1. J. Tonski Coursework
Lesson Plan Sample Template – Vancouver Island University
Name: Florence R. Joe
Grade Kindergarten Topic Reading lesson on Bears
Date Oct. 15, 2012 Allotted Time 45 minutes
Cite sources used to develop this plan: Bears created and illustrated by Laura Bour & Preparing to
Read, Preparing to Learn handout.
1. Rationale: Why is this lesson relevant at this time with these students?
During the month of Nov. the students will be learning about bears. This is an introductory lesson that not only
teaches students about bears but also teaches effective strategies in discussion and reading.
2. Provincial Prescribed Learning Outcome(s) (PLOs): What IRP outcome(s) does this lesson develop?
A2 engage in speaking and listening activities to share ideas about pictures, stories, information text, and
experiences
B4 in discussions, use strategies before reading and viewing to enhance comprehension, including accessing
prior knowledge predicting and making connections
B5 in discussions, use strategies during reading and viewing to monitor comprehension, including predicting
and confirming unknown words and events by using language patterns and pictures, making pictures in their
heads (visualizing) and asking the question, “Does that make sense?”
B6 engage in discussions and create representations after reading and viewing to reflect on the text to confirm
meaning.
3. Assessment (for/of/as)
Lesson Outcome
What will students learn?
“Students will be able to” (+ verb):
Sources of Evidence
What product or action will show what
students have learned? (Title of Product
or Action) Write, Say, Do
Criteria
What will you look for in this evidence
(product or action)? What does the
successful product look like?
-use listening & speaking to
develop a deeper level of
understanding (A2)
-use before, during and after
reading strategies to enhance
comprehension and meaning.
(B4, B5, B6)
Do:
a) listen to the growls of bears
and imitate them
Say:
b) discuss, ask questions, predict
about the book & bears
Write/Draw:
c) draw your favorite part of the
book
a) Students are engaged,
listening and taking part
b) Thoughtful inquires/answers
c) Drawing is relevant and
colored

2. J. Tonski Coursework
4. Resources, Material and Preparation: What resources, materials and preparation are required?
5. Lesson Development (Remember the 3 Main Principles of Teaching and Learning) Pacing
Introduction/Hook/Purpose (Anticipatory Set): How will you introduce this
lesson in a manner that engages students and activates their thinking?
CM: Bring the students to the carpet & have them sit in a circle.
CM: “I want your ears listening while I play different bear growls. If you are talking we
will not be able to hear them. I will play them when everyone has their five things facing
me.”
Step one: Play bear recordings
Have the children imitate the growl. Take out the picture/manipulative of the bear that
made the growl - - tell the children the name and a fact about it.
Teaching/Learning Sequence ( I do/We do/You do & M. Hunter): What steps
and activities are you going to use to help students acquire and practice the
knowledge, skills and/or attitudes needed to meet the outcome?
Step two: Discussion
Ask the students if they have ever seen a bear in real life. Share my own encounter with a bear
story.
Step three: Introduce the book
Bring out the book and tell the children that we are going to learn all about bears today.
Step four: Anticipation guide
Before I read the book I am going to ask you some yes or no questions: put up your hand if you
think yes, keep your hands on your lap if you think no.
- Who thinks bears sleeping during winter?
- Who thinks bears eat bugs?
- Who thinks Pandas are bears? (show panda picture)
Step five: Predictions
- What do you think we will find out about bears?
“Let’s find out.”
Step six: Read the book
Check predictions while reading
Emphasize that you should never approach a bear.
Step seven: Post Reading activity
Give the children a piece of paper in the shape of a bear and allow them to draw what they liked
most about the book.
CM: If students finish early bring fiction/nonfiction books on bears for them to look at.
7 min
5 min
1 min
5 min
5 min
10 min
10 min

3. J. Tonski Coursework
Closure: How will you solidify the learning that has taken place and deepen the
learning process?
CM: Bring children to the carpet.
Allow the children to show their drawing one at a time. If they would like they can say one thing
about it.
5 min
6. Accommodations (adaptations, extensions, other ): How will you plan for students who have
Physical, learning and/or behavior difficulties or require enrichment?
Special needs students - - Allow the student to color in a bear template that is similar to one of the pictures in
the book.
Exceeding expectations - - Have them write something they liked about the book.