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    Lesson Plan Template: Objectives/Outcomes (Indicate GCO and SCO) (Indicate SCO in Student Friendly Language)

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    api-353022360
    This lesson plan is for a kindergarten English language arts class. The objectives are for students to engage with literature and use writing to explore their thoughts. The lesson includes a daily literacy block with a learning outcome discussion, independent reading and writing time, phonics instruction, a read aloud with discussion questions, vocabulary work, and shared reading. Students will self-assess their participation in independent activities. The teacher will work individually with selected students on letters and names.

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    Lesson Plan Template: Objectives/Outcomes (Indicate GCO and SCO) (Indicate SCO in Student Friendly Language)

    Uploaded by

    api-353022360
    77 views3 pages
    This lesson plan is for a kindergarten English language arts class. The objectives are for students to engage with literature and use writing to explore their thoughts. The lesson includes a daily literacy block with a learning outcome discussion, independent reading and writing time, phonics instruction, a read aloud with discussion questions, vocabulary work, and shared reading. Students will self-assess their participation in independent activities. The teacher will work individually with selected students on letters and names.

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    ela nov 29

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    This lesson plan is for a kindergarten English language arts class. The objectives are for students to engage with literature and use writing to explore their thoughts. The lesson includes a daily literacy block with a learning outcome discussion, independent reading and writing time, phonics instruction, a read aloud with discussion questions, vocabulary work, and shared reading. Students will self-assess their participation in independent activities. The teacher will work individually with selected students on letters and names.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    77 views3 pages

    Lesson Plan Template: Objectives/Outcomes (Indicate GCO and SCO) (Indicate SCO in Student Friendly Language)

    Uploaded by

    api-353022360
    This lesson plan is for a kindergarten English language arts class. The objectives are for students to engage with literature and use writing to explore their thoughts. The lesson includes a daily literacy block with a learning outcome discussion, independent reading and writing time, phonics instruction, a read aloud with discussion questions, vocabulary work, and shared reading. Students will self-assess their participation in independent activities. The teacher will work individually with selected students on letters and names.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    LESSON PLAN TEMPLATE

    TEACHER Ms. McInnis-Hicks


    Subject/Class/Course English Language Arts
    Topic N/A
    Grade Level Kindergarten Duration 90 minutes (60 minute observation)

    Objectives/Outcomes (Indicate GCO and SCO) (Indicate SCO in student friendly language)
    GCO 4: Students will be expected to select, read, and view with understanding a range of literature...etc.
    -SCO 4: Emergent K-1 engage in reading and reading-like behaviour as they experience a variety of literature
    -SCO 5: begin to use knowledge of sound-symbol relationships as one reading cue (e.g: initial and final consonants)
    GCO 8: students will be expected to use writing and other forms of representation to explore, clarify and reflect on their
    thoughts, feelings, experiences and to use their imagination.
    -SCO 2: use writing to convey meaning (communicating messages, recounting experiences)

    Introduction
    Learning Outcome Discussion: This opens the literacy block. Teacher will ask the students what they learn
    about/do in literacy. Additional Question(s): Why do we learn our letters? Why do we learn how to read?

    Assessment
    Self-Assessment (Daily 5): Students will assess themselves after Daily five. They rate themselves on a scale
    of 1-4. 1 being the lowest and 4 being the highest. Students will be asked to assess themselves by holding
    out however many fingers they believe they earned.

    Develop the Instruction


    (5-7 min) Jolly Phonics (letters/letter sounds): While students are making their way to the carpet, teacher
    will review the letter cue cards and ask the students at the carpet to identify the letter names/sounds.
    When all students are at the carpet sing the songs.

    (3 min) Phonemic Awareness: Beginning sounds. I’m going to show you a picture of something (it could be
    an animal or a thing) and you will tell me what the beginning sound of the word is. Ex: Dog. [d] *Use
    popsicle sticks.

    (10 min) Daily 5: 2 Rounds (Students are to do either: Read to self, Read to someone and Work on
    writing) Independent reading, Independent writing

    Modelled writing: Teacher will model the writing topic for the day (drawing, labelling, sounding/stretching
    out words). Writing topic for today is pets. If students have pets they write about their own, if they do not
    they write about what kind of animal they want as a pet.

    **Remind students of expectations by showing them the I chart. Teacher picks four people (two pairs) for
    read to someone. One pair goes to the reading shelves, one pair goes out into the hall. The remainder of
    the students are working on work on writing and reading to self. Teacher will use the checklist to mark
    everyone’s choice for the 1st round. Timer is put on for 7-10 minutes.
    Intervention Group: Teacher works with selected student(s) on letters and/or name writing.

    Attention getter/Transition: Ring chimes and students clean their tables and come back to carpet with their
    journals and books. Once students are at carpet groups (star, heart, diamond, flower) are selected to place
    their books back in the bins.

    (10 min) Daily 5; 2nd round: Select new students for read to someone, work on writing and read to self.
    Same student will be working with teacher. Set timer for another 7-10 minutes. Attention Getter: Ring
    chimes students clean their tables and return to carpet. Groups are selected to place their items away.

    Self-Assessment: Students rate themselves based on how well they followed the I chart rules (read/write
    the whole time, read/write quietly, stay in one place, get started right away, build stamina). 4 is the highest
    and 1 is the lowest.

    Reader's Workshop
    (5 min) Read Aloud: Reread parts of the text that lends itself to the text-dependent questions.

    Ask these questions before: Who are the characters? Where did it take place? (setting) Students turn and
    talk to discuss these questions. Model turn and talk

    1. Why did the Bill Goats want to cross the bridge?


    2. Reread page 11. Why are the words larger? How does this change the way we read the words?
    3. In what ways is the troll like the big, bad wolf?

    Word Work: Go over vocabulary words. Valley, Fine, Rushing, Roared. Trampled. Teacher shows student
    the vocabulary word card with picture and students are chosen to give the definition in their own words. If
    they can explain it, they get the vocabulary words to hold.

    Shared Reading: Teacher leads the students in a reading of “Grumpy Troll”. Teacher reads one line first,
    using pointer, then students echo read. If time: Ask individual students to come up and read the poem using
    the pointer. *use popsicle sticks to pick students.

    Closure
    Circle discussion: What did you learn in literacy. Students get the talking stick and are able to have turn to
    talk and tell the class what they have learned during literacy.

    Materials, Technologies, Safety or Special Considerations


    Pointer (star)
    Phonemic Awareness cards for beginning sounds
    Blue bins of books
    Journals
    Jolly Phonics cue cards
    Poem (on chart paper)
    Vocabulary words (on board on chart)
    Book: The Three Billy Goats Gruff

    Logan: to join the class during daily 5 time. Is to read independently first, then read to someone (Mrs. Frenette).
    Brody: is to read during daily 5: independently or to Mrs. Fisher or Ms. Simpson.
    Sera: behaviour interventions-send to office to deliver a message, give “special duty”, stand on her standing circle,
    last resort is to call office if she is non-compliant/aggressive and being highly disruptive to the learning environment
    of other students.
    Joshua (intervention group for Daily 5)

    Reflection

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