Lesson Plan Template

Emily Bowers and Jamie Rankin

Topic: ​KWL Chart
Grade Level: ​Kindergarten
Student Names: Gianna, Catie, Kimberly, Hannah, Ella, Luke, and Leia

Grade Level: Kindergarten

National Reading: Literature: Range of Reading and Level of Text Complexity

Standards: - CCSS.ELA-LITERACY.RL.K.10
- Actively engage in group reading activities with
purpose and understanding.
Reading: Informational Text: Key Ideas and Details
- CCSS.ELA-LITERACY.RL.K.1
- With prompting and support, ​ask and answer questions
about key details in a text.

State Standards: Reading - Informational Text (RI): Range and Complexity

- Standard 12: Read independently and comprehend a variety of
texts for the purposes of reading for enjoyment, acquiring new
learning, and building stamina; reflect on and respond to
increasingly complex text over time.
- 12.1 ​Engage in whole and small group reading with
purpose and understanding.
- 12.2 ​Read independently for sustained periods of time.
- 12.3 ​Read and respond according to task and purpose
to become self-directed, critical readers and thinkers.

Learning - TSWBAT ​engage in group reading activities with purpose and

Objectives: understanding.
- TSWBAT ​ask at least four questions about key details in the text
before reading it.
- TSWBAT​ answer at least four questions about key details in the
text after reading it.
- I CAN​ engage in whole and small group reading with purpose and
understanding.
- I CAN​ read independently for sustained periods of time.
- I CAN​ read and respond according to task and purpose to become
a self-directed, critical reader and thinker.

Materials: - From Seed to Pumpkin​ by Wendy Pfeffer

- From Seed to Pumpkin - Kids Stories Read Aloud​ YouTube Video
- Pencil
- Marker (for model)
- Pumpkin KWL Chart Worksheet
- KWL Chart Rubric
- Whiteboard, Promethean Board, or Chart Paper
- Pre-Selected Books
- Books used specifically to teach this activity to our group:
 - Bats​ by Gail Gibbons
- Dem Bones​ by Bob Barner

Academic - Vocabulary:
Language: - Know:​ (v) To be aware of the truth or factuality of, be
convinced or certain of, to have a practical understanding
of.
- Want:​ (v) To have or feel need, to have need of.
- Learn:​ (v) To gain knowledge or understanding of or skill in
by study, instruction, or experience.
- All definitions from ​https://www.merriam-webster.com

- Academic Language:
- Students will have the opportunity to use vocabulary and
academic language through class discussions that occur both
before and after the lesson and the activity take place.
- Students will have the opportunity to use vocabulary and
academic language during the teacher demonstration, as they will
be asked to answer these questions orally:
- What do you ​know​?
- What do you ​want​ to know?
- What did you ​learn​?
- Students will also have the opportunity to use vocabulary and
academic language as they fill out their independent KWL Chart.
Students will fill out this chart using the following three phrases:
- What I ​know​: Students use this space to discuss their
background knowledge about the lesson, content, or, in
this case, the book they will read.
- What I ​want​ to know: Students look at what they already
know and note some of the questions sparked by their
background knowledge. They think about the book they are
about to read and form questions they want answered by
reading it.
- What I ​learned​: Students summarize their learning here
and note whether the book answered the questions they
had before they began reading.

Introduction:
- The lesson will be started by asking students what holiday is
quickly approaching, to which they will respond with Halloween.
The lesson will also be started by modeling the KWL Chart to
students.
- During the lesson, students should engage with the teacher model
and class discussion. They should fill out their own KWL Charts
and read a book they choose from a pre-selected list. Students
should also engage in the class discussion that occurs at the end
of the lesson.
- Students should behave as they normally would, sitting still,
listening attentively, and speaking only when it is their turn to do
so. When their peers answer questions or talk out loud, they
 should respect them by listening quietly. Students are not to make
fun of their peers under any circumstances. Students are also to
respect their teacher by listening and participating when it is their
turn to do so. In return, their teacher will respect them as well, and
will listen to them when the time arises.
- During this lesson, students will use their prior knowledge of
certain themes or topics to make inferences, ask key questions,
and engage in reading and comprehension activities.
- Students will then connect their prior knowledge to the information
they learn as they read and complete their own KWL Charts.
- Students will have their interest in the lesson piqued by having the
opportunity to discuss Halloween. The lesson will then be
connected to the holiday of Halloween. This will ensure that
students are excited about the activity, and that they stay engaged
with the material. This will also motivate students to complete the
work, as they will be excited to learn more about Halloween.
- Students will also have their interest in learning this new tool
piqued by telling them that they can apply it to any book they read.
Furthermore, they will be asked questions regarding the new
content that will make them curious and eager to learn the
material.
- This introduction can also address the ​UDL principle of
Engagement​, which deals with preparing students to learn by
hooking them into the lesson and providing a structure that
enables them to best learn the content (Nelson, 2014, p. 14).

Instruction and - At the beginning of the class, ensure that all students are either
Activities: sitting in their seats or seated on the rug.
- For the purpose of this activity, it would be best if students
were seated on a rug at the front of the room, preferably in
front of a Promethean board, a whiteboard, or chart paper.
- Once all students are quietly seated, ask them what holiday is
quickly approaching. Celebrate with them when they say
Halloween.
- After they answer that question, tell them that they will be reading
a book today that discusses something related to Halloween. Ask
them what comes to mind when they think about Halloween. They
may answer by saying pumpkins, bats, skeletons, ghosts,
trick-or-treating, or costumes, among many others.
- Asking these questions regarding Halloween, and
connecting learning to real-life situations addresses the
UDL Principle of Engagement​. Engagement deals with
priming students to learn, hooking them into the lesson,
and providing structure that creates self-managed learners
(Nelson, 2014, p. 14).
- Ensure that students are settled before continuing. Tell students
that when you think about Halloween, you think about pumpkins.
Therefore, they will have a book about pumpkins read aloud to
them.
- Also tell students that they are going to learn about a new reading
 tool that will help them understand what they read. Tell them that it
is called a KWL Chart.
- Then, draw two lines on the available board. These lines should
separate the board into three columns.
- Another option is to have the lines already drawn on the
board before class begins, leaving the three columns
blank.
- As you complete the next part, make sure you explain each
column as you draw them on the board.
- Start by telling students that you are about to draw a KWL Chart.
Tell them that it will help them understand what they read as they
read it. Tell students that they are to use it before and after they
read.
- Label the first column with a large “K,” and under it write “What do
you know?”
- Label the second column with a large “W,” and under it write
“What do you want to know?”
- Label the third column with a large “L,” and under it write “What did
you learn?”
- Now, walk students through using the chart.
- Walking students through using the chart, and modeling it
to them, addresses the ​UDL principle of Representation​.
Representation communicates what students need to learn
by explaining language and syntax to students, as well as
giving students the opportunity to absorb knowledge in
their own way (Nelson, 2014, p. 14).
- Tell them that the “K,” or Know, and the “W,” or Want to Know,
sections of the chart are to be filled out before they read.
- Tell them that the L, or Learned, section of the chart is to be filled
out after they read.
- Now it is time to ​model​ using a KWL Chart through ​guided
practice​.
- First, show students the book ​From Seed to Pumpkin​ by Wendy
Pfeffer. Tell them that they will be completing this KWL Chart
together to talk about pumpkins.
- Tell students that, as stated earlier, they will answer the “K” and
“W” columns before they read the book. Once they know this,
move on to the questions.
- As the questions are asked, offer up example answers for
students to model their own after.
- Keep a record of which students speak or answer the
questions. This will help to address these objectives:
- TSWBAT ​engage in group reading activities with
purpose and understanding.
- I CAN​ engage in whole and small group reading
with purpose and understanding.
- Ask students to raise their hands and tell something that they
know​ about pumpkins. As students speak their answers, listen
intently. Reiterate what they say before writing it into the “K”
column. This will allow you to make sure you heard the student
 correctly before displaying their answer to the class.
- Again, keep a record of the students that speak during this
time, as this will help to assess the objective that states:
TSWBAT ​ask at least four questions about key details in
the text before reading it.
- Once students have given anywhere from 4-7 answers, move on
to the next question.
- Ask students what they want to learn about pumpkins. Again,
listen intently and reiterate their answers before writing them
down.
- Write their answers into the “W” column. After receiving around
5-7 answers, move on.
- Tell students that now that they have written down what they
know, and what they want to know, that they know what to look for
as they read. Tell them that they should strive to learn what they
want to know about pumpkins as they read their book.
- Read ​From Seed to Pumpkin.​ As the book is read, students may
wish to point out a line or picture from the book in response to the
“W” column. Ask them to hold their thoughts until the book is
finished to ensure that those around them are able to think for
themselves.
- Once the book is finished, tell students that, because they have
already filled out the “K” and “W” columns, that it is now time to fill
out the “L” column of the chart. Make sure they know that this
column can only be filled out after they read their book.
- Ask students what they learned as the book was being read to
them. Tell them to refer to the “W” column and see if they learned
anything from there.
- As they answer, listen intently, and once they finish, reiterate their
answer to them before writing it down.
- Again, keep a record of which students participate during
this time, as this will help to address this objective:
TSWBAT​ answer at least four questions about key details
in the text after reading it.
- Once they have offered up 4-7 answers, move on.
- Thank them for behaving so well and answering all the questions.
- Now, tell students that it is their turn to complete their own KWL
Charts.
- Tell them that they will get to pick a book from a selected list of
books that are about Halloween, or something dealing with
Halloween.
- Tell them that you are going to put some baskets with those books
in them on the table and that they will be able to come up and
choose the one they want.
- Tell them that once they pick out their book, they need to return to
their seats and sit quietly until you instruct them of the next step.
- Call them by name or by rows from the rug to retrieve their books.
- Grab the baskets with the books in them and allow them to come
up and choose their own. Make sure to stand behind it so that
there is no arguing and so that students will choose quickly.
- Once every student has chosen their book, begin passing out their
pumpkin themed KWL Charts.
- As the charts are passed out, ask students to look at their book
and see what it is about.
- Refer back to ​From Seed to Pumpkin, ​and it’s accompanying KWL
Chart. Tell them that it was obvious they would be learning about
pumpkins as they read it, and therefore they filled out their chart in
order to learn more about pumpkins.
- Ask students if they’d like to share what their books are about and
what they will be completing their chart for in order to learn more
about it.
- According to the books picked, students should answer
with candy, trick-or-treating, pumpkin carving, costumes,
etc.
- Once each student has their own KWL Chart, ask them if anyone
else would like to share. If not, move on.
- Remind students to put their names on their papers before they
begin.
- Ask students if they remember the first step of filling out the KWL
Chart.
- Students should answer by saying they should fill out the
“K” and “W” columns before they read. They should also
say that they put what they know in the “K” column, and
what they want to know in the “W” column.
- If need be, ask students what they should write in the “K”
and “W” columns.
- Once they answer that question, allow them to begin working on
their charts through ​independent practice​. Monitor the room and
walk around, stopping to help students whenever necessary or
needed. Ensure that students are spending their time reading and
completing their work.
- This will help to address this objective: ​I CAN​ read
independently for sustained periods of time.
- Having students complete their own KWL Charts also
addresses the ​UDL principle of Action and Expression​.
Action and Expression suggests how students can
communicate what they know through action. It allows
students to practice how to plan, retain attention,
problem-solve, reason, initiate, and monitor their own
thinking and learning (Nelson, 2014, p. 14).
- To address the needs of individual learners, determine what each
student needs in order to best complete this activity. Some
learners may need to have their books read to them, or may need
to type their answers to their KWL Charts. Some learners, such as
Luke, may need a KWL Chart or book in their primary language, or
time to complete the activity with their aid outside of class. Other
learners, like Leia, may need to work with a partner in order to
read their books or complete the activity due to mobility limitations.
- Once it becomes clear that most of them have filled out the
beginning of their charts, announce that if they are ready to begin
 reading their books they can.
- Continue to monitor the room, walking around and helping
students.
- When it becomes clear that students are beginning to finish their
books, have students stop and listen to you.
- Ask them what the final step of filling out the KWL Chart is.
- They should respond by saying it is to fill out the “L”
column with what they learned while they read.
- If need be, ask them what they should write in the “L”
column.
- After they answer the question, allow them to finish reading and to
finish their charts.
- Once each student has finished their work, tell them to share it
with the other students at their table. Tell them to read their charts
to each other and talk about their books.
- This addresses the ​UDL principle of Action and
Expression​, as it gives students the chance to show what
they know not just on paper, but orally as well.
- Continue to monitor the room, make sure each student gets to talk
and that they are engaging in the group discussions.
- This will help to address the objectives which state:
TSWBAT ​engage in group reading activities with purpose
and understanding and ​I CAN​ read and respond according
to task and purpose to become a self-directed, critical
reader and thinker.
- After each student has had the chance to share, ask them if they
would like to share their answers with the rest of the class. Allow
them to do so if they wish.
- Tell students that this KWL Chart is now a tool that they can use
as they read at home or at school to understand what they’re
reading, or what they’re reading about. Make sure they know that
they will continue to use it in class.
- Also ensure that students know that they will be able to
create their own KWL Charts using just a piece of paper
and a pencil.
- Bring an end to this activity by having students return their books
to the book basket, and by collecting their completed KWL Charts.
- After the activity is completed, assessing the completed,
independently practiced KWL Charts will help to further
assess these objectives:
- TSWBAT ​ask at least four questions about key
details in the text before reading it.
- TSWBAT​ answer at least four questions about key
details in the text after reading it.
- I CAN​ read and respond according to task and
purpose to become a self-directed, critical reader
and thinker.
- Assessing these objectives can be done through the use of
the KWL Chart Rubric, attached below.
Meeting Diverse - In order to meet the diverse needs of learners, students will first be
Needs of able to choose the book they wish to read from a pre-selected list.
Learners: Students will then be able to choose the format of the book, such
(Two hypothetical as a hardcopy, or through a virtual read-aloud. Students will also
students) be given the opportunity to have their chosen book read to them
either by the teacher, an aid, or a peer. Students will also need to
complete the KWL chart, and will be able to do so using a digital
device, filling in the chart by hand, or by asking for assistance from
either the teacher, an aid, or a peer.
- Furthermore, if a student is an English Language Learner, then the
material can be presented to them in their language, or can be
completed with the help of the in-school ELL teacher.
- Another way to ensure that the diverse needs of each learner are
addressed would be to include a diverse list of books for them to
choose from. For example, each book on the pre-selected list
should be different, and should reflect different cultures and races
in their stories. This will ensure that some students will look
through windows at the world around them as they read, while
other students will look into mirrors as they see their world
reflected in the text.
- Luke:
- Luke is an English Language Learner whose primary
language is Spanish. He attends daily sessions with the
on-site ELL teacher, and can read basic sight words.
Therefore, to meet the needs of this diverse learner, Luke
has two different options to complete this assignment. One
option is for him to participate in the teacher demonstration
and class discussion of ​From Seed to Pumpkin ​that
coincides with the KWL Chart example. Luke would then
work with the help of the teacher, or the ELL teacher, to
read his selected book and complete a KWL Chart of his
own. The second option would be for Luke to participate in
the teacher demonstration and class discussion, and then
for him to read his chosen book and complete his KWL
Chart with the ELL teacher during their designated time.
- Leia:
- Leia is quadriplegic and wheelchair bound. She is capable
of speech and cognitive processing, but needs help with
completing hands-on assignments. Due to this, Leia would
be able to participate in the teacher demonstration and
class discussion, but would need assistance when it came
time to complete the assignment on her own. Therefore, it
would be best if Leia were paired with a partner to read,
preferably one that selected the same book as her. Leia
and her partner could then decide how they wish to read
their book. In order for Leia to complete her own KWL
Chart, she could work collaboratively with her partner to fill
out the chart, instructing her partner on what to write for
her as she communicates her ideas.
Closure:
- Students will present their completed charts to the classmates at
their tables. They will also discuss their chosen books as they
share their KWL Charts.
- Students will also be given the opportunity to present their
completed charts and chosen books to the class.
- Students will know that these charts can be used anytime they
read. They will know that these charts can help them understand
what they read, and that they can be made with just a piece of
paper and a pencil.
- This closure also addresses the ​UDL principle of Action and
Expression​, which suggests different ways for students to fully
communicate what they know or learned (Nelson, 2014, p. 14).

Assessment - TSWBAT ​engage in group reading activities with purpose and

Description: understanding.
*Also attach a - I CAN​ engage in whole and small group reading with purpose and
copy of the understanding.
assessment - These objectives will be assessed through student
participation in the teacher demonstration of how to
complete a KWL Chart, as well as student participation in
whole and small group discussions that occur before,
during, and after the lesson and activity.
- Students will be assessed as they answer many questions
throughout the lesson, such as “What do you know?”
“What do you want to know?” and “What did you learn?”
These questions will be asked during the teacher
demonstration, guided practice, and independent practice.
The answers to the questions will be discussed during the
same events, but will be further shared during the group
discussions that occur at the end of the activity.
- Data for this objective will be collected in multiple ways.
First, during the teacher demonstration, each student who
answers a question or offers their thoughts will have their
name written down. This will help to keep track of who
participated and who did not, as well as what they may
have said. Data will also be collected by monitoring
students as they engage in group discussions. This will be
done by walking around the room and making sure each
student has the chance to talk in their group, and then
writing down which students decide to share their findings
with the class. Ultimately, this data will be collected through
the reading of each student’s independent practice. Their
ability to complete their own KWL Chart will determine if
they engaged in the group reading activity with purpose
and understanding.
- The main assessment tool for this objective is the
pumpkin-themed KWL Chart, attached below.
- TSWBAT ​ask at least four questions about key details in the text
before reading it.
- This objective is to be assessed during the teacher-led
demonstration and guided practice, as well as during the
independent practice. It will be assessed mainly through
asking students to answer the question of “What do you
want to learn?” Asking students this question will have
them think about key details of the text they want to look
out for or specifically learn as they read.
- Students will be assessed in the same manner as the
previous objectives, by writing down their names as they
engage in the teacher demonstration and guided practice.
Students will also be assessed through their ability to
answer the “W” section of their independently-practiced
KWL Chart. This section asks them to consider what they
want to learn as they read, and prompts them to ask at
least four questions about key details in the text. According
to the KWL Chart Rubric, students should be able to write
at least three or more questions on their chart. Therefore,
their ability to create questions for the text and to write
them down in the “W” section of their KWL Chart will be the
most important means of assessing their abilities.
- Data for this objective will be collected as stated earlier,
through the recording of the names of students who
participate in the teacher demonstration and the guided
practice. Data will mainly be collected through the reading
of each student’s independent practice, and their ability to
answer the question of “What do you want to learn?”
before they read their chosen book. This data will be
collected through the answers they write in response to this
question under the “W” section of their KWL Chart.
- The assessment tools for this objective are the
pumpkin-themed KWL Chart and the KWL Chart Rubric,
both attached below.

- TSWBAT​ answer at least four questions about key details in the

text after reading.
- This objective is to be assessed during the teacher
demonstration and guided practice. It can best be
assessed when modeling to students how to answer the
question of “What did you learn?” This question appears
after the book is read and under the “L” section of the KWL
Chart. It is best answered and assessed as a response to
their questions from the “W” section of the KWL Chart,
which asked them to consider what they wanted to learn as
they read. This objective is also to be assessed through
each student’s independent practice, where they will
answer the same question but in regards to their chosen
book. The KWL Chart Rubric states that students should
 be able to write four or more phrases in response to their
questions from the “W” column of the chart.
- Students will be assessed in the same manner as previous
objectives. Their names will be recorded based on their
participation during the teacher demonstration and guided
practice. Their participation for this particular objective will
be measured by their ability to engage in the discussion
when asked “What did you learn?” Students will also be
assessed through their independently-completed KWL
Charts. Those charts should reflect student thinking and
should hold a record of their responses to the questions
they posed in the “W” section of their KWL Charts. Their
answers should be recorded in the “L” section of their KWL
Chart.
- Data for this objective will be collected, similarly to the
earlier objectives, through record keeping, monitoring
student participation, and reading their completed
independent practice KWL Charts. Student names will be
recorded as they participate in the teacher demonstration
and guided practice. Data will mainly be collected from
each student’s independently completed practice and their
ability to answer the question “What did you learn?” Their
answers to this question can also be responses to
questions they asked in the “What do you want to learn?”
section of their KWL Charts. This question is to be
answered after ​From Seed to Pumpkin​ is read to them, and
after they read their chosen books. This objective will be
assessed based on the responses they write under the “L”
section of their KWL Chart.
- The assessment tools for this objective are the
pumpkin-themed KWL Chart and KWL Chart Rubric, both
attached below.

- I CAN​ read independently for sustained periods of time.

- This objective is best assessed formatively, meaning that
students are observed as they work on their independent
practice. Essentially, the objective is assessed by
monitoring students as they work, meaning the teacher
should be constantly walking around the classroom as
students quietly read.
- Students will be assessed as the teacher walks around the
room and monitors their work ethic as well as their
behavior. All students should be in their seats at their
tables, quietly reading and working in order to complete
their task. Students will be assessed according to whether
or not they are remaining seated and quiet as they work.
Teachers can also monitor and assess how often they
have to remind individual students to read quietly, or how
many times they have to ask them to stay seated, along
with any other scenarios that may arise.
 - Data for this objective will be collected observationally, as
the teacher will use it for both building stamina in students
and managing the classroom. The teacher can collect data
for each individual student, taking note of the ones they
have to constantly reprimand or redirect and the ones that
work without any problems arising. The teacher can also
collect data to assess the objective for the entire class.
This means that the teacher can decide whether students
were able to successfully meet the objective based on the
work ethic of the class. If students were mostly quiet and
worked without any major problems, then the objective
could be assessed as a success. If students needed
constant redirection, or struggled to work quietly, then the
objective could be assessed as something they need to
continue to work on in order to meet.
- The assessment tool for this objective is the teacher, as
they will determine the success of their students in being
able to read independently for sustained periods of time.

- I CAN​ read and respond according to task and purpose to become

a self-directed, critical reader and thinker.
- This objective will mainly be assessed through each
student’s completion of their independent practice with the
KWL Chart. Their work, and the objective, will be assessed
through the use of the KWL Chart Rubric, which is broken
down into four rows of assessment categories and
criterion: critical thinking, connecting prior knowledge,
purposes for learning, and comprehension.
- Students will first be assessed through their ability to turn
in a completed KWL Chart filled out according to the book
they chose to read. They will then be assessed using the
KWL Chart Rubric, which states how many responses
students will need for each column of the chart and how
those responses should be structured. In order to obtain
the highest score, students should demonstrate critical
thinking in their answers, and should be able to come up
with four or more for each column of the chart. Each
student's ability to meet these different criteria will
determine whether they were able to read and respond
according to task and purpose in order to become a
self-directed, critical thinker and reader.
- Data for this objective will be collected through the scoring
of student work. The highest a student can score in each
category is a four, meaning a total score of sixteen.
Students will be assessed according to the score their work
merits. Therefore, data will be collected using the KWL
Chart Rubric, through which each student will receive a
score that determines whether or not they are on their way
to become self-directed critical thinkers and readers.
- The main assessment tools for this objective are the
 pumpkin-themed KWL Charts and the KWL Chart Rubric,
both attached below.

Evaluation Students will be evaluated using a KWL Chart Rubric created to assess
Criteria: the work they complete during the independent-practice portion of the
lesson and activity. The rubric is broken down into four categories: critical
thinking, connecting prior knowledge, purposes for learning, and
comprehension. Students are able to score up to four points in each
category, and are able to make a total of sixteen points altogether.
Teachers can also use the KWL charts to review the day's learning before
changing topics. This is a way to scaffold learning for students who
process new information more slowly and to make sure all students have
a high quality list of important points from the lesson. Furthermore,
teachers can use the KWL charts as informal assessments to determine
whether students were able to grasp the content. Teachers can also learn
how to modify their instructional approach for the students who struggled
with the new content based on the information garnered from the KWL
Charts.

Citations:

Nelson, L. L. (2014). ​Design and deliver: Planning and teaching using universal design for
learning​. Baltimore, Maryland: Paul H. Brookes Publishing.