Teacher Candidate Name: Heather Glover
Grade Level: Kindergarten
PLANNING
List the Common Core/State Standard(s) to be addressed in this
lesson.
K.G.5 Model shapes in the world by building shapes from components
and drawing shapes.
K.G.6 Compose simple shapes to form larger shapes.
List the Rationale (cite theories or theorists):
The students are in Piaget’s second stage, preoperational and are
learning to see objects differently. Also, according to Vygotsky,
children learn through scaffolding and will be building on
previously learned knowledge.
List the learning objective(s) to be addressed in this lesson
(specific, measurable, attainable, timebound). Use the following
format: “Students will be able to…”
The students will be able to work on their vision and memory recall
skills by recreating the image that they have seen on the
SMARTboard and will be building on previously learned skills.
Describe how the learning objective(s) and the learning outcomes
is/are appropriate for the age/developmental level of the
students.
This objective is appropriate for this level of student because it
helps them work on memory recall when trying to make the design
that they were shown. This will be a skill that they will continue
to build on for several years throughout their school careers. They
will also be learning that one tile represents one object that can
be moved around on the ten frame to create different images.
Describe the Classroom Demographics: (e.g., ethnicities; gender
ratios; special needs, including those of gifted students, those of
students’ physical needs, and those due to cultural
characteristics).
In the classroom, there are 10 girls and 9 boys. There are
primarily Caucasian students but also Native American, Hispanic,
and African American. There are a mix of students on IEPs, ranging
from academic to behavior. There are two students whom are removed
from the classroom, one receives care in the Care room full time,
one is in the class for approximately 30 minutes at the end of the
day for either PE or music and free choice time and requires
various other services throughout the day.
Describe your Knowledge of Students: (in terms of the whole class
and individual students)
(e.g., language needs; approaches to learning; prior learning and
experiences; academic proficiencies/behavioral differences; areas
of interest).
There are many different learning styles that need to be met any
given time during the day. For math, all of the students can work
independently without the assistance of SPED teachers or EA’s.
There is a new student from India, whom does need some redirection
and reminders to stay on task.
List the materials/resources you will need to teach the
lesson.
SMARTboard and document camera
Technology
Describe the instructional and/or assistive technology that you
plan to incorporate into the lesson and explain how it will enhance
instruction and student learning.
For this lesson, I will be using the document camera to show the
images to the students for them to recreate. These images will be
shown on the SMARTboard screen.
Accommodations: Base this on the information you provided for
Classroom Demographics and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will
use to meet the needs of all learners and accommodate differences
in students’ learning, culture, language, etc. *
For this lesson, modifications should not be needed but if they
are, they will be met for each individual student.
Pre-Assessment: Describe the instrument or process you will use to
measure students’ level of understanding toward the learning
objective(s) prior to teaching the lesson.
My pre-assessment will be checking for understanding from the
students and a discussion of when they did this activity prior, but
with different objects.
Pre-Assessment: Describe how the results of the pre-assessment
(what the students have demonstrated they know) will be used to
design the lesson objectives, instruction, and post-assessment.
(Include charts, graphs if applicable)
Based on this assessment I can adjust the lesson accordingly and
provide some examples of what will be expected of them.
Classroom Management
Identify the management and motivational strategies you will use to
meet student behavioral/developmental needs in order to keep
students on task and actively engaged throughout the lesson.
Callbacks will be used such as, “hocus pocus, everybody focus or
mac-n-cheese, everybody freeze”. I will keep the lesson moving
along at a pace that holds the student’s attention and does not
give them time to get bored.
Implementation
(Teacher introduces lesson and models expected outcome(s) of
learning objectives)
Describe what instructional strategies you will use to
model/explain/demonstrate the knowledge and skills required of the
objective.
I will have the students sitting in their desk. I will then pass
out ten frames and 6 tiles to the students, I will have this
prepped prior to the lesson. I will have my own ten frame and tiles
under the document camera. At this time, if it is needed, based on
the pre-assessment, I will show the students an image and let them
recreate it, without covering the image, while explaining that the
next image they see with be available for about 5 seconds and then
be covered up for them to recall the image from memory. After the
example, I will have them clear their ten frames and we will begin
the lesson. I will cover my ten frame with a piece of construction
paper, once I have my image finished, I will make sure everyone is
paying attention and ready to view the image. I will remove the
construction paper and show the image for about 5 seconds. I will
then cover the image and have the students begin to recreate. I
will be walking around looking at their image, after this, I will
show the image again quickly and recover it, so that students can
make adjustments as needed. After adjustments are made, I will
leave the image uncovered. I will start with simple designs and
each design will get a little more complex.
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students
multiple opportunities to practice the skills and content needed to
meet the learning objective(s).
We will work through the images together by talking about how the
images all have something in common, (the images will all have
sides touching). After the students have seen the image twice I
will leave it uncovered for them so that they can make any last
adjustments, so that all images are the same. The students will be
provided with multiple opportunities to make different
designs/images so that they become comfortable with memory
recall.
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the
knowledge and skills required by the lesson objectives?
The students will be independently creating the images themselves
and working on their memory recall skills.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any
skills/content that were taught in an interactive manner
(whole/small group, etc.).
In closing, I will talk briefly about how important is it to pay
attention to details and to use your memory recall to remember
those details. I will then dismiss the students to get ready for
recess and lunch.
Post-Assessment: APPENDIX: Include a blank copy of the lesson
post-assessment you will use to measure students’ level of
understanding toward the learning objectives after teaching the
lesson.
Analyze
Post Assessment: Based on the results of the Pre and
Post-Assessment, to what extent did students achieve the learning
goals/objective of the lesson? Cite examples from the lesson plan,
assessments, and/or video.
If applicable, insert a table/chart/graph before your
explanation.
For my post-assessment I walked around the room to make sure that
all the student’s were staying on task and creating the same images
that were on the smartboard.
Reflect
Reflect on your instructional strategies, interactions with
students, and classroom management strategies. Describe what went
well and what areas you need to revise in the future. Cite examples
(from video) that support your conclusions.
Describe revisions that you could make if you were to teach this
lesson again. Why would you make each revision? Cite examples from
the lesson plan, video and/or student work that would prompt
revisions.
This lesson went very well. The students were all engaged and
excited to be making the different shapes. I held their attention
by saying things like, “I’m going to trick you with this design” to
make it more interesting for them. During the portion of the lesson
when I had students come up to create their own designs there were
some hard feelings for the students that were not chosen. I think
to change that I would have them use their elbow partners and
create a design and have the pattern recreate it on their paper,
that way everyone is
Millicent Atkins School of Education: Common Lesson Plan
Template
Teacher Candidate Name: Heather Glover
Grade Level: Kindergarten
Subject: Language Arts
PLANNING
List the Common Core/State Standard(s) to be addressed in this
lesson.
K.SL.6 Speak audibly and express thoughts, feelings, and ideas
clearly.
K.RF.2 Demonstrate understanding of spoken words, syllables, and
sounds (phonemes). a. Recognize and produce rhyming words.
List the Rationale (cite theories or theorists):
The students are in Piaget’s second stage, preoperational and are
learning to see objects differently. Also, according to Vygotsky,
children learn through scaffolding and will be building on
previously learned knowledge.
List the learning objective(s) to be addressed in this lesson
(specific, measurable, attainable, timebound). Use the following
format: “Students will be able to…”
Students will be able to produce “at” word families.
Describe how the learning objective(s) and the learning outcomes
is/are appropriate for the age/developmental level of the
students.
This is appropriate for the developmental level of kindergarten, as
they are learning about word blends, sounds, and rhyming
words.
Describe the Classroom Demographics: (e.g., ethnicities; gender
ratios; special needs, including those of gifted students, those of
students’ physical needs, and those due to cultural
characteristics).
In the classroom, there are 10 girls and 9 boys. There are
primarily Caucasian students but also Native American, Hispanic,
and African American. There are a mix of students on IEPs, ranging
from academic to behavior. There are two students whom are removed
from the classroom, one receives care in the Care room full time,
one is in the class for approximately 30 minutes at the end of the
day for either PE or music and free choice time and requires
various other services throughout the day.
Describe your Knowledge of Students: (in terms of the whole class
and individual students)
(e.g., language needs; approaches to learning; prior learning and
experiences; academic proficiencies/behavioral differences; areas
of interest).
There are many different learning styles that need to be met any
given time during the day. For math, all of the students can work
independently without the assistance of SPED teachers or EA’s.
There is a new student from India, whom does need some redirection
and reminders to stay on task.
List the materials/resources you will need to teach the
lesson.
SMARTboard, The Cat in the Hat book, paper hat, black marker,
crayons, and construction paper.
Technology
Describe the instructional and/or assistive technology that you
plan to incorporate into the lesson and explain how it will enhance
instruction and student learning.
I will be using the document camera and SMARTboard to show an
example of the hat that we will be making and writing our words
on.
Accommodations: Base this on the information you provided for
Classroom Demographics and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will
use to meet the needs of all learners and accommodate differences
in students’ learning, culture, language, etc. *
For this lesson, there will be an EA present in the room to help
with the students who are on writing IEP’s. No modifications should
be needed for this lesson, but will be handled if needs
arise.
Pre-Assessment: Describe the instrument or process you will use to
measure students’ level of understanding toward the learning
objective(s) prior to teaching the lesson.
Pre-assessment for this lesson took place prior to my starting STE
and will be reviewed again prior to the lesson. The students
learned about word families and how you can make different words by
using the same base, which we will be using “at”.
Pre-Assessment: Describe how the results of the pre-assessment
(what the students have demonstrated they know) will be used to
design the lesson objectives, instruction, and post-assessment.
(Include charts, graphs if applicable)
Based on the results of the pre-assessment we will have a whole
group brainstorming session for the “at” family words.
Classroom Management
Identify the management and motivational strategies you will use to
meet student behavioral/developmental needs in order to keep
students on task and actively engaged throughout the lesson.
I will use call back ques such as: hocus pocus, everybody focus,
1-2-3 eyes on me, 1-2 eyes on you, and will be walking around
monitoring the room to make sure that students are staying on task.
I will also keep the lesson moving at a steady, quick pace to keep
attention focused.
Implementation
(Teacher introduces lesson and models expected outcome(s) of
learning objectives)
Describe what instructional strategies you will use to
model/explain/demonstrate the knowledge and skills required of the
objective.
I will have the students come sit on the rug. I will then read, The
Cat in the Hat, to the students. After this, I will explain the
rest of the lesson to the students. I will explain that we will be
going back to our desks to work on our hats, that will have “at”
family words on them. I will explain what the family words mean and
how they are words that use the same ending sounds. I will then
dismiss the students back to their desks, a few at a time. For this
I will use different things like, if you are wearing long sleeves
or short sleeves, and change it up each time until all students are
seated at their desk.
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students
multiple opportunities to practice the skills and content needed to
meet the learning objective(s).
We will then brainstorm a list of “at” words like: hat, cat, bat,
rat, mat, sat, etc. on the SMARTboard. We will then discuss how
they all end in the same sound. We will use my hat as an example on
the document camera.
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the
knowledge and skills required by the lesson objectives?
The students will then write down their words on the hat in black
marker and will use the pattern of red and white to color the
stripes of the hat with crayon. After they have completed this they
will bring the hat up to my desk where I will staple it to a
construction paper band and they can wear it as a hat.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any
skills/content that were taught in an interactive manner
(whole/small group, etc.).
In closing I will reemphasize how we came up with word families and
how they sound the same. I will then dismiss the students to get
ready for recess.
Post-Assessment: APPENDIX: Include a blank copy of the lesson
post-assessment you will use to measure students’ level of
understanding toward the learning objectives after teaching the
lesson.
Post-assessment will be teacher observation of student
participation in the “at” word family brainstorming session.
Analyze
Post Assessment: Based on the results of the Pre and
Post-Assessment, to what extent did students achieve the learning
goals/objective of the lesson? Cite examples from the lesson plan,
assessments, and/or video.
If applicable, insert a table/chart/graph before your
explanation.
The student’s acheieved their goal by being able to color, cut-out,
and put the correct words on the hat.
Reflect
Reflect on your instructional strategies, interactions with
students, and classroom management strategies. Describe what went
well and what areas you need to revise in the future. Cite examples
(from video) that support your conclusions.
Describe revisions that you could make if you were to teach this
lesson again. Why would you make each revision? Cite examples from
the lesson plan, video and/or student work that would prompt
revisions.
This lesson went very well. I was a little pressed for time, as
there was an ill student but most students were able to get the
project done before they were to go outside for recess. Those who
didn’t finish I had finish during free choice time. I don’t know
that I would change anything with this lesson. The students were
well engaged and enjoyed being able to help pick the words that
went on the SMARTboard and that they transferred to their
hat.
Millicent Atkins School of Education: Common Lesson Plan
Template
Teacher Candidate Name: Heather Glover
Grade Level: Kindergarten
PLANNING
List the Common Core/State Standard(s) to be addressed in this
lesson.
K.RF.1. Demonstrate understanding of the organization and basic
features of print.
d. Recognize and name all upper- and lowercase letters of the
alphabet.
List the Rationale (cite theories or theorists):
The students are in Piaget’s second stage, preoperational and are
learning to see objects differently. Also, according to Vygotsky,
children learn through scaffolding and will be building on
previously learned knowledge.
List the learning objective(s) to be addressed in this lesson
(specific, measurable, attainable, timebound). Use the following
format: “Students will be able to…”
Student’s will be able to recognize and name the letters of the
alphabet.
Describe how the learning objective(s) and the learning outcomes
is/are appropriate for the age/developmental level of the
students.
This is appropriate to the students because knowing the letters of
the alphabet will be an everyday skill that they will need to read,
write, and communicate.
Describe the Classroom Demographics: (e.g., ethnicities; gender
ratios; special needs, including those of gifted students, those of
students’ physical needs, and those due to cultural
characteristics).
In the classroom, there are 10 girls and 10 boys. There are
primarily Caucasian students but also Native American, Hispanic,
Indian, and African American. There are a mix of students on IEPs,
ranging from academic to behavior. There are two students whom are
removed from the classroom, one receives care in the Care room full
time, one is in the class for approximately 30 minutes at the end
of the day for either PE or music and free choice time and requires
various other services throughout the day.
Describe your Knowledge of Students: (in terms of the whole class
and individual students)
(e.g., language needs; approaches to learning; prior learning and
experiences; academic proficiencies/behavioral differences; areas
of interest).
There are multiple learning styles that need to be met in this
classroom. For my lesson, it is taught during Reading Club. During
this time frame, four students are pulled out to attend Title
Reading Club in a different classroom where they are provided with
more one to one teaching. One student leaves the room for Deaf Ed
and another for SPED services during this 30 minutes block. There
are two female students whom alternate days, going to the SPED
room, for 15 minute sensory breaks. All other students in the
classroom will be able to do this lesson without modifications or
accommodations.
List the materials/resources you will need to teach the
lesson.
SMARTboard, notebook, alphabet letter T worksheet, crayons, and
glue stick.
Technology
Describe the instructional and/or assistive technology that you
plan to incorporate into the lesson and explain how it will enhance
instruction and student learning.
I will use the Smartboard and the document camera to show the
student’s what the finished page should look like after they have
had time to work on the page themselves.
Accommodations: Base this on the information you provided for
Classroom Demographics and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will
use to meet the needs of all learners and accommodate differences
in students’ learning, culture, language, etc. *
No modifications will be needed for this lesson, as all the
students requiring modifications/accommodations are pulled from the
classroom during this time for other services such as SPED, Deaf
ED, sensory breaks, and Reading Club.
Pre-Assessment: Describe the instrument or process you will use to
measure students’ level of understanding toward the learning
objective(s) prior to teaching the lesson.
Pre-assessment, for the letter T, took place the previous week
after we finished alphabet page S, and we discussed the letter
following S in the alphabet.
Pre-Assessment: Describe how the results of the pre-assessment
(what the students have demonstrated they know) will be used to
design the lesson objectives, instruction, and post-assessment.
(Include charts, graphs if applicable)
The students are able to recite their ABC’s and have a working
knowledge of what letter follows the previous letter in the
alphabet.
Classroom Management
Identify the management and motivational strategies you will use to
meet student behavioral/developmental needs in order to keep
students on task and actively engaged throughout the lesson.
For management, I will use classroom callbacks to gain the
student’s attention. I will also be calling on students to answer
questions about things that start with the letter, T. This will
help to keep the students engaged, as they will not know it they
are being called on.
Implementation
(Teacher introduces lesson and models expected outcome(s) of
learning objectives)
Describe what instructional strategies you will use to
model/explain/demonstrate the knowledge and skills required of the
objective.
I will have the student’s sit in their desk and I will explain that
there is a picture of a tomato vine and that each tomato has a “T”
on it. There will be uppercase and lowercase T’s. The uppercase
(big) letters are to be colored blue and the lowercase (small) T’s
are to be colored red. I will then go through the pictures on the
page, there are eight pictures, four of them will start with the
letter T, there will be a picture of a top, tomato, turtle, and a
tooth. I will say the word to the students and they will tell me if
they should color the picture and glue it to their notebook
page.
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students
multiple opportunities to practice the skills and content needed to
meet the learning objective(s).
Together we will go through the eight pictures and sound out the
words to see if the picture starts with the letter, T.
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the
knowledge and skills required by the lesson objectives?
The student’s will be at their desks and will be working
independently to finish the worksheet in the 30-minute lesson
timeframe. The student’s will need to remember what the names of
the pictures were on the worksheet after we have discussed
them.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any
skills/content that were taught in an interactive manner
(whole/small group, etc.).
In closing I will have the students bring the page up to my desk
for me to check. In the classroom, we give immediate feedback on
the work that the student’s do. I will give them a sticker or have
them make corrections if any pictures are mixed up, after
corrections they would also receive a sticker. The student’s will
then be dismissed to get ready for recess.
Post-Assessment: APPENDIX: Include a blank copy of the lesson
post-assessment you will use to measure students’ level of
understanding toward the learning objectives after teaching the
lesson.
My post-assessment will be having the student’s come up to my desk
for me to check their notebook page as a knowledge check.
Analyze
Post Assessment: Based on the results of the Pre and
Post-Assessment, to what extent did students achieve the learning
goals/objective of the lesson? Cite examples from the lesson plan,
assessments, and/or video.
If applicable, insert a table/chart/graph before your
explanation.
My post-assessment results showed that 3 students, 1 boy and 2
girls, had mixed up pictures and needed to make corrections prior
to being dismissed for recess.
Reflect
Reflect on your instructional strategies, interactions with
students, and classroom management strategies. Describe what went
well and what areas you need to revise in the future. Cite examples
(from video) that support your conclusions.
Describe revisions that you could make if you were to teach this
lesson again. Why would you make each revision? Cite examples from
the lesson plan, video and/or student work that would prompt
revisions.
I feel this lesson went very well. The students were all engaged
and knew what was expected of them and there were no management
issues that needed to be addressed. One thing that I may change in
this lesson would be to work maybe with a partner and have some
other fine motor skill then just coloring for the notebook. I would
perhaps make it more hands on and involved with playdoh or drawing
your letters in shaving cream or something along those lines, as
another enhancer to the lesson, as while the students were engaged
in the lesson, the higher students did seem to get bored with the
independent work of coloring, cutting, and gluing.
Millicent Atkins School of Education: Common Lesson Plan
Template
Teacher Candidate Name: Heather Glover
Grade Level: Kindergarten
PLANNING
List the Common Core/State Standard(s) to be addressed in this
lesson.
K.G Identify and describe shapes (squares, circles, triangles,
rectangles, hexagons, cubes, cones, cylinders, and spheres).
1. Describe objects in the environment using names of shapes, and
describe the relative positions of these objects using terms such
as above, below, beside, in front of, behind, and next to.
2. Correctly name shapes regardless of their orientations or
overall size.
3. Identify shapes as two-dimensional (lying in a plane, “flat”) or
three- dimensional (“solid”).
List the Rationale (cite theories or theorists):
The students are in Piaget’s second stage, preoperational and are
learning to see objects differently. Also, according to Vygotsky,
children learn through scaffolding and will be building on
previously learned knowledge.
List the learning objective(s) to be addressed in this lesson
(specific, measurable, attainable, timebound). Use the following
format: “Students will be able to…”
Students will be able to use a common shape: circle, square,
rectangle, or oval to recreate an everyday object.
Describe how the learning objective(s) and the learning outcomes
is/are appropriate for the age/developmental level of the
students.
This learning objective is important to students lives because they
will need to be able to recognize shapes for upper grade levels and
to know that shapes make different things and that shapes can be
made to make different objects.
Describe the Classroom Demographics: (e.g., ethnicities; gender
ratios; special needs, including those of gifted students, those of
students’ physical needs, and those due to cultural
characteristics).
In the classroom, there are 10 girls and 9 boys. There are
primarily Caucasian students but also Native American, Hispanic,
Indian and African American. There are a mix of students on IEPs,
ranging from academic to behavior. There are two students whom are
removed from the classroom, one receives care in the Care room full
time, one is in the class for approximately 30 minutes at the end
of the day for either PE or music and free choice time and requires
various other services throughout the day.
Describe your Knowledge of Students: (in terms of the whole class
and individual students)
(e.g., language needs; approaches to learning; prior learning and
experiences; academic proficiencies/behavioral differences; areas
of interest).
There are multiple different learning levels in this classroom.
During math, all students are in the room, except for one student
whom receives services in the CARE room and one student whom only
attends school half days.
List the materials/resources you will need to teach the
lesson.
SMARTboard, document camera, cut outs of square, rectangle,
circles, and ovals all in white, crayons, glue stick, and
worksheet.
Technology
Describe the instructional and/or assistive technology that you
plan to incorporate into the lesson and explain how it will enhance
instruction and student learning.
I will be using the document camera to show the students the image
I have created.
Accommodations: Base this on the information you provided for
Classroom Demographics and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will
use to meet the needs of all learners and accommodate differences
in students’ learning, culture, language, etc. *
No accommodations should be needed for this lesson.
Pre-Assessment: Describe the instrument or process you will use to
measure students’ level of understanding toward the learning
objective(s) prior to teaching the lesson.
Pre-assessment will be done with the students using group
discussion. We will be discussing how shapes make different things
and reading the book, The Shape House.
Pre-Assessment: Describe how the results of the pre-assessment
(what the students have demonstrated they know) will be used to
design the lesson objectives, instruction, and post-assessment.
(Include charts, graphs if applicable)
Results of my pre-assessment are that all the children know the
general shapes, and only a few struggled with the harder ones of
rhombus, trapezoid, and hexagon.
Classroom Management
Identify the management and motivational strategies you will use to
meet student behavioral/developmental needs in order to keep
students on task and actively engaged throughout the lesson.
I will use call back ques such as: hocus pocus, everybody focus,
1-2-3 eyes on me, 1-2 eyes on you, and will be walking around
monitoring the room to make sure that students are staying on task.
I will also keep the lesson moving at a steady, quick pace to keep
attention focused.
Implementation
(Teacher introduces lesson and models expected outcome(s) of
learning objectives)
Describe what instructional strategies you will use to
model/explain/demonstrate the knowledge and skills required of the
objective.
I will have the students gather on the reading rug where I will
introduce their story and read it to them. I will then tell them
about how shapes make all different things like, rectangles make
firetrucks, circles make the sun, ovals make llamas, squares make
frogs, etc. I will show them the example that was made of the oval
being turned into a llama and have them pick their shape and create
their object at their desk.
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students
multiple opportunities to practice the skills and content needed to
meet the learning objective(s).
Together we will discuss different things that could be made with
different shapes and how all things are made of shapes. We will
then talk about how if you combine shapes together you can make
even bigger things like houses, schools, etc.
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the
knowledge and skills required by the lesson objectives?
The students will work independtly at their desk to make their
shapes into different creations.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any
skills/content that were taught in an interactive manner
(whole/small group, etc.).
For closing, I will have the students bring up their design to me
and I will keep them to make a classroom book, so that the students
can see each others ideas.
Post-Assessment: APPENDIX: Include a blank copy of the lesson
post-assessment you will use to measure students’ level of
understanding toward the learning objectives after teaching the
lesson.
Analyze
Post Assessment: Based on the results of the Pre and
Post-Assessment, to what extent did students achieve the learning
goals/objective of the lesson? Cite examples from the lesson plan,
assessments, and/or video.
If applicable, insert a table/chart/graph before your
explanation.
As I was walking around I saw that there were a lot of students
using each others ideas for their design. The goals of the lesson
were met and everyone made a design.
Reflect
Reflect on your instructional strategies, interactions with
students, and classroom management strategies. Describe what went
well and what areas you need to revise in the future. Cite examples
(from video) that support your conclusions.
Describe revisions that you could make if you were to teach this
lesson again. Why would you make each revision? Cite examples from
the lesson plan, video and/or student work that would prompt
revisions.
Millicent Atkins School of Education: Common Lesson Plan
Template
Teacher Candidate Name: Heather Glover
Grade Level: Kindergarten
PLANNING
List the Common Core/State Standard(s) to be addressed in this
lesson.
K.RI.1 With prompting and support, ask and answer questions about
key details in a text.
List the Rationale (cite theories or theorists):
The students are in Piaget’s second stage, preoperational and are
learning to see objects differently. Also, according to Vygotsky,
children learn through scaffolding and will be building on
previously learned knowledge.
List the learning objective(s) to be addressed in this lesson
(specific, measurable, attainable, timebound). Use the following
format: “Students will be able to…”
The students will be able to read a short passage and answer
corresponding questions to show comprehension.
Describe how the learning objective(s) and the learning outcomes
is/are appropriate for the age/developmental level of the
students.
This skill is appropriate for the students as it is setting a base
level of understanding for the students that they need to
comprehend what they are reading and be able to answer related
questions to the passages.
Describe the Classroom Demographics: (e.g., ethnicities; gender
ratios; special needs, including those of gifted students, those of
students’ physical needs, and those due to cultural
characteristics).
In the classroom, there are 10 girls and 9 boys. There are
primarily Caucasian students but also Native American, Hispanic,
and African American. There are a mix of students on IEPs, ranging
from academic to behavior. There are two students whom are removed
from the classroom, one receives care in the Care room full time,
one is in the class for approximately 30 minutes at the end of the
day for either PE or music and free choice time and requires
various other services throughout the day.
Describe your Knowledge of Students: (in terms of the whole class
and individual students)
(e.g., language needs; approaches to learning; prior learning and
experiences; academic proficiencies/behavioral differences; areas
of interest).
There are many different learning styles that need to be met any
given time during the day. Reading is broken down into four
different groups of knowledge and four students are pulled out for
more in-depth reading assistance.
List the materials/resources you will need to teach the
lesson.
Pencils, crayons, markers, reading comprehension worksheet.
Technology
Describe the instructional and/or assistive technology that you
plan to incorporate into the lesson and explain how it will enhance
instruction and student learning.
No technology is used in this lesson.
Accommodations: Base this on the information you provided for
Classroom Demographics and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will
use to meet the needs of all learners and accommodate differences
in students’ learning, culture, language, etc. *
Accommodations for this lesson should not be needed, as I am
working to the level of the students in the group.
Pre-Assessment: Describe the instrument or process you will use to
measure students’ level of understanding toward the learning
objective(s) prior to teaching the lesson.
For pre-assessment, I have worked with the students in the reading
group on a prior comprehension worksheet of a different style so
that they are familiar with what to do. Also, reviewing of the
popcorn words is a daily activity to help with fluency while
reading.
Pre-Assessment: Describe how the results of the pre-assessment
(what the students have demonstrated they know) will be used to
design the lesson objectives, instruction, and post-assessment.
(Include charts, graphs if applicable)
Based on the pre-assessment and reviewing of popcorn words, I have
chosen a simpler comprehension worksheet to work with the students
on.
Classroom Management
Identify the management and motivational strategies you will use to
meet student behavioral/developmental needs in order to keep
students on task and actively engaged throughout the lesson.
I will use callbacks such as, hocus pocus everybody focus, 1-2-3
eyes on me 1-2 eyes on you, to gain the attention of the students
for instructions if needed.
Implementation
(Teacher introduces lesson and models expected outcome(s) of
learning objectives)
Describe what instructional strategies you will use to
model/explain/demonstrate the knowledge and skills required of the
objective.
I will start off the lesson by introducing the worksheet that the
students work on independently while students are working in their
reading groups. After this I will call my group back to our table
and explain to them that we will be working on a comprehension
worksheet and that we will start with putting our name on our
paper, then reading the passage, and answering the corresponding
questions.
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students
multiple opportunities to practice the skills and content needed to
meet the learning objective(s).
Together we will read the passage and work through the questions on
the worksheet. We will do this as a group for better understanding
and so that the students have the support of their peers for
this.
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the
knowledge and skills required by the lesson objectives?
The students not in reading group will work independently at their
desk on a worksheet and will wait to be called into their group.
The students in the group will work together to answer the
questions of the comprehension worksheet.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any
skills/content that were taught in an interactive manner
(whole/small group, etc.).
I will review the main ideas of the passage and about comprehension
and how that ties together. The students will then be dismissed
back to their desks to finish their independent worksheet.
Post-Assessment: APPENDIX: Include a blank copy of the lesson
post-assessment you will use to measure students’ level of
understanding toward the learning objectives after teaching the
lesson.
Analyze
Post Assessment: Based on the results of the Pre and
Post-Assessment, to what extent did students achieve the learning
goals/objective of the lesson? Cite examples from the lesson plan,
assessments, and/or video.
If applicable, insert a table/chart/graph before your
explanation.
The students handled this assessment and comprehension check very
well. They met the objectives of the lesson and were able to finish
the worksheet with minimal help.
Reflect
Reflect on your instructional strategies, interactions with
students, and classroom management strategies. Describe what went
well and what areas you need to revise in the future. Cite examples
(from video) that support your conclusions.
Describe revisions that you could make if you were to teach this
lesson again. Why would you make each revision? Cite examples from
the lesson plan, video and/or student work that would prompt
revisions.