Kindergarden Lesson Plans

[Year]
Kindergarten Lesson
Plans Table of Contents:
1- My Owl-2D Shapes
2- Playdough Shape Factory
3- Going on a Leaf Hunt
4- Dribbling a Ball- During Recess
5- Phoneme Scavenger Hunt
6- Pete the Cat- Tour of the School

Early Childhood Program Lesson Plan Format Movement Based Experiences
Name of Teacher Candidate: Sarah Lehman Date: 10-27-2020

Grade Range: (check one)
Pre-K – K ____ 1st – 3rd _____ 4th – 5th _____
Name of the Experience: My Owl – 2D Shapes
Targeted Areas of Development: Define whether the experience targets fine motor or gross motor skills.
Fine Motor Skills
Time Required: 20 Minutes Instructional Groupings: Are you using whole group, small
group, partners, quads, individual? Whole Group or Small
Group
Standards: List the state mandated standards that are the target of student learning and are key to this lesson. Include the number and the
text of each of the state mandated standards that is being addressed. If only a portion of a standard is addressed, include only the part or parts
that are relevant. (Required for indoor experiences and should be referenced as appropriate for outdoor experiences.
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and
spheres).
MGSEK.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of
these objects using terms such as above, below, beside, in front of, behind, and next to.
MGSEK.G.2 Correctly name shapes regardless of their orientations or overall size.
MGSEK.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). 3

Limit category counts to be less than or equal to 10.
MGSEK.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations,
using informal language to describe their similarities, differences, parts (e.g., number of sides and
vertices/“corners”) and other attributes (e.g., having sides of equal length).
MGSEK.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and
drawing shapes.
MGSEK.G.6 Compose simple shapes to form larger shapes. For example, “Can you join these two triangles
with full sides touching to make a rectangle?
As a result of this experience students will…

Learning Objectives: (Objectives are stated in measurable/observable terms. For movement-based experiences, these should represent the
skills that will be assessed. Experiences designed to support development of fine motor/small muscle skills should also include a content area
learning objective.)
Students will be able to identify 2D shapes while creating their owl. Students will practice cutting and glue
skills while putting together the shapes to form the owl.
Assessment (Each learning objective must be assessed. How will students demonstrate the skills targeted in the learning objectives?
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above. Each
learning objective should be assessed. DO NOT restate the learning objective.)
Students will be assessed through teacher observation and the completion of their owl made out of 2D shapes.
Students will also be asked questions about the shapes as they cut them out and glue them on the paper in
order to create their owl.
Steps in the Experience (Include step-by-step directions necessary for implementation of the experience. Use a bulleted format. Include
the attention getter or the hook for the experience, the introduction, the procedures, and the closing.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the experience.)
Who has seen an owl before? What did you notice about the owl? Can you point to an owl in this classroom?
Introduction: (State how the experience will be introduced. This should communicate the purpose of the experience, be directly related to the
learning objective(s) of the experience, tap into prior knowledge/experiences, and develop student interest.)
Today we will be creating our own owl using 2D shapes! Can anyone tell me what a 2D shape is? What are
Early Childhood Program – Lesson Plan Format – Movement Based Experiences John H. Lounsbury College of Education, Georgia College
some examples of 2D shapes?

Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the experience– what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.)
1. Tell the students to get their our pencils, crayons, scissors, and glue.
2. Students will write their name on the back of the construction paper.
3. Students will use their scissors to cut along the dotted lines.
4. Once all of the shapes are cut out, a mini lesson on shapes will be completed with the whole group of
students as instructions are given on how to glue down their shapes to make their owl.
5. Students are asked to hold up their paper circle. The teacher will hold up a sphere and a discussion
on 2D and 3D shapes will occur. Afterwards, students will glue down the circle onto the bottom of the
construction paper.
6. Students are asked to hold up a square. The teacher will be holding up a cube. The teacher will ask
questions to compare and contrast the squares that the students are holding to a cube. (Here the
number of sides and corners will be addressed) Students are told to glue down the square at the
bottom of the circle, to form the owl’s feet.
7. Students are asked to hold up a triangle. The teacher will hold up a pyramid. The students will be
asked questions to compare and contrast the triangle with the pyramid. Students will glue the two
triangles on each side on top of the owl’s head to create the ears.
8. Students will be asked to hold up a rectangle. The teacher will hold up a cylinder. The students will
be asked to compare and contrast the shapes. The students will glue down the rectangle to the second
oval to form the owl’s wings.
9. Students will fill out the sign.
10. Students will color their owl.
11. Students will create and write down a name for their owl on the line.
Closure/Wrap up: (Describe how the experience will be summarized.)
Great Job creating your owls! You learned a lot about 2D shapes! Which shape on your owl do you like the
most? Why?
Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide a list of all materials needed to implement the
experience. Provide citations for all resources that you did not create. Attach key instructional material needed to understand what you and the
students will be doing. Examples: class handouts, images, etc.)
 Construction Paper
 2D shapes & Owl Template-
file:///Users/sarahlehman/Documents/LookWhosLearningAboutShapesCraftivityFreebie-1.pdf
 Glue sticks
 Scissors
 Markers, crayons, or colored pencils.
 Pencil
 3D shapes
Modifications and Adaptations

Suggested Modification for Students with Disabilities: Most of the shapes can be pre-cut, so the student has to
cut out less shapes, but still receives practice on using scissors.
Suggested Adaptations for the Other 2 Grade Ranges:

1st-3rd Grades: Students will have to compare and contrast the 2D and 3D shapes independently using a Venn
diagram worksheet.
4th-5th Grades: Students will create the owl animal, and compare and contrast 2D and 3D shapes. The will also
have to create another animal using 2D shapes. This would involve a brainstorming and sketching process as
well as experimenting with the different 2D shapes and how they can create different animals.
Name of Teacher Candidate: Sarah Lehman Date: 10-27-2020

Pre-K – K ____ 1st – 3rd _____ 4th – 5th _____
Name of the Experience: Playdough Shape Factory
Fine Motor Skills
group, partners, quads, individual? Whole Group or Small
Group
that are relevant. (Required for indoor experiences and should be referenced as appropriate for outdoor experiences.
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and
spheres).
MGSEK.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of
these objects using terms such as above, below, beside, in front of, behind, and next to.
MGSEK.G.2 Correctly name shapes regardless of their orientations or overall size.
MGSEK.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
Analyze, compare, create, and compose shapes.
MGSEK.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using
informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”)
and other attributes (e.g., having sides of equal length).
MGSEK.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing
shapes.

Students will form 2D and 3D shapes with playdough and identify shape names. Students will write the names of
the shapes. Students will be able to identify 2D shapes and their 3D counterparts. Students will be able to
compare the number of sides and corners between 2D and 3D shapes.
Students will be assessed through teacher observation, verbal feedback through answering questions, and by
completing a worksheet.
Who has ever played with Playdough before? Raise your hand. Take at least one student response about what
they made with the playdough.
Today we will be using Playdough to create our own 2D and 3D shapes! We will use the worksheet in front of
you as a guide to create the shape and we will practice writing down the names of the shapes.
1. Tell the students to get out their pencil and write their name at the top of the page.
2. Tell students to get their Playdough from their cubby and to not open the Playdough container until
instructed to do so.
3. Ask the students what shape is the first one on the page (triangle)
4. Tell students to open their playdough container, take the playdough out.
5. Tell the students to put half of their Playdough onto the paper and set the other half off to the side.
Repeat these steps for the rest of the shapes on the worksheet:
6. With the Playdough that is on the paper, the students will manipulate the Playdough to create the 2D
shape in the left column.
7. With the Playdough off to the side, the students will manipulate it to create the 3D shape on the right
side of the column.
8. The class will discuss the similarities and differences between the two shapes. Students will write down
the number of sides and corners for each shape.
9. Then the students will push each half back into two blobs of Playdough.
10. Repeat this process for the next row of shapes.
If there is extra time, have the students create two different 3D shapes with the Playdough and compare their
number of sides and corners.
Great job class! You all learned how to make shapes out of Playdough, and how shapes are different from one
another. Which shape was the hardest one to make? Which one was the easiest? Why?
 Playdough
 Pencil
 Shapes Worksheet: file:///Users/sarahlehman/Downloads/Playdough Shape Factory.docx

Suggested Modification for Students with Disabilities: Students with limited fine motor movement can use
shape blocks and match each block to the correct shape instead of using Playdough. Students with a bit
greater amount of fine motor movement can press different shapes blocks corresponding to the correct shape
on the worksheet into the Playdough to create the shape’s indentation. Also, you can have this activity be
drawn out over two days instead of one for students who have a hard time with completing longer tasks.
Students can be provided with a worksheet that includes bigger shapes, so that they create each shape with an
entire container or playdough, using two different containers of Playdough, instead of just one.
1st-3rd Grades: Have the students write the names of the shapes on their own. The students can create their
own shape and state its name, number of sides, and number of corners.
4th-5th Grades: Have the students write the names of the shapes on their own. The students can create their
own shape and state its name, number of sides, and number of corners. Also, students can think of and write
down real life examples of these shapes. For instance, a tissue box can be a cube.
Name of Teacher Candidate: Date:

Pre-K – K ____ 1st – 3rd _____ 4th – 5th _____
Name of the Experience: Going on a Leaf Hunt
Gross Motor Skills
Time Required: 30 minutes Instructional Groupings: Are you using whole group, small
group, partners, quads, individual? Whole Group
that are relevant. (Required for indoor experiences and should be referenced as appropriate for outdoor experiences.)
Craft and Structure:
ELAGSEKRL6 With prompting and support, name the author and illustrator of a story and
define the role of each in telling the story.
Key ideas and Details
ELAGSEKRL3 With prompting and support, identify characters, settings, and major events in a
story.
PEK.1 The physically educated student demonstrates competency in a variety of motor

skills and movement patterns.
Locomotor a. Performs basic locomotor skills (walk, run, hop, jump, skip, slide, and gallop)
while maintaining balance.
b. Performs locomotor skills in response to teacher-led, creative dance.
c. Performs jumping/landing with balance.
Non-Locomotor d. Performs basic non-locomotor skills (bend, straighten, twist, stretch,

swing, sway, and turn) while maintaining balance. e. Maintains
Possible other standards

Students will walk, hop/jump, reach, and stretch their bodies just as the characters within the story. Students
will state the roles of both the illustrator and the author. Students will be able to think of and share their
ideas for how the characters will solve the problems with in the story.
Students will be assessed through teacher observation and their verbal responses to the questions that are asked.
Show a leaf to the class. Ask if anyone has seen the leaves from trees start to change color and fall to the
ground.
Today we will be going on a leaf hunt! We are going to enter the story and pretend we are in the book along
with the three characters and go on an adventure with them.
 Tell the students to share the name of the author and explain the author’s role.
 Tell the students to share the name of the illustrator and explain the illustrator’s role.
 Tell the students to stand up from their desks and push their chair in.
 Stop the video at each of the problems below and ask the students if they have any solutions to the
character’s problem or if they have an idea about how the characters will deal with the problem.
o Problem:
o Mountain- solution- go over it
o Dark, Dark forest- solution- go through it
o Waterfall- solution- go around it, using the rocks
o Lake- solution- take a boat and row across
 After each problem and solution is discussed, have the students do the following motions while the
characters on the following page are completing the solution.
o Mountain- Have the students march and lean back as they climb up the mountain and lean
forward as they climb down the mountain.
o Dark, Dark forest- Have students tiptoe as the characters are crossing through the forest.
(The students can also use pretend flashlights and do a sweeping motion like they are
scanning the forest with their flashlight.)
o Waterfall- Have students hop, like they are hopping over the rocks to get to the other side of
the waterfall/river.
o Lake- Have the students make a rowing motion as the characters are crossing the lake in a
boat.
 Extra!: If there is time, tell the students that they will be going outside to have their very own leaf
hunt. Have the students line up at the door. Tell them that they are trying to find leaves, but they will
only be able to keep one leaf at the end of the leaf hunt. After the students have collected their leaf,
have the students come back into the classroom and complete the lesson.
Wow! You all did great! Do you remember any problems that the characters in our story face while going on
their leaf hunt? What was their solution? Did you find any problems while searching for leafs? What were
they? What did you do to solve the problem?
 We’re Going on a Leaf Hunt By: Steve Metzger
or
 https://www.youtube.com/watch?v=XwjeZtq8lkc

Suggested Modification for Students with Disabilities: The movements can be changed to involve students
with disabilities. For instance, having the students move their arms instead of their entire body.
The teacher can provide students with leaves while at their desks, so they can have hands-on experience.
Suggested Adaptations for the Other 2 Grade Ranges
1st-3rd: Students can complete a worksheet and after going over the story book and doing a leaf hunt either in
class for outside. Then, the students can write a few sentences about their experience.
4th-5th: Students can complete a worksheet and after going over the story book and doing a leaf hunt either in
class for outside. Then, the students can write a story about one of the settings in the story from the
perspective of being a leaf or from either one of the characters.

Pre-K – K ____ 1st – 3rd _____ 4th – 5th _____
Name of the Experience: Recess- Dribbling a Ball
Gross Motor Skills
group, partners, quads, individual? Individual
PEK.4The physically educated student exhibits responsible personal and social behavior that
respects self and others in physical activity settings. a. Follows directions individually and in a
group setting (follows rules and takes turns). b. Acknowledges responsibility for behavior when
prompted. c. Shares equipment and space with others. d. Recognizes the established classroom
procedures. e. Follows teacher directions for safe participation and proper use of equipment with
minimal reminders.
PEK.2 The physically educated student applies the knowledge of concepts, principles, strategies,
and tactics related to movement and performance.
a. Demonstrates an understanding of general and personal space by traveling without bumping
into another student.
PEK.1 The physically educated student demonstrates competency in a variety of motor skills and
movement patterns.
Locomotor
a. Performs basic locomotor skills (walk, run, hop, jump, skip, slide, and gallop) while
maintaining balance.
Non-Locomotor
d. Performs basic non-locomotor skills (bend, straighten, twist, stretch, swing, sway, and turn)
g. Catches a self-tossed object (ball, scarf, and bean bag).
h. Drops a ball and catches it after a single bounce.
i. Demonstrates basic dribbling skills with hands attempting multiple contacts.
j. Demonstrates basic dribbling skills with feet attempting multiple contacts.

Students will be able to bounce the ball up and down. Students will be able to catch the ball after one bounce.
Students will be able to walk/run after the ball while bouncing the ball. The students will be able to bounce
the balls without running into each other. Students will be able to listen to instructions and use the balls in an
appropriate manner without bumping into each other.
The students will be assessed based on teacher observation and a rubric. The rubric will contain the student’s initials, a number 1-5, and
notes about each student in each row..
1- Students can bounce the ball only once with their hand. However, ball does not stay in the same
place. The student does not catch the ball.
2- Students can bounce the ball more than one time. However, ball does not stay in the same place. The
student does not catch the ball.
3- Students can bounce the ball more than once. The ball stays in the same general area and the student
does not need to chase the ball. The student does not catch the ball after the bounce.
does not need to chase the ball. The student does catch the ball after the bounce.
does not need to chase the ball. The student does catch the ball after the bounce. The students can
travel/walk while bouncing the ball.
Has anyone played basketball before? What is it called when the players bounce the ball from one side of the
court to the other?
Today you are going to learn how to dribble a ball like a basketball player! Remember we need to be careful
to not bounce the ball to hard or it can move away from you.
 Tell the students to get one ball each.
 Tell the students to bounce the ball while standing still.
 After time has passed and you notice that the students are doing well with bouncing the ball in place,
tell them to try walking in a straight line while bouncing the ball. Explain to the students that this is
called dribbiling a ball.
I bet you all could be professional basketball players someday! You did so well at dribbling the ball! What
was the hardest part about dribbiling? Why?
 Balls (one for each student participating)
 Rubric: file:///Users/sarahlehman/Downloads/Bouncing A Ball.docx

Suggested Modification for Students with Disabilities:
Students can have a light balloon attached to their wrist on a string. They can practice dribbling a ball by
bouncing the balloon down to the grown and having it come back up to their hand.
Or
Students can use a bigger ball to bounce.

1st-3rd Grades: Students can start by bouncing the ball in one spot, and then dribble the ball while moving in a
straight line. Students then can try bouncing two balls at once while standing in one spot.
4th-5th Grades: Students can start by bouncing the ball in one spot, and then dribble the ball while moving in a
straight line. Students then dribble two balls at once while walking in a straight line.

Pre-K – K ____ 1st – 3rd _____ 4th – 5th _____
Name of the Experience: Phoneme Scavenger Hunt
Gross Motor Skills
group, partners, quads, individual? Small group
PEK.1 The physically educated student demonstrates competency in a variety of motor skills and
movement patterns.
Locomotor
a. Performs basic locomotor skills (walk, run, hop, jump, skip, slide, and gallop) while
maintaining balance.
Non-Locomotor
d. Performs basic non-locomotor skills (bend, straighten, twist, stretch, swing, sway, and turn)
Phonological Awareness
ELAGSEKRF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-
phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending
with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new
words.
ELAGSEKRF1 Demonstrate understanding of the organization and basic features of print.

d. Recognize and name all upper- and lowercase letters of the alphabet.

Students will be able to either run, walk, skip, or jump to a specific letter or photo corresponding to a certain
letter sound. Students will be able to correctly identify letter sounds (phonemes). Students will be able to
identify beginning, middle, and end sounds in words.
Students will be assessed through teacher observation and a grading rubric. The students will be scored based
on their ability to go to the correct letter or photo.
The score explanation is provided below.

1- Students are able to listen to directions for what movement they are doing when they go to and/or
identify the letters or photos. Students only go to two or less of the correct letters, letter sounds, or
photos out of the ten asked.
2- Students are able to complete the movement associated with each question. Students only go and/or
identify to three to five of the correct letters, letter sounds or photos out of the ten asked.
3- Students are able to complete the movement associated with each question. Students only go to
and/or identify five to seven of the correct letters, letter sounds, or photos out of the ten asked.
4- Students are able to complete the movement associated with each question. Students only go to
or/and identify eight to nine of the correct letters, letter sounds, or photos out of the ten asked.
5- Students are able to complete the movement associated with each question. Students go to and/or
identify all ten of the correct letters, letter sounds, or photos out of the ten asked.
Who has gone on a scavenger hunt before?
Today, we are going to be a detective. We need to listen to the clues that I give you and you are going to find
either the letter or a photo of an animal that is somewhere hidden in this area. You think you can do it?
Tell students that you will ask a question and they will have to find and go to a certain letter or photo in order
to answer the question. Tell the students that the letters and photos are hidden within a certain barrier,
depending on the outdoor space you have to work with.
Tell the students that they are going to start the game by walking around and trying to find the letters or
photos. Tell them that when they find it, they need to come back to you and tell you where they found it. Tell
them that when they hear you count down from five, even if they did not find the letter/photo, they need to
come back to where you are. After they find the letter/photo, you count to five, and everyone come back to
you, give them the next clue and action.
Say/ask the following statements/questions:

 I want you to walk and find the letter D.
 I walk you to walk again and find the animal that starts with /d/. If they need help, share that the
letter D makes the /d/ sound. (Students should find the photo of a dog)
 Now, I want you to skip and find the letter that makes the /t/ sound. If they need help, share that the
letter T makes the /t/ sound.
 I want you to skip and find the animal that start with the letter T and makes the /t/ sound. (Students
should find the photo of the Turtle)
 Now, I want you to jump and find the letter that make the /o/ sound. (Students find the letter O)
 I want you to jump and find the animal that start with the letter O. (Students should find the photo
of an owl)
 Now, you can walk, skip, or jump to find the letter that makes the /c/ sound.
 I want you to find the animal that starts with the letter C. (Students will find a photo of a cow.)
 I want you to find the letter that makes the /g/ sound. (Students should find the letter C.)
 I want you to find the animal that stars with the /g/ sound. (Students should find the photo of a goat.)
If time allows, you create different statements to fit with the same cards that were hidden for the students to
find.

Today you all did so well in finding animals, letters and their letter sounds. Can anyone tell me what their
favorite animal was that they found today? What is the first sound in that animal’s name? What letter makes
that sound?
- String (if needed to tie down the letters/photos if it is windy outside)

- Letter and Animal Cards- Print on cardstock
file:///Users/sarahlehman/Documents/Phonemes:Letter:Animal Scavenger Hunt Cards.docx
Suggested Modification for Students with Disabilities:
The movements can be changed in order to fit student’s needs. The scavenger hunt can also be done indoors
either in throughout classroom or individually with the child pointing to the cards or stating them aloud, if
children have limited mobility.
1st-3rd: Students can create their own set of 10 cards with phonemes, letters, and animals.
4th-5th: Students can create their own set of 10 cards with phonemes, letters, and animals. Students can take
turns leading the group with clues for their own set of cards.
References for cards:

https://www.twohappybears.com/alphabet-letters.html
http://clipart-library.com/search2/?q=cat%20black%20and%20white#gsc.tab=1&gsc.q=cat%20black
%20and%20white&gsc.page=1

Pre-K – K ____ 1st – 3rd _____ 4th – 5th _____
Name of the Experience: Pete the Cat- Tour of the School
Gross Motor Skills
group, partners, quads, individual? Whole Group
Phonological Awareness
ELAGSEKRF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). b. Count,
pronounce, blend, and segment syllables in spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-
vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one syllable words to make new words.
Phonics and Word Recognition

ELAGSEKRF3 Know and apply grade-level phonics and word analysis skills in decoding words. a.
Demonstrate basic knowledge of one to one letter-sound correspondences for each consonant. b. Demonstrate
basic knowledge of long and short sounds for the given major vowels.
c. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Fluency
ELAGSEKRF4 Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does);
read emergent-reader texts with purpose and understanding.
Craft and Structure

ELAGSEKRL6 With prompting and support, name the author and illustrator of a story and define the role
of each in telling the story.
ELAGSEKRI5 Identify the front cover, back cover, and title page of a book.
PEK.1 The physically educated student demonstrates competency in a variety of motor skills and movement
patterns.
Locomotor
a. Performs basic locomotor skills (walk, run, hop, jump, skip, slide, and gallop) while maintaining
balance.
PEK.2 The physically educated student applies the knowledge of concepts, principles, strategies, and tactics
related to movement and performance.
a. Demonstrates an understanding of general and personal space by traveling without bumping into another
student.

Students will identify beginning, and ending sounds as well as different phoneme names. Students will
identify the front and back cover and the title page. Students will be able to communicate the roles of the
author and illustrator. Student will walk around the school, being lead by the teacher and Pete the Cat clues
in order to find certain areas on the school. Through this students will learn how to walk in a straight line and
learn about the difference places they are able to go within the school.
Students are assessed through verbally answering the questions asked during the book being read to the class.
Students are also assessed through teacher observation as the students complete the hand movements of
decoding and coding words. Students are assessed through teacher observation and verbal correction when
they are walking to each of the locations around the school.
Hold up the stuff Pete the Cat stuffed animal. Say “Look who wanted to visit out class! Does anyone know
who this is?”
Today, we are going to read Pete the Cat: Rocking in my School Shoes! Then, if you all are really good
listener, we might have a surprise at the end of the book.
 Introduce the book. Say “Pete the Cat. What sound do you here in both of the words Pete and Cat?”
What letter makes the /t/ sound?”
 Tell the students the author’s and illustrator’s name. Ask the students what does the author do?
What does the illustrator do?
 Gesture/point to the front cover of the book and ask “What is this part of the book called?”
 Open the book to the title page and ask “What is this part of the book called?”
 On page two, after reading “Four furry feet” Tell the class “Let’s punch it out. F-our f-urry f-eet.”
And ask “what is the first sound you hear in the words four furry feet?
 One page eight, After reading the second sentence ending in “before,” ask the class “What is the first
sound you hear in the word library?”
 Tell students to sing along with you during the pages that state “I’m _____ in my school shoes.”
 One page twelve, after reading “It can be loud and busy in the lunchroom.” Tell the students that
they are going take “lunch” and “room” Put them together. What is that? Lunchroom. Now take
lunchroom and throw away room. What’s left? Lunch.”
 On page eighteen, after stating ‘Kids are running in every direction.” Tell the students that they are
going take “Play” and “ground” Put them together. What is that? Playground. Now take playground
and throw away ground. What’s left? play.”
 On page twenty-four, ask the students “what is the first sound that you hear in the word ‘home?”
What letter makes the /h/ sound? What is the last sound in the word ‘home?” What letter makes
the /m/ sound? (Here students can punch out the sounds if needed.)
At the end of the book, read the letter from Pete the Cat out loud to the class.
Tell them to line up. Follow the Pete the Cat cards to show the students important places around the school.
What place are you most excited to visit? Based on the student’s response, have then decode or code the
location that they state. For instance, if they say the lunchroom, you can have the students break up the word
into lunch and room.
 Pete the Cat Rocking in my School Shoes- By: Eric Litwin
 Pete the Cat tour Cards: file:///Users/sarahlehman/Desktop/Pete the Cat Cards.docx

Suggested Modification for Students with Disabilities: Students can be read the books during small groups
time. Then after small groups are done, then the students can be lead around the school.
1st-3rd: When the students get back to the classroom, they will complete a Pete the Cat worksheet on beginning
and ending sounds.
4th-5th: When the students get back to the classroom, they will write about their favorite place in the school
and explain why it they love that certain place or room in the school
References:
https://docs.google.com/file/d/0BwMYKef1d9CsN1hES1FnQzFQMlk/preview?pli=1

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Kindergarden Lesson Plans

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[Year]

2- Playdough Shape Factory

3- Going on a Leaf Hunt

4- Dribbling a Ball- During Recess

5- Phoneme Scavenger Hunt

6- Pete the Cat- Tour of the School

Name of Teacher Candidate: Sarah Lehman Date: 10-27-2020

MGSEK.G.2 Correctly name shapes regardless of their orientations or overall size.

MGSEK.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). 3

As a result of this experience students will…

some examples of 2D shapes?

Modifications and Adaptations

Suggested Adaptations for the Other 2 Grade Ranges:

Name of Teacher Candidate: Sarah Lehman Date: 10-27-2020

MGSEK.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

Analyze, compare, create, and compose shapes.

As a result of this experience students will…

Modifications and Adaptations

Suggested Adaptations for the Other 2 Grade Ranges:

Name of Teacher Candidate: Date:

Craft and Structure:

Key ideas and Details

PEK.1 The physically educated student demonstrates competency in a variety of motor

Non-Locomotor d. Performs basic non-locomotor skills (bend, straighten, twist, stretch,

Possible other standards

 We’re Going on a Leaf Hunt By: Steve Metzger

Modifications and Adaptations

Suggested Adaptations for the Other 2 Grade Ranges

Name of Teacher Candidate: Date:

As a result of this experience students will…

Modifications and Adaptations

Students can use a bigger ball to bounce.

Name of Teacher Candidate: Date:

ELAGSEKRF1 Demonstrate understanding of the organization and basic features of print.

As a result of this experience students will…

on their ability to go to the correct letter or photo.

The score explanation is provided below.

Say/ask the following statements/questions:

Closure/Wrap up: (Describe how the experience will be summarized.)

- String (if needed to tie down the letters/photos if it is windy outside)

References for cards:

Name of Teacher Candidate: Date:

Phonics and Word Recognition

Craft and Structure

As a result of this experience students will…

Modifications and Adaptations

Suggested Adaptations for the Other 2 Grade Ranges

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