USF Elementary Education Lesson Name: Madison Atkinson ____________________________________
Grade Level Being Taught:
Kindergarten
Title of Lesson
Meeting your students’ needs as
people and as learners
(supervisors)
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards.)
Understanding the standards
over time
(CPALMS/instructional planning
course)
Subject/Content: Language arts Group Size: Date of Lesson: 02/08/2022
19 Whole
Part 1: Lesson Content
How does this lesson connect to the interests and cultural backgrounds of your students?
This lesson interests the kindergarten students because it talks about monkeys and “monkey business”
which is something they joke about in the classroom when they are behaving crazy. It relates to the
cultural backgrounds of many because it discusses a peddler and his travels from town-to-town selling
“wares” (hats he made) from town to town by walking. the peddler doesn’t need to be from a certain
culture or represent a certain race. Nor do the monkeys. Neither does the setting. This classic story with
its exciting repetition and its lovable characters transcends time, place, race, and culture
How does this lesson connect to/reflect the local community?
This lesson can connect to the local community because of all of the farmers markets and craft fairs our
local community offers can be closely compared to a peddler selling their “wares” in a town.
• 1.B.ECb With teacher assistance, participate in collaborative conversations with diverse partners (e.g.,
peers and adults in both small and large groups) about age-appropriate topics and texts.
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
With prompting and support, ask and answer questions about key details in a text
1.B.ECd: Engage in agreed‐upon rules for discussions (e.g., listening, making eye contact, taking turns
speaking).
1.D.ECa: With teacher assistance, use complete sentences in speaking with peers and adults in individual
and group situations.
2.B.ECa: With teacher assistance, ask and answer questions about books read aloud.
Trace the standard to the previous grade level. What have students already learned or been exposed to
related to this standard?
• Children will investigate animal behavior
• Children will explore the ways goods are sold
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USF Elementary Education Lesson Name: Madison Atkinson ____________________________________
Grade Level Being Taught:
Kindergarten
What misconceptions might
students have about this
content? (Talk to your CT)
Objectives- What students will
know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show it-
there might be clues in the
standard)
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not
need to be a percentage.)
(connect back to 4504/CT
Support/reinforced in instructional
planning)
Subject/Content: Language arts Group Size: Date of Lesson: 02/08/2022
19 Whole
 Children will learn to appreciate humor in storytelling.
Trace the standard to the next grade level. What will students learn next related to this standard?
They will learn more critical details of retelling stories and story sequencing.
What is a Peddler?
What is a Cap?
What to do in the situation of having something stolen from you.
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between potential
and kinetic energy (content- what). 
--Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
reasonable (measure- how well) prediction (also part of the action) for how the main character will
respond to a challenge in the second half (content- what).
-------------------------------------------------------------------------------------------------------------------------------------
Students will be able to identify the beginning, middle, and end/conclusion of “caps for sale”
Students will be able to circle and show the 1st beginning in a red crayon, the middle in a green crayon
and the ending in a blue crayon.
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USF Elementary Education Lesson Name: Madison Atkinson ____________________________________
Grade Level Being Taught:
Kindergarten
Level(s) of Thinking
Assessment Plan- How will you
know students have mastered
your objectives?
Assessment Scoring/Rubric
What are the criteria for how you
will assess student
learning/student work? If you’re
Subject/Content: Language arts Group Size: Date of Lesson: 02/08/2022
19 Whole
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? _Analyzing and applying_____________________________________
Which level(s) of thinking is/are called for in your objective? _Analyzing, Applying, Understanding,
Remembering_________________________________________
Why did you choose this level(s) of thinking?
I choose these levels of thinking because I believe they will hold a greater impact over the student and
their future understandings in story sequence. Sequencing helps students understand and organize
material they've learned as well as helps them solve problems.
Describe your assessment plan:
I will know my students have mastered the objectives by providing a worksheet with three different
scene images of the story (beginning, middle, and end) randomly displayed. and ask them to circle the
beginning in red. circle the middle and in green and circle the ending in blue.
How does it align with your objective?
This shows that students are able to identify the beginning middle and end of a story sequence based on
given scenes from the story.
Is your assessment formative or summative? Why did you make that assessment decision?
I will assess student learning by providing a circling worksheet to show understanding of the begging,
middle and end of a story.
I will look for correct story sequencing while reviewing the circled worksheets based on the color of the
crayon used.
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USF Elementary Education Lesson Name: Madison Atkinson ____________________________________
Grade Level Being Taught:
Kindergarten
using a rubric, include your rubric
here.
Management & Environment
(integrated throughout your
step-by-step plan):
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)
Subject/Content: Language arts Group Size: Date of Lesson: 02/08/2022
19 Whole
Part 2: Lesson Implementation
● How will you arrange yourself and the students (location in the classroom, seating)?
Students will be seated on the carpet and will be asked to move and stand up when directed.
● What processes & procedures will you use? How and when will you communicate those to
students?
We will use our transitioning skills to move from the tables to the carpet and to transition for
listening mode to actively participating.
● What expectations will you have for the students? How and when will you communicate those to
students?
I expect the students to quietly listen while being read aloud to, I will communicate this by
reminding them of our “interrupting chicken” strategy and its consequence of receiving three
chickens’ results in time off of recess. I will remind them of why this strategy is in place.
● What strategies will you use if students do not meet your expectations? Are there specific
students who require a more extensive management plan? What will that consist of?
I will use the school’s strategy of saying “rowlie” and raising two fingers for everyone to quite
their voices.
● What will students do if they complete the task quickly?
Students may then color in the scenes on the circling worksheet.
“Caps for sale” book
Coloring utensils
Worksheets
Paper caps for all students
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USF Elementary Education Lesson Name: Madison Atkinson ____________________________________
Grade Level Being Taught:
Kindergarten
Differentiating Instruction
(adapting instruction to meet the
needs of individual students or
groups of students)
Differentiating Instruction
(adapting instruction to meet the
needs of individual students or
groups of students)
Accommodations
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
*If you don’t have students who
require these accommodations,
Subject/Content: Language arts Group Size: Date of Lesson: 02/08/2022
19 Whole
How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
I will meet the needs of each learner based on the assessment data that I determine based on
their current skill level and understanding of the beginning middle and end of story I will then
know which learner knows what and which learners do not know and need further instruction.
Which specific students will benefit, and why?
A student whose first language is Spanish, this lesson asks students to recall and retell
information from the story based on illustrations, this helps ELLs begin to understand sequence,
plot, and characterization as they enhance their comprehension skills and build vocabulary.
How will you adapt this lesson to meet the needs of individual students or groups of students?
(content? materials? level of support? pace? etc.). Make connections to your student asset profile.
I'm able to adapt the instruction of this lesson based on the needs of individual students by
assessing the situation and evaluating the proper response I can offer more support too students
who are not motivated or falling behind I can help to encourage them to stay focused and help
them make connections. I am also able to slow my pace of my instruction to help students better
comprehend what is being given and shown.
What accommodations will you make for students who are English Language Learners? (Refer to
your ESOL Strategies checklist and list specific strategies)
For English language learning students, I will provide as needed assistance to that student and
also allow them to work amongst their table groups to be able to conversate and discuss as a
group which can help the English language learning student to better understand and make
connections based on recalling information. I will also use a visual aid to display vocabulary
words and their meaning within the text that may be difficult for them to understand, we will
review this chart and words before reading the story.
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USF Elementary Education Lesson Name: Madison Atkinson ____________________________________
Grade Level Being Taught:
Kindergarten
describe what you WOULD do if
you did have these students.
References (Planning of
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
Subject/Content: Language arts Group Size: Date of Lesson: 02/08/2022
19 Whole
● Pre-Production Level:
● Early Production Level:
● Speech Emergence Level: AV, J
● Intermediate Fluency Level:
What accommodations will you make for students who have an IEP or 504 plan?
Students with an IEP or 504 plan may have extra time to complete the worksheet following the lesson
activity, they also have the option to work individually or with their table mates to complete the
worksheets.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
students identified as gifted or have an education plan will be able to work ahead on the
worksheet and color in the peddler's hats and count how many hats are on his head.
https://www.teachingchannel.com/blog/planning-engaging-lessons
https://scholarworks.gvsu.edu/cgi/viewcont
ent.cgi?article=1848&context=mrj
1. What is the content area for this lesson? _Language Arts_____________________________________
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) ______Level 2, CT/Supervisor cycle 1 =_small
group_____________________
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USF Elementary Education Lesson Name: Madison Atkinson ____________________________________
Grade Level Being Taught:
Kindergarten
◻ What Higher Order Thinking
(H.O.T.) questions will you ask?
◻ How will materials be
distributed?
◻ Who will work together in
groups and how will you
determine the grouping?
◻ How will students transition
between activities?
◻ What will you as the teacher
do?
◻ What will you as the teacher
say?
◻ What will the students do?
◻ What student data will be
collected during each phase?
◻ What are other adults in the
room doing? How are they
supporting students’ learning?
Subject/Content: Language arts Group Size: Date of Lesson: 02/08/2022
19 Whole
This will be a guided lesson I will read aloud to them then reenact the story with them and complete
the worksheet together as a class.
3. Step-by-step plan:
Time: Action Steps:
First 10-15 minutes
Opening Conversation/Creating Meaningful connection:
Talk about the cover of the book and ask students questions
Why do you think the man is in the tree?
Why do you think there are so many hats?
What could the monkeys behind the tree be doing?
Vocabulary Set-Up
Show students a hat. Then, ask them to name other words for hats. If the students do not say the word,
"Cap," then suggest it to them.
Ask students who wear hats/caps at home.
Ask students what they may think a peddler is
What do you think it means to imitate someone or something?
Next, show students the book, "Caps for Sale," and after they have seen the cover ask them who has read
the book or not.
Request students who have read it do not answer the next question (as they already know) and then ask
the students who indicate they have not read the book what they think it might be about based on the
cover imagery.
Instructional Set-up
Today we are going to be reading and reenacting a story to better understand the sequence of a story’s
events, I’m looking for someone who is paying really close attention to the story and will be able to
repeat what happened in the story afterwards.
Ask the students What is the sequence of a story? (Beginning middle end)
Second 10-12 minutes
Read “caps for sale”
Third 20-25 minutes
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USF Elementary Education Lesson Name: Madison Atkinson ____________________________________

Grade Level Being Taught: Subject/Content: Language arts Group Size: Date of Lesson: 02/08/2022
Kindergarten 19 Whole

Class reenactment
Ask the class for a very brave student who can play the part of the peddler, emphasize that they will have
to act out the story as it is being read, and that they have lines to say (caps, caps 50 cents a cap) give that
student the peddler cap. Next explain to the class that they will play the role of the “monkeys” and pass
out caps for each student, remind the classroom “monkeys” that they must say their lines also “tsk tsk”
explain that they will be imitating the peddler during the story and must follow the directions as the
book is being read aloud.
Then begin to read aloud the story as the peddler mimics what is being read and the classroom monkeys
steal his hats and mimic him as the story is being read aloud,

Fourth 10-12 minutes

Pass out worksheet with three different scenes from the storybook and ask students to circle the
beginning of the story in the color red
then ask the students to circle the middle of the story in green
then ask the students to circle the end of the story in blue
if students finish early, they can color in the scenes on the worksheet or count and label how many hats
are on the man’s head.