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Writing Lessonrevised1 Hectora

This lesson plan aims to teach kindergarten students the elements of a fable by reading the story "The Tortoise and the Hare" three times. Students will be assessed before and after on their ability to identify the moral, characters, and major events of the story. During the lesson, the teacher will use enlarged images on a smart board to read the story and identify each element. Students will then fill out a graphic organizer independently to practice identifying the characters, setting, problem, and solution. The lesson concludes with students sharing their work and recapping the elements of a fable.

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66 views

Writing Lessonrevised1 Hectora

This lesson plan aims to teach kindergarten students the elements of a fable by reading the story "The Tortoise and the Hare" three times. Students will be assessed before and after on their ability to identify the moral, characters, and major events of the story. During the lesson, the teacher will use enlarged images on a smart board to read the story and identify each element. Students will then fill out a graphic organizer independently to practice identifying the characters, setting, problem, and solution. The lesson concludes with students sharing their work and recapping the elements of a fable.

Uploaded by

api-273165015
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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Early Childhood Special Education Lesson Plan

Teacher Candidate: Hector Alvarez


Grade Level:
Kindergarten
Lesson: Elements of a Fable
Unit of Study: Fables and nursery rhymes
Goal of Lesson (Common Core State Standards/Division of Early Childhood where appropriate)
RL.K.3 With prompting and support, children will identify characters, settings, and major events in a story
Objectives:
After being read the story three times, students will be able to identify moral of fables orally with
prompting and support 3/5 trials
After being read the story three times, students will be able to describe the characters in a story in
written and oral format through prompting and support 3/5 trials
After being read the story three times, students will be able to describe the major events in a story,
in written and oral form with prompting and support 3/5 trials.
Pre-Assessment:
The day before teacher will do a read aloud of the story the Tortoise and the Hare. After story is read
teacher will have children talk to a partner on the rug and then class will share thoughts of the story as
whole group. Teacher will ask questions such as:
Who is your favorite character?
What is a moral?
What is the problem in the story?
Based on these questions, teacher will acquire a sense of what vocabulary they are familiar with and what
are not.
Post-Assessment:
After fable is read, teacher will ask, What is the moral of the story?

Children will fill in characters section of graphic organizer with descriptions of the character
Children will be asked to fill in the major events in a graphic organizer

Materials:
The Tortoise and the Hare book, by Aesop
Graphic Organizer
Use of Technology:
Enlarged photos of the book will be placed on the smart board
Differentiation:
How will I differentiate my content, process, or products to accommodate students with learning
differences, English language learners, or gifted students?

Children with behavior problems will be used as helpers to tape elements in the proper box
Advanced children will be asked to fill in multiple elements of a story and label with a sentence
Children meeting standards will be asked to fill in elements through drawing and label with one word
Children below standards will be asked to fill in a graphic organizer that only has characters and
setting
Smartboard will display enlarged versions of pictures in the story
Children with vision problems will be sat closer.
Pictures will be displayed longer for children who are learning the English language

Seating Configuration/Use of Physical Space:


Children will sit at the rug area facing the teacher and the smart board

Teaching roles and collaboration:


Teacher conducting lesson will sit in front of class by the smart board. Second teacher will use remote
control to change pictures as story is read. Second teacher will also be seating nearby children who are
not paying attention. Paraprofessional will be nearby children exhibiting inappropriate behavior.
Classroom Management:

Children who have trouble focusing will be asked to sit in the front
Students whose attentions are called more than two times will be asked to sit towards the back on a
chair next to the other teacher.
Movement break will be used when transitioning from read aloud to independent work
The second teacher will be mainly redirecting children to avoid the first teacher disrupting the lesson.
Teacher will ask comprehension questions to children who are not fully engaged so they can be a
part of the activity
Behavior chart will be used to manage behavior

Engagement of students/anticipatory set/Motivation:


Teacher can offer bunny ears to children who are listening to story. Bunny ears will be worn during the
lesson. Students can be motivated by informing them they will have a chance to act out the fable if they
listen and understand the details of the story.
Connection to Previous lesson/Prior Knowledge:
Students already have experience with story retelling and understanding the main idea. After having read
nursery rhymes, which are shorter in length, children will begin reading fables.
Lesson Presentation:
Estimated Time: 25 min

Teacher will briefly have children recall the fable, which was read the day before. They will be asked
what was the morale of the story
Teacher will do Read-Aloud with pictures of book uploaded onto the smart board
Teacher will explain there are different elements which are needed to create a fable
Teacher will direct children to look at the chart, which lists morale, characters, setting, problem, and
solution
Teacher will identify and define each element individually and have children fill each section out
through participation.
As children respond correctly, teacher will post the appropriate pictures on the chart. For example,
teacher will post pictures of tortoise and hare next to characters section when children respond
appropriately to the question, Who are the characters? (Teacher will explain how major events can
be described with there being an event in the beginning, middle, and end).
Teacher will repeat the elements needed to make a story based on the chart paper
Children will then repeat the elements after the teacher
Children will be asked to transition to working stations using walking feet. To avoid traffic girls will be
asked to go first and then boys

Guided Practice/Active Involvement/Small group work/Independent Practice:


Estimated Time: 10 min
Children will be asked to go to their tables and fill out a graphic organizer. Encourage children to use
pictures and try to write a word below describing the picture.
Final Summary/Closure:
Estimated Time: 5 min

Class will regroup and teacher will share the work of three children who filled out the organizer
appropriately. Child will explain his/her pictures
Teacher will then ask children to raise their hands to name the elements of a fable.
After all are mentioned, teacher will repeat the elements and have the children repeat them

Extension:
Using a graphic organizer, children will be asked to create their own fable using pictures and labeling if
they are capable.

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