Common Core Aligned Lesson Plan Template

Subject(s): _ELA___________________________________________ Grade: ____K__________

Teacher(s): ______Julie Lagos________________________________ School: __________________
Date:___________
Part I GOALS AND STANDARDS
1. Common Core Learning Standard(s) Addressed:
RL K.3: With prompting and support, identify characters, settings, and major events in a story
W.K.1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a
reader the topic or the name of the book they are writing about and state an opinion or preference about
the topic or book (e.g., My favorite book is...).

2. ELD and State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and
Performing Arts):
K.PI.B.6.EM: Describe ideas, phenomena (e.g., parts of a plant), and text elements (e.g., characters) based on
understanding of a select set of grade-level texts and viewing of multimedia, with substantial support.

3. Learning Objective: (What will students know & be able to do as a result of this
lesson?)

After listening to the story, the students will be able to identify the the specific
community helper, the jobs they do answer, and use a sentence frame to state
an opinion about the community helper.

STUDENT-FRIENDLY
TRANSLATION
I will know what this community
helper looks like, what they do,
and when we need them.

Blooms: Understand

4. Language Objective(s): (What is the type of language that EL's will need to learn and use in order to accomplish the goals
of the lesson? Ex) Reading, Writing, Listening, Speaking, Academic vocabulary, Language functions, Language Learning
Strategies)

Students will listen to the story about firefighters and then participate in a teacher centered discussion about
the characteristics of a firefighter. Students will orally answer text dependent questions during this discussion.
After the discussion the students will go back to their seat and read the activity directions with the teacher.
They will then begin the activity using their writing skills.

5. Relevance/Rationale: (Why are the outcomes of this lesson important in the real
world? Why are these outcomes essential for future learning?)

Students need to know who the community helpers in their community are,
what they look like, and when we need them in order to alert the proper
agency when in an emergency situation.

6. Essential Questions:
Why do we need community helpers?
How can you be a community helper?
What do you think is the most important thing about being a firefighter?

STUDENT-FRIENDLY
TRANSLATION

I will learn what a community

helper is, what they look like,
and how they can help us.

Part II STUDENTS INFORMATION

7. Class Information:
a. Total Number: 21 Students
b. EL/Special Needs: Special Needs: 2 IEPs - Full Speech & Share Speech. Students designated as ELs: 10 Written record EL
Learners. 9 students identified by the teacher with no written EL record. Of total population 97% ELs in the class and only 50% with
documentation
c. Linguistic: 19 Spanish Speaking Families & 2 English Speaking families.
d. Cultural/Health: 2 families with drugs history in family, 7 Parents are new to the country, 6 Parents have been around but not born
here.
e. Physical: N/A
f. Social: 1 Recent Divorce
g. Emotional: 3 students have demonstrate sensitive emotions. Of the 3, one has a tendency to walk away when they feel as though
things are not going their way. Another has a tendency to disobey commands when he is upset. He will plainly refuse to listen when
he is upset. Last student tends to cry easily when he is in trouble or feels as if he is wrong.
h. Interests/Aspirations: EVERYTHING (Kinder)

8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content?):

The EL students may have a difficult time understanding the title of specific community helpers.
The students who have ADD may have a hard time sitting on the carpet while I read.
This book has Spanish words in it, so some students may not understand all of the words.

Part III - LESSON ADAPTATIONS

9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties?)

For the EL students I will make sure I use photos/pictures (Marzanos Non-linguistic Representation) when I

introduce the community helpers. Pictorial representation of the sequence of the book will assist ELs to form
opinions and inferences to explain their thoughts and ideas. This book may bring comfort to those students
whose primary language is Spanish.

For students who may have ADD I will make sure to keep them engaged and call on them when they have an
answer. I will also allow these students to get up and stretch so they have an opportunity to get up from their
seat.

When I come across a Spanish word in the text I will define it for the students who do not speak Spanish.

10.

21st Century Skills Circle all that are applicable

Communication

Collaboration

Creativity

Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson:
I will communicate with the students to provoke thought and new ideas. I will be able to see what they know
before I begin the lesson so I can see what they have learned.
The students will have the opportunity to collaborate with each other after the reading of the book. This is
done with their table groups. They will be able to collaborate about the order of the pictures representing the
sequence of the book and the firefighters items that need to be pasted to him. I will be able to tell who is
collaborating effectively by listening to their communication and seeing how well they work together.
The students will have to think critically when they analyze the pictures representing the sequence of the
book in order to make their own sequence chart.

11.

Technology - How will you incorporate technology into your lesson?

I will use the document camera to model proper cutting and pasting.
Part IV - ASSESSMENT OF STUDENT LEARNING

12.

Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes?

What specific criteria will be met in a successful product/process? What does success on this lessons outcomes look like?)

a. Formative:
Before we read the book I will ask the students if they can think of any community helpers in their
community. If they are stuck and cannot think of any I will start with a police officer and tell them how they
can help us. I want to see what they know before the lesson has been taught.
b. Summative (if applicable):
The students will complete a cut and paste activity with pictures to identify characters, settings, and major
events in the story. This will also help the students to understand when they need a firefighter.
DOK Level 3: Explain, generalize, or connect ideas using supporting evidence (quote, example,
text reference)
c. (Attach rubric here, if applicable):
3
Seque All of
ncing the
symbol
s are
pasted
in the
correct
order
and
studen
ts can
accura

3 of
the
symbol
s are
pasted
in the
correct
order
and
studen
ts can
retell

2 or
less of
the
symbol
s are
pasted
in the
correct
order
and
the
studen

Writin
g

tely
retell
the
main
events
in the
story
using
the
sequen
cing
chart.

the
story
with
partial
accura
cy.

ts can
not
retell
the
story.

Studen
ts can
identif
y the
main
charac
ter in
the
story
and
write
when
we
need a
firefigh
ter.

Studen
ts can
either
identif
y the
main
charac
ter or
write
when
we
need a
firefigh
ter.

Studen
ts
cannot
identif
y the
main
charac
ter or
write
when
we
need a
firefigh
ter.

Part V - INSTRUCTIONAL PROCEDURE

13.

Instructional Method: Circle one Direct Instruction

Inquiry

Cooperative Learning

Madeline Hunter

14.

Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
Fire! Fuego! Brave Bomberos! By Susan Middleton Elya
Worksheets for the students to draw their firefighter (Picture worksheet, items worksheet to cut and paste)
Anchor chart showing all the community helpers we are talking about.

15.
Procedure (Include estimated times. Please write a detailed procedure, including questions that
you are planning to ask.):
OPEN: (10 minutes)
Anticipatory Set: I will get the students excited to learn about community helpers by relating them to superheros. I
will tell the students the similarities and difference between two superheros and the community helper, Did you
know there are heroes that live in your neighborhood or community? They dont wear capes like Superman, but they
do help a lot of people. They dont have a racecar like Batman, but the community helper that we are learning about
today drives very special vehicles.
Can anyone raise their hand and tell me one community helper. If no one answers I will say, Well, one community
helper is a police officer because they help us when we need help.

State the Objective/Purpose: Today you will learn what a community helper is, what they look like, and how they
can help us. We need to know this information in case we are ever in need of help. If we need help we need to know
who to call.
I will tell the students that today we are going to be talking about one community helper from our book. I will show
them the book and then ask, Can anyone tell me which community helper we are learning about today?

BODY: ( 20 minutes)
Instructional Input: I will introduce the book and show students the front cover, the back cover, and the title page. I
will read the name of the book out loud and tell them the name of the author. I will read the book and ask engaging
questions in order for the students to complete the assessment.

Post-it note questions and pictorial connection to the sequence chart:

The alarm rang! (Put alarm symbol on board) What do you think that means?
Do you think the firefighters are in a hurry? Why do you think that?
Oh no! Whats on fire? Thats right, the house is on fire. (Put house symbol up on board)
Can anyone tell me how the firefighters are putting the fire out?
Look! Theres something or someone stuck in the burning house. Does everyone see what it could be? Thats right,
it's a cat. (Put cat symbol on board)
The fire is out! Do you think that was a hard job or an easy job?
Why did the firefighters alarm go off? (Put alarm symbol up on board) They need to go fight another fire.

Modeling: After the book is done I will model my thinking while pointing to the pictures on the board that represent
the sequence of the book.
What did these firefighters do first? Well, I think they heard an alarm and thats how they knew to rush to the fire.I
will use non-linguistic representations by pointing to thepictures on the board that represent the sequence of the
book that shows the firefighter with the alarm. I will hang it up on the board.

I will continue to model my thinking, So then the firefighters got into their firetruck and rushed to the fire. What was
on fire again? Thats right, a house. I will display this card on the board.
I remember that the firefighters rescued a pet, Does anyone else remember that? Was it a dog? No, not a dog. Can
anyone help me by raising their hand and telling me what pet the firefighter rescued while fighting the house fire?
After I get the answer I will display the card on the board.
After the fire was out and the cat was rescued all the firefighters went back to the fire station. I bet they were tired,
so they went to sleep. I can remember that something woke them up. I wonder what it was? Can anyone help me by
raising their hand and telling me what happened after the firefighters went to sleep?
I will take answers from students raising their hand. Now, all of the sequence card are displayed on the board.
Throughout this time I will check for understanding to make sure that all students are aware of the sequence, the
community helper what we are learning about, and how this community helper can help us in emergencies.

Guided Practice:
(I am using Marzanos instructional strategy of non-linguistic representation by using pictures in the
sequence charts as well as in the activity)
The students will go back to their desk where we will do the cut and paste activity.. I will already have the papers on
their desk. I will stand up in front of the class and show my papers (same as theirs) to the class. I will outline the 4
boxes with a lonely firefighter. I will tell them that they need to create the story by using the items on this page
(holding up items page).
I will tell the students to cut on the solid line around each item. I will tell them to do this activity with me. As I am
cutting I will walk about the room to check for understanding. I will remind the students how to cut, When we cut we
move the (as a class) paper and not the scissors. I will remind the student how to glue. When we glue a small paper
like this one do we need a bunch of glue or 2 swipes? Thats right just 2 swipes. I will model this technique and then
display my chart where the first box is complete. I will display this right under the pictures on the board. I will walk
about the room to check for understanding. I will be looking for the correct item in the first box and the way the
students used the glue.

Independent Practice: The students will complete the rest cut and paste activity on their own. I will leave the pictures
on the board in order. I will walk the room and assist any students who need it. I will also check for understanding by
viewing their work to make sure they are able to retell the story via the activity.
When the student are finished they will work with a partner to complete the sentence frame. I will remind them that
they can use the pictures on the board for assistance.

CLOSE: (10 minutes)

Closure: After the cut and paste activity is complete, the students will raise their hand so I can see whos done. I will
then have the students talk with their partner and finish the sentence frame on the activity sheet. I need a
firefighter when ______. The book and the activity worksheet provides clues as to when a firefighter is needed. When
the students are finished I will have them leave their work on their desk and return to the carpet.
I will then get the students attention and ask them if firefighters are the only community helpers or if there are other
people in our community that help us? After taking some their answers I will introduce the anchor chart to show the
students the many community helper that we have in our community. This chart will remain up for the entire unit so
the students are able to refer to it and use it as a resource.
I will then tell the students that for the next few weeks we will be talking about all kinds of community helpers and
even have some come in to visit us!

Part VI - REFLECTION
1. What instructional strategies did you use to help students achieve the lesson objective?

2. Were the students successful at achieving the lesson objective?

a) If so, provide student evidence.

b) If not, why do you think they were not able to achieve the lesson objective? What are your next steps?

3. What would you change about the lesson and why?

Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, and low, and write your comments
on the copies.