you to be there during this lesson.” She
responded well to that and I had no issues with classroom management.
6. If there was group work, how did you monitor?
 We actually made spiders in small groups at centers (groups of 6 or less.) It
also took two days to compeltely make the spiders so students had plenty of
time to do their best work, and the group size was perfect for me to monitor
and help. Now we have the cutest spiders hanging all around our room (with
spinerettes and all!)
7. Were the materials appropriately selected to meet objectives?
 Yes! I felt that the materials I used helped students get a big visual of how the
body of a spider is. It was easy for them to reference when making their
spiders.
8. Were the transitions smooth between different parts of the lesson?
 I think my transitions were as smooth as they can be in kindergarten.
Everything takes about 3 minutes to TOTALLY transition and I am used to that.
9. How did you collaborate with others to plan and/or teach the lesson?
 I collaborated with my lead teacher to plan this lesson, and I looked at her
lesson plans from last year. I basically took something that she commonly
does, but I changed it to this format and put my own spin on it. Overall we both
had a lot of fun.
10. Based on your informal/formal and formative/summative assessments, did all
Lesson Plan Template
EDU 532_533
Date: October 10, 2018
Name: Anabele Farrar
students meet the obectives? How will you reteach students who have not met the
objectives?
 Yes! Students met the objectives, they talked about it all week and our question
list is growing and growing. I even heard one student open a book and say, “I’m
researching.”