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Intervention Module

PIN: 100197

Lesson Planning Template Task 4

Lesson Planning Template
Lesson Title: Caps for Sale
Grade: K
Content Area: Math, Science, History, Reading
Central Focus: This lesson will be part of a unit on Creativity/ Imagination
Objectives: What should students know and be able to do as a result of the lesson?
Describe the exact learning expectations for students. You must phrase the expectations in a way that you
will be able to say what a student did or did not learn (the verb must be something you can observe).
1.
2.
3.
4.

Add a sequence of one-digit numbers
Identify the difference between a monkey and an ape
Know a few basic facts about monkeys.
Define and understand the terms:
a. Primate
b. Peddler
c. Wares
5. Identify and read these new sight words:
a. Caps
b. No
c. Up
d. You
e. Me
f. And
Content Standards: Write the number of the standard and the text of the standard to describe what the
learners will be doing.
Common Core State Standards
www.corestandards.org

ISTE NETS-S Standards

CCSS.ELA-Literacy.RL.K.4
Ask and answer questions about
unknown words in a text.
CCSS.ELA-Literacy.RF.K.3.c
Read common high-frequency words by
sight (e.g., the, of, to, you, she, my, is, are, do,
does).
CCSS.Math.Content.K.OA.A.1
Represent addition and subtraction with
objects, fingers, mental images, drawings1,
sounds (e.g., claps), acting out situations,
verbal explanations, expressions, or
equations.
Demonstrate the safe and cooperative use of

http://www.iste.org/standards/standards- technology (5)
for-students
Independently apply digital tools and
resources to address a variety of tasks and
problems (4,6)
Assessment: What will students do to show what they have learned? How good is good enough to meet
standards? Describe the tools and techniques you will use.
Type of
Description of
assessment
assessment
(formal or informal; What will students do
formative or
to show what they
summative)
have learned?
Informal, formative Make an “Explain
Everything” video
presentation

Modifications to
the assessment so
that all students
may demonstrate
learning
Spoken aloud
option for those
who can’t read

Evaluation Criteria- How good is
good enough to meet standards?
(related to the learning objectives)
Include scoring guide, rubric or other
criteria
If they choose a wrong answer, there
will be an explanation as to why it is
wrong, so that the student gains a
deeper understanding of the content

Materials: List materials for both Student Needs and Teacher Needs
(this includes all technology needs, websites, exemplars, instructional materials, etc.)

iPad + “Explain Everything” app

Lesson Plan
Opening: Describe how you will introduce the activity or problem. Consider questions that will elicit
students’ prior knowledge needed for the activity, set a purpose, get students curious about the task,
and/or relate to their personal background or interests. In addition, consider giving directions for getting
started on the focus task.

To begin the lesson, I will show a video of the children’s book “Caps for Sale.”
(https://www.youtube.com/watch?v=INptSCKqdfg) This should grab their attention as it has
pictures and tells a story
I will talk about the author, time period it was written, and the illustrator; relate it to other books
we have read with similar themes (creativity/imagination)

Presentation and Practice: How will new knowledge be presented? Will you be modeling? Will there
be guided practice? What groupings will you use? Describe the expected actions of the students during
this phase. What are they to be doing? How are you making sure each child understands? What will

you ask students as you observe? (Ask questions related to your objectives and language function)
Describe possible extensions or challenges you will have ready for early finishers. Describe possible reteaching strategies for students lacking acceptable understanding.


We will start with the math lesson: adding multiple one-digit numbers. First, I will use an
example from the book. We will add the peddler’s caps (1+4+4+4+4=17 caps). I will
demonstrate it with a picture of the peddler and use the drawing tool to show the parts we are
adding. Then, I will use the whiteboard tool to demonstrate multiple problems. There will then
be a section where the kids can try some practice problems. If they get the answer wrong, there
will be an explanation as to how to do it correctly.
Next, I will transition into our lesson on monkeys. I will show two short YouTube videos about
monkeys; the first is a general look at monkeys including many monkey facts:
https://www.youtube.com/watch?v=rG1vkfndMXE; the second is a song about the difference
between monkeys and apes: https://www.youtube.com/watch?v=--szrOHtR6U; I will introduce
four new vocab words: primate, monkey, ape, and human; explain how humans are primates
too!
Next, we will learn about peddlers. I will define the term peddler and will talk about what a
peddler does (they carry their wares on their backs). I will ask if they have ever seen a peddler
and explain how in modern America we generally buy stuff at stores
Finally, I will introduce some new sight words: caps, no, up, you, me, and; we will review each
multiple times

Closure: This is the most important part of a lesson! What questions will you ask students that will
help them toward deeper understanding of the content they explored in their task or activity? How will
you structure those questions so that all students will participate in answering each question? Will
students be presenting new knowledge? How will this be structured?

I will conclude with showing the video of the book being read one last time. Then, I will assign
each student to make a short video following these instructions:
1. Make an “Explain Everything” presentation explaining what you learned in today’s lesson.
Make up a math problem similar to the ones we went over and explain how to solve it. Then,
explain what a primate is and tell me a few things you learned about them. Include pictures.
Finally, define the terms peddler and wares. Share your video with the class on the app.

Resources: Include assessments, rubrics, and online resource links incorporated into the lesson, if
applicable.
Changes: Were any changes made to the objectives or assessments from Task 2 to Task 4? If so, please
indicate the changes made and the reasons why they were modified.

Removed “patterns” from content area as I thought this would be a topic better suited with another
lesson