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Augusta University Lesson Plan

All candidates must demonstrate the ability to create and teach from the AU Lesson Plan Template. All courses are required to use this same template. The only section that may be modified by instructors, based on course objectives, is Part IV.

Part I: Lesson Overview Name: Tiffany Teacher

Lesson Title: Identifying Characters, Setting, and Major Events in a Story.

Subject: ELA

Grade: K

Georgia Standards of Excellence: ELAGSEKRL3: With prompting and support, identify characters, settings, and major events in a story. Learning Objective(s) Add rows here as needed. Name the learning objective(s) you have identified and list the assessment(s) that will provide evidence that students have met the learning objective. Learning objectives must be observable and measurable. You must indicate what a student will be able to do at the end of the lesson AND the level of success expected. You may also use “I Can” statements in student friendly language.

For example: The student will write a minimum of three details from the story to support the main idea. The student will solve given linear equations with 80% accuracy. I can identify 40/50 states on a map of the USA. The student will select and describe the characters, settings, and events in a story with at least 80% accuracy.

Planning Assessment (Please attach copies of assessments to be used in Part VI.) Briefly describe any pre-assessments, formative and/or summative assessments you will use throughout your lesson in the table below.

Name the Informal or Formal Assessment and briefly describe it.

Write the objective that aligns with the identified assessment in the first column.

How will you differentiate/ accommodate the assessment if needed?

How will you measure the assessment? (rubric, scoring guide, documented, observation, anecdotal notes, % correct, etc.)

Informal MC Pre-Test The student will select and describe the characters, settings, and events in a story with at least 80% accuracy.

Read Aloud, Repeat Instructions

Documented Pre-Test Score

Informal Formative: thumbs up, turn/talk

The student will select and describe the characters, settings, and events in a story with at least 80% accuracy.

Call on specific students to gauge understanding

Observation

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Formal Story Map - Group

The student will select and describe the characters, settings, and events in a story with at least 80% accuracy.

Read aloud, repeat instructions, provide visual support (images from text, writing strip)

% correct

Exit Ticket The student will select and describe the characters, settings, and events in a story with at least 80% accuracy.

Read aloud, repeat instructions, provide visual support

% correct

Identify the vocabulary essential for mastery of this content and the supports for vocabulary you will use within the lesson (whole class, specific group, individual).

Vocabulary: • Character(s)- are the people or animals in a story. • Setting- is where a story or event takes place. • Event- is something usually of importance that happens in a story. • Author-is someone who writes the story. • Illustrator-is someone who draws the pictures in a story.

Supports – Whole Class: Anchor Chart Terms of: Characters/Setting/Events Supports – Differentiated (specific group and/or individual): Graphic Organizer with visuals to describe characters, setting, and events (see attached). Scope and Sequence of Skills: Upon what academic content knowledge does this lesson build and/or what academic prior knowledge might it activate? This lesson builds upon standard ELAGSEKRI7: with prompting and support, describe the relationship between illustrations and the text (how the illustrations support the text). For this lesson, students will illustrate/write to identify the characters, settings, and events in a story. Also, students will use prior knowledge to identify the parts of a book (front cover, back cover, spine, author, illustrator). 21st Century Skills (e.g. critical thinking, collaboration, communication, creativity) and/or Technology Goals:

• Critical Thinking: Students will use critical thinking skills via questions/prompts/reflection to identify the characters, setting, and main events in the story called Goldy by by Athena Tsatsaronis.

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• Collaboration: Students will use collaboration during the turn and talk activity and during the small group discussion about the characters, setting, and events in the story called The Big Race Retold by David Edwin and the story called By the Light of the Moon by Maggie Bridger.

• Communication: Students will communicate clearly (verbal/nonverbal) with their teachers and peers when asked specific questions related to the terms characters, setting(s) and events in a story.

• Creativity: students will need to use creativity when they illustrate pictures of the sequence of events that take place in the story. Students will also use creativity to create puppets or finger puppets of rabbits or turtles (based on the story called The Big Race) in which they can create their own stories that will include characters, setting(s), and events that they can share with peers.

• Technology: The students will use technology by using their student Chromebook to access the read aloud story called Goldy retold by Athena Tsatsaronis. (Note: access to the book will be found in Mrs. Chapell’s Google Classroom. Each student will have access and will have guidance from the teacher and para if they need assistance with accessing the technology).

Cross-Disciplinary or Cross-Curricular Skills and/or Connections: The teacher will connect this lesson to the following kindergarten science standard: SKL2-Obtain, evaluate, and communicate information to compare the similarities and differences in groups of organisms. The teacher will discuss similarities and differences between a tortoise and a turtle and a hare and a rabbit. The teacher will also connect this lesson to the following kindergarten social studies standard: SSKG2 - Explain that a map is a drawing of a place, and a globe is a model of Earth. The teacher will show students a globe of the world. The teacher will identify where Africa is in relation to the United States on the globe and explain the connection to the text/story. Materials Needed:

• The Panda Problem (book) by Deborah Underwood.

• Goldy (electronic book-read aloud) retold by Athena Tsatsaronis.

• By the Light of the Moon (book) by Maggie Bridger.

• PowerPoint tortoises/turtles and hares/rabbits.

• Video Clip about settings, characters, and events in a story.

• Anchor Chart (Setting, Characters, Events)

• Finger Puppets Templates • Globe • 17 student Chromebooks/headphones • Story map template • Story map template (accommodated) • Pre-test/exit ticket

Technology Needed:

• Projector • PowerPoint about tortoises/turtles and

hares/rabbits. • Video Clip about settings, characters, and

events in a story. • Link to the Jack Hartman video to use as

the hook for the lesson: https://youtu.be/- _nePjWXecQ

• Student Chromebooks • Explaining the major events in the story:

https://youtu.be/eyF_aobpKRQ

Part II. Information about Students and Their Learning Needs Total Students: 17

Males: 5 Females: 12

Special Needs Students: Category

Number of Students

Required Accommodations for IEP, 504, ELL, and/or pertinent IEP Objectives

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Students with IEPs

1 • Repeat instructions • Give instructions verbally and written • Preferential seating close to teacher • Extended time on formal assessment (time and a 1/2 )

Students with 504 plans

0

English Language Learners

1 • Visuals such as graphic organizers to help with learning content. • Extended time (up to time and ½) to complete assignments. • Verbal directions given in English to be repeated/rephrased.

Gifted 0 Autism or other special needs

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Students with Dyslexia *Required* You must plan for a student identified with Dyslexia every semester even if there is not a student identified in your placement class.

2 • Visual aids (graphic organizers) • Read Aloud of test questions/answer choices. • Access to alphabet sentence strip for writing.

Part III: Instructional Focus A. Supporting Diverse Learners How do you plan to differentiate your instruction related to the learning objectives and learning intention [e.g. product – what students create or produce; process – plan for how students will come to understand content; content – the questions and information that engage students toward meeting the learning goals; environment-the classroom climate or tone (see Carol Tomlinson’s extensive work). How will you support each learner or groups of learners throughout the lesson instruction in ways specific to meet the learning objective(s)? You MUST address any supports for students with IEPs, 504 plans, ELs, Dyslexia, or gifted needs. You should also include specific supports for struggling readers, underperforming students, students with gaps in prior knowledge, native or heritage speakers, or other criteria. In the spaces below, do the following:

• Explain how you will accommodate for students identified in Part II with specific learning needs. Make sure you use supports that align with their required accommodations and/or goals and objectives.

• Explain how you plan to differentiate for any student (without required accommodations) that needs differentiated teaching or learning opportunities. You must differentiate in at least two ways daily.

Product

Required Accommodation: extra time on formal assessment, visual aids, read-aloud, access to supports Differentiation: A pre-test will be given and read aloud to all students. Whole Group Instruction: Students will assist the teacher in creating an anchor chart about the following vocabulary terms: characters, setting, and events. The teacher will explain that the story called The Big Race retold

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by David Edwin is told differently around the world. For instance, in Africa the tortoise uses team work to win the race and in America the tortoise keeps working heard and never gives up to win the race. Small Groups: groups are differentiated by student ability level. There are four groups. Students in the red group currently know all the letters and sounds of the alphabet and they know at least 20 sight words. Students in the blue group know all letters of the alphabet but continue to need additional support with letter sounds. Students in the yellow group struggle with identifying lower case letters and letter sounds. Students in the green group have not yet demonstrated identification of letters or sounds without maximum support. Students in the green group have possible dyslexia concerns based on a schoolwide screener that was given at the beginning of the school year. Students will complete a story map (illustrations of characters, setting and events) in individual groups that relates the story called By the Light of the Moon by Maggie Bridger. Independent Practice: the students will complete a story map in relation to the text Goldy retold by Athena Tsatsaronis. Students in the red and blue groups (higher performing groups) will complete a story map by writing/illustrating the names of the characters, writing/illustrating the setting, and writing about the events that happened in the beginning, middle and end of the story. Students in the yellow and green group (lower performing groups) will be accommodated by given a graphic organizer form that will help them to illustrate the characters, setting and events that happened in the beginning, middle, and end of the story. Once students have completed this activity, they will create finger puppets of either rabbits or turtles. The independent story map the students will complete after listening to the story called Goldy on their Chromebooks will be used as a formal assessment. An exit ticket that is multiple choice will be given at the end of the segment.

Process

Required Accommodation: visual supports, repeated instructions Differentiation: A pre-test will be given and read aloud to all students. Whole Group Instruction: students will be asked to sit on the carpet to help create an anchor chart about the following vocabulary terms in a story: characters, setting, and events. The teacher will read aloud the text The Big Race Retold by David Edwin and model how to identify the characters, setting, and events in the story. The students will participate in turn-and-talk activities about the author and illustrator of the story. The teacher will explain that the story called The Big Race retold by David Edwin is told differently around the world. For instance, in Africa the tortoise uses team work to win the race and in America the tortoise keeps working heard and never gives up to win the race. Small Groups: Students are currently placed in differentiated groups based on their ability level. There are four groups. Students in the red group currently know all the letters and sounds of the alphabet and they know at least 20 sight words. Students in the blue group know all letters of

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the alphabet but continue to need additional support with letter sounds. Students in the yellow group struggle with identifying lower case letters and letter sounds. Students in the green group have not yet demonstrated identification of letters or sounds without maximum support. Students in the green group have possible dyslexia concerns based on a schoolwide screener that was given at the beginning of the school year. All the students will continue in their normal groups for this activity. During small groups, the students will collaborate with their peers and fill out a story map (characters, settings, events) of the text By the Light of the Moon by Maggie Bridger. Independent Practice: the students will complete an additional story map independently in relation to the text Goldy. The text will be accessed on each student’s Chromebook and will be read aloud to all students. Students in the red and blue groups will complete a story map by writing/illustrating the characters in the story, the setting in the story, and the beginning, middle and end of the story. The yellow and green group will be accommodated by given a graphic organizer form that will allow them to illustrate the characters, setting, and events that took place in the beginning, middle, and end of the story. The independent story maps the students complete based on the text Goldy will be used as a formal assessment.

Content

Required Accommodation: visual supports, sentence strip Differentiation: Whole group instruction: The teacher and students will create an anchor chart about the following vocabulary terms: character, setting, and events in a story. The teacher will model identifying the characters, setting, and events throughout the read aloud The Big Race Retold by David Edwin. Small groups: groups are differentiated based on individual student’s ability level. There are four groups. Students in the red group currently know all the letters and sounds of the alphabet and they know at least 20 sight words. Students in the blue group know all letters of the alphabet but continue to need additional support with letter sounds. Students in the yellow group struggle with identifying lower case letters and letter sounds. Students in the green group have not yet demonstrated identification of letters or sounds without maximum support. Students in the green group have possible dyslexia concerns based on a schoolwide screener that was given at the beginning of the school year. The students will collaborate with their peers and fill out a story map about the characters and settings in the story By the Light of the Moon by Maggie Bridger. Independent groups: differentiated based on ability level. All students will work on a story map of the read aloud text Goldy. However, the higher-level groups will illustrate and write about the characters, setting, and events that took place in the story called Goldy. The lower-level groups will complete a story map that is accommodated by having an organizer for them to illustrate the characters, setting and events that happened in the beginning, middle and end of the story.

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Learning Environment

Required Accommodation: Preferential Seating Differentiation: The teacher creates a warm inviting learning environment. There is a token economy in place where students earn Raptor Bucks for demonstrating positive behaviors. The students are given Raptor Bucks after whole group instruction, during small group instruction, and during independent practice. The students have a certain time to put the Raptor Bucks away (at the end of the segment). The lights in the classroom are dim with soft light coming from lamps that are placed around the classroom. The teacher and students created a rules chart at the beginning of the school year which includes indoor voice levels. For example, a 0- voice level means that no one should be talking. A number 1-voice level means that students should whisper, and a 2-voice level would be a soft speaking voice. The students still struggle with using the appropriate voice during classroom instruction time. The teacher is currently using the strategy to play soft instrumental music. When students start getting louder than the music, the teacher gives them a reminder that their voices should not be louder than the music. Students are given opportunities to go to the restroom but have a specific sign that they use (cross their two fingers) when they need to go to the restroom. Effective classroom management, maximizes instructional time.

Will you be using specific groupings (e.g. purposeful, flexible, heterogeneous grouping)? If so, what criteria will you use to determine the groups (e.g. assessment data, interests, assets, literacy levels)? Students are currently placed in differentiated groups based on their ability level. The ability level is determined by each student’s Georgia Kindergarten Inventory of Developing Skills (GKIDS) assessment that is given each nine weeks. There are four groups. The students in the red group currently know all the letters and sounds of the alphabet and knows at least 20 sight words. The blue group knows all letters of the alphabet but continues to need additional support with letter sounds. The yellow group struggles with identifying lower case letters and letter sounds. The green group has not yet demonstrated identifying letters or sounds without maximum support. For this activity, students will be placed in the same groups to meet each individual student’s learning needs. What potential misconceptions and/or developmental approximations are possible with this content and how will you address each? (Consider understanding based on age of the student.) Students may have potential misconception about the setting of the story. This is since the setting is not always stated, and students must infer to determine the setting. I will explain that the main setting of a story is the time and place that a story takes place. If not stated directly in the text, the setting can be in the daytime, nighttime, or a specific place such as a park. Students may also have misconceptions about tortoises and turtles and hares and rabbits. How did you consider your student’s assets (personal, cultural, and/or community, developmental) within your classroom? Be specific to the content of the lesson and assets of your students. (What do they already know or have experiences with?) One asset is that the students are demonstrating relative personal strengths in their abilities to illustrate and label pictures. This visualization ability will help as they complete story maps of the characters,

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setting and events that take place in the texts called By the Light of the Moon and Goldy during guided and independent practice. Which aspect of your lesson reflects culturally responsive teaching? (Consider the social and cultural representations in your classroom, school or community.) This lesson reflects culturally responsive teaching by the teacher explaining that the story called The Big Race retold by David Edwin is told differently around the world. There will be a discussion given about how stories change and are different in other places around the world. For instance, in Africa’s story of The Big Race, the tortoise uses team work to win the race and the story told in the United States, the tortoise keeps working hard and never gives up to win the race. The teacher will also model by using a globe of the earth and showing the students where Africa is in relation to where the United States is on the globe. B. Planning Instruction How will students use problem solving, analysis, critical thinking, creativity, and/or higher order thinking throughout your lesson?

Problem Solving Students will use problem solving skills to identify the characters, the setting, and main events in the story called By the Light of the Moon by Maggie Bridger and the story called Goldy retold by Athena Tsatsaronis.

Analysis Students will view different text and will use analysis skills to determine the characters in the story, the setting, and the main events in the story called By the Light of the Moon by Maggie Bridger and the story called Goldy retold by Athena Tsatsaronis.

Critical Thinking Students will need to use critical thinking skills to visualize and illustrate pictures and write about the sequence of events that took place in the text By the Light of the Moon by Maggie Bridger and Goldy retold by David Edwin.

Creativity Students will use creativity when they illustrate pictures of the sequence of events that take place in the story. Students will also use creativity to create puppets or finger puppets of rabbits or turtles (based on the story called The Big Race) in which they can create their own stories that will include characters, setting(s), and events that they can share with peers.

Higher Order Thinking Students will use higher order thinking skills to determine the main events in the stories called By the Light of the Moon and Goldy. The students will need to determine what happened in the beginning or the story, what happened in the middle of the story, and what happened in the ending of the story.

C. Learning Theories What specific learning theories and/or principles of child development guided your instructional choices for this lesson? Constructivism Learning Theory

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Explain how the tenants of the theory or theories apply to your learning objective(s) and instructional choices.

This lesson relates to the Constructivism Learning Theory due to student taking what they have been taught about the vocabulary terms of characters, setting, and events from previous knowledge and experiences and adding new learning by applying the terms to a new text. For example, identifying the characters, setting, and events in the story The Big Race and applying this knowledge when completing a story map from another text independently (ex. Goldy). Part IV. Instructional Procedures/Timeline and Script Your instructor may choose to modify the structure of this section to best meet the course goals, objectives and outcomes. Opening of the Lesson Script what you will say to motivate students and introduce the lesson? At the beginning of the lesson, you will want to engage your students in some sort of brief interesting activity to get your students focused on the lesson, interested in the content, stimulated, and motivated to learn more. How will you motivate students and introduce the lesson? You might decide to show an interesting picture, object, or display some special materials at this time. You might choose to review prerequisites or review previously learned content and relate it to the new lesson at hand. Or you might plan pose a stimulating question, or present something puzzling, interesting, or curious that is to be investigated.

Time Allocation

Teacher Will Student/s Will

5 minutes

• Teacher will start the lesson by showing the following Jack Hartman video to use as the hook for the lesson: https://www.youtube.com/wa tch?v=-_nePjWXecQ the video has an upbeat tune and will engage students to learn about the parts of a story.

• Teacher will say: “We have been learning a little about characters.”

• Teacher will have the anchor chart ready and sectioned off in three sections. Section one: Characters, Section two: Setting, Section three: Major Events.

• Teacher will say: “Today we are going to discuss a little more about characters and talk about story elements. We are going to learn what the setting of a story is, and discuss how to identify major events in the story.”

• “Turn and talk to your partner about what the author and illustrator’s job is?”

• Teacher will ring the bell and the students will turn and discuss with their partner. After a few moments, the

Listen and respond to visuals and prompts

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teacher will ring the bell again to cue them to sit crisscross apple sauce and to give their attention.

• Teacher will say: “I heard some great discussions.”

• Teacher will then call on a student to give me their answer.

• The student should respond by saying: “The author writes the words, and an illustrator draws the pictures.” The teacher will say: “Yes, you are correct.”

• Sometimes students mix up the job of the author and illustrator. The teacher will check for this misconception if the student responds by saying “The author writes the pictures.” The teacher will say, “The author writes the words, and an illustrator draws the pictures.”

• Teacher will refer to the anchor chart ready and sectioned off in three sections. Section one: Characters, Section two: Setting, Section three: Major Events.

Explanation of Learning Objective(s) to Students: Remember to explain the objectives to your students at the beginning of your lesson, either before or after the motivation/introduction. Script how you will plainly tell students, using age appropriate language, what is going to be happening during the lesson and what they are going to be required to do and be able to do at the conclusion of the lesson.

Time Allocation

Teacher Will Student/s Will

10 minutes

• Teacher will say: “Today we will be learning about characters, setting, and events in a story. “The goal is for you all to be able to tell me the characters, setting and the events that take place in the story that I am going to read aloud.”

• Teacher will say: “First, to help us better understand the meaning of characters, setting, and main events in a story, we are going to make a chart together.”

Listen and respond to teacher prompts

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• Teacher will say: “Next, we are going to read the story called: The Big Race retold by David Edwin.”

• Teacher will then discuss the characters, setting, and events that take place in the story.

• Teacher will complete a walk through and talk about the front cover, back cover, author, and illustrator of the book.

• Once the walk though is complete, the teacher will ask students to analyze the front cover to see if they can determine what the story is going to be about.

• If the students answer as follows: “The story is about a turtle and a rabbit.”

• Teacher will say: “This is a tortoise and a hare. Although they look like turtles and rabbits, they are different.”

• Teacher will explain that a tortoise has a more rounded and domed shell and turtles have thinner shells. Hares have longer ears and their back legs are longer. They are larger than rabbits.

• Students may ask the following question: “Does that mean like the hair on our head?”

• Teacher will explain that it is spelled different, and one is for the hair on our head and the other means the animal.

• Teacher will say: “Let’s read the book to find out the characters, setting, and events in the story.

• After reading the book, the teacher will call on several students to identify the characters in the book.

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• If the students identify the characters correctly as being the tortoise and the hare, the teacher will move on and discuss the setting of the book. If the students do not identify the characters correctly, the teacher will go back to the first few pages of the book and show the students the pictures to help them identify the characters.

• Teacher will double check for understanding by calling on additional students and ask for them to identify the characters in the story.

• Once all students have a clear understanding about the characters, the teacher will then move on to discuss the setting of the book. The teacher will refer to the anchor chart and ask students to tell me where the story most likely takes place.

• If students answer correctly, the teacher will move on to the next section.

• However, if students have difficulty identifying the setting, the teacher will go back in the book and show pictures that include the outside, the wooded trail, and trees.

• Teacher will say: “after we discuss the setting of the story, we will discuss how to identify the major events in the story.”

• Teacher will explain that the beginning, middle, and ending of a story is like a roller coaster. It starts at the bottom and then rises to the middle, then finally comes back down to the end.

• Teacher will ask students to see if they have ever seen a

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roller coaster. If they say no, the teacher will show the short video clip of Humpty Dumpty that provides a visual of a roller coaster and how to identify the beginning, middle and ending of a story using the following link: https://youtu.be/eyF_aobpK RQ

• The teacher will call on a student to identify the beginning of the story. If the student answers that they were going to race, the teacher will say: “You are correct.” The teacher will also go back to the beginning of the story to show the picture where the tortoise and hare are getting ready to race to model.”

• Teacher will then discuss the middle of the story. Some students may have difficulty with this. Teacher will say: “Remember in the video about Humpty Dumpty where his is on the wall and starts to fall?” Teacher will explain that this is the middle of the story.

• Then, the teacher will call on a student to tell me what happened in the middle of the story of The Big Race.

• If the student answers correctly, teacher will move on to the ending of the story. If the student has difficulty, the teacher will go back in the text and find where the hare goes to sleep under the tree. The teacher will explain that this is the turning point in the story and that the hare thinks that he has plenty of time to win the race.

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• Teacher will then ask a student to tell me the end of the story. If the student says: “The tortoise wins.”, the teacher will say, “You are absolutely correct.” However, if the student still has a misconception about how to identify the ending of the story, the teacher will mention the roller coaster again as was noted in the video about Humpty Dumpty and explain that it is what happens at the very end of the story.

• The globe will be brought out and the teacher will model by showing students the United States on the globe and where Africa is on the globe.

• Teacher will say: in Africa’s story of The Big Race the tortoise uses team work to win the race an in America’s story, The tortoise keeps working hard and never gives up to win the race.

• The students will view a short PowerPoint on tortoises and hares (this may be shown during the social studies segment, if running low on time).

• Teacher will say: “You will now work in groups to complete a story map about the characters, settings, and events in the story called By the Light of the Moon.” I will show a model of a completed story map of the story called The Big Race.

• Teacher will say: “Finally, you will work on completing a story map independently.” “Once you are finished with this, you will have the opportunity to make a finger puppet.” The

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teacher will show the students an example of completed story map to demonstrate quality work.

Body of the Lesson - Engaging Instruction or Learning Activities: Thoughtfully sequence the new information, the new concepts, the new vocabulary, and the new strategies/activities that you will present/provide for your students. You should spend a considerable amount of your planning time figuring out how to best sequence and organize your engaging instruction or learning activities to further your objectives. This section may vary based on content area and instructor prior to student teaching. However, the rubric remains the same for all content areas and instructors. Demonstrations/Modeling/ Examples: Bullet or describe techniques or skills you intend to model or demonstrate. Frequently, especially for English learners, it is important to not only tell students what to do, but to also show them what to do. Bullet or describe the rich, varied demonstrations, models, modeling, examples, materials, and/or technology that you intend to utilize

Time Allocation

Teacher Will Student Will

10 minutes

• Teacher will say: “To help us better understand the meaning of characters, setting, and main events in a story, we are going to make a chart together.” “First let’s talk about characters.” Teacher calls student name from class list or seating order for random selection rather than calling on hands.

• If the student answers correctly, the teacher will say: “That is correct, the characters are the people, animals, creatures or things in a story.” The teacher will model by showing students a few familiar characters (ex. SpongeBob, Curious George) and then place them on the anchor chart under the section called “Characters”. If the student does not answer correctly, the teacher will explain that characters are the people, animals, creatures, or things in a story and will have students identify additional pictures. The teacher will then ask all the students to repeat the following: “Characters are the people, animals, creatures, or things in a story.” The teacher will then have students identify

Listen and respond to prompts, think/share

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additional pictures of possible characters (ex. kids, dog, cat, frog, cars, etc.) as the teacher adds them to the anchor chart.

• Teacher will say: “Next let’s talk about the setting of a story.” The teacher will ring the bell and ask students to turn-and-talk to their partner and discuss what they think the setting is in a story.” Once, students have a few moments to discuss, the teacher will ring the bell again to cue students to stop talking and give their attention to the teacher.

• Teacher will say: “I heard a lot of good discussions about the setting of a story, who would like to share?” The teacher will call on a student that is sitting correctly and has their hand raised.

• If the student says, “It’s the time and place a story takes place”, the teacher will reassure the student that they are correct. The teacher will then model by showing students pictures that would possibly relate to the setting of a story (in a house, in a castle, forest, etc.) If the student does not answer correctly, the teacher will refer back to the anchor chart with the pictures of the house, castle, forest on the anchor chart and will state the following: “That was a good answer, but let’s look at these pictures.” “If you saw this picture in a story, where do you think it would take place?” The student should answer by staying the following: “In a house or in

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a castle.” The teacher would say, “Yes that is correct, that is the meaning of the setting in a story.” “It’s the time and place a story takes place, like in a house or in a forest.”

• Teacher will tell the students that the setting is not always stated in the story. Therefore, the teacher will say: “The setting is not always told in the story.

• Teacher will ask the following question? What is a way you can figure out where the setting is if it does not say in the story.

• Teacher will call on a student to answer.

• The student will say: “You can look at the pictures to help you figure out the setting of the story.”

• Teacher will reply: “Yes, pictures are a great way to figure out the setting of a story when you are not told with words.

Mid-Lesson Check for Understanding – Descriptions of Informal Assessments: In your lesson plan, describe how you will monitor learning and check for understanding at various points in the lesson. The information you gather about student learning will let you know if you need to adjust the pace of your presentation, repeat explanations, adjust your methodology, provide more modeling, or clarify student misunderstandings.

Time Allocation

Teacher Will Student Will

5 minutes

• Teacher will check for understanding throughout the lesson by having students participate in turn- and- talk activities. As students are collaborating with their peers, the teacher will check to see if students are on track with their thinking and the teacher is able to give feedback for their collaborative discussions.

• For example, the teacher will show the front cover of the book and say: “Turn and talk to your partner about what the book will possibly be about.”

Listen and Respond, Complete story maps

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During the discussions, the teacher will be able to determine if students are giving possible answers and really thinking about what is being asked.

• After reading aloud the story The Big Race, the teacher will call on a student to answer the following question: “Can you name the characters in the story?”

• The student should answer: “The turtle and the rabbit.”

• Teacher will explain that the characters look like a turtle and rabbit, but they are called a tortoise and a hare. The teacher will then explain the difference between a turtle and a tortoise and the difference between a hare and a rabbit.

• Teacher will call on a student to answer. The student should say: “by looking at the pictures.”

• If the students answer incorrectly, the teacher will say: “Let’s look at the chart again, remember the setting is the place where the story takes place.”

• Teacher will also go back to the beginning of the story and show the images of the trail in the forest.

• Teacher will say: “Now let’s try to figure out what happened in the beginning of the story.”

• Teacher will call on a student to answer the following question: “What do you think happened in the beginning of the story The Big Race?”

• The student should respond: “They were racing.”

• If the student does not respond correctly, the

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teacher will go back to the anchor chart, and the video clip with the roller coaster model of the events that took place in the Humpty Dumpty story.

• Teacher will then ask: “What do you think happened in the middle of the story The Big Race?”

• Teacher will call on a student to answer.

• The student should respond by saying the following: “The hare thought he was going to have time to win so he went to sleep under the tree.”

• If the student says: “The tortoise won the race,” the teacher will revisit the anchor chart and the roller coaster model of Humpty Dumpty to explain further.

• Teacher will then ask: “What happened at the end of the story The Big Race?”

• Teacher will call on another student to answer. “If the student says, “The Tortoise won.”

• Teacher will respond by saying, “That is correct! How do you know that the Tortoise won?”

• The student should answer by saying the following: “I know because I see the finish line and the Tortoise is going past the line.”

• If the student does not respond correctly, the teacher will say, let’s look at this page again and will prompt the student to the correct answer.

Guided and Independent Practice: Guided practice allows your learners to rehearse the new

Time Allocation

Teacher Will Student/s Will

30-45 minutes

• Guided practice will be given during whole group and small group to help

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information or practice the new skill/technique/action/procedur e with your assistance and guidance. In this part of the lesson plan, describe what kind of guided practice activities you have planned to help students accomplish the objectives. Strive to design guided practice activities that are highly engaging and motivating. Interesting, attractive practice materials, aspects of gaming, good pacing, and teacher enthusiasm help make students motivated to participate in practice activities. Independent Practice: Independent practice is when students are asked to practice something without assistance or direct guidance. Independent practice allows the instructor to check for mastery of the lesson objectives. Not all lessons will include true independent practice, but all lessons should result in evidence of student learning in some fashion.

students learn how to complete a story map.

• Teacher will first guide students through the lesson to fill out a story map based on the text called The Big Race. The teacher will show students the completed story map with the beginning, middle and ending of the story completed.

• Once students have completed the activity during whole group, the students will be placed in their differentiated groups where they will collaborate and complete a story map based on the book called By the Light of The Moon. This will be a group grade.

• Teacher will walk around the room and provide guidance and feedback to each group.

Closing of the Lesson Closure: Closure refers to an activity that ends a lesson and creates a lasting impression. Teachers use closure to check for understanding, emphasize key information, tie up loose ends, and correct misunderstandings. Students find closure helpful for summarizing, reviewing, and demonstrating their understanding of major points. In this part of the lesson plan, describe how you will close the lesson and what your students will do independently to prove that they have mastered the objectives that you targeted for this lesson.

Time Allocation

Teacher Will Students Will

5 minutes

This is not only the formal assessment section. You should explain how you will wrap-up, review, summarize, engage in questioning in addition to independent formal assessment.

• Teacher will call on each group to “present” from where they are. One group will be asked to describe the characters, setting, or events.

• Students will ask questions if need.

• To close the lesson, the teacher will say: “Class, it

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is time to go to your individual seats.”

• Teacher will say: “I heard a lot of great discussions, and you all did a great job completing the story map from By the Light of the Moon.”

• Teacher will say, “Now, it is time for you to show me what you have learned.”

• Teacher will review character, setting and event definitions.

• Teacher will say, “I am

giving you a new sheet and you will complete on you own.”

• Teacher will provide details about the activity and what the student’s task will be. The teacher will provide an example to show the students what is expected. This sheet will be differentiated. Therefore, not all students will receive the same sheet. Students will need their individual Chromebooks and help getting to the read aloud story called Goldy (which will be in Google Classroom).

• Teacher will say: “You are going to complete a story map about Goldy.

• Teacher will explain the different parts of the story map.

• Teacher will say: “You will complete a drawing and write about the characters that were in the book in one box on the sheet.”

• Teacher will say: “Then you will complete a drawing and write about the setting that took place in the story.”

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• Teacher will say: “Next you will complete a drawing and write about the events that took place in the story.” “Once you have all of this completed, you will get a finger puppet that you will color and create.”

• The teacher will say: “Remember what color tortoises and Hares are?” The teacher will give students time to answer as a group. Teacher will say: “We do not need to see any blue, purple, or orange tortoises or hares.”

• Extension: Once students have completed the finger puppets, they make construct their own story using the puppet in which they should include the characters, setting, and events in the story.

• After all students have finished with the story map, the teacher will give all students the post-exit ticket. This assessment will be read aloud to all students. It is a multiple-choice assessment.

• In closing, teacher will say: “Class you all did an amazing job today with learning about characters, settings, and events in a story.” “We will continue to work on these skills as we read other books.”

• Teacher will say: “Tomorrow, we will work on creating our own stories using speech bubbles.” “I cannot wait to see the stories you all will create.”

Formal Assessment or Informal Evaluation of Objective(s): Describe how you will assess your students’

Time Allocation

Teacher Will Students Will

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work or skill development to determine whether your objectives have been accomplished and whether learning has taken place. Your assessment of student learning may be formal or informal, depending on the lesson, but formal assessment of student learning (using observable skills or work products and/or scoring rubrics) is preferred. Be careful to design the lesson so that you are assessing the exact objectives that you specified at the beginning of the lesson plan. Remember, you will know your lesson was effective when it produces evidence of student learning. This section should directly correlate to the assessment portion of Part I. Describe how you will assess your students’ work or skill development to determine whether your objectives have been accomplished and whether learning has taken place.

You must describe any assessment that occurs at the end of the lesson. Please attach all assessment documents to the end of this plan.

• A pre-test will be given before the lesson.

• During instruction, students will be informally assessed by giving thumbs up and during turn and talk activities.

• During guided practice, students will be assessed informally while they are providing answers to the characters, setting and major events that took place in The Big Race.

• During group practice, the teacher will walk around and assist students in each group to check for understanding.

• After independent practice a rubric will be used to assess each student’s ability to identify characters, setting(s) and events in the story called Goldy.

• After the post-exit ticket, the teacher will compare each student’s pre-test score verses their post-exit ticket score to see if they made gains.

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How will your assessment strategies allow you to provide specific feedback to the whole class, small groups, and/or individuals?

*Attach or paste any assignments, presentations/slides, worksheets, video links, and/or activity handouts to this document. Part V. Post Instruction Reflection (complete this section after teaching the lesson). Implementation. What improvements and changes would you make and why? Include specific instances from your teaching as supporting evidence. What went well and why? Relate your reflection back to the learning objectives. What did not work well and why? Relate your reflection back to the learning objectives. The first improvement that I will make is to allow students to get up and move during the upbeat song about the beginning, middle and end of the story. I was honestly a little nervous with the recording, that I felt like I tried to rush. This was my first time to record a lesson for Augusta University. I was unsure of how to accomplish this with technology, so I asked my media specialist to help with recording. She had an important meeting to attend, and I was rushed to complete the recording. I now have a better understanding and will be able to record on my own next time. I would change the way that I explain group practice. A lot of students were unclear of the expectation. I had an example rubric, but I totally forgot to tell the students about the rubric until the end. The character identification and the setting identification went well because students did well with identifying the characters on the independent activity of Goldy. Students also did well on the post exit ticket given at the end of the class. Also, allowing students to have the book read aloud on their Chromebook went well. I plan to continue to use this activity for future stories. I also plan to have students complete story maps about the story as well. My group practice did not work well because I had a lot of students getting up from their seats and walking up to me asking me what to do. The purpose was for students to collaborate and help each other identify the characters, setting, and events in the story By the Light of the Moon, but this is something we will continue to practice. Learning Theories. Explain how your implementation of the lesson reflect the learning theories that framed your plan? Defend your response with examples from your experiences teaching the lesson.

I related my lesson to the Constructivism Learning Theory due to student taking what they have been taught about the vocabulary terms of characters, setting, and events from previous knowledge and experiences and adding new learning by applying the terms to a new text. For example, during whole group instruction, I introduced the following vocabulary terms: characters, setting, and main events. After, we completed an anchor chart discussing characters, setting, and main events vocabulary terms, the students were required to take this information and apply it to the characters, setting, and events that take place in the story The Big Race. The students were then required to apply the vocabulary knowledge to group practice by filling out a story map about the characters, setting and main events in the story called By the Light of the Moon. In addition, the students were to apply the vocabulary knowledge to an independent practice activity that was used as a formative assessment. For instance, the students were required to compete a story map independently about the story called Goldy.

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Assessment Data. What information about student understanding did you learn from student assessment(s) data? In what way did students demonstrate growth and understanding? How will you act upon or will students be able to act upon the feedback provided from each assessment strategy used? As noted in an increase in pre-test scores verses exit ticket scores, all my students’ made gains in their vocabulary knowledge about characters, setting, and major events in a story. The pre-test and exit ticket were read aloud as a small group to all students. Kindergarten students are still learning how to take assessments. Therefore, this would possibly be better if students complete one-on-one with the teacher. However, once it was explained, the students were able to circle an answer of their choice for the assessment (see the chart below). The overall average score on the pre-test is 46%. The overall average on the exit ticket is 80%. Based on feedback given, most students have a great understanding about how to identify characters in a story. The students also have a relative understanding of identifying the setting in a story. However, a lot of students still have misconceptions about the role of the author and the role of the illustrator in the story. Although most students did well with identifying the vocabulary term of an event in a story, most students scored twos based on the rubric with completing the story map about Goldy. I will need to revisit and reteach this area of the lesson. If required by your course (assessment course) or during student teaching, use the assessments and create a chart (pre and post test data) to analyze student learning across the class. Attach or paste your chart and write a quick summary of what students learned or potential misunderstandings and how you are drawing these conclusions.

Part VI. References and Resources: Provide all necessary links and attachments (such as handouts and assessment documents).

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Link to the Jack Hartman video to use as the hook for the lesson: https://youtu.be/-_nePjWXecQ The Big Race (book) retold by David Edwin By the Light of the Moon (book) by Maggie Bridger Story map(s) templates completed by @Daisydog Link to help identify the major events in the story. https://youtu.be/eyF_aobpKRQ