5.

Instructional Design Lesson Plans

Teacher Candidate: Alee Chapman
Lesson # 1
Subject/Grade: Math/Kindergarten
Date and Time of Lesson: 10-6-15
at 10:00
Learning Objective:
At the end of this lesson, the students will be able to count to 14, write 14, and draw 14
objects.
Alignment with Standards:
SCCCR. K. NS.5 Count a given number of objects from 1-20 and connect this sequence
in a one-to-one manner.
Developmental Appropriateness and Cross-curricular connections:
Cognitive: Students should be able to count to 14 and know how to put things on
a tens frame.
Social: Students should be able to work with another student, if needed and
answer questions.
Emotional: Students should be able to follow directions correctly.
Physical: Students should be able to write 14 as well as put 14 dots on the tens
frame.
Assessment(s) of the Objectives:
Lesson Objective(s)

Assessment(s) of the
Objective(s)

Use of Formative
Assessment

At the end of this lesson,

the students will be able to
count to 14, write 14, and
draw 14 objects with 100%
accuracy.

Before: The students watch a

YouTube video called
Numbers in the teens.
During: The students help
the teacher fill out a chart.
Together they write 14, write
the number 14, draw 14
objects, draw 14 tally marks,
and put 14 dots on the tens
frames.
After: The students will be
given a worksheet to write
the number 14 and to draw
dots on tens frames.

If students are
successful: They will be
able to help other
students that are
struggling. They can
also turn the page over
and write their numbers
1 through 14.
If students are
struggling: They will be
given extra help from
the teacher.

Accommodations:
For students who have IEPs, I will follow the directions by allowing more time and more
one-on-one time with that student. For children who are placed away from a group due to
their behavior, I will be sure to keep an eye on that child to make sure they are grasping
the information.
Materials: YouTube video- Numbers in the Teens, chart, marker, worksheet, pencils, and
crayons.
Procedures:
Probing questions: How can we write the number 14?
Grouping: We will gather on the carpet to do our video and complete our chart.
Motivation Technique: How many know how to count to 14?
Introduction:
Call students to the rug.
Play the YouTube Video
Tell them that we will practice the number 14.
Body
Ask the students how we write 14.
Ask the students what letter fourteen starts with and have them say the letters as
you write down the number.
Ask the students what type of object do they want to draw 14 things of.
Have the students count out how many tally marks you need to make 14.
Color 14 dots on the tens frames.
Conclusion: After, the students will complete their worksheet where they will write the
number 14 and color black dots to make 14 on a tens frame.
Technology: I will use technology by showing the students the numbers in the teens
video.
Activity Analysis:
Each activity allows the students to use make the number 14.
I am using technology in this lesson.
Activity One: help the teacher fill out the chart
Activity Two: the students will complete their worksheet

Teacher Candidate: Alee Chapman

Lesson # 2

Subject/Grade: EEDA= Careers/SS

Date and Time of Lesson: 10-19-15 at
10:00
Learning Objective:
At the end of this lesson, the students will able to understand diverse careers in their
community and who works in their community by sorting and classifying objects
according to their neighborhood location with 100% accuracy.
Alignment with Standards:
EEDA Standard(s) Students will explore different kinds of careers in the their
community and the connection of school to work.
Developmental Appropriateness and Cross-curricular connections:
Cognitive: Students must know who works in their community as well as where
they work so that they are familiar with them incase they need to visit them at
their place of work.
Social: Students must be able to work with another student, if needed and ask
questions.
Emotional: Students will feel excited because they are able to correctly place
people where they work.
Physical: Students must be able to place the person that was given to them in the
correct spot.
Assessment(s) of the Objectives:
Lesson Objective

Assessment of the Objective

Use of Formative Assessment

At the end of this lesson, the

students will have a better
understanding of what happens in
their community and who works in
their community by sorting and
classifying objects according to
their neighborhood location with
100% accuracy.

Before: Read a book called Places

in My Community by Bobbie
Kalman. Have the students tell
some careers they heard during the
story.
During: Observe the students
decide as well as place where each
person works in the community.
After: The students will discuss
why they placed their person where
they did. They will have
independent practice where they
will glue picture cards below the
community buildings on the mat.

I will use this lesson so that

students can think about what th
would like to be in the future.
If students are successful: They
will be able to help other studen
that are struggling.
If students are struggling: They
will be given extra help from tho
students who done the assessme
correctly.

Accommodations:
Accommodations that I would use for certain students would be to pair them up with

other students so that they are learning in a small group rather that by themselves.
Students with visual problems, I would allow them to sit closer to the front so that they
are able to see the board clearly. Students with hearing problems, I would let them work
with someone that is always listening so that they can briefly discuss the directions in
their group. Students with ADD problems, I would work closely with that person and let
them work by themselves.
Materials: Places in My Community by Bobbie Kalman, crayons, glue sticks, community
buildings template, community helpers template, my community-sorting mat, my
community sorting cards.
Procedures:
Motivation Technique: Do you know of places that people work? Today, we
will be placing people where they work!
Grouping: Whole group.
Introduction:

Call the students to the rug.

Ask them about what a career means and what kinds of careers they know.

Body:

Read the book Places in My Community by Bobbie Kalman.

Talk about the places that were mentioned in the book, who work the places, and why we
need those places in our community.
Ask students to color their person that they were given.
After completing coloring, gather at the carpet.
Ask students to find a place where they belong to.
They will return to their seats where they will be given a mat and sorting cards. They will
color then glue the cards where they believe the card belongs.

Conclusion: The student has developed an open mind about the different careers that are
in the community and why we need those different careers.
Activity Analysis:

Each activity allows the student to see what careers are in their community and why we
need those careers in our community.
The students have to distinguish which building each person goes as well as what is being
used in those different careers.

Activity One: Each student will be given a person that they have to color. After coloring
it, everyone will come to the carpet and they will be called up to place their person where
they believe that person works.
Activity Two: Each student will be given a sorting mat and sorting cards that they can
color. Afterwards they will glue the cards onto the mat below the community building
that corresponds to their cards.

Technology: I will not be using technology in this lesson because I am reading a book
and the students will be matching and gluing things on paper.
References:
(2015). Who works in our community. Lakeshore learning. Retrieved from
http://www.lakeshorelearning.com/general_content/free_resources/teachers_corne
r/lesson_plans/worksInOurCommunity.jsp?
utm_source=social_media&utm_medium=pinterest&utm_content=pin&utm_cam
paign=lesson_plans

Teacher Candidate: Alee Chapman

Lesson # 3

Subject/Grade: Science/Kindergarten Date and Time of Lesson: 10-21-15 at 10:00

am
Learning Objective:
At the end of this lesson, the students will have a better understanding of how to explore,
observe, and put together investigations with gummy bears with 100% accuracy.
Alignment with Standards:
K.S.1A.1 Ask and answer questions about the natural world using explorations,
observations, or structured investigations.
Developmental Appropriateness and Cross-curricular connections:
Cognitive: Students should know how to make predictions.
Social: Students will develop cooperation skills by working with another student.
Emotional: The students will be excited about learning what happened to each
gummy bear.
Physical: By using their senses, the students will be able to tell the difference in
each groups gummy bear experiment.
Assessment(s) of the Objectives
Lesson Objective

Assessment of the Objective

Use of Formative Assessment

At the end of this lesson, the

students will have a better
understanding of how to explore,
observe, and put together
investigations with gummy bears
with 100% accuracy.

Before: Give out gummy bears and

have the students use their senses
to explore it.
During: After placing their bears
into their designated water, the
students will tell me their
predictions of what they believe
will happen to the gummy bears
after 5 days.
After: On the following Monday,
the students will get their cup as
well as a new gummy bear to
compare. We will have open
discussion. Then they will get their
gummy bear out and use their
senses to explore the gummy bear.

If students are successful: They

will be able to help other studen
that are struggling.
If students are struggling: They
will be given extra help from tho
students who done the assessme
correctly.
I can help the student who is
struggling by pulling the student
aside and make sure that he/she
understands the concept.

Accommodations:
I will meet the needs of the students who have IEPs by allowing them to get their own
cup of water with gummy bear. If they need assistance, either the teachers assistant or I
will help the student with their needs to questions.
Materials: gummy bears, cups, tap water, distilled water, and salt water.

Procedures:
Motivation Technique: What do you think will happen to a gummy bear after it
has sat in water for 5 days?
Grouping: Put the children into even groups so that they can work together.
Introduction:
Group the students into even groups.
Ask the students to each get a gummy bear and a cup. (I will supply the different
types of water).
Body:
The students will smell the water and smell the bear.
We will talk about what differences the students found among the different types
of water.
The students will place their gummy bears in the different types of water.
I will ask the students what are some things that they saw from looking at the cup
with the gummy bear in it as well as smelling it.
I will ask them what do they think will happen to the gummy bear after sitting in
the different waters for 5 days?
Conclusion:
I will conclude the experiment on the following Monday by allowing them to look
at the difference.
The students will talk about what has changed and which water changed the
gummy bear the most.
Then the students will observe the gummy bears with their hands by holding them
and describing what they feel like.
Motivation Technique: What do you think will happen to a gummy bear after it
has sat in water for 5 days?
Activity Analysis:
Before the experiment the students will make their own inference on what they
believe will be the end result.
The activity allows the students to observe the gummy bear before and after
letting it soak.
I will not be using technology because this is going to be very hands on
experiment.
Activity One: Putting gummy bears in different types of water and let them soak. This
activity will provide students the opportunity to predict what will happen to their gummy
bears. After 5 days you will take a closer look at the difference.
References:

Stewart, D. (2013, January 20). Gummy bear science. Teach Preschool. Retrieved from
http://www.teachpreschool.org/2013/01/gummy-bear-science/

Teacher Candidate: Alee Chapman

Lesson # 4

Subject/Grade: Reading/Kindergarten Date and Time of Lesson: 11/12/15 at 10:00

am
Learning Objective:

After reading Fletcher and the Falling Leaves, the students will recognize and be able to
count the number of syllables in words with 85% accuracy.
Alignment with Standards:
SCCCR ELA- Reading. RI.2: Demonstrate understanding of spoken words, syllables, and
sounds.
Developmental Appropriateness and Cross-curricular connections:
Cognitive: Students should know the different colors of leaves. They should also
know that leaves fall in the fall time. Students should also know what a syllable
is.
Social: Because the school addresses fall season, this activity can help students
understand leaves have different colors and they fall in autumn.
Emotional: The students will be excited about clapping out the syllables.
Physical: By using their hands, the students will count how many syllables are in
certain words. Also by using their hands, the students will feel the leaf that is
brought in by the teacher.
Assessment(s) of the Objectives:
Lesson Objective

Assessment of the Objective

Use of Formative Assessment

After reading Fletcher and the

Falling Leaves, the students will
recognize and be able to count the
number of syllables in words with
85% accuracy.

Before: Ask what happens in the

fall to the leaves. Discuss what
colors the leaves are that is brought
in by the teacher. Ask what they
think syllables are?
During: The teacher will observe
which students are participating
with counting out the syllables.
After: The teacher will have
students clap the syllables of the
characters in the story as well as the
color names that we saw.

If students are successful: They w

be able to help other students tha
are struggling. They can also get
their letter books out and begin
reading them.
If students are struggling: We wi
continue to review words by
clapping the syllables.
I can help the student who is
struggling by pulling the student
aside and make sure that he/she
understands the concept of
syllables.

Accommodations:
For students who have IEPs, I will follow for each specific child. For children who are
placed away from a group due to their behavior, I will be sure to keep an eye on that child
to make sure they are grasping the information.
Materials: book- Fletcher and the Falling Leaves by Rawlinson, leaves from outside,
smart board, paint, paper, and sharpie.

Procedures:
Motivational Technique: What happens in the fall? What is a syllable?
Grouping: The students will come to the carpet in front of the smart board.
Introduction:
I will ask the students where do you find leaves at?
I will explain to them that in the Fall/Autumn, the trees begin to change colors,
They begin to look like this (have a picture of a tree) with fewer and fewer
leaves on the trees.
I will ask them, What color of leaves do I have in my basket?
Ask the students, What is a syllable? (it is the sounds in the word that you can
break up)
How many syllables do red, yellow, and brown have? (Clap the syllables as you
say the words to help kinesthetic learners).
Body
We are going to read a book about a little fox that is sad because the leaves are
falling.
Now we are going to figure out how many syllables are in the characters names.
Fletcher, Autumn, tree, wind, porcupine.
Who do you think the main character is, based on the front cover?
What time of year does the story take place?
Read, Fletcher and the Falling Leaves by Rawlinson
Conclusion
Practice the syllables again clapping as we say it. (red, yellow, brown, Fletcher,
fall, tree, leaves, porcupine)
Paint the students hands a fall color, of their choice, place it on a white sheet of
paper. After they dry, the student will color branches and the stomp with a brown
sharpie.
Activity Analysis:
Since the lesson is to teach the students how to count out syllables, the students
will exercise this by practicing the colors and characters in the story.
I will use the smart board to display the different colors and characters that are
seen and mentioned in the story.
Activity One: Have the entire class join together in counting the syllables in the different
colors and characters mentioned in the story.
Activity Two: Paint the students hands a different fall color and place it on a white sheet
of paper. After it dries, the student will draw the branches and stump and make a tree.
References:
Burke, B. (2014, September 12). Leaf handprints. Received from
http://www.houseofburkeblog.com/2014/09/leaf-handprints.html

Ruth, M. (2014, September 5). Kindergarten free lesson for teaching fall/autumn and
syllables. Received from
http://alohamoraopenabook.blogspot.com/2014/09/kindergarten-free-lesson-planfor.html?spref=pi&m=1

Teacher Candidate: Alee Chapman

Lesson # 5

Subject/Grade: Social Studies/Kindergarten

Date and Time of Lesson: 11-23-15 10:00 am
Learning Objective:
At the end of this lesson, the students will have a better understanding of what a bully is
and how we can stop bullies with 100% understanding.
Alignment with Standards:

SSCA: The students will get a brief description as well as lesson on what a bully
is and what to do if you know a bully.
Standard I-K. 5: The student will demonstrate the ability to use decision-making
skills to enhance health.
Indicator I-K.5.1: Identify situations that require action to protect personal safety.
Developmental Appropriateness and Cross-curricular connections:
Cognitive: Students should have an understanding of what a bully is.
Social: Students will answer the teachers questions about what a bully is. The
students will tell the teacher if they think a statement is a bully or buddy on their
worksheet.
Emotional: The students will be concerned about if they are a bully and how they
can stop a bully.
Physical: By using their listening skills, the students will listen and watch a
Sesame Street video.
Cross-curricular: You can incorporate health into this lesson.
Assessment(s) of the Objectives:
Lesson Objective
At the end of this lesson, the
students will have a better
understanding of what a bully is and
how we can stop bullies with 100%
understanding.

Assessment of the Objective

Pre: Ask the students if they know
what bullying is?
During: Watch Sesame Street
video called The Good Birds
Club. The teacher will ask several
questions about the video to see if
the students understand how Big
Bird was bullied.
After: The teacher will give each
student a buddy or bully worksheet
so that they can decide which
statement is made from a buddy or
bully.

Use of Formative Assessment

For students who finish early, th
can get their letter books out and
begin to read them silently.

Accommodations:
For students who have IEPs, I will follow the directions by allowing more time and more
one-on-one time with that student. For children who are placed away from a group due to
their behavior, I will be sure to keep an eye on that child to make sure they are grasping
the information.
Materials: Video on smart board- The Good Birds Club, buddy or bully worksheet
shown on Elmo, crayons.
Procedures:
Motivation Technique: What is a bully?

 Grouping: The students will come to the carpet for the video
Body
After the video, the teacher will ask:

At the beginning of the story, how does Big Bird feel about himself?
How does Big Bird feel when the Good Bird Club leader makes fun of the way he looks?
Show me on your face how youd feel if someone said those mean words to you.
When the Good Bird Club birds were mean to Big Bird was he mean back to them?
If he had been mean back, they could have had a big fight.
Why did Big Bird keep changing himself?
What did Elmo and Abby do to help Big Bird solve his problem with the Good Bird
Club?
What did Big Birds friends do to help him feel happier?

Conclusion

Each student will be given a buddy or bully worksheet. The teacher will display his/her
worksheet on the Elmo. The teacher will read each sentence and the students will color
the happy face for a buddy or the sad face for a bully.

Activity Analysis:
Our learning goal is to learn about bullies and how we can learn to not be a bully.
The students display everyday that they learn best when they are watching
something.
I will use technology by showing the Good Birds Club video as well as
displaying the buddy or bully worksheet on the Elmo.
Activity One: The students will watch the Good Birds Club video about bullying and
then answer the teachers questions about it.
Activity Two: The students will decide if a statement is made about a bully or a buddy
and then color the happy face or sad face.
References:
Cooney, J. (2015). The good birds club. Sesame Street. Received from
www.sesamestreet.org/parents/topicsandactivities/topics/bullying
Squarehead Teachers. (2015, August 17). Printable of the week: buddy or bully
worksheet. We are Teachers. Received from
www.weareteachers.com/blogs/post/2015/08/17/printable-of-the-week-buddy-orbully-worksheet