CSUMB College of Education Lesson Plan Template

Lesson Title: When I Grow Up

Lesson Duration: 45 Min
Name: Anabel Perez Subject: ELA

School: Cesar Chavez Elementary School Grade: Kindergarten

Class Description This class consists of 24 students; there are 15 boys and 9 girls. All students have
a Hispanic/Latino cultural background. Some students are bilingual, speaking
both English and Spanish. However, 17 of the students are Emergent Bilinguals
speaking entirely, or almost entirely, in Spanish. Of the 17 students, 6 are
emerging, 4 are expanding, and 7 are bridging. There are no students with IEP’s,
however; two SST’s have recently been filed by the cooperating teacher.

Background Prior to starting this lesson, students have practiced writing simple sentences
Knowledge using sentence frames (e.g., “I see the .”). We have just finished reading the
book, When I Grow Up, a day prior to this lesson

Standards: Kindergarten ELA Standard: W.K.2. Use a combination of drawing, dictating,

and writing to compose informative/explanatory texts in which they name what
● Content
they are writing about and supply some information about the topic.

● English Language
Development (ELD)
Kindergarten ELD Standard: K.I.C.10. Composing/writing literary and
informational texts to present, describe, and explain ideas and information,
using appropriate technology.

CCSS. ELA-Language 1:1. Demonstrate command of the conventions of standard

English grammar and usage when writing or speaking

CCSS. ELA-Literacy.1b: Follow agreed-upon rules for discussions (e.g., gaining

the floor in respectful ways, listening to others with care, speaking one at a time
about the topics and texts under discussion).

CCSS.ELA-Literacy.1l: Produce simple, compound, and complex sentences.

CCSS.ELA-Reading.6: Distinguish their own point of view from that of the

 authors of a text.

Central Focus/Learning The central focus of this lesson is for students to explore occupations through the
Target use of written and spoken language as well as a drawing to create a sentence using
a sight word

Lesson Learning
Students will be able to use the sight word “want” in the sentence frame,
Objective/Target
“When I grow up I want to be a .” both orally and in writing, as well as
illustrate their sentence with a drawing.

Academic Language Students will be able to use the sight word, “want” to explain what they want to
Objective be when they grow up through use of a written sentence, a drawing that
corresponds, and orally through partner talk.
● Demands
● Functions
● Forms

• Formative assessments will be taking place throughout the lesson where I will
Assessment Plan,
be observing, monitoring, and taking notes. This includes observing and
Rubric, and Feedback
monitoring student interactions, student engagement, student’s oral skills, etc.
Procedures After • Once students complete their independent work, I will be examining each
Student Work Analysis student’s work and writing notes for each for things such as: students’
handwriting skills, ability to use spaces between words, and whether or not
the student created a sentence using the word “want”.

Feedback will be given orally the next day. For students who need additional
support, I will either be working with them one on one, or in a small group
(depending on how many students need additional support).

Materials

• Book - When I Grow Up by Al Yankovic

• Anchor chart
• Markers
• Sticky notes
• Pencils
• Crayons
• “Spaceman” for word spacing
• Clipboards
• Student journal with room for drawing
Instruction Teacher does: Students do:

(Identify necessary 1.
supports/scaffolding/
modifications)
I will gather students on the rug by 1. Students will stop what
first ringing the bell and saying the they are doing and answer
cue they are familiar with, “1, 2,
3…”. my cue by saying, “…eyes
on you!”

2. I will have students clean up their tables;

by now, students associate the bell sound
with raising their hands up in the sky
[Time Allotted: _10 __ ] until I have finished talking and then
they clean up their area.
3. I call tables to the rug based on the
groups who have put all their materials
away, “Ok group one great job putting
everything away, now you can sit on
your spot on the carpet”.
4. After all students have sat down, I will
remind them about the story we read
the day before (When I Grow Up).
“Alright everybody, so yesterday we
read a story; who would like to remind
us what the name of the story was?”
5. I call on a student who is raising
their hand.
2. Students keep their hands
raised until the teacher is
finished speaking. They then
clean up their table area.
3. Students wait to be called on
to go the carpet. Students
walk to their designated spot
on the carpet.
4. Students think about the story
we read yesterday and raise
their hand if they remember.
5. Student may answer,
“Yesterday we read the story
When I Grow Up”.
6. Students listen.

7. Students pair up with their

6. “Yes, exactly you remembered.” I would thinking buddy and discuss.
then repeat the name of the title in
Spanish as well. “Ayer leemos el libro,
Possible student responses: “I
Cuando Sea Grande”. remember Billy wanted to be a
snail trainer.” “I remember
7. “There were many different things that Billy wanted to be a chef.”
the character, Billy, said he wanted to be
8. Students raise their hands and
when he grows up. Let’s pair up with our
brainstorm buddy and think of the share what they discussed with
different things he wanted to be”. their brainstorm buddies.
Students listen.
8. After 30 seconds, we will share as a
class as I write their answers on an
anchor chart. “Ok thinking buddies, can
anyone raise your hand and share what
you talked about.

9. “Wow everyone, great ideas! Today, we

are going to think about what you want
to be when you grow up. You are going
to take this idea, write a sentence, and
draw a picture of you showing what you
 want to be when you grow up.” Repeat
in Spanish

Formative (Informal) I will be observing student’s responses as well as their interactions with their
Assessment “brainstorm buddies” (e.g., if they are participating, use of complete sentences).

Instruction and/or Teacher does: Students do:

Practice Activity
1. Before moving on, students will
stand and jump 10 times for a “brain
break”. “Now, before we move one, 1. Students jump in their spot 10
(Identify necessary lets have a brain break and get the times before sitting back down
supports/scaffolding/ wiggles out.”
modifications) 2. “Ok everyone, we read about what 2. Students listen to teacher
Billy wants to be when he grows
example.
up, but what do you want to be
when your grow 3. Students continue listening
[Time Allotted: _10__ ] up?” (Repeat in Spanish) “I could and looking at the anchor
say, when I grow up, I want to be a chart.
teacher. Or, when I grow up, I want to 4. Students on the red or blue
be a doctor.” spots turn around to face their
3. I use and show the anchor chart partner. Students discuss
with the sentence frame, “When I
grow up I want to be a .” possible things they want to
written boldly by pointing to it and be when they grow up.
placing an index card with the 5. “…Eyes on you!” Students
word ‘teacher’ on the empty line. turn back around to face
4. Students will remain seated in their the teacher. Students raise
spots for this think pair share. “Now, their hand and answer.
lets think about what you want to be Possible responses: “A
when you grow up. If you are sitting
on a red or blue spot, turn around to police officer” “A doctor”
face a partner. Think together about “A princess”, etc.
different jobs people have and what 6. Students look and listen.
you want to be when you grow up.
Then, you are going to share with the 7. Students go one by one and
class.” Repeated in Spanish. place an index card and say
5. “1, 2, 3… (wait for response) Great their sentence frame while
sharing everybody! Now, raise your
using a pointer to point at
hand to share what you want to be
when you grow up.” (Repeat in each word they are saying.
Spanish; students are encouraged
to answer in any language)
6. I write student responses boldly
on an index card and place them
on a pocket chart that is located
next to the anchor chart.

7. Once I have received enough ideas,

students will practice using the sentence
frame by coming up to the anchor chart
 and placing an index card with an
occupation on the space in the sentence
frame and reading the sentence frame out
loud.

Formative (Informal)
During this time, I will be observing students verbal skills when they say their
Assessment
sentence using the sentence frame; also observing which students use the pointer
for the correct corresponding word they are saying while reading.

Instruction and/or Teacher does: Students do:

Practice Activity
1. Students listen.

1. “Great job everyone! There are so 2. Students listen and look

(Identify necessary many cool things you want to be at the example.
supports/scaffolding/ when you grow up.”
modifications) 2. At this time I would show students
3. Students listen.
an example of my sentence that
goes along with a drawing. “When
I was in kindergarten I wanted to 4. Students grab their personal
[Time Allotted: __15- be a teacher so here is my writing journal and decide
20_ ] sentence, ‘When I grow up I want where they want to work.
to be a teacher.’ and here is my
drawing of me as a teacher.” 5. Students work independently
3. “Now, we are going to practice on their sentence using the
writing what you want to be when we sentence frame.
grow up and draw what you would
wear for that job.”
4. Students grab their writing journal
and are able to work either on the
carpet with a clipboard or at their
tables.
5. This is independent writing time,
although students are able to whisper
to each other or talk to me if they
need clarification.

Closure with Outcomes Teacher does: Students do:

Assessment
1. After the time for the practice
activity is over, students will be
brought back to the rug with their
writing journals.
2. Teacher rings the bell and says “1, 2,
3…” “Great work everyone! Now
[Time Allotted: 5___ ] finish cleaning your areas and go to
your spot on the rug with your
journal.”
1. Students finish up their work.
2. Students know the bell means
to drop what they are doing
and put their hands in the air;
students respond, “Eyes on
you!” after teacher is finished
talking, they clean up their
 area.

3. Once all students get to the rug:

“Alright everybody, today we used
the sight word “want” in a sentence
to explain what we want to be when
we grow up; we also drew a picture
to show our sentence. Now, you are
going to share with each other what
you want to be when you grow up;
this also helps us practice using our
words to say sentences.”
3. Students listen.
4. This means partner talk time;
students should know the
procedure by now but will be
reminded if they are unsure.
Students stand up and face their
partner.

4. We have been practicing partner

talk by standing in a sharing line. 5. Students share their sentences
There are four rows, students stand and drawing.
in their spots and the students on the
outside face inwards; students on
the red and green spots share first. A
timer is put on for 1 minute then the
two rows of students on the inside
rotate to the next partner. This is
repeated about 5 times. “Peanut
butter jelly
time!” (Pair share)

5. “Tell each other what you want

to be when you grow up using
the sentence frame, ‘When I
grow up I want to be a
.’, also share your drawing.”
Sentence frame will still be up on
the anchor frame if they want to
reference it. Directions repeated in
Spanish.

Differentiation: (for English Language Learners or Special Needs) Special Education

Students - Allow errors - Rephrase questions, directions, and explanations - Allow extended
time to answer questions, and permit drawing, as an explanation - Accept participation at any
level, even one word - Consult with Case Managers and follow IEP
accommodations/modifications 

English Language Learners - Assign a buddy, same language or English speaking - Allow
errors in speaking - Rephrase questions, directions, and explanations - Allow extended time to
answer questions, and permit drawing, as an explanation - Accept participation at any level, even
one word 
 ASSESSMENT
Assessment:
At the end of the lesson, I will be collecting student work. I will be looking
through each student’s work while making notes: specifically if they are able to
write a sentence with the word “want” but also legibility of their writing, use of
spaces, etc. Students will receive oral feedback the next day and I will be taking
time to help those that need extra help, using Spanish for EB students.

Assessment:
Students turn in their writing journal back in the designated box; there should be
enough time for students to finished but if they are not finished, they will have
time the following day to do so.

What I Want to Be When I Grow Up Rubric

Exemplary Developing Discovering Exploring
4 3 2 1
Student is able to use Student is able to Student is able to Student is unable to
the word “want” in complete two of the complete one of the complete any of the
the sentence frame, tasks (either write the tasks (either write the tasks (either write the
“When I grow up I word “want” using the word “want” using the word “want” using the
want to be a .”, sentence frame, draw sentence frame, draw sentence frame, draw
draw a picture that a picture that a picture that a picture that
corresponds to the corresponds to their corresponds to their corresponds to their
sentence, and use the drawing, or use the drawing, or use the drawing, or use the
sentence orally during sentence orally during sentence orally during sentence orally during
partner talk. partner talk). partner talk). partner talk).

Revised 1/2017