Common Core State

Standard






Week 1


Day #1














Technology in lesson





How will I assess?





CCSS.ELA-Literacy.RL.K.9 With prompting and support,
compare and contrast the adventures and experiences of
characters in familiar stories.

CCSS.ELA-Literacy.RL.K.3 With prompting and support,
identify characters, settings, and major events in a story.

CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask
and answer questions about key details in a text.



I will start the lesson by introducing the essential question.
Would you help someone if you were asked to do
something you didnt want to do? After talking about the
essential question. I will provide examples to my students
of different ideas I wouldnt like to do such as take out the
trash or do laundry. I will then hold up the book The Little
Red Hen written by Paul Gadone and look at the cover with
my students. I will ask if anyone has ever read it before and
if they have what they remember about it. Then I will ask
students what they see on the cover and to predict based
on the cover what the book might be about. Students will
then turn and talk to their carpet partner. After 3 minutes of
discussion I will call on two groups to share what their
predictions are. Then I will write some of the predictions on
the smartboard. Then I will read the book title, author and
illustrator. Then we will do a picture walk and talk about the
pictures and what they see on each page. I will then read
that version of The Little Red Hen to them. After reading we
will discuss if we had the correct predictions or not.


I will use the smartboard for students when I am writing
our predictions on the board. Another way that I will
integrate technology into it is when students go to their
literacy workstations for the day they will be able to listen
using cd players to the book The Little Red Hen.


Day one will be assessed based on observations of
students. I think it is important for each student to be
actively participating in the lesson and using cooperative
learning. I will be monitoring while students are turning and








Common Core State
Standards









Day #2
























talking to hear some conversations and who is working
together with each other.







CCSS.ELA-Literacy.RL.K.9 With prompting and support,
compare and contrast the adventures and experiences of
characters in familiar stories.

CCSS.ELA-Literacy.RL.K.3 With prompting and support,
identify characters, settings, and major events in a story.

CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask
and answer questions about key details in a text.




On this day we will review what we talked about yesterday
to start our lesson. Students will then be listening to a new
version of The Little Red Hen. This book is the little golden
book version and is a pretty classical version. After reading
this book we will be making a Venn diagram on the smart
board comparing and contrasting to two stories we have
read so far. Then students will go to their seats and
complete more of the Venn diagram on their own. These
questions will be posed.

Do you think the hen would help the other animals
make bread if they were making it?

If you were the hen would you share the bread or
keep it for yourself or family?

What different animals are used in the different
versions of the story?

Cooperative learning will be used with the students in class.
Students will have partners and they will turn and talk.
Assessing will be going on while I move around the room to







Technology in lesson







How will I assess?









Day # 3

CCSS.ELA-Literacy.SL.K.6 Speak
audibly and express thoughts,
feelings, and ideas clearly.
Students should be able to
support their views with
examples from the book and be
able to compare and contrast
characters and books.






Day #4
CCSS.ELA-Literacy.RL.K.3 With
prompting and support, identify
characters, settings, and major
listen to the conversations taking place. Once we come
back as a group we will play two corners. Students who
would let the animals eat the bread even though they didnt
help will go to one corner and the others will go to another.
We will discuss as a group the reasoning. Students will go
write these reasons in their journals and I will conference
with students to check their reasonings and assess their
understanding.

We will be using the smart board during this lesson while
writing on a Venn diagram. Students will be able to come
up and add their thoughts in pictures or words using the
pens with the smart board the differences between the two
books.


I will conference with students during their independent
time, I will then write in their journals and take notes using
a class list based on who is actively participating and who is
needing extra help and understanding. I will also continue
to observe and monitor all students during this lesson as
well.



Students will be going to separate areas of the room based
on putting themselves in the hens shoes. If they would
allow the animals to eat the bread or not if they didnt help.
They will collaborate with their group and then write in their
journals the reason why they chose to take that corner.









We will read a new version of the book and listen to it on
CD. We will compare the different versions of the book that
have been read. I will write settings on the smartboard and
talk about what a setting is and the different settings we
events in a story.





Day #5


CCSS.ELA-Literacy.W.K.7
Participate in shared research
and writing projects (e.g.,
explore a number of books by
a favorite author and express
opinions about them).





Week 2

Day # 1
CCSS.ELA-Literacy.W.K.7
Participate in shared research
and writing projects (e.g.,
explore a number of books by
a favorite author and express
opinions about them).






Day #2
have seen so far in the books.













On Fridays students will have free write time to write about
what they have learned about or anything they want about
The Little Red Hen. They may also draw pictures and I will
meet with small groups during this time to go over settings
in our small book groups.











Students will go to the computer lab and look up animals
that are in the book, using our librarys website. They will
find facts about the animals using pictures and keywords
and tell me verbally why they chose to act out this animal.







Make the story relevant and make bread with the students
today. While making bread students will also be doing a
sequencing activity on how to make bread.
CCSS.ELA-Literacy.RL.K.3 With
prompting and support, identify
characters, settings, and major
events in a story.





Day #3

CCSS.ELA-Literacy.RI.K.10
Actively engage in group
reading activities with purpose
and understanding.





Day #4
CCSS.ELA-Literacy.W.K.6
With guidance and support
from adults, explore a variety
of digital tools to produce and
publish writing, including in
collaboration with peers.








Day #5

CCSS.ELA-Literacy.W.K.7
Participate in shared research
and writing projects (e.g.,
explore a number of books by
a favorite author and express
opinions about them).











We will eat the bread that was made the day before and
students will look at the pictures and review/grade their
sequencing activity to see if it is correct. This is a fun catch
up day as well if need be. We will talk about the hard work
it takes to make bread like the hen.






I-pads will be rented for the students. I want to make sure
every two students get one I-pad to use. Today I will just
talk to the students about handling the I-pads and let them
play around with them and take pictures using the camera.
At the end I will show them how to get on snapguide using
my own I-pad as a model. Then we will show how to
carefully put them away.







Fun Friday- Students will write in their journals about the
weeks events and what they learned during this unit this
past week.
















Week 3


Day #1

CCSS.ELA-Literacy.W.K.6
With guidance and support
from adults, explore a variety
of digital tools to produce and
publish writing, including in
collaboration with peers.







Day #2

CCSS.ELA-Literacy.W.K.6
With guidance and support
from adults, explore a variety
of digital tools to produce and
publish writing, including in
collaboration with peers.




Day #3

CCSS.ELA-Literacy.W.K.6
With guidance and support
from adults, explore a variety












I-pads will be rented and students will be given them to use
for the time. I will show them how to get to snapguide and
I will have all the materials for making bread on the table
so they can take pictures of it to work together. I will do it
step by step. The first day students will get on snapguide
create their first page, I will be modeling. Then I will take a
picture of washing my hands since that is the first step in
making bread. Students will take pictures of their partner
washing their hands and then put a description underneath
it like mine.





I-pads will be distributed we will get back on snapguide and
we will do the next step together, which is getting the
ingredients together. We will repeat the above steps and
then I will allow them to continue until time is up.








Continue working on snapguide they are making, while I
monitor the room for progress and help them.



of digital tools to produce and
publish writing, including in
collaboration with peers.



Day #4

CCSS.ELA-Literacy.W.K.6
With guidance and support
from adults, explore a variety
of digital tools to produce and
publish writing, including in
collaboration with peers.







Day #5


CCSS.ELA-Literacy.W.K.6
With guidance and support
from adults, explore a variety
of digital tools to produce and
publish writing, including in
collaboration with peers.










Week 4

Day #1
CCSS.ELA-Literacy.W.K.1 Use a






We will publish our snapguides and share with the class. I
will allow each group to share their snapguide using air
server on the smartboard their I-pads will show snapguide
on the board. While they are presenting I will be taking
notes to see if they understood how to use the technology.










Fun Friday- Finish up sharing snapguides. Students will
watch on the smartboard as I send out their final
snapguides by email to their parents.
















I will go back to The Little Red Hen and re read the books
that we read at the beginning. Students will then write
about which book is their favorite, and why it is their
favorite giving examples using pictures and words. I will
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







Day #2

CCSS.ELA-Literacy.SL.K.6 Speak
audibly and express thoughts,
feelings, and ideas clearly.
Students should be able to
support their views with
examples from the book and be
able to compare and contrast
characters and books.







Day #3
CCSS.ELA-Literacy.SL.K.6 Speak
audibly and express thoughts,
feelings, and ideas clearly.
Students should be able to
support their views with
examples from the book and be
able to compare and contrast
characters and books.


Day #4
CCSS.ELA-Literacy.W.K.6
use this as my pre writing assessment for the opinion
writing unit. They will use the prompt given on a single
sheet of paper.












Students will share their writing with the class if I chose
their name from the popsicle sticks. Then we will re read
the original version I read of The Little Red Hen. We will
talk about acting it out and plays and if any of them have
been to plays. I will pull popsicle sticks and look at which
animal they originally wanted to choose. Every different
animal will have five students that will get to act that animal
out. Character Sheet








Students will act out the play. The producers will record the
play using the I-pad with the app I-movie.








We will edit the movies using I-movie and look at them on
the smartboard together.

With guidance and support
from adults, explore a variety
of digital tools to produce and
publish writing, including in
collaboration with peers.





Day #5









Week 5

Day #1


CCSS.ELA-Literacy.W.K.3
Use a combination of drawing,
dictating, and writing to
narrate a single event or
several loosely linked events,
tell about the events in the
order in which they occurred,
and provide a reaction to what
happened.



Day #2

CCSS.ELA-Literacy.W.K.2
Use a combination of
drawing, dictating, and
writing to compose
informative/explanatory










Fun Friday- We will continue to edit the movies and then
email them out to parents and put them on our website for
all to see.









We will start our how to writing unit as a class. We will get
out our snapguides we made for the bread unit and we will
review what makes informational writing and share our
snapguides again.











We will go over the characteristics of what makes
informational writing on the smartboard and come up with
different things we could write about to provide information
to others. This will be saved for the following day to review
as a class. I will model a writing plan to the students for
how to make a PB&J. I will bring in all the materials and
make it step by step as we work together and write down
texts in which they name
what they are writing about
and supply some
information about the topic.












Day #3

CCSS.ELA-Literacy.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.








Day # 4


CCSS.ELA-Literacy.W.K.2
Use a combination of
drawing, dictating, and
writing to compose
informative/explanatory
the steps on the writing plan. While I write they are writing
at their seat what I am writing on their own plan. We will
finish the plan together as a class adding step by step of
how to make a PB&J.












We will review the different scenarios or topics we came up
with the day before as well as review the characteristics of
a how to book on the smartboard. They will choose a topic
and write their own plan on it using the plan from yesterday
as a base model for them. I will go around the room and
conference with students.













Students will finish up their plans and move onto their story
with at least five steps in their process. It is important for
students to remember the characteristics so before starting
we will meet on the carpet and go over the characteristics
of a how to book.




texts in which they name
what they are writing about
and supply some
information about the topic.





Day #5

CCSS.ELA-Literacy.W.K.3
Use a combination of drawing,
dictating, and writing to
narrate a single event or
several loosely linked events,
tell about the events in the
order in which they occurred,
and provide a reaction to what
happened.



Week 6

Day #1
CCSS.ELA-Literacy.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.


















Fun Friday- Students can free write today in their journals
on something they are going to do over the weekend.













Students will meet on the carpet and I will choose two
students from my popsicle sticks to see who will share their
stories so far that are written and we will talk about them
and all the wonderful things they have in their how to book.
Then students will be sent to their seats to continue
working on their stories while I work with them and
conference by taking pictures of their work with my I-pad
and being able to share it with them later using the app
Evernote.











Day #2

CCSS.ELA-Literacy.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.







Day #3


CCSS.ELA-Literacy.W.K.7
Participate in shared research
and writing projects (e.g.,
explore a number of books by
a favorite author and express
opinions about them).




Day #4
CCSS.ELA-Literacy.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.



Students will draw pictures to go along with their steps by
adding a lot of detail to them.
















I will read a mini book to the class about a boy who gets
ready for school and the steps he takes in order to do so
and as a class we will talk about what makes this a good
how to book. Then we will talk about editing and allow
them to read their story to their reading partner for
suggestions on what they can do to make it better.







We will meet on the carpet and go over editing of their how
to books. After modeling editing my story, I will send them
to their seats to start their own editing while I conference
and help them edit.











Day #5







Week #7

Day #1


CCSS.ELA-Literacy.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.







Day #2







Day #3






We will invite our 5
th
grade buddies down and have a
writing celebration and we will read to them and ask them
for any final suggestions to add to our writing. We will
share popcorn with them as well.






We will talk about our writing celebration and how we
worked hard on our how to books. I will then distribute the
I-pads again and this time allow those to work individually
on the I-pads since they have already used them before.
We will talk about the care and play around with the
application Snapguide. On this day students will be able to
take the I-pads home if they have signed the school
agreement and my agreement to take pictures of their
steps for their how to books.










Students will be able to work on their how to books using
snapguide individually, those who need help will be able to
sit at a table with me to ask me questions on how to use it.
They will be allotted 3 days to work on their how to books
they have written to make it into a snapguide.



We will continue to work on our snapguides.





Day #4



Day #5


Week #8

Day #1




Day #2









Day #3

CCSS.ELA-Literacy.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.





Day #4



We will continue to work on our snapguides.



We will share our snapguides with our classmates and talk
about different ways to make them better the next time.



Parents and other teachers and the principal will be invited
in to see what their child has been working so hard on the
past couple weeks and we will have a celebration with
cookies and punch.

Students will start a craft project on the little red hen. We
will use brown construction paper to cut out the hen and
trace our hands with red construction paper to make the
wings and feathers, using an orange piece of paper for the
beak. Students will then glue them together to look like a
hen modeling it after mine, but looking individually
different.





I will hand out a piece of paper that is already in the shape
of an apron and students will glue or tape the apron to their
hen and write on the piece of paper IF they would help the
little red hen in the long run and if they did what they
would help her do. We would then hang these in the
hallway for all to see.








On this day students will go to the other Kindergarten
classrooms to share their snapguides and teach them how




Day #5


Week #9

Day #1

MO.LO.3.1. Characteristics
and Interactions of Living
Organisms: There is a
fundamental unity
underlying the diversity of
all living organisms




Day #2
MO.LO.3.1. Characteristics
and Interactions of Living
Organisms: There is a
fundamental unity
underlying the diversity of
all living organisms



Day #3



Day #4

MO.LO.3.1. Characteristics
and Interactions of Living
Organisms: There is a
fundamental unity
to use it.



FUN FRIDAY- Students can free write in their journals.




Start to integrate living things into our science lessons and
start to talk about real live hens, by reading non-fiction
books.










Look at the life cycle of a hen and create a life cycle chart
by cutting and pasting it into the correct spot. links\T-T-
908-Hen-Life-Cycle-Worksheets.pdf









Catch up day! (If we are behind a day at all catch up on this
day).



Take a virtual field trip to watch a live feed of hens and
allow them to watch them interact with one another.
By going to:
http://www.lifelab.org/classroom/webcam/

underlying the diversity of
all living organisms


Day #5

MO.LO.3.1. Characteristics
and Interactions of Living
Organisms: There is a
fundamental unity
underlying the diversity of
all living organisms





Write about what they saw on the video and finish the
lesson with an assessment about the life cycle of hens
which will be the same sheet they did earlier in the week
where they cut and paste in the correct spot.

Link to my weebly:------------- http://missovertons.weebly.com/