GCU College of Education
LESSON PLAN TEMPLATE
03/2014
Teacher Candidate: NAME
Grade Level: Kindergarten
May 19, 2019
Date:
Health/Nutrition
Unit/Subject: Familiar Foods – awareness of common foods
Instructional Plan Title
I. PLANNING
Lesson This lesson will allow students the opportunity to continue their literacy skills development by
summary and introducing them to a theme of common snack items you might see at their age in a grocery
focus: store, in their homes, or in their surrounding environments. This promotes the development of the
literacy skills focusing on: print awareness and comprehension, kiddos will also continue to
develop their vocabulary of these familiar foods.
Classroom and Preparing for my kiddos in the learning/resource center I would consider their background,
student factors: diagnosis, literacy level, academic level, and other key factors that can help shape our lesson to be
cultivated in a way to suit their individual needs. This will help to better assess their needs as we
gain a better understanding of their comprehension skills and can improve lesson plans by adding
accommodations and modifications where necessary.
National / State STRAND 2: EMERGENT LITERACY
Learning Concept 1: Concepts of Print The child knows that print carries messages. Through daily
Standards: experiences with printed materials, young children delight in beginning to understand the
connection between spoken and written words. They begin to learn to follow the print as it is read
aloud and start to discover that reading and writing are ways to communicate information and to
provide pleasure. Children develop understanding that different forms of print, such as signs,
letters, menus, storybooks, and magazines have different functions.
Specific learning target(s) / objectives: Teaching notes:
Specify exactly what the students will be able to do Clarify where this lesson falls within a unit of study.
after the standards-based lesson.
After the lesson, students should be able to
Understand:
The concepts of print
Print carries messages
Print is a way to communicate
Print comes in a variety of forms: like
images, picture-books, menus, letters, and
signs
Agenda: Formative assessment:
Identify the (1) opening of the lesson; (2) learning Identify the process and how you will measure the progress
and teaching activities; and (3) closure that you can toward mastery of learning target(s).
post as an agenda for the students that includes the
approximate time for each segment.
Academic Key vocabulary: Function: Form:
Language: Include the content-specific terms Clarify the purpose the Describe the structures or
you need to teach and how you language is intended to ways of organizing
will teach students that achieve within each subject language to serve a
vocabulary in the lesson. area. Functions often consist particular function within
of the verbs found in the each subject area. What
standards and learning goal kinds of structures will you
statements. How will your implement so that your
students demonstrate their students might demonstrate
understanding? their depth of
understanding?
Page 1 of 10
, Instructional List ALL materials, equipment and technology the teacher and students will use during the lesson.
Materials, Add or attach copies of ALL printed and online materials at the end of this template. Be sure to
Equipment and address how you will teach the students to use the technology in Section II. INSTRUCTION.
Technology: Whiteboard
The Very Hungry Caterpillar by Eric Carle
Chart paper
Marker
Pencil
Projector
Computer
Bingo card [pre-laminated on cardstock]
Bingo chips, divided into cups for each kiddo
Exit slips
Assistive Technology: iPad or tablet, communication boards [made with Velcro,
laminated icons, etc. i.e., PECS], Bingo software on computer
Grouping: Identify grouping strategies that will support your students’ learning needs.
II. INSTRUCTION
A. Opening
Prior This lesson can resonate with prior knowledge and the students’ background as it continues to build
knowledge on the foundational skills of literacy development through print awareness, comprehension, and
connection: vocabulary expansion as kiddos identify images that are familiar everyday items such as snacks. This
will allow them to correlate and connect their personal lives with snack items they may see in familiar
places like home or a grocery store and begin to put an understanding of text and images together.
Anticipator The lesson is meaningful to students as it provides a fun and unique way of continuing to develop
y set: their print awareness skills by using items in their surrounding environments. This will allow kiddos
to resonate with the material more as the items that they will be seeing will be familiar to them.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do Students Do Differentiation
Your “I Do” instructional Your “Students Do” procedures should Describe methods of
procedures should include: describe exactly what students will do differentiation, including
The teaching strategy you will use to during the lesson that corresponds to accommodation or
teach each step that includes each step of the “I Do.” differentiation strategies for
modeling and formative assessment; academically, behaviorally and
transition statements you will make Please use a corresponding numbered motivationally challenged
throughout your lesson and essential list. students.
questions you will ask; and
academic language of vocabulary, 1. Kiddos will respond to the Please use a corresponding
function, and form. thumbs-up-thumbs-down numbered list.
Script detailed, step-by-step questions. Kiddos will return to
instructions on how you will their seat as the transition Also include extension activities:
implement the instructional plan. statement applies to them “if you What will students who finish
Use a numbered list of each step; like teddy grahams, if you like early do?
bold every example of modeling; granola bars, etc.”
italicize every formative assessment. 2. Kiddos will remain in seats for 1. Kiddos with behavioral
Page 2 of 10
LESSON PLAN TEMPLATE
03/2014
Teacher Candidate: NAME
Grade Level: Kindergarten
May 19, 2019
Date:
Health/Nutrition
Unit/Subject: Familiar Foods – awareness of common foods
Instructional Plan Title
I. PLANNING
Lesson This lesson will allow students the opportunity to continue their literacy skills development by
summary and introducing them to a theme of common snack items you might see at their age in a grocery
focus: store, in their homes, or in their surrounding environments. This promotes the development of the
literacy skills focusing on: print awareness and comprehension, kiddos will also continue to
develop their vocabulary of these familiar foods.
Classroom and Preparing for my kiddos in the learning/resource center I would consider their background,
student factors: diagnosis, literacy level, academic level, and other key factors that can help shape our lesson to be
cultivated in a way to suit their individual needs. This will help to better assess their needs as we
gain a better understanding of their comprehension skills and can improve lesson plans by adding
accommodations and modifications where necessary.
National / State STRAND 2: EMERGENT LITERACY
Learning Concept 1: Concepts of Print The child knows that print carries messages. Through daily
Standards: experiences with printed materials, young children delight in beginning to understand the
connection between spoken and written words. They begin to learn to follow the print as it is read
aloud and start to discover that reading and writing are ways to communicate information and to
provide pleasure. Children develop understanding that different forms of print, such as signs,
letters, menus, storybooks, and magazines have different functions.
Specific learning target(s) / objectives: Teaching notes:
Specify exactly what the students will be able to do Clarify where this lesson falls within a unit of study.
after the standards-based lesson.
After the lesson, students should be able to
Understand:
The concepts of print
Print carries messages
Print is a way to communicate
Print comes in a variety of forms: like
images, picture-books, menus, letters, and
signs
Agenda: Formative assessment:
Identify the (1) opening of the lesson; (2) learning Identify the process and how you will measure the progress
and teaching activities; and (3) closure that you can toward mastery of learning target(s).
post as an agenda for the students that includes the
approximate time for each segment.
Academic Key vocabulary: Function: Form:
Language: Include the content-specific terms Clarify the purpose the Describe the structures or
you need to teach and how you language is intended to ways of organizing
will teach students that achieve within each subject language to serve a
vocabulary in the lesson. area. Functions often consist particular function within
of the verbs found in the each subject area. What
standards and learning goal kinds of structures will you
statements. How will your implement so that your
students demonstrate their students might demonstrate
understanding? their depth of
understanding?
Page 1 of 10
, Instructional List ALL materials, equipment and technology the teacher and students will use during the lesson.
Materials, Add or attach copies of ALL printed and online materials at the end of this template. Be sure to
Equipment and address how you will teach the students to use the technology in Section II. INSTRUCTION.
Technology: Whiteboard
The Very Hungry Caterpillar by Eric Carle
Chart paper
Marker
Pencil
Projector
Computer
Bingo card [pre-laminated on cardstock]
Bingo chips, divided into cups for each kiddo
Exit slips
Assistive Technology: iPad or tablet, communication boards [made with Velcro,
laminated icons, etc. i.e., PECS], Bingo software on computer
Grouping: Identify grouping strategies that will support your students’ learning needs.
II. INSTRUCTION
A. Opening
Prior This lesson can resonate with prior knowledge and the students’ background as it continues to build
knowledge on the foundational skills of literacy development through print awareness, comprehension, and
connection: vocabulary expansion as kiddos identify images that are familiar everyday items such as snacks. This
will allow them to correlate and connect their personal lives with snack items they may see in familiar
places like home or a grocery store and begin to put an understanding of text and images together.
Anticipator The lesson is meaningful to students as it provides a fun and unique way of continuing to develop
y set: their print awareness skills by using items in their surrounding environments. This will allow kiddos
to resonate with the material more as the items that they will be seeing will be familiar to them.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do Students Do Differentiation
Your “I Do” instructional Your “Students Do” procedures should Describe methods of
procedures should include: describe exactly what students will do differentiation, including
The teaching strategy you will use to during the lesson that corresponds to accommodation or
teach each step that includes each step of the “I Do.” differentiation strategies for
modeling and formative assessment; academically, behaviorally and
transition statements you will make Please use a corresponding numbered motivationally challenged
throughout your lesson and essential list. students.
questions you will ask; and
academic language of vocabulary, 1. Kiddos will respond to the Please use a corresponding
function, and form. thumbs-up-thumbs-down numbered list.
Script detailed, step-by-step questions. Kiddos will return to
instructions on how you will their seat as the transition Also include extension activities:
implement the instructional plan. statement applies to them “if you What will students who finish
Use a numbered list of each step; like teddy grahams, if you like early do?
bold every example of modeling; granola bars, etc.”
italicize every formative assessment. 2. Kiddos will remain in seats for 1. Kiddos with behavioral
Page 2 of 10
