English Language Arts Lesson Plan

LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Date: Unit/Subject: English Language Arts Instructional Plan Title: Child Learning Activity Lesson Summary and Focus: In this lesson, we will teach the students how to identify the main topic of the story. The focus will be using details from the book to make the correct assumption of the main topic. Classroom and Student Factors/Grouping: The classroom will be grouped into 5 groups of 4 students each. While one group is reading their story, the other groups will be doing a color activity emphasizing the use of the letter “A”. National/State Learning Standards: 1. 6.29.13.8 - CONTENT STANDARDS FOR ENGLISH LANGUAGE ARTS 2. Kindergarten students will identify the main topic, retell key details of a text, and make predictions (ELA Common Core Standards, 2021). To identify main ideas from the any text, recognize main Specific Learning Target(s)/Objectives: characters, events, theme, and challenges in a story and draw a conclusion from a text. Academic Language Resources, Materials, Equipment, and Technology: I intend to teach students  How to read words with information.  How to use that information to identify the main characters  How to form the main topic of the story using the information given in the book - Book – Swashby and the Sea by Beth Ferry - E-reader book via iPad - Worksheet and pencil Section 2: Instructional Planning Anticipatory Set  I will use relevant instruction and content-based connections.  I will follow clear directions for the day’s learning such as: identify the main character and their plot in the story. Multiple Means of Representation  I will use both print and electronic material to illustrate the lesson requirements and expectations.  Lesson content will be presented using visuals, graphics and verbal cues. Explain how you will differentiate materials for each of the following groups:  English language learners (ELL): For ELL, I will have a Spanish Time Needed 5 Min. Time Needed 10 Min. copy of the book, as well as a worksheet.  Students with special needs: For students with special needs I will be sure to group them together so that we can move at a slower pace.  Students with gifted abilities: For gifted students I will have them help other students when they have finished their own work. Early finishers (those students who finish early and may need additional resources/support): For early finishers I will have them help other students when they have finished their own work. Multiple Means of Engagement  I will use group activities to help students learn, such as group games that involve boats and oceans.  I will use examples in class and then give a verbal test to students. Explain how you will differentiate activities for each of the following groups:  English language learners (ELL): For ELL, students will engage in group activities.  Students with special needs: For special needs, students will explore and practice as learning is designed for each student, based on their needs.  Students with gifted abilities: For gifted students, they will explore and practice as learning is designed for each student based on his capabilities.  Early finishers (those students who finish early and may need additional resources/support): For early finishers, students will engage in a writing activity. Time Needed 10 Min. Extension Activity and/or Homework Students will take home one of three coloring pages of their choice. One is the protagonist, the second is the antagonist, and the third is a boat they use in the story. They will choose their favorite picture to take home, and will color it, write their name on it, and then bring it back to school the next day to be hung on the art wall. Time Needed 20 Min. Summary There are many ways to use both formative and summative assessment data in order to determine the best way to modify instruction, while also moving forward each step during the learning process. In this lesson, the formative assessment is done by reading to the students, and then receiving their feedback. It can also be seen in asking the students questions about the story and recording their answers as to what actually corresponds in the book. Furthermore, these assessments can be used for all students across all backgrounds. Although each lesson may look a little different due to adapting for each students’ abilities. Now, moving on to what a summative assessment looks like within this lesson plan. For this lesson I decided to go with a worksheet based off of the story. This worksheet will have the students put the correct pictures in order of events in which the story took place. Then, they will match those numbers – in a small order probably 1-5 or 1-10, with the correct word that describes the picture. Finally, having each student respond to me out loud will be the final assessment form taken for the day. There is always more to look for and more we as teachers can do when it comes to educating children and young minds. All in all, having a solidified lesson plan is one of, if not the most, important aspect in being a prepared teacher. When one doesn’t have a lesson plan, or one that is solidified, the whole object and point of the lesson could easily get lost in translation.