Lesson Planning Template

Created by: Anisha Badesha

Subject: Language Arts
Grade: K

Stage 1 – Desired Results

Communication Thinking Personal & Social

C T PS

- I am an active listener; I - I can participate in

support and encourage the classroom and group
person speaking activities to improve the
classroom school,
community, or natural
world.
- I can identify how my
actions and the actions of
others affect my
community and the natural
environment and can work
to make positive change.
- I can explain when
something is unfair.

Big Idea(s): what students will understand (at a conceptual level, see connections to and between ideas, goes beyond the classroom learning)

Stories and other texts can be shared through pictures and words.
Through listening and speaking we connect through others and share our world.

Essential Question(s):

What does kindness mean to you?

How can you show kindness as classroom citizens?
How can you show kindness within your school community?
How does the presence or the lack of kindness impact you?

Curricular Competencies: what students will do (activities to Content Competencies: what students will know
deepen understanding / product) (basic knowledge, definitions, theories, laws)
(this is often right/wrong, yes/no)
- Use sources of information and prior knowledge to
 make meaning.
- Engage actively as listeners, views, and readers, as
appropriate to develop understanding of self,
identity and community.
- Exchange ideas and perspectives to build shared
understanding.
Stage 2-Learning Plan
Potential Barriers to Success
(Might include: engagement, motivation, organization, language
ability, exceptionalities, reading level etc.)
- Language as a barrier to comprehension.
- Some students might be shy and unwilling to share
their ideas.
- Students might not fully understand kindness.
Infusing Aboriginal Education/First People’s
Principles of Learning
Learning ultimately supports the well-being of the self,
the family, the community, the land, the spirits and the
ancestors.
- Using teaching strategies that allow for choice and
personalization and build for a sense of belonging.
Stage 3 – Assessment Evidence
Formative (before/during) Summative (at the end)
- Oral language strategies
- Metacognitive strategies
What will you do? (differentiation/adaptations)
(not enough to just list obstacles w/o thinking of how to
address them)
- I will put it in simple language and break
down further if need be.
- I will allow students equal opportunity to
share. I will let students know that it is okay
if they don’t want to share their ideas out
loud with the class and that they can always
share with me later or write it down.
- Students who need additional support can
work with myself or I will pair them up with
a partner who can help them convey their
ideas (one student can supply the idea, the
other can write it down and draw)
- We will go over the definition and have a
discussion to deepen comprehension.
(Provide examples through discussion and
through the book – role-play scenario for
ELL students)
Resources / Materials Required /
Technology
- Construction paper
- paper
- markers
- glue
- pencil
- he Kindness Quilt by Nancy Wallace
Self
 (Assessment/Reflection)
- Discussion - Quilt piece

Stage 4 – Teaching Plan

Time: Teacher Does: Students Do:
Input/Information:

I will read students the book “The Kindness Students are listening to the story and
Quilt” by Nancy Wallace. Throughout reading noticing the quilt designs.
the book, I will guide the students through
discussion (I will tell them to keep a mental Students are engaging in discussion about the
note of all the different kinds of quilt designs book. Students are relating kindness to
they saw in the book.) As I am reading, I will themselves and what it means to them.
ask the students about different acts of Students are being respectful of others ideas
kindness that they saw throughout the books. and listening when it is their turn to listen.
Discussion prompts:
- What are some acts of kindness you can
do in this classroom to help each other
out?
- What do you already do?
- How did the quilts look in the story?
What did you notice? Were they all one
color?

I will ask students to quietly go back to their

desks.
Modelling:

I will let the students know that we will be

making our very own quilts, just like Mrs.
Bloom’s class. (Show an example of mine.) I
will let them know that I will be putting all
their pieces together to create a classroom quilt
that will be hung up, just like the classroom
promise, as a reminder of what kindness means
to Division 17.

I will let them know that before we do that, we Students are watching me so that they are
are going to have to brainstorm just like we did aware of what we are doing.
with our classroom promise.

** Before getting into brainstorming, I am

going to ask two students to help me act out a
scenario that depicts kindness. I will splay out
some toys on the floor and then have another
student come and help me clean them. I will
explain to the class how that was an act of Students are participating in small group
kindness. This is good for students who might discussion of what kindness meant to them.
not understand the idea of what kindness is, so
they can visually see it. Once, we go through
one or two more role-play scenarios, students
can continue to brainstorm what kindness
means to them.**

I will ask students to share ideas of what they Students are sharing their ideas with the
think kindness is to them (just like whole class if they feel comfortable enough
Mrs.Bloom’s class) with one another in group to do so
discussion. I will circulate around the room
while this is happening to make sure students
are on task and help guide the discussion.

After a few minutes, I will ask the class to

pause their discussion and will ask for some
ideas from every group.

I will write down the students’ ideas on the

board with the prompt: “Kindness is…”

(Students can refer to this when they are

making their quilt piece.)

I will remind students that everyone is going to

have different answers and different meanings
of what kindness means to them. It is important
to make sure they write about kindness that is
authentic to them.

I will let the students know that their first step

is to write their statement and once they show
me, they can move on to making their quilt tile
and decorating it just like the way the quilts are
in the book (emphasize doing this part neatly
and slowly, pinpoint examples from the books
of the different quilt patterns and designs.)

Guided Practice:

I will hand out white paper and instruct Students are writing down the prompt and
 students to write down the prompt, “Kindness
is…..” and students will fill in what kindness
means to them.
I would like students to make a picture
representing their statement. Once students
have finished their writing and drawing, they
will show me.
Once I have looked over their written piece,
students are allowed to go over to the circle
table where I have different colored paper for
the tiles. Students will glue their white paper
with their kindness statement onto the
construction tile.
picking an appropriate answer as to what
kindness means to them. Students are
drawing an appropriate picture to accompany
their words.
Students are showing me their statement
before picking a construction tile to glue their
white paper on.
Students are framing their tile in designs just
like the ones they saw in the books.

I will then let students design their quilt piece

to how they would like.

Independent Practice:

If students are done, I will ask them to put their Students are helping compile the quilt of
tile on the circle table before working in their quietly working on their activity book.
activity books.

Students can also help me compile the quilt as

students are making them so they can see the
process.

** At the end, once all the quilt pieces are

done, we will come together as a group and
have a sharing circle where students will get
the chance to share their quilt piece and why
they picked what they did. As students share
(only those who want to), I will compile the
quilt so that they can see it being constructed at
the same time and see their ideas come
together as one big quilt. **

Reflection
What went well?
What were the successes of this lesson and the growths?
What could I work on for next time?
Was there a particular area that could have been better executed or executed differently?
Did students reach their learning goal?
** Indicates ideas input from classmates