Stetson University Department of Education Daily Lesson Plan

Name: First Day Jitters Date: 09/03/2020 Time: 9:35 AM – 9:55 AM Lesson # 1

Big Idea/Topic Comparing First Day Feelings Grade/ Subject: Kindergarten ELA
CPALMS/ Resource link
Lesson Structure: Whole Group
Standards: (CCSS/NGSSS/NGSS)
LAFS.K.RL.3.9- With prompting and support, compare and contrast the adventures and experiences of characters in familiar
stories.

Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)

Students will be able to…
1. Identify Sarah’s feelings of her first day of school.
2. Compare Sarah’s feelings of her first day with their own feelings.

Language Objective(s): (Must include language skill/domain and function, may contain grammar, where appropriate)
Reading- Students will dictate their drawing.
Writing- Students will draw a picture to represent their feelings on the first day of school.
Speaking- Students will discuss their feelings on the first day of school.
Listening- Students will listen to the teach read the story First Day Jitters by Julie Danneberg.

Key Vocabulary (academic/content-defined in kid friendly terms) Instructional

Materials/Resources/Technology
 Jitters- Feelings of extreme nervousness (include hyperlinks to videos & websites)
 Trudge- To walk slowly with heavy steps
 Compare- To see how two things are the same  First Day Jitters by Julie Danneberg
 Contrast- To see how two things are different  Venn-Diagram
 Cut-out Feelings Faces

 Tape
 First Day Feelings Drawing Sheet

 Crayons
 Pencils

H.O.T.S. Graphic Organizer/Thinking Map:

Bloom’s Taxonomy http://www.enchantedlearning.com/graphicorga
http://www.edpsycinteractive.org/topics/cognition/bloom.html nizers/
 Students will compare Sarah’s feelings on the first day of school to
their feelings own.
 Students will create a picture to show their feelings on the first day
of school.

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Stetson University Department of Education Daily Lesson Plan

Lesson Portions: Pacing ESOL Support

 How will you introduce the lesson, assess or activate For each level EL at each instructional step.
prior knowledge, motivate students to learn? (Add additional rows with Tab)
 How will the lesson develop or proceed? What steps will
you follow? What are the students expected to do?
 Highlight differentiated strategies.
 Underline higher order/high quality questions in lesson.
Introduction/Building Background: (Link to Prior Knowledge) B:
Call students to the carpet by their classroom color groups 3 min I:
Remind students that we read the story Chester the Raccoon and A:
learned about how he felt nervous.
Explain to students that today we will read a story about a girl who
is nervous about her first day of school, just like how Chester was,
and we will see if some of us felt the same way on our first day of
school.
Instructional Steps: B:
Read First Day Jitters by Julie Danneberg I:
Instruct students to think about the story I just read. 15 min A:
Tell students I am going to ask if certain things happened in the
story.
Instruct students to give a “thumbs up” if the event did happen or a
“thumbs down” if the event did not happen
Show examples:
 Ask “Did Sarah jump happily out of bed on her first day
of school?”
o No, thumbs down
 Ask “Did Sarah tunnel down to the end of her bed on her
first day of school?”
o Yes, thumbs up
Ask the students the following questions:
 Did Sarah know a lot of friends on her first day of
school?
o No
 Did Sarah trudge into the kitchen on her first day of
school?
o Yes
 Was Sarah happy on her car ride to school?
o No
 Did Sarah feel sick on her first day of school?

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Stetson University Department of Education Daily Lesson Plan

o Yes
 Did Sarah walk through the crowded hall on her first day
of school?
o Yes
 Was Sarah a student?
o No
Praise students for using their thumbs to answer the questions
Explain to students that we are going to create a Venn-diagram as
a class so that we can compare, or see if we felt the same as, and
contrast, or see if we felt different from, Sarah on our first day!
Remind students “compare” means to see how two things are the
same
Ask students what it means to see how to things are the same
 To compare
Remind students “contrast” means to see how two things are
different
Ask students what it means to see how to things are different
 To contrast
Open Venn-Diagram
Show students parts of the Venn-Diagram
 The left side shows us how Sarah was feeling
 The right side shows us how our class (you guys) were
feeling
 The middle shows us the feelings that we had that are the
same as the feelings Sarah had.

Show an example for students:

 I think Sarah was shy on her first day of school. I know
this because she told us she didn’t know anyone. Here is
my shy face. Raise a quiet hand if you felt shy on the first
day because you didn’t know anyone. *Raise my hand* I
know I felt a little shy on the first day because I didn’t
know all of you yet! I’m going to put the shy face in the
middle because I had the same feeling as Sarah.
Ask for a student to tell the class how he/she felt on the first day of
school.
Ask if any students felt the same way.
Ask the class to show a thumbs up if Sarah felt the same way
Put face in appropriate section.
Repeat until faces are all placed.
Praise students for working collaboratively while completing the
Venn-diagram
Send students back to their desks by their classroom color groups
Project First Day Feelings page on the board
Explain to students that they will draw a picture of their own
feelings on the first day of school
Demonstrate an example on the projected sheet on the board
showing where to write your name and draw your picture
Instruct students to take our their crayons from their desks
Pass out First Day Feelings page and remind students to try and

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Stetson University Department of Education Daily Lesson Plan

write their name on the top line before drawing

As students are drawing, re-write their name if necessary
Ask what feelings each student is drawing and write it on the
bottom of the page
Instruct students to raise their hand when they are finished with
their drawing so you can collect the papers
Allow students to read their desk book while they wait for their
classmates to finish

Closures Pacing ESOL Support

Content: Today, we worked together to compare and contrast B:
Sarah’s first day feelings with our own! I am so proud of your 2 min I:
ability to work together to see similarities and differences! A:

Procedural:
Please put your reading books back in your desk and put your eyes
on Mrs. Bouchard so she can tell us what reading centers we are
doing today!

ESE Modifications CPLAMS Access Points ESE Accommodations

http://www.cpalms.org/Standards/AccesspointSearch.aspx (content, product, process, environment)
(identify access point, if needed)
Product: students can write in their feeling on
Independent: the line

Supported:
LAFS.K.RL.3.AP.9a
With prompting and support, compare (i.e., find something the same)
between familiar stories.

LAFS.K.RL.3.AP.9b
With prompting and support, contrast (i.e., find differences) between two
familiar stories.

Participatory:

Assessment of Student Learning: (congruent with instructional objectives)

Objective 1: Students will identify Sarah’s feelings by collaboratively

placing the feelings on the appropriate side of the Venn-Diagram

Objective 2: Students will compare and contrast feelings by collaboratively

moving feelings to sections of the Venn-Diagram

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include evidence.)

This is the first time they have been introduced to Venn-diagrams but in the future I will restate how we use venn-diagrams to
compare and contrast.

Reflection on Teaching: (Analyze and evaluate your lesson and class management.)
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Stetson University Department of Education Daily Lesson Plan

I am content with my students’ focus on the lesson and felt that they were paying attention. I had to redirect some students but
that is expected with beginning-of-the-year kindergarteners. I do not think I explained the concept of a Venn Diagram well
enough because it seemed like the students that I called up were confused. I should have stopped and reexplained the parts of
our diagram. If I taught this lesson again, I would thoroughly explain the parts of the Venn Diagram before using it. Also, we
ran out of time and did not get to the independent practice where the students were supposed to draw a picture of how they felt
on the first day of school. I am happy that we were able to compare the feelings, but it is unfortunate that they did not get the
opportunity to apply their knowledge independently. This lesson really needed more than 20 minutes since the students are still
getting used to the school environment. I think if this lesson was taught later in the year, it could be competed in 20 minutes.

Addressing Pre-PGP: INTEGRATED BLOCK ONLY

(Using the three Pre-PGP goals completed in EDUC 393, describe how you progressed, or not, toward improving your practice
within those Domains. Include a statement on how your efforts impacted, or not, students’ learning experiences.) Complete this
box after the 2nd social studies lesson, the 2nd math lesson, the 2nd reading lesson, and one lesson within the science unit.
1.
2.
3.

Response to Feedback: INTEGRATED BLOCK ONLY

To be completed after post-observation meeting: Review and consider provided feedback. Describe how you will implement
next steps going forward. Explain how these next steps will impact students’ learning experiences.

Learning trajectory: Detail the learning trajectory associated with this standard. A learning trajectory consists of set of
instructional tasks, matched to each of the levels of thinking in the developmental progression. These tasks are designed to help
students learn the ideas and skills needed to achieve that level of thinking by grade level. Include each standard for grade
levels below & one above from CPALMS, the VCS curriculum maps, Next Generation Science Standards, or another standard-
based resource.

First Grade:
LAFS.1.RL.3.9- Compare and Contrast the adventures and experiences of characters in stories.

Rev. Spring 2019