Contextual Factors

District School
HCS GCSD Myrtle Beach Early Childhood School
Grade Level
CD Kindergarten First Grade Second Grade Third Grade
Cooperating Teacher University Supervisor
Mitchell Stearns Melony Allen
Observation Date and Time (if applicable) Observer (if applicable)
Thursday Mrs. Stearns
Learning Goal(s)
List the applicable SC State Curriculum information the lesson will address. Bold sections as needed.
 Science: Standard, Conceptual Understanding and Performance Indicator(s)
 Math: Mathematical Process Standard(s), Key Concept, Standard
 ELA: Standard and Indicator(s)
 Social Studies: Key Concept, Standard, Enduring Understanding and Indicator(s)
 Early Learning Standards: Domain, Subdomain, Goal, Developmental Indicator(s)
Inquiry-Based Literacy Standards (I)
Kindergarten
Standard 4: Synthesize information to share learning and/or take action.
Indicator: 4.1 discover relationships and patterns during the inquiry process.
Enduring Understanding
 The students will walk away with understanding about the knowledge that was just taught
to them.
 The students will know how to write an essential question based on the information they
just learnt.
 Students will be able to reflect and retell any information recently taught to them.

Learning Objective
As a result of this lesson, what will students be able to do?
Students will show what they have learnt by drawing pictures on a storyline worksheet based on the
story read to them.

Explain how this learning objective: builds on prior student knowledge; is relevant to students’ lives;
integrates other disciplines; and reflects the big ideas or structure of the main discipline.
The teacher has already taught the children how to make inferences in a book.
The students have already learnt about apples, leaves, community helpers, rules of school, and
school itself. Most of the students ride on a school bus so they will be able to make inferences when I
ask them questions in relation to the pictures in the book.
This will reflect my big idea because my goal is to have the students make inferences about what
happens in the book and be able to retell the information on a storyline paper.

Planning for Assessment

 Addressing Students’ Misconceptions
Anticipate students’ misconceptions, identify the accurate conception and provide a student-center instructional
strategy that will assist students in adjusting their thinking.
Misconception Accurate Conception Student-centered Instructional
Strategy
The students might think they can The students should draw I will show them an example of
draw whatever they want to in the pictures that retell the book a story line so they have an
boxes provided for them. that we just read. example.
Measuring and Defining Criteria for Students’ Learning
Explain how you will assess students’ learning throughout the lesson.
Throughout the lesson I will ask the students to make inferences in relation to what they think will
happen next.

Explain how you will assess students’ learning after instruction.

After the read aloud I will assess the students by giving them a “story line” hand out, I will show
them my example that I will already have filled out, I will explain to them that they will be drawing
pictures of things that happened in the book.

Explain how the assessment results will be used to inform future instruction.
The assessment results will be used to inform future instruction by 1) showing me how well they can
make inferences or relationships based upon the reading during the learning process. 2) If they can
retell what they just heard.

Planning for Differentiation (Refer to your “Group Composition Demographic Data”)

Students’ Interests and Cultural Heritage
Describe how you will incorporate students’ interests and cultural heritage.
I will create incorporate students’ interest by talking about a cat going to school, and building upon
prior knowledge of things they have already hear about and learnt about.

Accommodating, Modifying and Supporting Students’ Instructional and Assessment Needs

Identify the accommodations, modifications and supports used for students in your classroom and explain the
instructional and assessment adaptations that you will make for this lesson.

Learners with an Individualized Education Program (IEP) or a 504 Plan

For these learners I will give them copies of a couple of the pages throughout the book so they can
have a physical copy to look since recalling the events will be hard for them.

English Language Learners (ELL)

For these learners I am accommodating them by allowing them to draw instead of writing anything
down. I am also accommodating these learners by showing them my example before I have them do
it.

Gifted and Talented (GT) Learners

For these students I will give them the opportunity to write what their picture is explaining.

Learners Receiving Tiered Services

These learners are the learners who are ELL and ones with an IEP so for these learners I will
accommodate them as explained above.

Grouping Students
 Describe the instructional grouping arrangements and group composition that will be used in this lesson.
When the students come on the carpet I will ask the two students with IEP’s to come to the front of
the carpet. I will have the rest of the students stay in their assigned spots.

Explain how your grouping will maximize student understanding and learning efficiency.
By bringing the two students with IEP’S to the front of the carpet would be maximize their learning
because they are closer to the book and have a better chance at remembering the pictures in the
book and hearing what the story was.

Materials
List all materials and resources you and the students will use. Attach copies and/or embed pictures as needed.
Storyline worksheet, Crayons, Pencils

Provide information about the technology used in the lesson. Explain how this technology will enhance student
learning and thinking. Include links as applicable.
I will not be using technology in this lesson because it does not require it and it would not be helpful
for this lesson.

Using APA style, cite the references used in the development of your lesson plan and materials. Discuss how you
modified materials obtained for outside sources (not created by you) to meet your students' needs and
interests as learners and the demands of the state standards. 
N/A

Instructional Procedures
Classroom Management
Describe your CT’s management plan.
The CT has very good management over the children. All she has to do is tell them to do something
and they listen to her very well.

Describe the techniques (intrinsic motivation, social approval, contingent activities, and consequences) you will use to
maintain appropriate student behavior throughout the lesson.
I will tell the students that if they don’t sit quietly and listen to the book then they won’t get to do the
activity. I will also make it clear to the students that they need to sit down on their bottoms and raise
their hands when I ask a question unless instructed otherwise.

Beginning (5 minutes)
Describe how will you establish clear rules and expectations for learning and behavior?
I will begin by telling the students that while I read I need them to be on their best behavior.

Provide an example of the visual you will use that establishes the purpose and previews the organization of the lesson.

Describe how you will explicitly communicate the learning objective and connect to what students have previously
learned and/or know from life experiences?
I will ask the students if they have learnt about community helpers, apples and leaves, classroom
rules, etc. This will spark their memory which will help them make relationships throughout the
book and make inferences. The students will be sharing their learning with me when answering my
questions and making inferences throughout the book. I will let the students know that they need to
make relationships with the things they have already learnt prior to reading the book.
Describe how you will gain students’ attention (hook)?
The tone in my voice will be engaging and make the students excited to hear the book, I will explain
to the that the main character in the book is a cat.

Describe your strategy for transitioning into the next part of lesson.
I will tell the students to recall and listen throughout the book for things they have heard about
before. I will tell them to listen and then begin to read the book.

Middle (20 minutes)

I will start the lesson off by taking 2-3 minutes and asking the students to tell me some things they
remember learning this school year. I will have familiarized myself with their prior knowledge on
what they’ve learnt. If the students cannot remember things they have learnt then I will redirect them
by reminding them of what they have learnt.
Next, I will transition into the read aloud, and take 8 minutes to read and ask questions about the book
Little Lola. I will remind the children while I’m reading the book I need them to sit down and listen, if
I ask then they can raise their hands and I will call on someone to answer. I will state out loud that as
the students your goal is to share with me what you guys have learnt. I will ask questions throughout
the read aloud such as “Who can tell me what this is? Have you seen this before?” By doing that it will
spark the children’s mind into making relationships with their prior or recent knowledge.
Finally, I will take 10 minutes to have all the students go to their seats and complete the activity. I will
have them draw two pictures in the boxes provided for them of things they remember about the book.
It can be anything they want to draw as long as it refers to the book.

End (5 minutes)
Describe how you will provide time for students
to reflect on the content taught and relate this information to everyday
experiences and future learning?
After I have the students fill out their story line paper I will allow them to talk with the people at
their table about what they drew. This will allow the students time to reflect on what was just taught
to the and this will cover the part in the standard that requires the students to share learning.