KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Alison Waldron

Date: 2/26/15

Cooperating Teacher: Mrs. Colleen Berger

Coop. Initials: _________

Group Size: 22

Grade Level: K

Allotted Time: 60 minutes

Subject or Topic: Weird White House Pets

Section: 1

STANDARD(S):
1.6.K.A: Listen and respond appropriately to others in small and large group
situations.1.3.K.A: Respond to works of literature.
1.3.K.C: Identify literary elements (characters, settings, and problems) in stories
CC.1.1.K.D: Know and apply grade level phonics and word analysis skills in decoding
words. Associate the long and short sounds with common spellings for the five major
vowels.
5.1.K.F: Identify significant American holidays and their symbols.
I.

Performance Objectives:
A. Students will be able to recognize and repeat short o sounds.
B. Students will be able to recall the facts in the story and in class discussion.

II.

Instructional Materials
A. Pencils for students
B. iPad with camera and plug in
C. Document Camera
D. Word wall and w/s
E. My Teacher for President by Kay Winters
F. Big American Symbols chart
G. Weird White House Pets booklet
H. Short o worksheets

I. Pointer stick
J. Short o word houses (premade by teacher months ago)
III.

Subject Matter/Content
A. Prerequisite skills
Listening skills
Writing skills
Short o knowledge
Some White House facts
B. Key Vocabulary
The White House
American Symbols
President
media
Earth Day
peace
clock, lock, sock, doll, fox, mop, pot, top
C. New Content
New vocabulary from above
Weird White House Pets
D. Big Idea
Students will review the facts about the White House and where it is
located.
Students will be reviewing their work with the short o sound by
using worksheets and repeating familiar short o words.

IV.

Implementation
A. Introduction
Review short o
1. words and sound
Go over the CVC short o words in the word house
1. Examples: flop, stop, mop
2. Say all the sounds of the word while pointing to the letters and
have the children say with you and say whole word after
sounds
Go through all the words
1. Use marker for own words if wanted
Repeat words where children say the sounds/words wrong
Have individuals participate by themselves if they are not paying
attention.
Hold up the short o worksheet
Go through all the words and pictures so they know what they are
1. Go through all of them like you did with the word house, sound
then whole word
2. Pictures: clock, lock, sock, doll, fox, mop, pot, top

3. Cut and paste the pictures to the sheet after your name.
4. There are eight pictures and only six spots to glue, what does
that mean?
5. There will be two pictures that do not have the short o sound
so you will not use them.
a. What are they?
Ask the paper passers to help pass out the short o worksheets
When you are done this worksheet, get it checked and walk back to
the rug for a story.
B. Development
Page 2:
1. What is on top of the White House?
a. The American Flag
Page 7:
1. That is right, there are a lot of meetings!
Page 11/12
1. What things do you see in these pictures that are different?
Page 14:
1. Where is she in this picture?
Page 16:
1. If you were president, where would you like to take a trip to?
Page 17:
1. What does media mean?
Page 20:
1. Does anyone know when Earth Day is?
a. April 22, 2015
Page 25:
1. What does peace mean?
a. happiness, no problems, safety, smiles, calm, helping
everyone, being nice
b. Do you think our classroom should have peace?
Page 29:
1. Why do you think he wants her to leave at the end of the
year?
End:
1. Flip through the book
a. What do you see is on every left/right page?
b. What are all the pictures on the right side of the pages
telling us?
2. The teacher is pretending to be the president on the right side
but doing something similar on the left side.
3. This book is showing a comparison. A comparison is showing
what two different things have in common.
a. Is being the president and a teacher the same thing?

i. No, but pretty similar!

Go over the definitions and examples of fiction and nonfiction texts
(if time permits)
1. Ask: Does anyone know what the differences are?
2. Discuss the differences on the chart
a. Read them first and then read together
b. Talk about examples
Drink break and come back to the rug
Hand out the Weird White House Animal books
1. Read the book to them when they follow along
a. The book is pretty difficult so they should not read it
back to you
2. At the end of the book:
a. Ask: What animal would you want if you were the
president in the White House?
C. Closure
Review flag and Statue facts on big chart
1. Teacher reads flag facts first and they repeat
Read over White House facts
1. Teacher reads flag facts first and they repeat
Have them all look up at you and go through the hickety pickety
chart
1. Introduce new word: of
2. Sound out together and put sounds together
3. Use hickety pickety bumblebee chart
a. Hickety pickety bumblebee. Can you say the word
with me?
b. Now spell it!
c. Now shout it!
d. Now whisper it!
e. Now clap it!
f. Now stomp it!
g. Now cheer it!
4. Have them decide where the word of goes on the word wall
a. Make some mistakes to make them more interested
5. Have them try to think of sentences with the word of in it
a. Example: Did you get all of your papers? I like to have
a lot of candy during Halloween season.
Go over the worksheet
1. Trace, write, circle, cut and glue the word of
Have them put it on the window sill if the do not finish
D. Accommodations/Differentiation

 Mute student: Ask yes or no questions

Speech students: Repeat sounds
Multiple levels: Ask different leveled questions to different leveled
students
Colorblindness: Help the child read the word on the crayon or help
him make him make an association with the color he sees with the
color you are talking about.
E. Assessment/Evaluation Plan
Formative
1. Check list for completing paper and participating in reading
Summative
1. Post Test same as Pre test
V.

Reflective Response
A. Report of Students Performance in Terms of Stated Objectives (after lesson is
taught)
During kid-writing today, I realized #1 (and #8) were taken out of
the classroom during the Weird Animals book and they missed
reading it. I read it to him during kid-writing because he was not
their and then could write about it.
They were very excited for todays lesson because I told them at the
beginning of L.A. that if they were listening and participating the
whole beginning of the lesson that I would give them a special treat,
a story.
1. I mentioned the book we were reading in the beginning of the
unit and they were very excited so they were very good.
B. Personal Reflection
Did I follow my lesson plan? Why or why not?
1. I change the way i showed the weird animals book. Instead of
giving them all a book on the rub in the back, I put my copy of
the book on the camera over the overhead and read through it.
After I was done reading through it, I gave them all their copy
and had them spend a couple minutes looking through it.
2. Today I added more notes on what to do with the Weird White
House Animals questions:
a. Page 5
i. What did they do to trim the grass?
ii. Woodrow Wilson = 28th
b. Page 6
i. Calvin Coolidge = 30th
c. Page 7
i. Theodore Roosevelt = 26th

d. Page 8
i. Benjamin Harrison = 23rd
e. Page 10
i. Thomas Jefferson = 3rd
f. Page 11
i. John Quincy Adams = 6th
Was I confident enough to get my point across?
1. I was very confident.
2. The only part I did not feel 100% confident was when writing
the lesson because I was reading two books, but they loved it
because it was so different.
VI.

Resources
A. Berger, C. (2015). Charts. Made my hand.
B. Berger, C. (2015). Hickety Pickety Bumblebee. Made on Word.
C. Berger, C. (2015). Phonics Practice. Made on Word.
D. Standards: View Standards by Subject Area and Grade Level or Course. (n.d.).
Retrieved February 10, 2015, from http://pdesas.org/Standard/Views#105|773|
0|0
E. Weird White House Pets. (n.d.). Retrieved February 19, 2015, from
http://www.readinga-z.com/book.php?id=98
F. Winters, K., & Brunkus, D. (2004). My Teacher for President. New York:
Dutton Children's Books.