DEPARTMENT OF INTEGRATED STUDIES

KINDERGARTEN

Focus area(s): Language & Arts

Students will read aloud a book Raindrop, Plop! together and learn a few vocabs
related to the rain. They will also strengthen their ability to count up and down
Objective of lesson:
from one to ten. After reading the book, students will review their understanding
of the words and the concept of numbers by participating in the umbrella activity.
Competency #2: Emotional development
•Students will talk about their favorite color of an umbrella.
•Students will talk about their feelings and emotions towards the rain.
Competency #3: Social development
•Students will show interest in their peers by listening to their stories and ideas.
QEP Competencies
•Students will interact with others during the umbrella activity. They will learn to
(developmental
share materials.
domains)
Competency #4: Language development
•Students will be able to properly pronounce the words in the book.
•Students will be able to identify the rhymes in the book.
•Students will be able to count up and down from 1 to 10.
•Students will be able to read and sing the book.
I will give students options to put raindrop stickers, glue cotton balls, or use
markers to represent raindrops on the umbrella.
Differentiation I will reach children who need an extra help and do one-on-one instruction.
During the read aloud, certain students will be given fidget toys or gym ball chair
if they can concentrate better with such stuff.
Clear transparent umbrella. Raindrop stickers. Markers. Cotton balls. Book
MATERIALS
Raindrop, Plop! by Wendy Cheyette Lewison.
Learning Plan
•I will bring a clear transparent umbrella and show it to students.
•I will ask “What do you think this is?” If students have a hard time finding the
word, I will give them a hint by, for example, providing the first two letters of the
Introduction
word. Then I will write “umbrella” on the board by asking students to spell out.
•I will then ask “When do we use this?” and “What color of an umbrella do you
like?” I will let several students share their stories and ideas with the class.
Unfolding of the lesson 1. Reading a book Raindrop, Plop!
•I will first read aloud the book to students and make students talk about how
they felt of the book. Students will share their emotions and stories related to the
rain. Then, students will read aloud the book together by repeating after me.
•Students will find patterns, which are the increase and then decrease in the
numbers. Then, I will introduce a chant and students will sing the book using the
chant.
•I will also review the words related to rain: splat, plop, paddle, and raindrop. I
will make sure that students understand the situations in which they can use those
words.

2. Umbrella activity
•Just as the book talks about the increase in the number of raindrops, I will make
students represent certain number of raindrops on the umbrella. For example,
when I say “show three raindrops on this side of the umbrella,” they will put three
raindrop stickers, attach cotton balls, or use markers on the specific side.
1
Based on a simplified version of Understanding by Design (UBD) and the Quebec Education Programme for Pre-school.
 DEPARTMENT OF INTEGRATED STUDIES
KINDERGARTEN
•Also, I will make students write down the words they learned in the book.
Splat!
Plop
Paddle Raindrop

•After all sides of the umbrella are filled, I will review the number of the
raindrops and the words on each side with students.
Conclusion •I will hang the umbrella like a mobile so that students can look up and easily
observe the raindrop stickers and the words. I will make sure the umbrella is
safely attached to the ceiling.
Formative assessment
•At the end of the day, I will check students if they remember the word “raindrop,
umbrella, splat, paddle, and plop” by, for instance, asking “what does it sound
Assessment
when a raindrop drops on the puddle?”
•Then, I will point certain side of the umbrella and ask them the number of the
raindrops.

Broad Areas of Learning

Health & Well Career Planning Environmental Media Literacy Citizenship &
being & Entrepreneurship Awareness & Community Life
Consumer Rights &
Responsibilities
Explanation:
Students will develop their ability to understand the rain by reading the book and working on the
umbrella activity.
As they enter elementary school, they will continue to learn the rain, expanding their learning to the
reasons and effects of the rain and the water cycle.

Cross Curricular Competencies

Uses Solves Problems Exercises Uses Creativity Adopts effective
Information critical judgement work methods
Uses Achieves their Cooperates with Communicates
information & potential others appropriately
2
Based on a simplified version of Understanding by Design (UBD) and the Quebec Education Programme for Pre-school.
 DEPARTMENT OF INTEGRATED STUDIES
KINDERGARTEN
communications
technologies
Explanation:
When students share their stories and ideas, they will be encouraged to listen to their peers and raise
their hands before talking. During the activity, students will work together to fill out the sides of the
umbrella with appropriate number of raindrops and the words. Also, students will use the information
in the book when they solve the problems I give them during the umbrella activity. Moreover, they will
be expected to use their creativity when they express the words and the number of raindrops on the
umbrella.

Reflection on lesson:
•Did I consider students’ individual image of the rain that was formed based on their culture during the lesson?
•Did I use appropriate expressions and choice of language throughout the lesson? Were the questions engaging
students?
•Did my answers to students’ questions provoke their further investigation? Did I properly encourage students
to work together?
•Did I reflect enough on my colleagues’ feedback on the activity?

Professional Competencies targeted:

1. To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching students.
•I will do research on fun facts related to the rain as well as general and useful information so that I can
properly react when students talk about their personal experiences and ideas related to the rain. I will also
mention some of my students’ cultures regarding the rain.

2. To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in
various contexts related to teaching.
•I will make sure that I am using appropriate expressions when I talk to children and clearly write the word
umbrella on the board. Also, during the read aloud, I will adopt different cues to grab students’ attention and
use the difference of intonation in order to let them find the pattern in the book.

6. To plan, organize and supervise a class in such a way as to promote students’ learning and social
development.
•During the umbrella activity, when there occurs a conflict among students due to the lack of resources, I will
give them a hint of sharing. I will also ask ample and rich questions that motive students’ learning.

11. To engage in professional development individually and with others.

•Before I deliver the lesson, I will communicate with other kindergarten class teachers to ask if this activity
will be appropriate to children’s age and if there will be any way by which this lesson can improve.

12. To demonstrate ethical and responsible professional behavior in the performance of his or her duties.
•When students decorate an umbrella, I will provide them with options of raindrop stickers, markers, and
cotton balls. I will show the respect to every choice they make and make sure that each choice should be
valued.

3
Based on a simplified version of Understanding by Design (UBD) and the Quebec Education Programme for Pre-school.