Instructional Lesson Plan

This lesson plan is for instructional purposes. It is designed to support student teachers’ thinking about and
designing of a lesson plan that fosters a positive and equitable learning environment for all their students.

Name: Kayla Nunez

Lesson Plan (#) 1 of 1

Grade Level: K Duration: 25 minutes

Phase 1: General Planning

Content Standards (Common Core/ NGSS):

CCSS.ELA-LITERACY.W.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which
they name what they are writing about and supply some information about the topic.

CCSS.ELA-LITERACY.W.K.5
With guidance and support from adults, respond to questions and suggestions from peers and add details to
strengthen writing as needed.

Central Focus of Unit: The central focus should support students in developing a strategy for learning the material. The content
focus addresses what you want your students to learn about the topic (content knowledge). All your lesson plans should address
this central focus. Consider: What do you want your students to learn? What are the important understandings and core concepts
you want students to develop?

Students will be creating their own “How To” stories, using a combination of drawings and writing to supply
information about a topic of their choice. Students will add details to their “How To” stories as needed.

Learning Segment Objective/ Summative Assessment: What is the assessment that

What are the thinking skills to be practiced and learned measures students’ competency over a series of lessons. This
over a series of lessons? assessment should measure the Learning Segment Objective.

Content Lesson Objectives/ language function: Formative Assessment: What activities or products will
What are the thinking skills associated with this lesson? you use to check for students’ understanding as you progress
through this lesson?
Students will be able to write and illustrate
about a topic for their “How To” stories.
Students will be able to add details to their
“How To” stories with prompting support from
their peers or teacher.
The students will be evaluated based on their How-To
writings. The teacher will see if the students understood
what steps are needed in a How-To text by looking
through the students writing. The teacher will look to
see what students have added labels, listed items, and
used words such as (First, Next, Then and Last).

Prior Academic Learning and Experiences:

Describe the knowledge, skills, personal/cultural assets your students already have related to the instructional learning
objectives, language expectations, and activities of this lesson. What do they know? What can they do? What are they still
learning to do? Make clear connections to their skills and knowledge.

Focus on what students need to acquire the skills and knowledge associated with the content learning objectives. What:
a. can students do independently?
b. can students do with assistance from a peer or teacher?
c. cannot do at all but will learn as a result of this lesson?
Use or Reference actual Assessment Data.

16 out of 23 students will be able to work independently when completing their “How To” stories about a
topic of their choice.

6 out of 23 students are ELL or a part of the RTI group. They will be able to do most of the work on their
own, but may need some assistance. These students work best when the teacher models and may need to
work with a peer.

1 out of 23 students will require additional scaffolding in order to learn. This student may need to do/
use modified work, such as communicating oral understanding.

Introduction/Anticipatory Set: Connection to Students/Culturally. How will you prepare students for this lesson?
What connections can you make to their personal lives?

1. I will introduce the lesson by mentioning to the students that we have been working on a lot of How-
To stories during writer’s workshop.
2. I will tell the students that as super writers, we will continue to work on How-To stories.
3. I will let the students know that I even wrote my own How-To text, “How to Make a Peanut Butter
and Jelly Sandwich.”
Main Portion (body) of the Lesson

1. Once I have introduced to the students what we are going to (B) Checks for Understanding.
do today in writer’s workshop, I am going to move over to the What questions will you ask to get
students engaged in the lesson?
easel board and write How-To Text at the top. How will students be engaged
2. The teacher will go step by step and list the necessary items (partner talk, small group activity,
that are needed in their How-To text. The teacher will write quick write, etc)?
down the first step for a How-To text on the easel board.
3. The teacher will continue with the same process for steps 2-4. 1. The teacher will say, “I
Step 2: PICTURES that teach will write How-To Text
Step 3. LIST of things you need on our chart paper.”
4. The teacher will read over the steps once again with the 2. The teacher will say,
students, starting from number 1. “There are a lot of steps
5. The teacher will purposefully leave out one step that they for a How-To text. One of
need in their How-To stories, which are labels. So the teacher the steps that are
will add to the chart, LABEL your pictures. needed in a How-To text
6. The teacher will then read the How-To book that they created is: The TITLE tells what
which is, “How to Make a Peanut Butter and Jelly Sandwich.” the book is about.”
The teacher will ask the students to think about all of those 3. The teacher will say,
steps that are on the chart. “The second item we
7. The teacher will start reading the story to the students and need in a How-To text is:
stop at certain pages of the story. PICTURES that teach.
8. The teacher will read the page where it says, “Next spread the The third item that we
______ ______ on one slice of bread.” The teacher will pick on a need is: LIST of things
student to share what they think needs to be added to the you need.”
story and explain how they knew that. 4. The teacher will say,
9. The teacher will again miss another word in the sentence, “Let’s read over our list
“Then, spread the _____ on the other slice of bread.” The of what we need in a
teacher will pick on a student to share what they think needs How-To text.”
to be added to the story and explain how they knew that. 5. The teacher will say, “A
10. The teacher will refer back to the chart created on the easel student helped me
board and ask students to share what is missing from the understand that we are
teacher’s How-To book. still missing one item left
11. The teacher will anticipate that the students realize labels are in our steps of a How-To
missing from the How-To story. The teacher will go page by text, which are labels.”
page to add labels to the pictures. This will continue on for 6. The teacher will bring
the rest of the pages. out the How-To story
12. The students will be told that when they receive the packet of that they created for the
paper, they will create their own How-To story. The teacher lesson.
will dismiss by colored rows to come and grab a How-To 7. The teacher will
writing packet. Once the students are dismissed the teacher purposefully miss things
will walk around the classroom to check the students How-To in the How-To story,
stories. such as labels on the
pictures as well as forget
to list things that are
needed.
8. The teacher will say, “It
 looks like I am missing
something in my
sentence. Looking at the
picture, what needs to
be added to my
sentence?”
9. The teacher will say, “Oh
no! I missed another
word in my sentence.”
10. The teacher will say, “By
a show of hands, who
wants to share what
they think is missing
from the How-To text
based on the list we have
on the chart.”
11. The teacher will go on
the first page and label
“bread” for the two
slices of bread.
12. The teacher will say,
“Today we are going to
write a new How-To
story of your choice.”

Closure:

The teacher will have students share out their How-To stories to the class. The teacher will select five stu-
dents to share their How-To stories on the Promethean Board. The students will be sitting at their desks ac-
tively listening to the other students as they share their How-To texts.

Classroom Management Considerations

Transition from Previous Activity: How will you
transition students from the prior activity to this
lesson/activity? (List steps/expectations)
After the Lucy Caulkins lesson:
During writer’s workshop:
Before the Lucy Calkins lesson:
· Depending on the day, students will either
be doing a lesson from the Just Think
Literacy program or doing different
activities in literacy centers.
· The teacher will say, “Stop, look, and
listen” and the students will respond
“Okay”
· The teacher will tell the students to quietly
stop what they are doing and tip toe to the
carpet for writer’s workshop.
· The teacher will remind the students that if
they are engaged and are following
directions for this lesson, they will all earn
a class heart for their class party
· The teacher will call on colored rows who
are sitting quietly to walk to their desk.
For example, the teacher might say,
“Green row go ahead and get your paper
and tip toe to your desk.”
· Once all of the students get a packet for
their writing, they are to start on their
“How-To” story on the topic of their
choice.
· When the students get their writing packet,
they are expected to stay on task as they
are writing about their topic on the “How-
To” stories.
· If there are students who are on task and
are showing that they are actively engaged
throughout the lesson, the teacher will have
students give themselves stars on the white
board.
· Once writer’s workshop is over, the teacher
will say to the students, “I have seen a lot
of great How-To writing from our super
writers. I want my entire super writer’s to
put their How-To writing in their folders.”
Behavior Expectations/Conduct:
What are your expectations for students’ behavior during the
anticipatory set? What teaching behaviors/strategies will you
implement during the main instructional activity that
encourages and supports appropriate student behavior and
minimize behavior issues?
Phase 2 Differentiation of Instruction
ACADEMIC and ENGLISH LANGUAGE DEVELOPMENT
Language Demand(s): How is language used to
communicate and practice the learning. What
language constructs must students understand or be able
to use? What discourse or syntax must students use.
Discourse refers to the structure of an written or spoken
language. For example, to write a summary. Discourse
refers to how the summary should be written. Syntax refers
to the structure of the sentence. How should students use
essential vocabulary in a sentence. For example, writing,
“First, the author wrote a thesis then provided the details.”
The students need to be actively listening to the
teacher as they are writing out all of the
information needed in a How-To text in order to
complete their own How-To story.
The students should have a voice level 0 and tip
toe quietly to the carpet once transitioning from
the previous literacy task. During the Lucy
Caulkins lesson, students are expected to sit
quietly criss-cross, hands in lap, and eyes on the
teacher. During the lesson, the teacher will
anticipate that student A will need to have clear
access to the instruction. The teacher will
anticipate that student B will have a hard time
sitting quietly because of the constant need to have
frequent movement breaks.
For student A, the teacher will have this student sit
in the front of the carpet near the teacher so that
they can see the “How To” story and the easel
chart.
Student B will need to sit in the front of the carpet
near the teacher so that the student can be
redirected. The teacher will need to use a reward
system for this student in order to stay on task.
Supports: How will you support students who may find this
language function challenging through scaffolds,
representations, and pedagogical strategies?
The teacher will model what steps are needed in a How-
To writing on an easel board.
Essential Vocabulary Development: What words Supports: How will you teach and support students in
and phrases are important for students to understand understanding and using these words and phrases?
and/or use to express the learning of this particular
lesson?

● Consider written (text) as well as oral use of

vocabulary.

Vocabulary in this lesson: In order for the students to understand the items needed
- Title in a How-To story, the teacher will use the easel board
- Pictures/Illustrations to write down the list of items needed for a How-To text
- Labels and will go over each one.
- List
- First, Then, Next, Last

English Language Development (ELD) Standards and Proficiency Levels-

Based on your students’ grade level, English language proficiency level and needs, select 1-2 English
Language Development Standards that will serve as the focus of your lesson plan.
Emerging:
ELD.W.K.1 Composing/Writing Draw, dictate, and write to compose very short literary texts (e.g., story)
and informational texts (e.g., a description of a dog), using familiar vocabulary collaboratively in shared
language activities with an adult (e.g., joint construction of texts), with peers, and sometimes independently.

Expanding:
ELD.W.K.2 Composing/Writing Draw, dictate, and write to compose short literary texts (e.g., story) and
informational texts (e.g., a description of dogs), collaboratively with an adult (e.g., joint construction of
texts), with peers, and with increasing independence.

Bridging:
ELD.W.K.3 Composing/Writing Draw, dictate, and write to compose longer literary texts (e.g., story) and
informational texts (e.g., an information report on dogs), collaboratively with an adult (e.g., joint
construction of texts), with peers, and independently using appropriate text organization.

Differentiation: Identify the scaffolds needed to support students who do not have the background knowledge or
prerequisite skills. Design activities that extend the learning for the high performing students.

IEP: If a student has a (e.g, What scaffolds/supports will be If scaffolds, how and when will
IEP) offered? they be removed...
English Learners They will be sitting next to or near Modeling
proficient students. The teacher will
model for the students.
 Phase 3: Materials and Resources

Teacher’s Instructional Materials and Resources: Books, materials, etc.

Lucy Caulkins book, easel board, How-To Make A Peanut Butter and Jelly Sandwich book, markers, and
writing packets

Students’ Technology: What technology will students be using? What alternative resources could be
used if technology malfunctions?
The students will be using the Promethean board to share their How-To stories to the class. If technology
malfunctions, the teacher will have the students move to the carpet and the students that are picked will share
their How-To stories standing near the teacher’s desk.
Teachers’ Technology: What technology will you be using? What alternative resources could be used
if technology malfunctions?
The teacher will not be using any technology for this lesson.

Chart on the Easel Board

How to Make a Peanut Butter and Jelly Sandwich (created by teacher)

Student Work
Student 1: Before Lesson

After Lesson:

Student 2: Before Lesson

After Lesson:

Student 3: Before Lesson

After Lesson:
Student 4: Before Lesson

After Lesson:

Student 5: Before Lesson

After Lesson: