CEP Lesson Plan Form

Teacher: Kaylyn Schmidt Date: 4/18/23

School: Hiatt Farms Montessori School Grade Level: preschool

Content Area: literacy knowledge and skills, language development

Title: What is a book? Lesson #: 2 of 2

Lesson Idea/Topic and This lesson will focus on print awareness which falls into literacy knowledge
Rational/Relevance: and language development. This is relevant to my students because they all
adore books and multiple children will ask me to read to them each day. I
believe if they have a good grasp on print awareness, they will begin their
reading development and extend their appreciation for books and reading.

Student Profile: The students in my classroom range from 3 to 6 years old. There are 19
students total in the class and there is a pretty wide range of abilities and
development. Some students are already reading books by themselves,
others are able to do the hundred board on their own, and some are still
having difficulty with letters. All students are engaging in the classroom with
work and activities, and each student knows how to be independent, though
sometimes they don’t want to work alone.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

1. Print and Alphabet Knowledge: The interest in books and their characteristics, and knowledge of the alphabet.

1. Attending and Understanding: The ability to comprehend or understand language.

Language Goal:

3.Engagement in English Literacy Activities: Understanding and responding to books, storytelling, and songs presented in English.

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Understandings: (Big Ideas)

Explanation (sophisticated and apt theories and illustrations, which provide knowledge and justified accounts of events, actions, and ideas)

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

How are the author and illustrator different?

Where is the title? How do you know that is the title?

Where is the back of the book?

Where is the first word on this page?

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Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard using student voice)

I can (content standard): I can listen and understand what is being said during conversations, songs, and stories. I can show how a book (print) is used and read. I
can show interest reading with a group and by myself.

This means (language standard): I can demonstrate how to correctly use and read a book/other forms of text.

List of Assessments: (Write the number of the learning targets associated with each assessment)

(next pages)

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Planned Lesson Activities
Name and Purpose of Lesson
Co-Teaching
Will co-teaching models be utilized in
this lesson? Yes ___ No_ x_
Approx. Time and Materials
Anticipatory Set
Procedures
Closure
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What is a book?
Which model(s) will be used?
One teach, one assist
Why did you choose this model(s) and what are the teachers’ roles?
I chose this model because I liked being able to lead a lesson last time knowing I still have the support
and help from my mentor teacher if/when needed. My role will be to guide the lesson and teach the
specific points, and my mentor teacher’s role will be to help me when needed.
10 minutes – read the book
10 minutes – activity
The strategy I intend to use is: Telling each student I will be working with that I’m going to read them a
special book and give them a special lesson on the rug/in the flex room
I am using this strategy here because: Some students have a hard time with transitions or working with
me if they want to be doing something else. This helps them because the word ‘special’ is used so they
don’t feel like they’re in trouble, and it gets them excited to do the lesson.
The strategy I intend to use is: Repetition and Questions
I am using this strategy here because: The students should have a good amount of practice with
understanding what a book is and how to use it. Asking the same questions and being repetitive will
enforce their understanding and learning.
Teacher Actions Student Actions Data Collected
Questions: Effective questions are - Answer questions (did not administer this
commonly used as an instructional - Ask questions lesson)
tool. Questions should be purposeful, - Listen quietly and intently
thought provoking, clear, and brief. - Only point to the book when it is
Questions gain children’s attention and their turn
help them learn. Also consider both
closed and open-ended questions
The strategy I intend to use is: asking each student what work they will do independently now, after
they answer they are free to leave
I am using this strategy here because: this helps each student hold themselves accountable and have a
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plan of what they will do with their time instead of running over to a friend and distracting them
Differentiation Content Language Process Product Environment
For which students are you Modifications: Explaining the part n/a Slow down the n/a n/a
differentiating (refer to student profile of the book again directions
as well as assessment data to
determine individualized student Extensions: Having a student n/a Give two directions n/a n/a
learning need): explain a part of
the book
Assessment Make sure each student knows where the title, author, front page, and cover of a
book are.
Students understand they read left to right.
This data will help me in the future as I will be working with these students in the
summer! If I need to revisit this lesson again, I will. I can make changes if necessary.

*this lesson was not administered

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Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.

Students Learning English – What teaching component (preparation, building background,

comprehensible input, scaffolding/questioning, student grouping/wait time, practice application, lesson
delivery, and review/assessment) and language domain (listening, speaking, reading, writing) will you
use to support and/or enhance content for students learning English? Provide a rationale.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson, To put students into a
receptive frame of mind.
 To focus student attention on the lesson.
 To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
 teacher input
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice
o group practice
o individual practice
 check for understanding
 other

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Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense
out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
 To cue students to the fact that they have arrived at an important point in the lesson or the end
of a lesson.
 To help organize student learning
 To help form a coherent picture and to consolidate.

Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop
their emerging skills? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

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