Presentation/Assigment

Lesson Goals

Lesson Title: Parts of the book

Central Focus of Lesson:

In this lesson, kindergarten students will learn how to identify the seven parts of the book: author, illustrator, title, backside, front side, picture, and pages.

State Standard(s) Addressed:

K.ELAL.5. [KR.1] Develops and answers questions about a text

K.ELAL.6. [KR.2] Retells stories or shares key details from a text

K.ELAL.7. [KR.3] Identifies characters, settings, major events in a story, or pieces of information in a text

K.ELAL.9. [KR.5] Identifies literary and informational texts

K.ELAL.10. [KR.6] Names the author and illustrator and defines the role of each in presenting the ideas in a text

Link: http://www.p12.nysed.gov/earlylearning/documents/new-york-state-kindergarten-learning-standards.pdf

Lesson Objectives and Language Demands

Content/Skill Objectives:

· The students will be able to correctly identify seven parts of the book.

Language Demands:

The students will use the discourse of language demand, which includes written and oral language.

Key Vocabulary:

Author, illustrator, title, picture, pages, fiction, non – fiction, back cover, and front cover.

Resources and Materials

Resources:

· The book: “True or False: Baby Animals” by Melvin and Gilda Berger

· The book: “Clifford Teacher’s Pets” by Norman Bridwell.

Materials:

· Different fiction and non-fiction books for each student.

· Scissors

· Markers

· Sticky Notes

· “Parts of the Book” Worksheet

· Stars stickers

· “Smiley Faces” cards

· Book parts cards

Sources:

https://www.education.com/download/lesson-plan/parts-of-a-book/parts-of-a-book.pdf

NOTE: Attach any handouts, activities, displays or templates that you plan to use at the end of this lesson plan.

Prior Academic Learning and Prerequisite Skills

Prior Academic Learning and Prerequisite Skills:

To be successful in this lesson, the students should have the following prior knowledge and skills:

· Know how to recognize fiction and nonfiction books.

Misconceptions:

The students may have the following misconceptions:

· Students who have a low vocabulary may have difficulties identify all book parts. 

Lesson Plan Details

Beginning the Lesson/Introduction

Minutes [5]

The lesson will begin with the game “Around the Room” to pick students’ interest in the topic.

Students will work in pairs to activate their prior knowledge about the books.

I will set a purpose and help students understand the lesson's importance by discussing why we should know the different parts of the book.

What Teacher Will Do:

I will ask the students to play a game, “Around The Room.” I will tell the students to find different objects around the room. As an example, I will say, “find a notebook.” This way, I will explain to the students that all things such as pencils, notebooks, paper, and others have different names. Then, I will tell the student that today we will learn about different parts of the book and its name.

I will ask the students to split into pairs and share what they already know about the book. To support the students, I will ask them to begin by saying, “I know the books have…”

I will discuss with the students that we must know the parts of the book to become effective readers, which we will learn.

What Students Will Do:

The students would look for the specific items around the room and learn that all objects have different names.

I expect the students to share that they know the books can be fiction, non-fiction, picture book, books have pictures, story, etc.

Students will participate in the discussion and ask questions if they have any.

Introducing New Content/Skills

Minutes [10]

I will introduce to students a new skill using the illustrations of the book on the whiteboard.

What Teacher Will Do:

Using the whiteboard, I will demonstrate to the students pictures of different books (fiction and non-fiction) and point to the book's seven parts: title, author, illustrator, front cover, back cover, picture, and pages. As we explore the book's parts, I will explain to the students the importance of each part of the book. For example, I will ask students to think about what the author and illustrator do for the book (the author writes words; the illustrator draws pictures). I will ask students what they think the story will look like without the words or a text.

What Students Will Do:

Students will participate in the activity by learning how to identify the different parts of the book. The students will discuss the importance of each part and give examples of how the book will look without those parts.

Students will identify fiction and non-fiction books by exploring the books:

Non-Fiction Book: “True or False:

Baby Animals” by Melvin and Gilda Berger

Fiction book: “Clifford Teacher’s Pets” by Norman Bridwell.

What Teacher Will Do:

I will encourage the students to identify the type of book. I will use two books for an example. I will explore the books together with the students, name all seven parts of each book. Then, I will encourage the students to identify the type of book.

Students will use the given flashcards to demonstrate their answer regarding the seven parts of the book and its type.

What Students Will Do:

The students will explore two different books and then use the flashcards to demonstrate their answers.

Independent Practice

Minutes [10]

Students will be given a book and sticky notes to identify seven parts of the book and the book type.

Formative Assessment:

During the activity, I will monitor the student’s comprehension by observation.

What Teacher Will Do:

I will provide each student with a book (each student will be given a different book) and labeled notes (fiction, non-fiction, author, illustrator, back cover, front cover, pages, picture, and title. Students will be asked to review the book and put the labels in the correct place.

I will assess the student’s understanding by checking the sticky notes’ correct placement on the given books.

If the sticky notes are placed unclear or in the incorrect place, I will discuss with the student why he/she put it there and explain their answers.

What Students Will Do:

Students are expected to identify seven parts of the book and identify the book, whether it's fiction or non-fiction.

The students will demonstrate their work and explain their answers.

Closing the Lesson

Minutes [10]

Students will work in pairs to share different parts of the book and why this part is important.

I will relate the content to the student’s experience as readers/writers/learners.

Summative Assessment:

The students will complete the “Parts of a Book” Worksheet.

What Teacher Will Do:

I will ask students to choose any book they like and then get into pairs with their classmates.

I will ask the students to name different parts of the book to their peers.

For example, “This is the____(title), We use it to ______(tell what the book is about).

I will discuss with the students that the book's knowledge is important for us, as readers, writers, and learners.

I will provide each student with a copy of the Parts of a Book” Worksheet. Before the assessment, I will give the students instructions on what to do. The students will be required to fill the blank boxes to identify the seven parts of the book shown in the pictures. The worksheets have a list of all parts at the bottom of the worksheet for visual support. 

The students will then be given the smiley faces cards to identify how they feel about understanding the book parts.

What Students Will Do:

The students will work in pairs and define the book's seven parts using the book of their interest.

The students will work on the worksheet: “Parts of a Book.”

The students will choose one of the smiley face cards to demonstrate whether they understand the topic or not.

Extension

To extend this lesson the students will label the books parts in pairs.

The students will name the parts of the book during other lessons to refresh the learned concept.

To support further learning to those students who did not meet the learning objectives, I will provide an additional timeframe and individual support.

What Teacher Will Do:

The students will be asked to choose the book (I will ensure that this book is not the same as they used in other activities) and label the book's parts in pairs. Then, I will ask each pair to share their answers with the rest of the classroom.

During the activities that require the use of a book for future lessons, I will ask the students to tell me who is the author and illustrator of the book, to show the front and backside of the book, the look of the book has pages, what is the title, and if the book has illustrations.

The students will be asked to practice at home during the reading time and pay close attention to the arts of the books they read. Every time we get back to the seven parts of the book, I will pay close attention to the student who struggled with this concept and support them as needed.

What Students Will Do:

Students will work in pairs to label the seven parts of the book and then share them with the class.

The students will share their answers when a teacher asks questions about the book.

Students will keep identifying the seven parts of the book in-home and classroom.

Accommodations/Differentiation

Students with Special Needs or IEPs:

This classroom has a student with an IEP. The student is diagnosed with ADHD and is experiencing difficulty with attention and self-control. The student is hyperactive. He can concentrate on a low period of time. The student learns better with visual support. He has friends in the classroom that he likes to play with.

For this student, I will provide the following accommodations/differentiation:

· Increase the space between the desks to avoid distractions between the students.

· Set the seat closer to the teacher to keep the student encouraged and concentrated on the task.

· Provide a few minutes of break during the lesson as needed.

· Post a written and colorful schedule for daily routine and rules that the student can always access.

· Provide color-code materials.

· Give direct out aloud instructions and check if the student understands it.

· Provide individual support or instructions if needed.

· Use visual support in the activities.

· Allow extra time to complete the assignment as needed.

· Pair the student with the friend to ensure he feels comfortable and can work on the assignment.

· Use positive reinforcement.

To support all other students struggling to reach the lesson goal, I will ask to label fewer book parts than others. As an example, I will ask to label 4-6 parts. After the students label the parts they know individually, I will provide individual support to help label other parts.

To provide enrichment for students who achieved the lesson goal, I will ask if they can develop other items to labels such as characters or spine.

English Learners:

The classroom has a few students for whom English is not the first language. For those students, I will provide the following support:

· Pair the students with English speaking students (it will help give a great practice in English)

· Pair the student with native Speaking students (in some activities, when understanding the partner is crucial)

· Provide labels for the book parts in two languages (English and home language).

· Allow students to refer to the whiteboard examples for support.

· Encourage students to review the bulletin board of the English words while they work on the assignments.

· Provide visual instructions and model the directions.

· Speak slowly throughout the lesson.

Also, I will learn some words and phrases in my students' language to provide better support and instructions. It will also show my students that I care about each of them.

Lesson Rationale/Justification

Principles of Research/Theory on Learning and Teaching:

During this lesson, I will refer to the scaffolding theory, which is a synonym to the Zone of Proximal developments theory of Lev Vygotsky. I like to use scaffolding in my lesson as it helps the students reach the learning target with the educator or the peer (MKO – More Knowledgeable Other). When the student is in the zone where the learner cannot complete the work independently, I will use scaffolding to help the student reach the zone of independent work. I am not going to do the work for the student. I will scaffold by asking them questions, providing additional instructions, visual support, examples, positive reinforcement, and encouragement to help them move and reach the learning target independently. I use scaffolding as a growth tool where the learners complete small and manageable steps to reach the goal. According to Vygotsky, “the tutor may model behaviors and/or provide verbal instructions for the child. He refers to this as cooperative or collaborative dialogue” (Mcleod, 2019).

References

Mcleod, S. (2019). The Zone of Proximal Development and Scaffolding. Simplypsychology.Org; Simply Psychology.

https://www.simplypsychology.org/Zone-of-Proximal-Development.html

Assessment Guide: Formative/Summative Assessment (Evidence) of Student Learning

Assessment Strategy #1:

1. Observing the students during the activity.

2. Label seven parts of the book using prepared sticky notes labels.

Alignment with Lesson Goals:

This assessment is designed to check the student’s knowledge in the following lesson objectives:

· The students will be able to correctly identify seven parts of the book.

Evidence of Student Understanding/Skill:

This activity was created to assess the student’s comprehension of identifying the key parts of the physical book such as author, illustrator, title, front side, backside, pages, and pictures. Moreover, I incorporated in the lesson to identify the two types of books: fiction and non-fiction, which will rely on a student’s background knowledge. This information will help them to get prepare for future reading and writing activities.

To enhance the learning target for those students who reached the lesson goal, I would ask if they could find any additional book parts such as characters and spines.

Feedback to Students:

During this activity, I will observe the students and recognize the struggling students who need additional instructions or help. I will use the positive reinforcement strategy and give the students star stickers for each correct answer throughout the activity. Moreover, I will give my students verbal feedback to motivate them, encourage them to continue the work, and guide their further learning.

Assessment Strategy #2:

1. Observing the students during the activity.

2. Complete the “Parts of a Book” Worksheet.

Alignment with Lesson Goals:

This assessment is designed to check the student’s knowledge in the following lesson objectives:

· The students will be able to correctly identify seven parts of the book.

Evidence of Student Understanding/Skill:

The final assessment will check the student’s understanding of the parts of the book. The students will need to write the seven parts of the book that are illustrated on the worksheet. For visual support, the students will use the chart at the bottom of the worksheet where all the part’s names are listed. Based on these assessment results, I will identify the students who mastered and did not mastered the learning target.

Feedback to Students:

During this lesson, I am using the scaffolding theory. Therefore, I am using observation a lot during all of my activities, which will help me identify the students who need my help and/or cannot work independently yet. Moreover, at the end of the summative assessment, I plan to give my students cards for the self-assessments. There are three choices on the cards: “I can do this,” “I am getting there,” “I need help.” This way, I can monitor the student’s comprehension and provide feedback to reinforce the student’s further learning.

Lesson Plan Criteria:

3

Proficient

2

Developing

1

Emergent

Points Earned and Comments:

Central Focus

Plan includes all of these:

· Describes important understandings and core concepts.

· Goes beyond list of facts and skills.

· Aligns with content standards and learning objectives.

· Addresses the subject-specific components in the lesson.

Plan includes three of these:

· Describes important understandings and core concepts.

· Goes beyond list of facts and skills.

· Aligns with content standards and learning objectives.

· Addresses the subject-specific components in the lesson.

Plan includes two of these:

· Describes important understandings and core concepts.

· Goes beyond list of facts and skills.

· Aligns with content standards and learning objectives.

· Addresses the subject-specific components in the lesson.

State Learning Standards

Plan includes all of these:

· Standard(s) number(s)

· Standard(s) text

· Link to Standard(s)

Plan includes two of these:

· Standard(s) number(s)

· Standard(s) text

· Link to Standard(s)

Plan includes one of these:

· Standard(s) number(s)

· Standard(s) text

· Link to Standard(s)

Lesson Objectives

Plan includes all of these:

· What students should know

· What students should do

· Observable language, measurable verbs

Plan includes two of these:

· What students should know

· What students should do

· Observable language, measurable verbs

Plan includes onel of these:

· What students should know

· What students should do

· Observable language, measurable verbs

Language Demands

Plan includes all of these:

· Syntax skills identified and related to the lesson objectives

· Discourse skills identified and related to the lesson objectives

· Key vocabulary

Plan includes two of these:

· Syntax skills identified and related to the lesson objectives

· Discourse skills identified and related to the lesson objectives

· Key vocabulary

Plan includes one of these:

· Syntax skills identified and related to the lesson objectives

· Discourse skills identified and related to the lesson objectives

Key vocabulary

Resources and Materials

Plan includes all of the following:

· Resources

· Materials

· Sources

· All relevant handouts, templates, slides are attached

Plan includes three of the following:

· Resources

· Materials

· Sources

· All relevant handouts, templates, slides are attached

Plan includes two of the following:

· Resources

· Materials

· Sources

· All relevant handouts, templates, slides are attached

Prior Academic Learning and Prerequisite Skills

Plan includes both of these:

· Description of prior academic learning and prerequisite skills

· Description of common misconceptions regarding concepts addressed in the lesson

Plan includes one of these:

· Description of prior academic learning and prerequisite skills

· Description of common misconceptions regarding concepts addressed in the lesson

Plan names prior learning, prerequisite skills, and common misconceptions, but does not describe them

Beginning the Lesson

Plan explains all of these:

· How prior knowledge, interest, and purpose will be activated

· What teacher will do

· What students will do

· Timing (Minutes)

Plan explains three of these:

· How prior knowledge, interest, and purpose will be activated

· What teacher will do

· What students will do

· Timing (Minutes)

Plan explains two of these:

· How prior knowledge, interest, and purpose will be activated

· What teacher will do

· What students will do

· Timing (Minutes)

·

Introducing New Content/

Skills

Plan explains all of these::

· How students will encounter new information or skills

· What teacher will do

· What students will do

· Timing (Minutes)

Plan explains three of these:

· How students will encounter new information or skills

· What teacher will do

· What students will do

· Timing (Minutes)

Plan explains two of these:

· How students will encounter new information or skills

· What teacher will do

· What students will do

· Timing (Minutes)

Guided Practice

Plan explains all of these:

· How students will be supported as they practice skills or interact with new content

· What teacher will do

· What students will do

· Timing (Minutes)

Plan explains three of these:

· How students will be supported as they practice skills or interact with new content

· What teacher will do

· What students will do

· Timing (Minutes)

Plan explains two of these:

· How students will be supported as they practice skills or interact with new content

· What teacher will do

· What students will do

· Timing (Minutes)

Independent Practice

Plan explains all of these:

· How students will practice skills or interact with new content independently

· What teacher will do

· What students will do

· Timing (Minutes)

Plan explains three of these:

· How students will be supported as they practice skills or interact with new content

· What teacher will do

· What students will do

· Timing (Minutes)

Plan explains two of these:

· How students will be supported as they practice skills or interact with new content

· What teacher will do

· What students will do

· Timing (Minutes)

Formative Assessment

Plan explains how teacher will monitor learning/check for understanding during three of these:

· Beginning the Lesson

· Introducing New Content

· Guided Practice

· Independent Practice

Plan explains how teacher will monitor learning/check for understanding during two of these:

· Beginning the Lesson

· Introducing New Content

· Guided Practice

· Independent Practice

Plan explains how teacher will monitor learning/check for understanding during one of these:

· Beginning the Lesson

· Introducing New Content

· Guided Practice

· Independent Practice

Summative Assessment

Plan explains all of these:

· How students will demonstrate the extent to which they met learning objectives

· What teacher will do

· What students will do

· Timing (Minutes)

Plan explains three of these:

· How students will demonstrate the extent to which they met learning objectives

· What teacher will do

· What students will do

· Timing (Minutes)

Plan explains two of these:

· How students will demonstrate the extent to which they met learning objectives

· What teacher will do

· What students will do

· Timing (Minutes)

Closing / Extending the Lesson

Plan explains both of these:

· Specific extension activity

· Further support for students who did not meet learning objectives

Plan explains one of these:

· Specific extension activity

· Further support for students who did not meet learning objectives

Extension activities and further support are mentioned, but not explained.

Special Needs / English Learners

Plan explains both of these:

· How special learning needs will be addressed

· How English Learners will be supported

Plan explains one of these:

· How special learning needs will be addressed

· How English Learners will be supported

Support for special needs and English Learners are mentioned, but not explained.

Lesson Rationale

Plan includes three relevant research-based principles of learning and teaching, and their sources

Plan includes two relevant research-based principles of learning and teaching, and their sources

Plan includes one relevant research-based principle of learning and teaching, and its source

TOTAL:____/45