Gwynedd Mercy University-School of Business and Education

Lesson Planning Framework

Subject Area: English Language Arts Grade Level: Kindergarten

GMercyU Student Name: Heather Reiff

Domain I: Planning and Preparation

PA Core/Academic Standard(s):

PA ELS: 1.3 Reading Literature: Key Ideas and Details – Literary Elements
PA ELS: 1.4 Writing: Informative/Explanatory

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Big Idea: Overarching Theme

Key ideas and details of literary elements will ensure that readers are thinking critically. Writers
compose informative/ explanatory texts through different organizational techniques.

Essential Question(s):
Students will consider and reflect on throughout the lesson:

What are the parts of a story?

What happens in the beginning, middle, and end of the story?
Where did the story take place?
Who was in the story?

Objective/Performance Expectations
What will students know and be able to do as a result of this lesson?

Students will identify parts of a story, such as setting, characters, beginning, middle, and end,
by discussing the story and completing a story map where students will write and draw their
responses.

Assessment Evidence/Level of Learning Differentiated Instruction:

Students will show what they know by evidence
of/list names of formative or summative checks,
quizzes, tests which indicate evidence of learning:
Students will show what they know by responding
orally to questions they are asked. They will also
show what they know by completing their story
maps. Both assessments are informal formative
assessments to see what students know so far to
monitor their progress.
Modifications in instruction and
assessment for students with learning
differences, specifically those with 504’s
and IEP’s.
Differentiated instruction will be used as
information will be delivered orally, the
story map will be shown on the screen,
and students will be writing and drawing.
 Domain II Classroom Environment: Refer to Classroom/Behavior Management Plan

Domain III: Instruction

Motivation/Prior Knowledge:
Preparing students for the lesson: How will you activate prior knowledge, build background, or
review previous lessons?

I will motivate students and activate their prior knowledge by asking students what holiday is
coming up this weekend as well as showing a video where students can follow along, dance,
and be reminded of the parts of a story.
https://www.youtube.com/watch?v=-_nePjWXecQ

Materials Needed:
 Pete the Cat: Big Easter Adventure book
 Story map
 Pencils
 Erasers
 Crayons

Vocabulary/ New or Review:

Setting: The place where a story happens

Character: The people or animals in a story

Sequence the Lesson:

What learning activities/strategies will you use to engage the students in the learning? What
will students do to use and apply new concepts or skills (independent practice if relevant)?
How will you monitor and guide their performance? Include relevant vocabulary. (Please use
bullets to sequence your lesson.)

 After motivating students and activating their prior knowledge, I will let students know
that today we will be learning about parts of a story.
 I will explain that we will be using a story map to write down important information
from our story that we will be reading today.
 I will have the story map displayed on the board to go over the parts of a story and
leave it there throughout the story for students to reference if they would like.
 On the story map, we have areas to write down the setting as well as the characters,
where I will review what the setting is and what characters are, and three boxes where
students will draw what happening in the beginning, middle, and end of the story.
 Once we have reviewed the parts of the story, I will introduce our story by asking
students again what holiday is coming up that we have been talking about as well as if
they know who this cat on the cover is.
 On page two, I will ask what they think the note in the easter basket could say and on
page seven I will ask students if that is how we get our eggs to dye for Easter.
 After page ten, I will ask students what colors they think Pete could use and comment
on how that is not how we color Easter eggs on page eleven.
  When we get to page 16, I will ask students where they think Pete should hide the eggs
and on page 19 I will ask them to predict if the Easter bunny will think Pete did a good
job by giving me a thumbs up or a thumbs down.
 After we finish the book, I will ask students to get out their pouches where all of their
materials are stored, and I will also pass out their own story maps.
 Once everyone has a story map, I will make sure to remind students to write their
names on their papers at the top left of the page, which I will highlight on the board.
 I will explain that we are going to do the setting and characters boxes together and that
we are going to write in these boxes. I will also explain that students will do the
beginning middle and end boxes on their own where they will first draw their images of
what happened then in pencil and once they do that they will color them in
 After the directions are explained, we will begin on our settings box. I will ask students
if they can think of different places that were in our story and I will record the places on
the board.
 Once we fill out our settings box, we will move onto our characters box where I will ask
who we saw in our story. I will again record the responses that students provide on the
board.
 Now that we have finished our settings and characters boxes on the board together, it is
now time for students to begin working on their pictures of what happened in the
beginning, middle, and end of our story on their own.
 I will let students know that I will have pictures from the story up on the board, but that
I want them to show me what they remember so I will not be telling them what
happened or when it happened.
 I will also let students know that it is okay if they do not finish today because I will give
them additional time later to finish their drawings.
 While students are working, I will be walking around watching what they are doing,
checking out their artwork, or answering questions that they may have aside from the
ones that I already let them know that I would not answer.
 My time that I give students to work on their drawings will depend on how long our
story took and how much time we have left until we need to get ready for what we are
doing next.
 When it is time to switch gears, I will collect the story maps even if they are not finished
yet as well as have students put their materials away. After the story maps are collected
and materials are away I will then close the lesson.

Closure: What will you do to bring closure to the lesson? How will you summarize this
lesson and preview the lesson that will follow?

I will close my lesson by asking students what our story was about, who the characters were,
and what happened in the beginning, middle, and end of the story. I will also ask them if they
remember what one of our vocabulary words were from today. I will preview the next lesson by
telling students that we will continue working on different book reports and stories.
 Reflection Guidelines

The student will write lesson plans with an eye to the Danielson Framework and the Four
Domains of Professional Practice. Use this as a resource when writing lesson plans.

Domain I Planning and Preparation

1. How do you know you were knowledgeable of your content?
2. What is the evidence that your objective was clear in the lesson plan?
3. How does the lesson address individual student learning needs?
4. What variety of strategies and methodologies did you consider when planning?
5. What is the evidence that lesson components were logically sequenced?
6. How did your lesson plan include checks for student understanding?
7. What PA Standards did this lesson address?

Domain II Classroom Environment

1. How did students know the behavioral and academic expectations for the lesson?
2. What effective routines and procedures did you implement for lesson efficiency?
3. How did you insure the classroom was physically accessible for all learners?
4. What evidence indicates that respect was shown between and among students and
teacher?
5. What evidence indicates that students placed a high value on quality participation,
process, and product?
6. How do you assess if the lesson was attainable for all students but also had appropriate
rigor?

Domain III Instructional Delivery

1. How did you align your lesson to PA Standards?

2. How did you insure a clearly stated objective, understood by learners?
3. How did you provide clear explanations as to how to proceed through the lesson?
4. What questioning and discussion techniques insured all-learner participation?
5. What strategies did you employ to engage all students?
6. Describe how you made the content meaningful due to sequencing and pacing.
7. Discuss how you checked for understanding, provided feedback, retaught.
8. What is the evidence that you were you flexible and responsive to the needs of the
learners?
9. Describe how you made meaning of the lesson with some form of closure activity.

Overall Assessment

Briefly state any changes you will make the next time you teach this lesson or activity, to
improve any of the Domains of Professional Practice.