KUD Lesson Planning TemplateGrade LevelPre-Kindergarten and ki.docx

KUD Lesson Planning Template
Grade Level
Pre-Kindergarten and kindergarten (3-4) because I believe this
is the most appropriate age for students to begin to learn
numbers in different ways
Instructional Model
I will use the direct instruction model is applied in this case
because it allows explicit and straightforward teaching
techniques and allows high levels of student involvement (Huitt,
2003). I also chose this method because the class will be
grouped in small and large groupings, which will allow room
for explaining and provides the students opportunities to
practice.
Standards
CCSS.MATH.CONTENT.K.CC.B.4
Know the connection between numbers and quantities; link
counting to cardinality (Common Core State Standards
Initiative, n.d.)
Objectives
Students will understand
· Students will understand that number can be shown in multiple
methods such as numerals, dots, and tallies
Students will know
· Students will know the sequence of numerals from 1-10
· Students will know how the relationships among numbers and
the number system
·
Students will be able to
· Students will be able to sum loud successively from 1-10
· Students will be able to match digits to objects from 1-10
· Students will be able to recognize numerals 1-10 in isolation

· Students will be able to use one-to-one correlation when
counting
· Students will be able to write digits from 1-10, draw dots,
tallies to signify the number of items counted
·
Assessment Plan
Formative:
I will write the numbers 1-10 on a four-index card and assign
the students in four groups and each group will have a teacher.
In this assessment, the teacher will remind the students to write
their names on their paper. This will be followed by the
teachers instructions on the grab and count game. I will show
the students how to play the game, which involves the taking
counters, placing them in a line them and counting them by
utilizing one-to-one correlation . The students will have the
opportunity to; first grab the counters and count and then count
the set again for accuracy. They students will also say the
number they counted last and write the number in the first
square either a tally, a dot or a numeral. The game involves four
squares and the students will have the opportunity to show how
group of items can be represented in three diverse ways.
This exercise will allow me to evaluate the student’s attention
during the assembly and their knowledge of the class. By
assessing their question sheet and listening to their explanations
of how they write the counted items.
Summative:
Students will work independently and with the assistance of the
teacher to write their names on top of their paper grab and count
objects in this activity. The teacher observes and provides
feedback when required.
This will allow the teacher to assess the child’s motor abilities
and skills, how they write numerals, how they hold their pencils
and assists them where necessary.
Procedure

1. Review previously learned material
I will present the idea of how to put pen to paper numbers 1-10
in diverse ways on the board using dots and tallies. I will also
draw a chart labelled numeral, dot, and tally and show an
example of each below
2.State objectives of the lesson
I will show the students how to play the game and ask if they
understand what they are required to do on their papers. They
will hopefully be able to grab and count objects and represent
them in different ways.
3. Present new material
We will count cubes, sticks, and others objects just to show the
students that they can count different object
4. Guided practice
The teacher will begin by writing their name o their paper while
the students watch. Then the teacher will instruct the students to
do the same on their papers. The teacher will then grab a
handful of objects and ask the student to count aloud with the
teacher and following the instructions of the game. This will
involve representing the counted objects in three different ways
the numerals, dots and tally. The teacher will then ask the
student to repeat the procedure on their papers while observing
and giving feedback when necessary. This will involve asking
the students questions like how many did you get and ask them
to count them again for accuracy and provide them with
encouragement and commendation through the exercise.
5. Independent practice
I will have students practice the game with stickers instead of
numerals, tallies and dots where they will stick the equivalent
number of stickers of the counted items. I would ask to work
with one another and have the two children at the table
References
Common Core State Standards Initiative. (n.d.). Kindergarten:

Counting & Cardinality. Retrieved from
http://www.corestandards.org/Math/Content/K/CC/.
Huitt,, W. (2003). Educational Psychology Interactive: Models
of Teaching. Edpsycinteractive.org. Retrieved 1 November
2016, from
http://www.edpsycinteractive.org/topics/instruct/instmdls.h
tml
YouTube,. (2015). Grab and Count. Retrieved from
https://www.youtube.com/watch?v=U6kafx5rPsg
Running head: First Grade ELA 1
Final Project First Grade ELA

EDU-381 Curriculum and Instructional Design
First Grade ELA 2
First Grade ELA
Lesson 1
Grade Level
Grade 1
Instructional Model
I would use the Integrative model to framework my lesson plan.
According to
Appendix D: Instructional Models - Teaching Content and
Thinking Skills of the Albemarle
County Public Schools, "In the Integrative Model, students
develop a deep understanding of
organized bodies of knowledge while developing critical
thinking skills. The model is
designed to teach combinations of concepts, generalizations,
principles, rules, facts and the
relationships between them, typically through the use of
matrices which may be either teacher
or student-generated, depending on student readiness (e.g. a
chart comparing characters in a
literary work in terms of personal attributes, conflict, and
symbolism). Students are expected

to do the following: describe, compare, and search for patterns;
explain similarities and
differences; hypothesize outcomes for different conditions; and
generalize to form broad
relationships"(Albemarle County Public Schools, Appendix D).
Standards
CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a text.
Retell stories, including key details, and demonstrate
understanding of their
central message or lesson.
Describe characters, settings, and major events in a story, using
key details.
Compare and contrast the adventures and experiences of
characters in stories.
Objectives
Students will read, listen, and watch different versions of The
Three Little Pigs(in
whole group class setting) and compare/contrast their
characteristics.
• There are similarity and differences in fiction literature. They
will also know that
there are different versions of very similar stories with
characters and plots in
common.

Students will know
• They will know that there are different versions of very
similar stories with
characters and plots in common.
• They will know the vocabulary related to comparing and
contrasting. For
example same, alike, similar, in common, different, contrast,
not the same.
• Use a graphic organizer to illustrate comparing and contrast
• Verbally retell key details and events of a story
Assessment Plan
http://www.corestandards.org/ELA-Literacy/RL/1/1/
First Grade ELA 3
Formative:
The formative assessment will be conducted by watching the
students participation
during the group reading and bubble graph to check for progress
and understanding.
The teacher will look for students to be participation by calling
on students and asking
questions. This assessment would be considered to be an
observational time.

Summative:
The summative assessment process will involve an independent
bubble graph being
completed by the students about two other works of fiction.
Procedure
1. Review previously learned material
No previous material
2.State objectives of the lesson
I would then explain to the students that we were going to read
some stories and see how
they are alike and different.
3.Present new material
1. Hold up a copy of The Three Little Pigs and ask students
what book is this?
2. Show another copy of story and ask students about it. Is it the
same story? Do you
think they have any differences or similarities?
3. Ask the children to raise their hands and share with the class
what they
remember about the three little pigs.
4.Guided practice
1. Read the first book to the students aloud.(on carpet in front
of rocking
chair)
2. While reading ask questions of the students of the students to
check for

understanding and participation. Examples: What do you think
is going to
happen next?
3. At the conclusion of the book, use volunteers to retell the
story. Scaffold as
necessary to help students.
4. Read the second book in the same manner except begin with
questioning of
what they think may be different.
5. After you have read both books use the whiteboard to
illustrate the
attached bubble map. This should be done as a group.
6. Take a bathroom/brain break
7. Read the other two books that are similar.
8. Have the students talk to their reading buddy to discuss the
stories.
5.Independent practice
During independent practice I would give the students a bubble
map to complete on their
own. I would still monitor the students for comprehension. I
would use this time to do
small group or one on one work for students who are struggling
with the concepts.
First Grade ELA 4

Lesson 2
Grade Level
1stGrade
Instructional Model
Student Centered Learning – This model best fits this lesson
because as books
are being read and presented to the students, they will be
driving the
interpretation and discussion around the meaning and parts of
the story.
Standards
understanding of their central
message or lesson.
key details.
CCSS. ELA- Literacy RL.1.4
Identify words and phrases in stories or poems that suggest
feelings or appeal to the
senses.

CSS. ELA- Literacy. RL.1.5
Explain major differences between books that tell stories and
books that give
information, drawing on a wide reading of a range of text types.
Objectives
The students will read, and listen to the fable(in whole group
class setting). They will describe
the characters, plot, and setting and type of fiction read.
•The difference between short story and fables as well as
character, plots, and
settings. They will also learn vocabulary associated with fables.
Students will know
• character, plot, and setting as basic story elements
•“The Boy Who Cried Wolf” is fiction because it was made up
to teach a lesson
• Identify the moral of the fable “The Boy Who Cried Wolf”
• Identify the literary terms characters, plot, and setting, and
explain those
terms as they apply to the fable “The Boy Who Cried Wolf”
Assessment Plan
Formative:

First Grade ELA 5
My formative assessment would consist of checking for
understanding as I read
aloud to students as well as share pair partner time. I will give
students the
opportunity to work together as a pair to answer and discuss
questions.
Summative:
My summative assessment will be when the students are asked
to go back to their
sits for individual work. They will draw and write about the
plot, characters, and
meaning of story.
Procedure
1.Review previously learned material
Ask the children if they have ever read nursery rhymes or
fables. Most likely they
have covered them in some form during kindergarten. Ask about
their favorites and
if they remember the meaning behind fables and fairy tales.
2.Stateobjectivesof the lesson
I would explain to the students that we are going to read a story
and find the plot,
setting, characters, and moral of the story.

3.Present new material
1. Hold up the book "The Boy Who Cried Wolf" and ask if
anyone has ever read
the book? Explain that it is a fable and what fables are...
2. I would then flip through the books pictures and ask for some
predictions.
3. Students would raise hands to answer the questions that are
presented.
4.Guided practice
of rocking chair)
check for
is going to
happen next?
story. Scaffold as
4. Allow students to explain what they think the moral of the
story is? What is the
lesson learned?
5.Independent practice
1. Students draw a picture of the setting and characters. They
will then also write a
summary of what they learned from the book.

First Grade ELA 6
Lesson three
Grade Level
1stGrade
Instructional Model
Role-playing, reenactment – Students will choose pieces of the
stories we read and work
together to role play and act out messages, interpretations and
possible scenarios that the
Standards
understanding of their central
message or lesson.
key details.
Objectives
Students will read a book together aloud with teacher and then
be able to reenact it with

a small group in class.
• characters, settings, and events
fictional stories come from the author’s imagination
Students will know
• How to Explain that stories have a beginning, middle, and
end
• folktales are a type of fiction
Retell the story of Cinderella
Reenact a story in front of a class with a partner or small group
Assessment Plan
Formative:
My formative assessment will come from observation during
reading as well as
participation in group planning. I will look for things students
are having difficulty with
and I will ask clarifying questions to redirect the thinking of the
students, on the spot.
Summative:
My summative assessment will be based on the final project. It
will be based
on their participation and comprehension presented in their
group performance. I
will provide a rubric and the students will be aware of what I
will be assessing
during their performance-based assessment.

First Grade ELA 7
Procedure
1.Review previously learned material
Review with students that stories have a plot, characters,
setting, and morals.
Review the different types of literature fiction and non-fiction.
2.Stateobjectivesof the lesson
I would explain to the class that we are going to read and act
out our favorite part of a
story.
3.Present material
I would start by showing the book and then asking questions
about what they might
already know or predict happening.
4.Guided practice
of rocking chair)
check for
is going to happen
next?
story. Scaffold as

4. Allow students to explain what they think the moral of the
story is? What is the
lesson learned?
5. Cooperative Learning
I would have the students break up into small groups of three or
four students and
work together to act out a scene from the story. I would use
this opportunity to go
around and guide each group into the right direction. They will
perform for their class
at the end of the lesson.
First Grade ELA 8
The focus of my project would be for students to be able to
identify settings, character,
plots, and lessons in stories. I would also want them to
understand the similarities and
differences in fables. It is important for them to be able to retell
a story through words,
drawings, graphic organizers, and reenactment.

I chose three forms of instructional models to make sure that I
am presenting a
differential learning environment. Some students learn form
direct instruction. Students are
receiving direct instruction through the classroom aloud reading
of the stories. The direct
instruction also helps to introduce a subject or new information
to students. It is also important
for students to get hands on experience. This is where graphic
organizers come into play. They
allow students to take what they have heard and apply it. The
reasoning behind my cooperative
learning was for students to build relationships and work
together. This activity will prepare
them for the future when thy need to be able to present
information in front of a group of people.
it also teaches the students to work as a team.
I would use several different modes of lesson for diverse
learners. For my ELL I would
provide a alternate language version of the stories. I would use
alternate graphic organizers for
diverse learners as well. And last but not least, I would organize
the group with varied
development to offset weakness and strengths.

The assessments used in each lesson will show mastery of the
objectives thorough
understanding and participation. I would use the graphic
organizers, drawings, and writings to
assess for individual learning and comprehension of fables and
their differences. I would also use
the group assessments to assess their ability to convert their
thoughts into actions.The assessment
will guide me into future lesson plans. I will be able to see what
information was received and
First Grade ELA 9
what information still needs to be learned. It will also help me
to see what learning style or
model was most effective for my students.
I will evaluate my unit by the assessments. I will use the
assessments to see if I covered
everything intended. I may have to go back into the lessons and
tweak them if understanding of
the unit is not apparent. I might also have to go back in and
reteach some part of the lessons if

the objectives where not meet. You cannot predict whether your
lesson plans will be effective or
productive. It is more of a trial and error and you have to be
prepared for both.
In conclusion, I am an amateur and still need plenty of practice
and learning to be an
expert at lesson plans. I think that my weakness is experience. I
think the more lesson plans I
write the better I will become. I think my strengths are my
ability to be flexible and open minded
to new or changing ideas. Teaching is not something you learn
overnight. It takes a lot of time
and dedication to get better and successful.
First Grade ELA 10
References
Framework for Quality Learning. (n.d.). Retrieved September
14, 2015, from
https://www2.k12albemarle.org/acps/division/fql/Pages/Appendi
x-D-Instructional-Models---

Teaching-Content-and-Thinking-Skills.aspx
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015).
Curriculum and Instruction for the 21st
Century. Bridgepoint Education.
Read the Standards. (2015). Retrieved September 14, 2015,
from
http://www.corestandards.org/read-the-standards/
x-D-Instructional-Models---Teaching-Content-and-Thinking-
Skills.aspx
x-D-Instructional-Models---Teaching-Content-and-Thinking-
Skills.aspx
http://www.corestandards.org/read-the-
similarity and differences in fiction literature. They will also
know that there are different versions of very similar stories
with characters and plots in common.

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