Kindergarten Lesson Plan
Lesson Topic: Sentence and Story Writing
Date: 5/13/2021
Group and K Class: Whole Class KJ
Iowa Core Standard: 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.
Learning Target: I can write simple, better, and best sentences and write a story about a topic.
Procedures: (describe what you will
do)
Introduction:
Tell students what we will be doing
today and the purpose for the activity.
Learning Activity:
Model what the students are expected
to do and then have the students create
their own work. Students will share
their work at the end.
Time Oral Directions and Guidance Given to Materials/Sup
Allotted: Students plies Needed
5 minutes Hi! Welcome back! Today we are going to
work on an activity very similar to last
week's activity. Can you tell me what we
did last week?
Just like last week, today we are working on
sentence and story writing. We are going to
begin by reading a short story about insect
wings. Then we will write simple, better,
best sentences. After that, we will do some
three sentence story writing. Finally, we
will play a fun game using sight words!
This is your goal for today: I can write
simple, better, and best sentences and write
a story about a topic.
Do you have any questions before we
begin?
30 minutes Listen as I read this book out loud. Pay Book:
attention so you can write a sentence about https://www.re
what you learned from the Insect Wings adinga-
story. (Read the story out loud). z.com/books/le
veled-
Now that we are finished reading, let's take books/book/?id
a look at my whiteboard and my example of =2792&langId
a simple, better, and best sentence. (Read =1
these sentences out loud to students and
describe what was added to each sentence to Jam Board:
make it from simple to better, and finally to https://jamboar
best). d.google.com/d
/1hX5rSQ_d5A
I now want you to write your own simple, 5gCv3loJqFaC
better, and best sentence on your own white qiDvvAsqY8pr
board. Begin by using my example and PqCdHkIO4/vi
using the same simple sentence as me. ewer?f=0
(Insects have wings). Students will write
their own better and best sentences and read
their completed sentences out loud. Be sure
to ask the students questions like where,
 when, why, and how?

Transition to story writing. Tell the students

their prompt is about insect wings. Show
the students the example provided and how
it includes all of the parts of a three
sentence story. Remind the students that the
first sentence should be about the character
and setting. Setting is where a story takes
place. The next sentence is the problem of
the story. The third sentence is the solution
or how to fix the problems.

Have students write their story on their

white board Then, have students read their
completed story out loud. (If the students
get stuck, remind them to add the character,
where the character lives, what sort of
problems the character runs into, and how
they fix this problem).

Conclusion: 10 minutes Lets stay on the Jam board as we finish Game:

BINGO word work using sight words.
Summarize what was accomplished in
today’s lesson.
today's activity. We will be playing BINGO https://jamboar
for our fun word work using sight words. d.google.com/d
Have the students say the sight words and /1hX5rSQ_d5A
place the BINGO chips on the sight words. 5gCv3loJqFaC
qiDvvAsqY8pr
Great work today! To wrap up, let's review PqCdHkIO4/vi
our goal: I can write simple, better, and best ewer?f=2
sentences and write a story about a topic.
Did we reach our goal for today?

Differentiation: Students will create their own sentences and stories.

Assessments: Observe students as they write on the Jam Board. Is the student using the simple, better, best
sentence writing? Does the student have the correct structure in the story writing?

Post-Lesson Reflective Evaluation:

Student 1 (KJ): Student 1 was not here today.

Student 2 (KJ): Today was my first time working with Student 2 since he was absent last week. He did an
awesome job throughout the lesson. He was engaged and did everything he was supposed to do. He was able to
write complete sentences but did not understand the simple, better, and best concept after I modeled it to him. He
decided he wanted to write a story for both the simple,better, best sentences and the story writing section of the
lesson. He did use my simple sentence “Insects have wings” to begin his writing and then created a story from
there. He has a good understanding of directionality and leaving spaces between words.

Student 3 (KJ): Student 3 did a great job during the lesson working with Student 2. He was focused and was able
to write a simple, better, and best sentence as well as a story. He seemed to enjoy the book and he liked that he
was able to be creative in his writing. He knew what the setting of a story meant and what a problem and solution
could be. We were only able to get through a little bit of the game before the time was up, however when playing
the game for the last minute he was able to identify two sight words.
Student Samples:
Student 3: “Insects have wings. This insect is at Iowa. The insect is going to fly on my hand.”

Student 3: “Praying mantis is on the street. (Yesterday?) there was a praying mantis (and?) a bird took him. Then
the bird ate him.”

Student 2: “Insects have wings. Ants also have clear wings. Insects can fly if they have wings.”

Student 2: “There was a firefly named Will and one day he got trapped in a bottle but they put a hole in it.