Lesson Plan

NAME: Tara Trueman DATE and TIME: April 12, 2022, 10:00 AM

DURATION of LESSON: 45 minutes SUBJECT: Writing

LESSON NAME: Mammals GRADE LEVEL(s) Kindergarten

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COMMON CORE STATE STANDARDS (CCSS):
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.

CONTENT OBJECTIVE-
Students will:
 Actively listen to a read aloud and watch a video about mammals
 Be able to recall and name facts about mammals
 Participate in charting information about mammals
 Utilize provided sentence frames, visual support, and specialized
vocabulary to write sentences about mammals
LANGUAGE OBJECTIVES-
 Use active listening skills throughout the read aloud, charting, and modeling
portions 
 Use content specific vocabulary throughout the lesson
o Hair
o Feed
o Milk
o Born live
ENGLISH LANGUAGE DEVELOPMENT (ELD) STANDARDS AND
PROFICENCY LEVELS
Kindergarten. Section 2. Part 1: Interacting in Meaningful Ways, A. Collaborative, 2.
Interacting via written English
Emerging: Collaborate with the teacher and peers on joint composing projects of short
informational and literary texts that include minimal writing (labeling with a few
words), using technology, where appropriate, for publishing, graphics, and the like. 

Expanding: Collaborate with the teacher and peers on joint composing projects of
informational and literary texts that include some writing (e.g., short sentences), using
technology, where appropriate, for publishing, graphics, and the like. 

Bridging: Collaborate with the teacher and peers on joint composing projects of
informational and literary texts that include a greater amount of writing (e.g., a very
short story), using technology, where appropriate, for publishing, graphics, and the
like.

ACADEMIC LANGUAGE REQUIREMENTS:

Specialized Vocabulary and/or  Mammal
Tier 2 Words  Hair
  Feed
 Milk
 Born live
Sentence Frames/Supports  This is a mammal.
 It has fuzzy hair.
 It has milk.

FORMAL AND INFORMAL ASSESSMENTS:

Informal assessment: 
 Students will participate in charting information on mammals
 Students will use the completed chart and provided sentence
frames to write sentences about mammals

ANTICIPATORY SET:
“We have been learning about different animals. Today, we are going to talk about
mammals. Does anyone know what a mammal is? A mammal has a vertebra, which is
a backbone, and drinks milk from their mother.”
 Students will be gathered on the “rainbow rug” to listen to a read aloud about
mammals

I DO:
“Let's read about mammals. Please use your listening ears and watch out for interesting
facts!”
 I will read and ask questions throughout
o Questions will include:
 What is a mammal?
 Can you give me an example of a mammal?
 After listening to a read aloud, students will transition from the “rainbow rug”
to the “magic carpet” to watch a video on mammals
“Great listening! Now, let’s watch a short video about mammals. I need all of us to be
in our learning positions with our voices off.”
 I will play a video, pausing to ask questions such as:
o What do mammals have on their bodies?
o What do mammals drink when they are babies?
o Are we mammals?
WE ALL DO:
“Now that we know all about mammals, let’s chart out some facts about them. We are
going to focus on using adjectives, or describing words. Can you tell me a fact you
learned about mammals today?”
 I will model and chart facts about mammals and underline adjectives/describing
words in orange
o fuzzy hair
o live babies
o strong backbone
YOU DO TOGETHER:
“Turn to your neighbor and tell them something you learned about mammals. (Partner
talk). Now, I will choose a quiet hand to share one fact. Make sure to use a complete
sentence!”
YOU DO ALONE:
“Now let’s use our chart to write about mammals. We are going to start with the topic
sentence ‘This is a mammal.’ If you want to write your own topic sentence about
mammals you can do that, too! Underline this topic sentence in green, and circle the
period in red. We will also highlight our spaces in yellow. Next, we are going to pick
three details from our chart. Make sure to underline the adjectives from the chart in
orange!”
SOME DO:
ELD: Teacher and students modeling of the sentence frames though writing and
speaking

IEP: Students will receive additional support while filling out their graphic organizer;
teacher may trace words for the student to write over

High-achieving: Add more vocabulary—examples of words may include habitat and

environment

CLOSURE:
Students will share their writing during brief, individualized conferences with the
teacher and receive constructive feedback. While waiting for conferences, students will
also have the opportunity to share their sentences with a partner.

RESOURCES AND MATERIALS:

 Mammals read aloud
 Mammals video
 Chart paper
 Document camera
 24 lined papers
 24 pencils
 24 sets of crayons

REFLECTION WILL TAKE PLACE WITH YOUR GUIDE TEACHER AND

UNIVERSITY SUPERVISOR.