Lesson Plan Template

Module 6 – Story Element

Name: Caitlyn Parsons

Lesson: Wheeler, Eliza. Miss Maple's Seeds. Nancy Paulsen Books, 2014.
Target Grade Level: Kindergarten

Standard(s):Put the
appropriate common
core standard here.
1. RL.K.1 With prompting and support, ask and answer
questions about key details in a text.
2. RL.K.2 With prompting and support, retell familiar
stories, including key details.
3. RL.K.3 With prompting and support, identify
characters, settings, and major events in a story.

Objective(s): 1. My goals for this lesson are for my students to learn

What are your goals for
this lesson? What do you
want your kids to be able
to do afterwards?? Why
are you doing this
lesson??
about the different seeds and the journey they may
go on to be planted.
2. I want my students to be able to know about seeds
and once planted can grow into flowers.
3. I am doing this lesson as it is important to know
about nature and where flowers and plants come
from.

Materials: Different types of seeds, flowers, pencils, the book,

List absolutely worksheet(https://www.pinterest.com/pin/21589137587
EVERYTHING you need 1808131/?lp=true) an image of the worksheet is at the
to do this lesson— bottom of the page
especially since you are
going to be sharing it.
From paper/pencils,
chart paper or whatever.
Instructional Strategy
This is your step by step
guide to what you are
going to and in what
order. Put ideas about
time involved to do it
step.
Be specific so others can
follow this plan.
1. Hook—How will you get their attention??
I will ask my students if they know about seeds and
show them the different seeds that I have.
2. Read the book to the students. Time may vary.
3. Ask the students if they have any questions and
review what happened in the book. Time may vary.
4. Give the students the story element template about
the characters, setting, problem and solution.

5. Closure—What will you do at the end to tie everying

together??
At the end, I will show them the flowers and that is
what seeds turn into after being planted.

Differentiation: Strategy 1: For students that may be having trouble with

Put at least two what is going on, I will help review what happened in the
strategies as to how you book and provide a few details to jog their memory.
can address students
with varying abilities, Strategy 2: For students who are ahead and understand
both above and below completely, I will let them do the worksheet on their own.
typical students.

Assessments: I will know if the students learned what I wanted them to if

How will you know if they are able to complete the worksheet correctly. I can
your students learned prove it by checking the worksheet that they complete and
what you wanted them re-ask the questions of the worksheet to make sure they got
to learn? How can you it.
prove it???