Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Stephanie Jay

Grade Level: Kindergarten
Subject: Language Arts
Date: 9/6/20
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
CCSS.ELA-LITERACY.RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.
CCSS.ELA-LITERACY.RF.K.2.A
Recognize and produce rhyming words.
CCSS.ELA-LITERACY.RI.K.5
Identify the front cover, back cover, and title page of a book.

List the Rationale (cite theories or theorists):

Constructivism theory: Students will build on their prior knowledge and our lesson will culminate with a product.
Through the “I do” and “We do” when the students are at the “You do” activity, they are constructing their own
knowledge.
The rationale is… “to foster students’ understanding and working knowledge of concepts of print, the alphabet, and
other basic conventions of the English writing system” (South Dakota Department of Education Standards).
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…” PROVE THEY KNOW IT
Students will be able to construct their own foldable booklet with visuals they draw.
Students will be able to create one pair of rhyming sentences in their booklets.
Students will be able to identify the front cover and back cover of a book by designing their own.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

We are matching the outcomes and assessments to the content standards for Kindergarten level; these students are
concrete operational level and need many verbal and visual tools in their learning and instruction.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).
X

Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
X

List the materials/resources you will need to teach the lesson.

-The book: Silly Tilly by Eileen Spinelli

-Smart Board
-Cardstock white paper
-Crayons
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.
I will be using the SmartBoard for the “we do” part of the lesson. This will give the students a visual of how rhyming
words work, and it allows them all to see the way that words rhyme or do not rhyme.

Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *
X

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

Vocabulary worksheet/quiz
Pre-reading
Predictions about book

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)
I will ask the students to give me a thumbs up if they have heard of rhyming words before and count the
number of people who have.
Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

I will ask students to meet me at the “reading rug” for the story time. To gain their full attention for the story I will
say “Hocus Pocus” and the students will repeat “Everybody Focus” (This gives an example of rhyming words before
the story starts). To keep them engaged I will ask them questions throughout the story and allowing group answers
as a whole. (For example: “Would you want to wear a pancake as a hat” and bring a fake pancake for the students to
see and wear it as a hat).

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
First, introduce the book Silly Tilly to the students as we sit on the reading rug and I will sit in the chair.
Then I will read through the book, asking engaging questions throughout. Afterwards, I will have the
students give me a “thumbs up” if they know what rhyming words are. I will say “today we will be learning
about words that rhyme! Rhyming is when words sound similar at the end.” Then I will give examples of
rhyming words on the Smart Board, such as: FALL and CALL, HAT and BAT, CAKE and SNAKE. I will go
through these slowly and explain why these words rhyme, because they have an ending sound that is the
same. Then I will read through the book Silly Tilly again and ask the students to look specifically for words
that rhyme.

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
The students (at their desks) will then each get a piece of paper with one word written on it. (CAT and
_____) These words will be short and common—easy to rhyme. Then I will ask each student to think of a
word that rhymes with their specific word and write it down next to the original word. I will walk around
the room and make sure everyone has a word and assist any students when needed. Then, I will ask each
student to read aloud their given word and the word they chose to rhyme with it. Each student will read
aloud their two words while the rest of the class listens. Reading these words aloud will help reinforce the
idea of rhyming to them and how words sound when spoken together.

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
Then the students will create a small booklet out of the cardstock paper. This will be folded twice and look
like a mini book. They will design a front cover (whatever they choose to call their book), inside, and back
cover (with their name). In the inside of the booklet, they create two sentences that each have rhyming
words at the end, along with a drawing that relates to one or both of the sentences. I will walk around and
help the students when needed.

Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
At the end of the lesson, I will have the whole group come back to the reading rug and ask them questions
about the lesson (such as: “What are rhyming words?” and “What was your favorite word to rhyme
today?” or “Where is the front cover of the book?” [have them point to it on their own]) I will ask them to
“think, pair, share” and share their answers with the whole group.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

The post-assessment will be giving them a fun quiz with (a) a rhyming word (different for everyone) and they come
up with two words that rhyme with that word and (b) an area where they draw a illustration related to one of the
words.

Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.