SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

PA/Common
Core/Standards

DETAILS
Miss Shilling
Introduction to Parts of a Book
Kindergarten
October 10, 2013
Students will learn how to identify all the parts of a
book, and will make connections between the
illustrations and text.
How do I create meaning from the sounds of language?
How do I build and understand a reading vocabulary?
How do I apply reading skills and strategies to
comprehend what I read?
How do I express my thoughts through writing?
How do I develop effective speaking and listening skills
to communicate with others?
1.1.K.A Identify the purpose and type (fiction and nonfiction) of text.
1.2.K.D
Make predictions, draw conclusions and explain whether or not predictions are
confirmed, with adult assistance.
1.6.K.B
Speak clearly enough to be understood by all audiences using appropriate
volume.
Share stories, familiar experiences and interests, employing gestures where
appropriate.
1.1.K.D Demonstrate listening comprehension/ understanding before, during, and
after reading through strategies such as think aloud, retelling, summarizing, and
connecting to prior knowledge
1.2.K.A
Identify components of text organization
1.4.K.A Write, dictate or illustrate to convey ideas for a specific purpose.
1.4.K.B Write, dictate, or illustrate to communicate information
1.5.K.D Write using illustrations and descriptive words.
1.6.K.A
Listen and respond appropriately to others in small and large group situations.
1.8.K.A Ask appropriate questions on a variety of topics
CC.1.1.K.A Utilize book handing skills.
CC.1.1.K.B

CK

Demonstrate understanding of the organization and basic features of print.

Follow words left to right, top to bottom, and page by page.

Recognize that spoken words are represented in written language by

specific sequences of letters.

Understand that words are separated by spaces in print.

Recognize and name all upper and lower case letters of the alphabet.

CC.1.2.K.A With prompting and support, identify the main idea and retell key
details of text.
CC.1.2.K.C With prompting and support, make a connection between two
individual, events, ideas, or pieces of information in a text.
CC.1.2.K.E Identify parts of a book (title, author) and parts of a text (beginning,
end, details).
CC.1.2.K.H With prompting and support, identify the reasons an author gives to
support points in a text.
CC.1.2.K.I With prompting and support, identify basic similarities and differences
between two texts (read or read aloud) on the same topic.
CC.1.3.PREK.D With prompting and support, name the author and illustrator of a
story.
CC.1.3.K.C With prompting and support, identify characters, settings, and major
events in a story.
CC.1.3.K.E Recognize common types of text.
CC.1.3.K.G Make connections between the illustrations and the text in a story
(read or read aloud).
CC.1.3.K.K Actively engage in group reading activities with purpose and
understanding.
CC.1.4.K.D Make logical connections between drawing and dictation/writing.
CC.1.4.K.F
Demonstrate a grade appropriate command of the conventions of standard
English grammar and spelling.

Capitalize first word in sentence and pronoun I.

Recognize and use end punctuation.

Spell simple words phonetically.

CC.1.4.K.G Use a combination of drawing, dictating, and writing to compose

opinion pieces on familiar topics.

CC.1.4.K.J Make logical connections between drawing and writing.
CC.1.4.K.M Use a combination of drawing, dictating, and writing to compose
narratives that describe real or imagined experiences or events.
CC.1.4.K.N Establish who and what the narrative will be about.
CC.1.4.K.P Recount a single event or several loosely linked events, tell about the
events in the order in which they occurred, and provide a reaction to what
happened.
CC.1.4.K.W With guidance and support, recall information from experiences or
gather information from provided sources to answer a question.
CC.1.4.1.G Write opinion pieces on familiar topics.
CC.1.5.K.B Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.

Objectives
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)

Formative &
Summative
Assessment
Evidence

ISTE Standards
for Students
Framework for
21st Century
Learning

During the reading of the book (C ) all Kindergarten

students (A) will correctly identify (B) all six (D) main
part of the book by pointing to them and repeating the
names aloud.
Students will individually identify and record the six
elements on their book 6/6 times.
Knowledge, Comprehension, Application, Analysis,
Synthesis, Evaluation
I will make sure that my students are engaged by
asking them repeated questions on what they have
learned throughout the lesson.
I will also try and relate this information to their daily
lives.
Formal Evaluation
Students will be evaluated on their comprehension of
the text and identifying the parts of a book.
I will take the evidence that I collect and evaluate what
I will need to reinforce in my next lesson.
Informal Evaluation
Students will be evaluated on their behaviors and their
interactions.
I will take the evidence that I collect and evaluate how
to respond to my students behaviors.

Facilitate and Inspire student learning and creativity

Engage in professional growth and leadership
Promote and model digital citizenship and responsibility
Information literacy
Communication

Accommodation
s, Modifications
SUPERVISING
TEACHERS
SIGNATURE

Collaboration
Students who require extra time and modified work will
receive it.

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

Lesson
Procedure
Must include
adaptations &
accommodation
s for students

CK
Activating Prior Knowledge
I will connect the parts of a book to a book we have
previously read in class.
Students will be asked if they have any guessing
regarding the parts to a book.
Hook/Lead-In/Anticipatory Set
Students will listen to a song about the parts of a book
while also viewing the video.
Big Idea Statement
Students will learn how to identify all the parts of a book,
and will make connections between the illustrations and
text.
Essential Questions Statement

Objective Statement

Transition
When you have found this element of the book put your
finger on your nose.
Key Vocabulary
Author
Illustrator
Title
Setting
Plot
Fiction/Nonfiction
PreAssessment of Students
I will ask my students the day before to write down on a
piece of paper all of the parts of a book they know.
Modeling of the Concept
While the video it being shown I will be writing down on
the board the main part of the book that are brought up.

with special
needs

Ask the students what they think each element means?

Explain the elements.
Students will be asked whether or not they think these
parts of a book are the same for fiction and nonfiction
books.
Students will be asked to go to the library in the
classroom and pick a book for each of them
The class will identify the 6 elements of a book together
and record on a sheet of paper the specific elements
from their book
Students will help each other at their tables to identify
these elements.
Guiding the Practice
Students will be assisted throughout the lesson when
needed.
Providing the Independent Practice
Students will individually identify the parts of the book.
This activity can connect to all future books the students
read.
Transition
I will have stations for all of the parts of a book so they
will be rotating after they learn each one while playing
music.
Adaptations/Accommodations for Students with Special
Needs
For children who have trouble with their vision I can
supply them with a CCTV so they can read the writing
and I will give more assistance to students with
disabilities.
Evaluation of
Formal Evaluation
the
Students will hand in their sheet with the 6 elements of
Learning/Master
a book.
y of the
Informal Evaluation
Concept
I will evaluate them on their behaviors and their
interactions.
I will take the evidence that I collect and evaluate how to
respond to my students behaviors.
Closure

Reading
Materials
Technology
Equipment
Supplies
Teacher
Self-reflection

Summary & Review of the Learning

Students will review the 6 elements to end class.
Homework/Assignments

Non Fiction Book

Fiction Book
Descriptions of what different parts of a book are
Video