Brown Task1 LP

Lesson #1
Grade Level: Kindergarten Number of Students: 23 Instructional Location: Skyview Elementary Date: March 11, 2019
Lesson Goals
Central Focus of Lesson: Students will apply their knowledge of retelling stories to identify the main idea.
Standard(s) Addressed:
ELAGSEKRF1: Recognize and name all upper- and lowercase letters of the alphabet.
ELAGSEKRI2: With prompting and support, identify the main topic (main idea) and retell key details of a text (supporting details).
ELAGSEKRL9: With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g.,
in illustrations, descriptions, or procedures).
Lesson Objectives and Demands

Content Objectives:
At the end of the lesson, the students will be able to identify the main idea and key detail of a story.
Key Vocabulary in Lesson:
Main topic, main idea, key details, supporting details.
Language Objectives:
syntax---writing, reading
Lesson Considerations
Materials:
Pencils
MaxScholar Phonics
Mister B Watch the letters get down on YouTube
Saxon
Heidi Sight Word Songs
St. Patrick Day books
Nonfiction books on the White House
Prior Academic Learning and Prerequisite Skills:
Understanding the structure of before/after/during in a story, sequencing of sentences, and basic grammar.
Misconceptions: N/A
Pre-Assessment: Having students listen to a story being read and putting it in order.
Lesson Plan Details:

Lesson Introduction - “Before”:
This is a continued lesson focusing on the main idea. Before the students review main idea, their focus is on recognizing their
letters and producing the letter sound. To motivate their ability of recognizing the letters and the sounds it produce, listen to
Mister B video as an activator. Mister B Watch the Letters Get Down is an alphabet song that says the letter, the sound the letter
makes, and a picture out to the side to represent the letter. Then, move on to the MaxScholar phonic program and Saxon to help
the students learn how to write the letters or review their letter. The MaxScholar program is laid out. So this week, the students
will be reviewing letters: j, v, d, h, and o.
Learning Activities - “During”:
After the activator, ask the students what a main idea is. Then, introduce them to a St. Patrick Day book. Read the book of your
choice. At the end of reading, discuss what the book was about, the main characters, setting, and pick out some important facts
the students learned. Write the students responses on the smartboard. At the end of the reading, read a non-fiction book about
the White House. After discussing what the American symbol is and what it stand for, move into groups. Each group is based off
of the students’ ability.
Closure - “After”:
Groups work on cvc words, phonics, hand writing, and/or independent reading. After groups are over, review the learning target
and what main idea means. Go over the sight words by using the Heidi Song program.
Assessment: Due to the low ability of writing independently, an informal assessment will be given throughout the lessons. After the
reading, collect a group response on what is the main idea of the story. For the students that are capable of writing, they will do theirs
independently in a small group.
Evaluation Criteria:
For the lower literature learners, they will be scored differently. Indication of mastery for them is to be able to name the characters in the
story and important details about the characters. The medium to high level learners are to do the same, but also tell what the story is
about. Farther along the line, the lower literature learners should be challenged to give a report on what the story is about.
Next Step:
Each day provides the students with a better knowledge of collecting key details to make an overall summary. In the following
lessons, their knowledge will be tested with smaller passages for them to read independently to find a main idea.
Extension:
If time permits, I would have the students practice sketching out the main idea and writing about what they think is the main idea.
This allows the teacher to actually check to see how well a student can write and if they are heading on the right track. If a
student struggles with coming up with something, the teacher can rearrange small groups to help reteach the students who
struggles.
NOTE: Attach any and ALL Relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this
lesson.
Lesson Plan Appendix and Commentary Section

Evidence and Formative Assessment of Student Learning:
Assessment Strategy #1: Alignment with Objectives:
This assignment is indirectly aligned to the stated objective of
finding the key details and main idea of a story.
Evidence of Student Understanding:
Vein diagram comparing similarities and differences of two non- The vein diagram will be filled out by students. Little guidance
fiction books. from the teacher. It monitors understanding by having the
students recall what they learned from the two reading.
Student Feedback:
I will provide positive feedback only by stating how I liked that
they found their fact to be interesting and to elaborate more on
it.
Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets:
The way of retelling the main idea of a story links students’ prior academic learning and personal assets to new learning because it
follow allows with telling a story in order. After retelling a story, students can paint a big picture of what the story is actually about.
The readings connects to the students’ community assets because it deals with an American Symbol.
Grouping Strategies:
Students will be divided into groups based off of abilities. Due to a young age group, some students are not capable of
writing a full out sentence. However, they can say it verbally. For those students, their group will be modified as a
discussion group. For the more independent groups, they will be able to write down their ideas and receive frequent
check-ins with the teacher.
Planned Supports/Differentiation
Students with an IEP, 504, or other SPED needs will have smaller group members when it is time for small groups. This
is to allow more individual attention to the students. If there are a lot of students with specific needs, modify the lesson
to be repeated.
To challenge above average students, have them make prediction of what the main idea will be by doing a picture walk
and looking at the title. If there are no pictures, as a teacher pick out a few words from the story and have the students
come up with their own story using the words.
For students that finish early, allow them to practice independently by reading short passages that has been prepared.
After reading, they are to write or verbally answer what is the main idea and the key details of the story. For the
students that cannot do what is planned, break the assignment down for them. Have them do a first/second/third/etc.
activity over the reading. Many times, the students aren’t able to think of one solid theme for a story. However, a lot of
students are capable of retelling a story.
Supporting Literacy Development
Essential Literacy Strategies:
Students will be retelling a story to help them comprehend the strategy of this lesson.
Requisite Skills:
Students will be practicing their reading, writing, listening, and speaking skills while learning about the academic strategy.
Reading/Writing Connections:
This lesson help students make reading connections because they are picking out the main idea and key details in the reading.
Supporting Literacy Development through Language
Identify a Language Function:

One language function essential for students is categorize. In order to be successful in the lesson, they need to know what main
idea, main characters, setting, and key detail means. Also, how to put the correct information in the right category.
Key Learning Task:
One activity that allows students opportunities to practice is the group discussion at the end of readings.
Additional Language Demands:
In this lesson, students are displaying a discourse. By listening to the read-aloud, they are expected to discuss what they learned.
After discussion, this information will be use later for comparison.
Language Supports:
This is an open discussion lesson. In order to monitor for understanding, the students are to use vocabulary from the story. One
strategy that is used is Before/During/After. I want to get the students thinking what the story is about. At the end, I want them to
see if their prediction is correct or not.
Acknowledgements
Sources:
If ideas in this lesson were based on work from others, acknowledge your sources here
Lesson #2
Lesson Goals
Central Focus of Lesson: Students will apply grammar and reading comprehension skills to their written narratives.

Content Objectives: At the end of the lesson, the students will be able to identify the main idea and key detail of a story and have
a better understanding of telling a story in past tense.
Materials:
MaxScholar Phonics
Saxon
Heidi Songs
Nonfiction books on American Symbols
Pencils
Misconceptions: N/A

This is a continue lesson focusing on the main idea. Before the students review main idea, their focus is on recognizing their
make, and a picture out to the side to represent the letter. Then, move on to the MaxScholar phonic program and Saxon to help
will be reviewing letters: j, v, d, h, and o. It is up to the teacher if s/he wants to review all the letters learned.
After the activator, introduce them to the same St. Patrick Day book. Ask the students what a main idea is. Then, ask the
students to make a prediction about what the story may be about. Read the book and at the end of reading, discuss what the
book was about, the main characters, setting, and pick out some important facts the students learned. Write the students
responses on the smartboard. At the end of the reading, read a non-fiction book about the White House being an American
symbol. After discussing what the American symbol is and what it stand for, move into groups. Each group is based off of the
students’ ability.
After groups are over, have the class back in a small group. This week students are receiving a small lesson on prefixes and
adding –ed or –ing to the end of a verb. Do a small video discussing –ed and/or –ing. As a closing, review the learning target and
what main idea means. Go over the sight words by using the Heidi Song program.
Assessment: Due to the low ability of writing independently, an informal assessment will be given throughout the lessons. After the
reading, collect a group response on what is the main idea of the story. For the students that are capable of writing, they will do theirs
independently in a small group.
Evaluation Criteria: For the lower literature learners, they will be scored differently. Indication of mastery for them is to be able to name
the characters in the story and important details about the characters. The medium to high level learners are to do the same, but also tell
what the story is about. Farther along the line, the lower literature learners should be challenged to give a report on what the story is
about.
Next Step:
Each day provides the students with a better knowledge of collecting key details to make an overall summary. In the following
lessons, their knowledge will be tested with smaller passages for them to read independently to find a main idea.
Extension:
If time permits, I would have the students practice sketching out the main idea and writing about what they think is the main idea.
This allows the teacher to actually check to see how well a student can write and if they are heading on the right track. If a
student struggles with coming up with something, the teacher can rearrange small groups to help reteach the students who
struggles.
lesson.
This assessment is assessing the ability to pull out the main idea,
setting, and main characters of a story.
Informal assessment of retelling a St. Patrick Day’s This assessment is to see how well developed the students are when it
book by using key details. comes to before, during, and after. By using this story, the goal is to see
the students give a summary from beginning to end.
Student Feedback:
Positive feedback will be given to the students who are capable of telling
the story. If they do not say it in the right order, they are still receiving
positive feedback for listening and laying out key details.

to be repeated.

Requisite Skills:
Students are able to construct their writing by working on before, during, and after to come up with a main idea.

Retelling is a key language function essential for student to be familiar with.
Key Learning Task:
Students are verbally putting the story in order. Identifying the main idea, characters, key details, and setting.
Students need to use discourse. This is facilitated at the end of a reading.
Language Supports:
This is an open discussion lesson. In order to monitor for understanding, the students are to use vocabulary from the story. One
strategy that is used is Before/During/After. I want to get the students thinking what the story is about. At the end, I want them to
see if their prediction is correct or not
Acknowledgements
Sources:
Lesson #3
Lesson Goals
ELAGSEKL4: With guidance and support, determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing
duck as a bird and learning the verb to duck). b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-,
pre-, -ful, -less) as a clue to the meaning of an unknown word.

Content Objectives:
At the end of the lesson, the students will be able to identify the main idea and key detail of a story and have a better
understanding of telling a story in past tense.
Materials:
Pencils
MaxScholar Phonics
Saxon
St. Patrick’s Day books
Nonfiction books on the Bald Eagle
Misconceptions: N/A
the students learn how to write the letters or review their letters. The MaxScholar program is laid out. So this week, the students
After the activator, read a second St. Patrick Day book. Talk to the students about the two St. Patrick Day books read. Ask the
students what the main idea were in each book. Do a vein diagram displaying the similarities and differences. At the end of
discussion, it is optional to have students come up with a blueprint of the best leprechaun trap. If the teacher wants the students
to make a blueprint of a leprechaun trap, ask the students what are some ways the class can make a trap to catch the
leprechaun. This helps them to compare text to a real activity. Next, they will be working independently on their writing skills.
Their goal is to draw the best leprechaun trap and write about how they will catch a leprechaun. If this is not something a teach
wishes to do, move on to reading a non-fiction book about the Bald Eagle. After discussing what the American symbol is and
what it stand for, move into groups. Each group is based off of the students’ ability.
Assessment: Students will be writing in their journal about how to catch a leprechaun. They are to use some ideas from the books read
this week.
Evaluation Criteria: For the lower literature learners, they will be scored differently. Indication of mastery for them is to be able to
illustrate their leprechaun trap. The medium to high level learners are to do the same, but also talk about how their trap will work. Farther
along the line, the lower literature learners should be challenged to give a report on how their trap will work.
Next Step:
After this lesson, students will bring their ideas to life and make a class leprechaun trap. For the American symbol, they will write
an informational piece at the end of the week.
Extension:
If time permits, I would have the students practice comparing the Bald Eagle to the other American symbol they learned
throughout the year. This allows the teacher to actually check to see how well a student can compare and contrast two different
things. If a student struggles with coming up with something, the teacher can rearrange small groups to help reteach the students
who struggles.
This assignment is indirectly aligned to the stated objective of finding the key details and main idea of a
story.
Vein diagram comparing similarities The vein diagram will be filled out by students. Little guidance from the teacher. It monitors understanding by
and differences of two St. Patrick Day having the students recall what they learned from the two reading.
books. Student Feedback:
I will provide positive feedback only by stating how I liked that they found their fact to be interesting and to
elaborate more on it.
The objective of the overall lesson is to identify key details of a story. The students are stepping above that
by taking what they collected from the reading and making their own way of how to solve the problem of the
Writing piece. story.
It provides evidence because I can see how well a student can script out their writing by having some text to
guide them. If they cannot think of something, then they did not do well in the listening period.
Student Feedback:
It is their time to free write. Feedback will be given on sentence structure. Checking for capital letters in the
right places and the correct punctuation mark.

to be repeated.

Requisite Skills:

Retelling is a key language function essential for student to be familiar with.
Key Learning Task:
Doing a vein diagram as a whole class provides opportunities to pull out similarities and use it for writing.
Syntax- writing and reading.
Language Supports:
By having the students give me the information to write, I am using their language. It is better to use their language because they
understand more.
Acknowledgements
Sources:
Lesson #4
Lesson Goals

Content Objectives:
At the end of the lesson, the students will be able to identify the main idea and key detail of a story and have a better
understanding of telling a story in past tense.
Materials:
Pencils
MaxScholar Phonics
Saxon
Misconceptions: N/A

After the activator, have the student finish up their writing piece on How to Catch a Leprechaun. Do not allow the whole class
period. After finishing up, reread the non -fiction book about the Bald Eagle. Have them compare and contrast the Bald Eagle to
other American symbols. At the end, discussion to them that the next day they will be writing an informational piece on the Bald
Eagle and/or the White House. This activity should be assisted with the teacher’s help. Students are to spend two days on this
task. Allow twenty or so minutes of writing before moving into groups. Each group is based off of the students’ ability.
Assessment: Students will be writing informational pieces about an American symbol.
the American symbol and what it stands for. The medium to high level learners are to do the same, but also write what the American
symbol stands for and other key facts.. Farther along the line, the lower literature learners should be challenged to give a report on what
the symbols stand for.
Next Step:
The next step for students after this lesson is the convert their writing to past tense to help them practice changing the meaning of
a verb.
Extension:
If students are done, they will have the choice of starting the leprechaun trap or their Bald Eagle art.
lesson.
This assessment is aligned to the state objectives because it
focus on retelling a story and using key details.
Writing piece on How to Catch a Leprechaun. The information students are using to write will give evidence of
understanding. If a student writes something that does not flow
with the story, it allows me to see that that student did not make
any connections from the story to this task.
Student Feedback:
Positive feedback will be given orally about how their sentences
are structured. If there is very little mistakes, they will also
receive a smiley face. For students who fall short, they will be
told to reflect back on the two readings.

to be repeated.

Requisite Skills:

One language function essential for students to learn is how to interpret. They are taking a fiction book and bringing it to life. They
need to understand what worked in the story and what will work in real life. Taking the information and computing it to a way that
makes sense to them.
Key Learning Task:
The writing activity provides opportunity of taking information and using it for the students’ own creation.
Syntax- writing/reading.
Language Supports:
On the board, I will write out the first part of their writing to say, “My leprechaun trap will work because…” This allows students to
stay focus and know that the teacher is asking how their trap will work.
Acknowledgements
Sources:
Lesson #5
Lesson Goals

Content Objectives:
At the end of the lesson, the students will be able to identify the main idea and key detail of a story.
Materials:
Pencils
MaxScholar Phonics
Saxon
Nonfiction books on the White House
Misconceptions: N/A

will be reviewing letters: j, v, d, h, and o.
After the activator, quickly go over the two American symbol books that was read this week to get students ready for testing later.
Draw a vein diagram on the ClearTouch and ask students about the similarities and differences of the two stories. Students will
not be going to groups. However, they are to finish up their informational writing piece on an American symbol. After finishing up
their piece, the students will be working on a classroom art project. Their task is to build the best leprechaun trap. After this task
is done, talk about how the two books about St. Patrick Day lead to making the “best” classroom trap.
Review the learning target and what main idea means. Go over the sight words by using the Heidi Song program.
Assessment: Students will be writing an information text on an American symbol talked about this week.
the symbol and its meaning. The medium to high level learners are to do the same, but also write about the symbol, its meaning, and
other important facts. Farther along the line, the lower literature learners should be challenged to give a report on what the story is about.
Next Step:
Students will be writing their own small story by using a beginning, middle, and end map for guidance.
Extension:
If time permits, I would have the students share their informational piece with their classmates.
lesson.
This assignment is indirectly aligned to the stated objective of
finding the key details and main idea of a story.
Vein diagram comparing similarities and differences of two non- Evidence of Student Understanding:
fiction books. The vein diagram will be filled out by students. Little guidance
from the teacher. It monitors understanding by having the
students recall what they learned from the two reading.
Student Feedback:
I will provide positive feedback only by stating how I liked that
they found their fact to be interesting and to elaborate more on
it.

to be repeated.
Requisite Skills:
This lesson helps students make reading connections by the use of a vein diagram. Each book read this week discussed
leprechauns. However, the books contained similarities and differences. This allows the students to see that one topic can hold
multiple information.

Compare/contrast.
Key Learning Task:
The vein diagram help students practice comparing and contrasting two or more things.
Discourse- listening, discussing, presenting.
Language Supports:
The instructional support for this lesson is rereading the story for more than one day. Also, breaking down the story page by page.
Acknowledgements
Sources:

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Lesson #1

Lesson Objectives and Demands

Lesson Plan Details:

Lesson Plan Appendix and Commentary Section

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Supporting Literacy Development through Language

Identify a Language Function:

Lesson Objectives and Demands

Lesson Plan Details:

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Supporting Literacy Development

Supporting Literacy Development through Language

Lesson Objectives and Demands

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Supporting Literacy Development

Supporting Literacy Development through Language

Lesson Objectives and Demands

Lesson Plan Details:

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Supporting Literacy Development

Supporting Literacy Development through Language

Lesson Objectives and Demands

Lesson Plan Details:

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Supporting Literacy Development through Language

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