KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM

Teacher Candidate: Kelsey Jacobson Date: 3/9/23

Cooperating Teacher: Stacy Confer Coop. Initials ______________

Group Size: 20 Allotted Time 30 minutes Grade Level Kindergarten

Subject or Topic: Culture Section: ____________

STANDARD: (PA/Common Core):

● 8.4.K.A. Explain how cultures celebrate.
● C.C.1.4.K.X. Write routinely over short time frames.
I. Performance Objectives (Learning Outcomes)
● Students will be able to explain how cultures celebrate by thinking about our own school
culture and celebrations.
● Students will be able to write about their own celebrations for a short period of time.

II. Assessment/Evaluation plan

A. Formative
Assessment: Documentation Tool: Scale:
(e.g. product, quick (e.g. rating scale, rubric, (performance levels)
response, interview) checklist, anecdotal notes)

Product Checklist ✓ Student legibly wrote about

their own celebrations.
/ Student attempted to legibly
write about their own
celebrations.
- Student did not legibly write
about their own celebrations.
B. Summative
N/A
III. Instructional Materials (includes amount)
● Celebration Writing Page
● Easel
 ● Whiteboard Markers
● Whiteboard Eraser
● Crayon boxes (20)
● Pencils (20)

IV. Subject Matter/ Content (prerequisite skills, key vocabulary, new content)
A. Prerequisite Skills
● Introduction to history
● Turn and talks
B. Key Vocabulary
● Celebration
● Culture
C. New Content
● Writing about a celebration at Jefferson.

V. Implementation
A. Introduction –
● “Yesterday we learned about our state history. Because we live in Pennsylvania, it is a
part of our own personal histories too.”
● “Another thing that makes you who you are is your culture. Say that word with me.
Culture.”
○ “Culture is the way you and others like you live. This could be what language you
speak, what kind of food you eat, and even special things that you celebrate
during the year!”
● “Here at Jefferson we have our own school community. We all come here to learn and
grow into the best people we can be! We also celebrate special occasions together!”
○ “Think in your heads, what kind of celebrations have we had at school this year?”
○ Turn and talk with a friend about what celebrations or holidays we celebrated here
at school.
■ “These celebrations help build our school community at Jefferson!”
○ Discuss the celebrations and write a list on the easel for students to use later.
● “Today you will get the chance to tell a story about what celebration or holiday you
enjoyed the most this year!”
○ “When you go back to your seats, you will need a pencil and your crayon box. I
am going to lay a paper at your desk, you are ONLY writing your name on the
back of the paper.”
● Send the students back to their seats and pass out the writing sheet, making sure to lay it
face down in front of students.
 B. Development –
● Remind students that the only thing they are doing is writing their name on the back of
the paper.
● Once finished, flip the paper over and hold your pencil in the air.
● Read the words at the top of the page together.
○ Have the students read this and at, identify beginning sounds for Jefferson and
year.
○ Do you recognize the word that starts with /j/?
○ “That’s our school’s name!”
● “We are going to write a sentence about a special event that we had here at school!”
○ “Let’s count how many lines there are on our papers.”
○ “Our sentence is going to have 3 words!”
○ “The first two words in our sentences will be the same, but then you get to choose
and write what celebration you liked the most!”
● “Our first two words are going to be ‘I celebrated,’ say those words.”
○ “We are going to write the word I on the first itty bitty line on your paper.”
■ Model writing I on a paper under the document camera and have students
write on theirs for each prompt.
○ “The next word we are going to write is the word celebrated. Hmmm, thats a hard
one!”
■ “The first sound sounds like our letter friend s, but it is actually a c! C is
pretending to be S in this word.”
● Write c on the next line.
■ Ask students to listen for the next sound, what letter makes that sound?
● Write e next to c.
■ Repeat until the word celebrated is written. Quick check to make sure the
students are on the right track writing the sentence.
● “You are now going to think about which celebration was your favorite this year. Use the
list on the board to help you write the word!”
○ “Once you finish writing the word, you may draw a picture of that very special
celebration!”
● Monitor students while they are working and provide assistance where necessary.

C. Closure –
● Have students put away their pencils and crayons.
● Put the students into small groups to share their sentences and pictures.
○ Give 5 minutes of share time.
● Have the students drop off their paper in the bin on the carpet on their way back to their
seats.
 D. Accommodations / Differentiation -
● Students will be paired based on personality and varying reading levels. Scaffolding
within the small groups will allow the students to help each other read their sentences.
● Students struggling to write words longer than 3 sounds will have the word written on the
line in highlighter. They will then trace the word and practice saying each letter’s sound.

VI. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on students
performance written after lesson is taught, includes remediation for students who failed to meet
acceptable level of achievement)
B. Personal Reflection (Question written before lesson is taught. Reflective answers to questions
recorded after the lesson is taught.)
1. What went well in this lesson? What could have been done differently?

2. Did I plan the right amount for the 30 minute lesson?

3. Was the writing activity appropriately leveled for my students?

VII. Resources (APA Format)

 This year at Jefferson…
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