“There Was An Old Lady Who Swallowed Some Leaves”

Name of Student Teacher/Intern: Nailea Pena

Date: Tuesday October 1, 2019

School: Chavez Elementary

Grade Level: Transitional Kindergarten

Supervisor: Barbara Taylor

Central Focus of Lesson/Learning Segment, or Students will be able to retell the story
“Big Idea” following the sequence.

Time Allotted for Lesson: 25 minutes

California Content Standard (s) Being CCSS.ELA-LITERACY.RL.K.10

Addressed: Actively engage in group reading activities
with purpose and understanding.

Materials and Resources:
“There Was an Old Lady who Swallowed Some
Leaves” by Lucille Colandro, Pocket Chart,
Sequencing Cards, Crayons in color caddys,
gluesticks, Sequencing worksheet, Sequencing
cutouts

Academic Learning Objective: The students will be able to tell what the old
lady ate and in what order, learning how to
sequence.

Prerequisites (what activities/events were Went over vocabulary in Spanish and English
conducted before this lesson): by showing them the sequence cards on a
pocket chart

Key Modifications and Accommodations based Tiago will be able to sit in a chair while the rest
on IEP/504, or for students who require of the students are on the carpet so that he
additional support: can be safe and focus better, repeat directions
and help as needed
ELD Content Standard by Proficiency Level(s)
(if applies)
Assessment/Evidence of Learning (check the
space, describe the assessment and purpose): students will be given the opportunity to
___ Formal Formative
_x_ Informal Formative
___ Summative
Lesson Body (modeling, guided practice,
frequent checks for understanding)
Differentiation/Multiple Means of Expression
(how are you offering students options to
demonstrate they achieved the objective?)
To check for understanding the students will
be asked what the old lady will swallow next,
complete the end of rhyming sentences,
during table time students will be asked to
sequence what the old lady ate in order, this
will show their understanding and whether or
not they were paying attention
Students will sit in their learning spots on the
rug, I will do different attention getters to
make sure that I have their undivided
attention, I will proceed by asking them what
they see on the front cover of the book and
have them list some things off, then I will go
through the pages and show them the pictures
hoping they can start to notice the sequence
of events that are going on, I will model the
first couple of rhymes but students should be
able to realize when rhyming is occurring and
should be able to finish the sentences with
“sneeze”, I will read the story using the
sequence cards on the pocket chart as i go so
the students can visually see the process,
checking for understanding as I read by asking
them what she just swallowed and what they
think comes next, we will finish the story and I
will show them the worksheet that they will
be working on telling them the instructions as
I go, students will be dismissed to their tables
by rows or table colors, then I will proceed to
individually ask students what they are doing
and what comes next
Students will be able to say what they think
comes next by raising their hands or saying it
out loud as a group. Students will also be able
 to demonstrate their understanding on the
sequencing worksheet

Lesson Closing (review and Students will sit at their assigned seats where
formative/summative assessment): they will do the sequencing worksheet as the
teacher goes around checking for
understanding

Academic Language: Rhyming, Sequencing, Identifying pictures and

what they are as they organize them by order

Reflection and Next Steps: Read “There Was an Old Lady who Swallowed
a Fly”, and make sure to ask how the stories
are similar and different

Homework (optional): No Homework

Comments/Concerns:

Accomodations

I will ignore bad behavior and praise him when he does something right

Say instructions out loud multiple times

Allowed to chew gum

Sit near teacher

Sit on a chair with 2 balls instead of 4 on the bottom so he can rock it

Modifications

He does not have to have the sequence in the correct order, he can just glue the pictures on

I can number the pictures for him so that he knows what order to put them in

Use positive reinforcement

Can just color the worksheet, if he cannot handle the scissors then he will not cut and glue

Simple instructions, constantly repeat them to him