USF Elementary Education Lesson Plan Template (rev.

Sum19) Name: _Madison Atkinson___________________________________

Grade Level Being Taught: Subject/Content: Language Arts Group Date of Lesson: 04/05/2022
Kinder Size:Whole

Part 1: Lesson Content

Title of Lesson

Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners This story relates to a eastern and western Indo-European story of jack and the bean stock that can act
(supervisors) as a mirror, window, door for students who share these similarities and connections

How does this lesson connect to/reflect the local community?

This story talks about judgment and how we can sometimes judge others and they can be completely
different. It discusses helping other can sometimes end in a better reward than you ever expected. These
social and emotional skills can help students in the local community to better there role as a member.

Audience Description: This audience is in Kindergarten, he is very interested in fiction books, enjoys
being read aloud to, soccer and animals. Right now they are begging to focus on farms and what a farm is.
They are currently working through their heggerty phonemic awareness daily. We are currently reading
Mo Williams elephant and piggie and pigeon. This audience also enjoys rhyming books so that they can
anticipate what's going to happen based on the rhythm of the story.
I chose this book because of how it's such a fun play on jack in the beanstalk which children can recall
and make connections that will help engage them more because they feel a sense of connection to the
book. I also like how this book has a rhyming text that offers an activity to have the students think and
predict what the next word is while reading aloud to them which I think the students would really love
and want to even do it again. Rhyming texts can be easy and more comprehendible for EL students

What Standards (national or

state) relate to this lesson? Standard 1 ELA.K.F.1 : Learning and Applying Foundational Reading Skills
(You should include ALL applicable
standards.) Access Point #: ELA.K.F.1.AP.2b: Identify and produce alliterative and rhyming words.
Benchmark: ELA.K.R.1.4 Identify rhyme in a poem.

3-Rationale: I chose these standards and objectives because rhyming is a helpful step in phonemic
awareness (which is what they are currently working on this quarter). They can play and recognize parts

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Madison Atkinson___________________________________
Grade Level Being Taught:
Kinder
Understanding the standards
over time
(CPALMS/instructional planning
course)
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
Subject/Content: Language Arts Group Date of Lesson: 04/05/2022
Size:Whole
of the words and anticipate and predict what is about to happen.. Rhyming is also helpful to develop
language skills and memory so it can also benefit EL students
Trace the standard to the previous grade level. What have students already learned or been exposed to
related to this standard?
LAFS.1.RF.4.4 Read with sufficient accuracy and fluency to support comprehension. Read on-level text
with purpose and understand
Pre-K standards students will need to have prior knowledge of rhyming words and story sequence.
Trace the standard to the next grade level. What will students learn next related to this standard?
LAFS.1.RF.2.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Distinguish long from short vowel
Students may confuse rhyming words with other words that rhyme but are out of context, some student
may not be able to complete the rhyming poem from confusion and lack of understanding with rhyming
words.
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
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Madison Atkinson___________________________________
Grade Level Being Taught:
Kinder
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)
Level(s) of Thinking
Assessment Plan- How will you
know students have mastered
your objectives?
Subject/Content: Language Arts Group Date of Lesson: 04/05/2022
Size:Whole
respond to a challenge in the second half (content- what).
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Students will be able to predict words that come next in a rhyming text, can think about pairs of rhyming
words, and use rhymes to predict what might happen next in a story.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? _Evaluating, analyzing, applying and understanding_____________________________________
Which level(s) of thinking is/are called for in your objective? __applying and
understanding________________________________________
Why did you choose this level(s) of thinking?
Students are actively listening to a text and evaluating/analyzing the words they are hearing a rhyming
text. When they do the reading response filling out the rhyming poems put together, they are applying
and understanding what is going to happen next based upon rhyming words and understanding.
Describe your assessment plan:
This before reading section will really help my audience draw connection to their prior knowledge of
similar tales and will also help them prepare for some words that may stop and confuse them during the
reading which will distract from the meaning of the text.
This during reading section has the students step out from the story and think about the intentions
behind the characters and infer what they think to be the next part of the story.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Madison Atkinson___________________________________
Grade Level Being Taught:
Kinder
Assessment Scoring/Rubric
What are the criteria for how you
will assess student
learning/student work? If you’re
using a rubric, include your rubric
here.
Management & Environment
(integrated throughout your
step-by-step plan):
Subject/Content: Language Arts Group Date of Lesson: 04/05/2022
Size:Whole
This reading response shows that the students can predict and infer rhyming words in a text by filling in
rhyming words of story related poems.
How does it align with your objective?
This aligns with my objective because students are having to apply their understanding of the rhyming
text by filling in the poems given and assed on the answers and predictions of what events are coming.
Is your assessment formative or summative? Why did you make that assessment decision?
I chose a formative assessment because I want to know how my student is learning with the material
throughout the lesson rather than evaluating how much he has learned.
The audience will demonstrate understanding by afterwards using rhyming word pairs to complete
poems.
Part 2: Lesson Implementation
● How will you arrange yourself and the students (location in the classroom, seating)?
Students will be on the carpet in front of me in rocking chair.
● What processes & procedures will you use? How and when will you communicate those to
students?
I will use a vocabulary set up to explain words that may be misunderstood, then an opening
conversations to set a purpose and talk about the front/ back cover of the book to help create a
meaningful connection to the story based on background knowledge. I will have a instructional
set up to ask my listeners what they are doing and what they should be listening for while we are
reading. I will then have a reading response to check for understanding
● What expectations will you have for the students? How and when will you communicate those to
students?
I will have my students chime in and follow along the passage with me and then have them
complete some poems I put together to check for understanding. They will know this because of
my instructional set up conversation.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Madison Atkinson___________________________________

Grade Level Being Taught: Subject/Content: Language Arts Group Date of Lesson: 04/05/2022
Kinder Size:Whole

● 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 f students cant meet expectations I have made some helpful hints and tips to say and provide if
the students are having any trouble
● What will students do if they complete the task quickly?
● It is a whole class activity.

Materials “The Giant Of Jum: by Ellie Woollard

(What materials will you use? Why Anchor chart with four different poem examples relating to the book, leaving a space to predict the
did you choose these materials? rhyming word that comes next, you may also provide optional word suggestions for students to choose
Include any resources you used. from.
This can also include people!) Vocabulary sheet with definitions and small picture representations.

Word Child-Friendly Definition

s
Fetch go for and then bring back (someone or
something)
Gobbl
e  eat (something) hurriedly and noisily

Tale  an account of a real or made-up event; story.

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Madison Atkinson___________________________________
Grade Level Being Taught:
Kinder
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 Date of Lesson: 04/05/2022
Size: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 talk about the cover, back cover and key vocabulary we will encounter before we begin
reading. I will also provide a vocabulary chart with small pictures to represent the words for
better understanding.
I will be connecting this story to the students' background knowledge.
I will be modeling rhyming word texts being read with expression and character.
Which specific students will benefit, and why?
EL students and comprehension struggling students will benefit from this lesson because it helps
to build a better understanding of story events and predictions by using rhyming words that can
be used easier to predict events in a story based on knowledge and understanding.
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 will also provide a vocabulary chart with small pictures to represent the words for better
understanding.
I will be connecting this story to the students' background knowledge.
Using observation I can slow my pace and make it more comprehendible for many students.
I will be modeling rhyming word texts being read with expression and character.
What accommodations will you make for students who are English Language Learners? (Refer to
your ESOL Strategies checklist and list specific strategies)
● Pre-Production Level:
● Early Production Level:
● Speech Emergence Level:
● Intermediate Fluency Level:
What accommodations will you make for students who have an IEP or 504 plan?
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Madison Atkinson___________________________________
Grade Level Being Taught:
Kinder
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:
◻ 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?
Subject/Content: Language Arts Group Date of Lesson: 04/05/2022
Size:Whole
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
https://www.cpalms.org/public/search/Standard (Kindergarten ELA BEST standards)
The Ramped Up Read Aloud by Maria Walther page 182-183
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_____________________
Whole group
3. Step-by-step plan:
Time: Action Steps:
st
1 Vocabulary setup
“Today you might hear some new words throughout the story that you may be unfamiliar with, so I just
want to go over some of those before we start reading. Has anybody played fetch with their dog before?
when a student answers, call on them and ask what is fetch? right! it is when you go for something or
someone and bring it back.”
“Now this term can be a little tricky because I know you guys learned about turkeys earlier this year and
know what noise they make, wait for students to make noise or ask a student to answer “that is right!
Gobble gobble gobble” however this word can also mean something else. Gobble can mean to eat
something really fast and noisy, when I get to eat ice cream, I gobble it up!”
“The last term I want to share with you is a tale. I know you may have heard of a fairy tale which is the
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Madison Atkinson___________________________________
Grade Level Being Taught:
Kinder
◻ 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 Date of Lesson: 04/05/2022
Size:Whole
same idea, a tale is a real or made up event or story it is a retelling of something that could be real or
make believe.”
2nd instructional set up:
So listeners while I'm reading this book aloud to you guys I may leave out a word here and there to see if
you guys can think and predict what the missing word is. I want you guys to call out the word that you
think comes next! Doing this may help you guys predict what might happen next! I'm really excited to
find out the show we open up and see?
3rd: opening conversation/meaningful connection
“What do you notice about the giant? What is he doing? Do you see the children running alongside him?
flipping the book over to look at the back cover I will read the words “Fee Fi Fo Fum!” Does that sound
familiar? Where have you heard that before? Opening the book to look at the title page * I will take a
moment to look at the animals and ask the audience and ask* “ if they can tell how they are feeling and
why? Is it because the giant is doing something? What is he doing?”
While reading i will stop when the vocabulary word “tale” is mentioned on the page “he thought of a tale”
i could stop and say “Do you think his brother told him about jack and the beanstalk? And “that giant
looks awfully mean”
On the page where the children first see the giant and say he is marvelous, stop and point out of the
giants face is very confused
When the giant doesnt eat the children stop and say “hmm he didn't eat the children because he's going
to find jack.. Do you think he'll find him?”
On the page where the giant lifts the boy into the air, stop before saying jack and cue to the audience to
fill in the name, if they cannot, hint “what name do you rhyme with back?” What do you think he's going
to do with jack?
Stop on the page “we think you've made a mistake”, pause before turning the page and ask “what word
rhymes with mistake?”
Closing statement/ conversation
Woah, that story was different from what I expected! I got nervous he was going to eat those children! Do
you feel the same way?
Ask the student “ was it helpful to hear a rhyming word pair to help me fill in the words of the story? “
“Do you think you could complete this poem that I wrote?’ show the audience different poems
“Roses are red, I like to bake, the Giant of Jum loves to eat _____?(cake) (could say “ recall back, what
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Madison Atkinson___________________________________

Grade Level Being Taught: Subject/Content: Language Arts Group Date of Lesson: 04/05/2022
Kinder Size:Whole

rhymes with mistake?)

“Roses are red, Coal is black, The Giant of Jum wants to eat_____?(Jack) (remember.. What name rhymes
with back?)
“Ok this one is a little trickier but you are doing so great”
“Roses are red, Grass is green, at first, the giant was very ____?( mean) (could further, what rhymes with
green?)