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Name:

Mrs. Ariel Massee

Grade: Kindergarten

Lesson
Presidents Day- Lesson Four
Date: February 25, 2015
Title:
CCGPS or GPS Standard(s):
-ELACCKRF2: Demonstrate understanding of spoken words, syllables, and sounds.
-ELACCKSL1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with
peers and adults in small and larger groups.
-SSKH1: The student will identify the purpose of national holidays and describe the people or events celebrated.
-SSKH2: The student will identify important American symbols and explain their meaning.
Classroom/Lesson Context (please check the following that apply):
__X__ Whole Group ___X__ Small Group __X___ One-on-One ___X__ Students with IEPs/504s _____ ELL
Students
____ Other (Please specify: _______________________________________________________________________)
Please specify the number of students:
__12___ Girls __11__Boys
Individual Education Plan Goal(s) and Benchmarks specific to this lesson:
After completion of the lesson, the students will be able to continue to identify the phonemes in the name Washington.
The students will utilize phonemic awareness and decoding skills to determine accurate spelling.

Learning - Focus
Essential Question(s)
1-3 BIG ideas! How
can these questions be
used to guide your
instruction?
Central
Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
standard.
Academic Language
What is the key
language demand?
What academic
language will you
teach or develop?
What are the key

Strategies
1. Who was Abraham Lincoln?
2. Does the name Lincoln contain any digraphs or common letter combinations?

The students will demonstrate knowledge of phonemic awareness to correctly arrange letters to
spell the name Lincoln.

Language Functions (Identify the purpose for which the language is being used, with attention
to goal and audience- the one verb from the standard; ex. demonstrate.)
The students will utilize language to apply knowledge of letter sounds and digraphs to
correcting organize the letters in the name Lincoln.

vocabulary words
and/or symbols?

Language Vocabulary (Identify key, content specific words for this lesson: examples of
vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
students comprehension.)
President, White House, First Lady, George Washington, Abraham Lincoln, General, Father of
Our Country, Founding Fathers, Monument
Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding support- depending on the needs of the students throughout the lesson.)
The lesson will require reading, writing, listening, and speaking.

Materials
What resources can be
used to engage
students?

Introduction to
Lesson/
Activating Thinking
What is the hook for
the lesson to tap into
prior knowledge and
develop students
interests? This should
tie directly into the
lessons objective and
standard and should
promote higher level
thinking. How will
you introduce the
content specific
vocabulary words?
***Use knowledge of
students academic,
social, and cultural
characteristics.

-Lincolns Log House activity sheet

- Pencil
- Scissors
- Glue sticks
- Crayons

The lesson will begin with a class discussion to revisit the information from the previous days
lesson. The instructor will prompt the students with questions based on the text from the
previous days lesson. The students should recall factual information obtain from the text.
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Students that require accommodations will be asked to answer surface level questions. These
students will also be asked to share interesting facts that they remembered from the text.
Management Plan: The lesson will incorporate the typical classroom management plan. If the
students do not follow instructions, they will be asked to move their pin. Once a student moves
their pin twice, the student will have to pull a card. The card colors are green, yellow, red, and
blue. The green card symbolizes that the student followed directions and had a good day. The
yellow card means that the student should try harder. The red card displays that the students
caused several disruptions throughout the day and results in a note home to parents. The blue
card warrants a trip to the principals office and a phone call to parents. Typically, once a child
receives a blue card, the child is sent home for the remainder of the day. This management plan
provides students with opportunities to correct negative behavior prior to pulling a card.

Body of Lesson/
Teaching Strategies
What will you have
the students do after
you introduce the
lesson to learn the
standards? What
questions will you ask
to promote higher
level thinking?
What opportunities
will you provide for
students to practice
content language/
vocabulary? What
language supports
will you offer?

The students will receive a copy of the Lincolns Log House worksheet. The students will be
asked to cut out the letters along the dotted lines. The students are expected to organize the
letters in the correct order. The students will rely on phonemic awareness to place the letters in
the correct order. The students will work independently to complete the activity. Once the
students have correctly arranged the letters, they will be asked to raise their hand. This will
signal the teacher to assess the students work. After the teacher views the childs letter
arrangement (and it is correct), the student will be asked to glue the letters in order in the
appropriate boxes. Once the students complete the worksheet, they will be asked to color. The
class is required to utilize at least five different colors when coloring.
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Students that require accommodations will receive one-on-one instruction during the lesson.
The instructor will walk around the room, providing the students with opportunities for further
explanations and more individualized learning experiences. Students who are struggling to
effectively sound out the name and arrange the letters in the correct order will have the
opportunity to sound it out with the instructor. The instructor will aid the students by guiding
them to correctly arrange the letters.
Management Plan: The lesson will incorporate the typical classroom management plan. If the
students do not follow instructions, they will be asked to move their pin. Once a student moves
their pin twice, the student will have to pull a card. The card colors are green, yellow, red, and
blue. The green card symbolizes that the student followed directions and had a good day. The
yellow card means that the student should try harder. The red card displays that the students
caused several disruptions throughout the day and results in a note home to parents. The blue
card warrants a trip to the principals office and a phone call to parents. Typically, once a child
receives a blue card, the child is sent home for the remainder of the day. This management plan
provides students with opportunities to correct negative behavior prior to pulling a card.

Closure/
Summarizing
Strategies:
How will the students
summarize and/or
share what they have
learned to prove they
know and understand
the standard(s) and its
vocabulary? Will you
provide opportunities
for students to apply
new knowledge while
making connections to
prior learning?

The class will revisit the worksheet. The students will be asked to explain how they determined
the correct order of the letters. Students should mention that they sounded out the name and
place the letter sounds that they identified in the correct order. The students will ask if the name
Lincoln contains digraphs.

Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Students that require accommodations will receive one-on-one instruction. The instructor will
ask the students to determine the beginning sound in the name. These students should also
identify the digraph within the name. Praise and confidence boosting comments will encourage
the students to share their answers.
Management Plan: The lesson will incorporate the typical classroom management plan. If the
students do not follow instructions, they will be asked to move their pin. Once a student moves
their pin twice, the student will have to pull a card. The card colors are green, yellow, red, and
blue. The green card symbolizes that the student followed directions and had a good day. The
yellow card means that the student should try harder. The red card displays that the students
caused several disruptions throughout the day and results in a note home to parents. The blue
card warrants a trip to the principals office and a phone call to parents. Typically, once a child
receives a blue card, the child is sent home for the remainder of the day. This management plan
provides students with opportunities to correct negative behavior prior to pulling a card.
Assessment/
Evaluation
Every standard listed
above must be
assessed and included.
Questions to consider
while planning:
How will students
exhibit an
understanding of the
lessons objectives?
How will you provide
feedback? What
evidence will you
collect to demonstrate
students
understanding/mastery
of the lessons
objective(s) including
their usage of
vocabulary?

Reminder: Assessment plan must align with objective(s)/standard(s).

Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as
such; remember to identify both formative & summative assessments throughout the lesson):
-Formative Assessment:
Teacher observations
Anecdotal records
Student participation
-Summative Assessment:
Accurate identification of beginning sounds within the name Lincoln

Assessment Plan for Learning Objectives (This is a plan and should be written as such;
remember to identify both formative & summative assessments throughout the lesson):
-Formative Assessment:
Teacher observations
Anecdotal records
Student participation
-Summative Assessment:
Accurate completion of the worksheet- Correct arrangement of letters; Identifies lack of
digraphs and common endings in the name

Reflection/Analyzing
Teaching
Effectiveness
Reflection includes
characteristics of the
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.