Magnet lesson plan for kindergarten students

1. Shila Schreiner
American College of Education
CI5103 – Curriculum and Instruction Design for Diversity
Dr. Therese Kanai
December 6th, 20117

2. During this lesson students will be working within reading, writing, and science to
learn about magnets and make connections within their background knowledge.
Students will begin by listening to a story, while answering key detail questions.
completing a story mapping activity. From there, students will work on completing a
story mapping activity. During this activity, students will work on setting, character,
beginning, middle, and end. To complete this lesson, students will be asked to
connect knowledge and write about what they have learned about magnets.
Throughout this lesson, student will be formatively assessed, as well as summatively
assessed during writing using a rubric.

3.  Student Characteristics:
 Kindergarten Students
 Female and Male
 All Learning Levels
 Students on free or reduced lunch
 Testing at the novice or nearing proficient in regards to ELA curriculum
 After data analysis of ELA curriculum and test scores, a definite gap between
students who are on free or reduced lunch verses students who are not has come to
my attention.
 It became apparent that many of the students with lower economic means may not
have access to early reading skills, putting them behind, before they even start.

4. Standards
 CCSS.ELA-Literacy.RL.K.1
With prompting and support, ask and answer questions
about key details in a text.
 CCSS.ELA-Literacy.RL.K.3
With prompting and support, identify characters,
settings, and major events in a story.
 CCSS.ELA-Literacy.W.K.2
Use a combination of drawing, dictating, and writing
to compose informative/explanatory texts in which
they name what they are writing about and supply
some information about the topic.
 K.P.1
Physical Science - Forces and Motion: Understand the
positions and motions of objects and organisms
observed in the environment.
Objectives
 Objective 1: Students will be able to
answer questions about Magnet Max by
Monica Hughes.
 Objective 2: Students will identify
characters, setting, and major events in
Magnet Max by Monica Hughes.
 Objective 3: Students will draw and/or
write about their knowledge of magnets
using their existing knowledge on
magnets.

5. Activity 1
Literature Circles: Allow students and teacher the ability
to discuss stories in a small setting. Students are valued
for their opinion, this group is not focused on phonemic
awareness skills, but rather on creating a love for
reading. Within this group, students discuss, make
connections and challenge one another and their
thinking.
Marzano’s Research:
Cues, Questions, and
Advance Organizers

6. Activity 2
Group Story Mapping: allows student and teacher to
work together to determine setting, character, problem,
solution, and opinion. Students work together to fill in
the graphic organizer and improve comprehension skills
through the visual representation.
Marzano’s Research:
Cooperative Learning
Summarizing and Note
Taking

7. Activity 3
Writers Workshop Model with students: 1. Students and
teacher meet on carpet and discuss the topic of the day.
2. Teacher talks through her model as an example,
including expectations. 3. Teacher erases model and
provides students with writing journal. 4. Students begin
by drawing what they know about magnets. 5. Students
then provide detail and facts about magnets.
Marzano’s Research:
Setting Objectives and
Providing Feedback
Nonlinguistic
Representations

8.  Assessment 1: Review of students
writing journal entry using the chart
to the right.
 Assessment 2: This assessment will
be a formative assessment that takes
place during the first two activities. I
will be watching for student
participation, as well as input when
creating the story map and during our
small group discussion.
1 – Not Yet 2 – Nearing
Proficient
3 – Proficient
Student completes a
detailed drawing of a
magnet and/or what a
magnet does.
Student labels
drawing.
Student adds a
sentence to tell about
what a magnet does.
Student uses proper
punctuation (capital,
spaces, and period).

9. Alturki, N. (2017). The Effectiveness of Using Group Story-Mapping Strategy to Improve Reading
Comprehension of Students with Learning Disabilities.
Gillenwaters, B. (Lecturer). (2017). Part 3: Increasing Rigor. (Video recorded guest lecture number 3,
Course CI5103: Curriculum and Instructional Design for Diversity). Chicago, IL: American College
of Education.
Herdeline, J. (2014). Literature Circles: A School Librarian Initiative for Assisting Struggling Readers.
Kentucky Libraries, 78(1), 24-28.
Snyders, C. (2014). 'I Wish We Could Make Books All Day!' An Observational Study of Kindergarten Children
During Writing Workshop. Early Childhood Education Journal, 42(6), 405-414.
doi:10.1007/s10643-013-0625-2