Melody Doudna EDU 320

Early Education December 2, 2016

1. Objective: The student will be able to understand the importance of creative literature and
pictures in the classroom and their own potential to be authors and illustrators as well.

2. Content Standard (s) Common Core: To be taught in the state of New York, following
Common Core Standards according to Kindergarten ELA and Math standards.
CCSS.ELA-LITERACY.RI.K.6
Name the author and illustrator of a text and define the role of each in presenting the ideas or information
in a text.
CCSS.ELA-LITERACY.RI.K.7
With prompting and support, describe the relationship between illustrations and the text in which they
appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
CCSS.ELA-LITERACY.RL.K.10
Actively engage in group reading activities with purpose and understanding.
CCSS.MATH.CONTENT.K.CC.B.4.C
Understand that each successive number name refers to a quantity that is one larger.
3. Motivation:

Students must be able to follow a story with a reasonable attention span.

Students must be able to identify characters and the general purpose of a story.
Students should have some idea of numbers and objects relating to certain numerals.
4. Instructional materials:

Big Book
Malleable polar bear attachment
Student work-sheet
Crayons/pencils/paints
Floor space or an easel
5. Procedures: Step by Step sequence of the lesson. Cite at least one teaching strategy from the
text or class here. (Bullet this)
  Arrive at the teaching facility.
 Introduce yourself to the children and ask their names.
 Show the children the cover of the Big Book and explain that you made it and why it is special to
you.
 Especially touch on the fact that polar bears are a special part of my homeland, and ask the
students if they have any animal friends. These could include either wild animals they admire or
pets.
 Explain that this book is a fictional (define) story about a real animal.
 Tell them that stories become interesting when we talk about animals as if they are people.
 Pass out the Stretch-to-Sketch exercise and invite the students to write their own one-page story
about their favorite animal.
 Allow about 10-15 minutes for this depending on completion rate and attention span.
 Now introduce the Big Book again.
 Assign one child the job of moving the Polar Bear Princess, and another the job of pointing to
each of the objects to be counted.
 Tell the rest of the class that they have to count aloud as well so Polar Bear Princess learns her
numbers.
 Read the story with these interactive elements.
 Upon completing the story, invite feedback on enjoyment, comprehension, and remembrance of
the numerical concepts discussed.
 Have the child complete an exit slip with pictoral representation of numerical quantities 1-10.

Classroom Discussion: Invite the individual student, then pairs, then the whole class to give feedback on
enjoyment, comprehension, and remembrance of the numerical concepts discussed. Ask: What did you
like best about the story? What was Polar Bear Princess trying to do? What did she do along the way?

Academic vocabulary: What procedures will you use to introduce key words?
While going over the book prior to reading, introduce foreign words, write them on the board, and discuss
the correct definitions. Leave them on the blackboard once defined.

Assessment and Evaluation: How will you conclude the lesson? What skills or examples are you
looking for the students to be able to restate or demonstrate to you? I will collect the stretch to sketches as
well as the exit slips. The sketch to stretches will be evaluated for the student’s understanding of a story
concept if pictures and text of which they are the author. The exit slip will evaluate their understanding of
numeric values.

Value Added:

1. Lexile score at http://www.lexile.com/: 280L-580L

2. See attached Stretch to Sketch sheet.
Also read inspirational article: http://www.childrensliteratureassembly.org/docs/lea-sipe-
article.pdf
3. Also be sure to consider how you will meet the needs of diverse learners through use of
Universal Design for Learning (UDL) (e.g., English Language Learners, students with
disabilities, gifted students). List at least three accommodations here.
a. Students who are hard of hearing will be given preferential seating and teacher will
face towards them so he or she can read the lips of the teacher.
b. Student with ADHD will be given the opportunity to squeeze a stress ball during the
reading of the story and loud responses will be encouraged.
c. ELL will be given the opportunity to write the text for their Stretch to Sketch in their
first tongue because the memory might be too difficult to translate.
1. Reflection: This will be submitted (typed) the next day after you teach. Please cite one resource
that supports your instruction.
Did your activity address your goals? Did your lesson plan reflect what you intended to teach?
Were you pleased with the sequencing of the lesson or would you change anything? What would
you do differently next time or what extension activities do you think would supplement this
lesson? For the purpose of this project, you will not be filling this out as you will email your
reflection after teaching using your Big Book off campus but I wanted to leave this section
here to encourage you all to be reflective practitioners in the future; to always reflect on your
teaching!