CEP Lesson Plan Form

Teacher: Ryan Lutgen Date: 10/26/17

School: Meeker Elementary Grade Level: Kindergarten Content Area: Writing

Title: Things I like to do with my friends Lesson #: _1_ of _1_

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Understandings: (Big Ideas)

1. Children will be able to draw and write about their favorite activity to do with a friend.
2. Children can stretch out the words to find the correct sound for each letter.
3. Students can share and listen to friends describe what they like to play with friends.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard, follow the ABCD
format, using student voice)

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CEP Lesson Plan Form

I can: draw a picture of my friends and me playing a game

This means: I know who my friends are and can show you in a picture

I can: write about my favorite thing to do with a friend.

This means: I understand how to be a good friend.

I can: turn and talk to a classmate about what I like to do with my friends.

This means: I can listen and share my ideas.

I can: write the sounds of the letter and stretch out the word.

This means: I know the letter that goes with the sound and that words have more than one letter.

List of Assessments: (Write the number of the learning target associated with each assessment)

1. Students can write and draw a picture about their favorite thing to do with a friend with detail.

2. Students can write letters by identifying their sounds accurately.

3. Students can listen quietly without interrupting.

4. Students can identify rhyming words during the story by giving a thumbs up.

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Writing: favorite thing to do with friends

Should be a creative title for you and the students to
associate with the activity. Think of the purpose as for students to listen to fluent reading, write/draw what their
the mini-rationale for what you are trying to favorite activity to do with a friend is. Add detail and identify first sounds in
accomplish through this lesson. words, stretch out those words and write those sounds.
Approx. Time and Materials 20-25 minutess
How long do you expect the activity to last and what crayons, pencil, paper with writing prompt, book: Thats what a friend is
materials will you need?
Anticipatory Set Today, for our writing block we will be reading a story about fun
The hook to grab students attention. These are things to do with our friends. Next, we will write/draw a picture of our favorite activity to
actions and statements by the teacher to relate the do with a friend. Remember the five parts of concentration. Ready, let's read!
experiences of the students to the objectives of the
lesson, To put students into a receptive frame of
mind.
To focus student attention on the lesson.
To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
Procedures Teacher Actions Student Actions

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CEP Lesson Plan Form

(Include a play-by-play account of what students and 1. Introduce book, remind students of 1. Listen to book, signal for
teacher will do from the minute they arrive to the rhyming book and to signal when they hear rhyming words.
minute they leave your classroom. Indicate the one, begin reading. 2. Turn and talk.
length of each segment of the lesson. List actual 2. Ask students to turn and talk. 3. stop talking and pay
minutes.) 3. Bring students back in with signal. attention.
Indicate whether each is: 4. Draw my favorite part of fall, adding 4. Identify first sounds in
-teacher input details, sounds, stretching out words. words and stretch them out.
-modeling 5. Pass out papers and ask students to 5. start drawing picture,
-questioning strategies quietly do work. adding pictures, and sounds.
-guided/unguided: 6. Set timer for last minute and ask kids to 6. Share with friends at desk.
-whole-class practice put crayons away and to share with friends 7. Put papers in cubbies,
-group practice at table. listen to or share work.
-individual practice 7. Ask most students to put papers in
-check for understanding cubby, then tell students to listen for those
-other who will share with class.

Closure Class, you have all been working hard, thank you for listening and
Those actions or statements by a teacher that are sharing today. Lets go outside for a recess. I will call out line
designed to bring a lesson presentation to an leader, door holder and caboose and ask students by table color
appropriate conclusion. Used to help students bring to stand up quietly to get in line for recess.
things together in their own minds, to make sense
out of what has just been taught. Any Questions?
No. OK, lets move on is not closure. Closure is used:
To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
To help organize student learning
To help form a coherent picture and to consolidate.
Differentiation modify: If students cannot identify rhyming words I will quickly
To modify: If the activity is too advanced for a child, remind meaning and give examples. If students cannot identify
how will you modify it so that they can be first sounds or need help stretching out words, I will sound out
successful? words slowly and scaffold learning, reminding children of ABC
To extend: If the activity is too easy for a child, how cards at desk to help them.

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CEP Lesson Plan Form
will you extend it to develop their emerging skills?
Assessment
How will you know if students met the learning
targets? Write a description of what you were
looking for in each assessment.
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extend: have students sound out words independently, add more
details to picture, and help friends at tables with sounds.
Students will listen to the book without much talking, signal at
the appropriate time, identify the front and back covers,
work quietly and independently, listen without talking and to share work with friends in
class. Students should be able to write about and communicate their
favorite things to do with friends.
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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

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