Effective Fall 2014

Baldwin Wallace University

School of Education
Lesson Plan
Rachel Forrer
I. Major Topic:
Folk Tales The Little Red Hen: Identifying characters, settings and
major events in a story.
Date:
October 10 Grade Level: Kindergarten
II. MATERIALS:
Sensory Bin Center - Sensory table filled with sand, grains, straw, measuring cups,
wooden spoons, rakes, etc. Aprons, bandanas and chefs hat for students to dress
up in while playing.

Listening Center six computers + headphones, links to book readings

https://www.youtube.com/watch?v=DnDtd8ZzuLE
https://www.youtube.com/watch?v=smspKuKqt5c
Play Dough Center Play dough, little red hen mats
Teacher Table Center Book pages, markers, pencils

III. CANDIDATE Resources: JOURNEYS curriculum book, Unit 1 Lesson 5: Helping, play
dough mat Teaching Preschoolers from Teachers Pay Teachers,
IV. (A.) NATIONAL/STATE Standards:
CCSS.ELA-LITERACY.RL.K.3

With prompting and support, identify characters, settings, and major events in a story.
CCSS.ELA-LITERACY.RL.K.10

Actively engage in group reading activities with purpose and understanding.

IV. (B.) National/State technology standards (if applicable):
N/A
V. Objective(s):
By the end of the three-day unit, students will be able to identify the characters, setting,
and major events in a folk tale.
By the end of todays lesson, students will be able to retell the story, including characters,
setting and major events, by creating a class book of The Little Red Hen.
Students will explore the story of The Little Red Hen through interactive centers.
I can participate in centers
I can retell and illustrate a story
Vocabulary
Character
Setting
Folktale
VI. Introduction:
Strategy and Grouping Pattern Used/Group Size:

Effective Fall 2014

Students will be in their designated daily center groups, which are grouped by ability level.
There are six students in a group and there are four groups.
Transition/Focus Attention:
Students will come to the carpet after lunch and sit down. Stop, look and listen to gain
attention.
Motivation/Hook:
Introduce the centers for the day! Motivate students by wearing apron and chefs hat (part
of the sensory bin center).
Set Behavior Expectations:
Students will work at an appropriate noise level. Students will remain on-task throughout
the centers and follow directions.
Set Purpose:
Students will be able to explore the story of The Little Red Hen more thoroughly through
interactive centers.
At Teacher table, students will create a class book, incorporating what they know about
the story.
Assess (activate and/or build) Background Knowledge:
Point to the pictures on the word wall. Ask students what each of the pictures are,
character, setting or just a thing.
VII. Steps/Learning Activities/Differentiated Instruction: (Check Students
Understanding during the Lesson)
(Anticipated Time for each step)
1. Introduce centers. Students at the sensory bin will explore the textures and items
relating to the story The Little Red Hen. The listening center will listen to two
different versions of The Little Red Hen and do an attitude assessment about
which one they liked best. The Play Dough center allows children to work like the
Little Red Hen by planting the correct number of seeds shown on the play dough
mats. The rest of the lesson plan will focus on the Class Book center. Students will
rotate centers every 10 minutes. (6 min)
2. Students will sit down at the table. Give each student a word wall. Go over the
pictures on the word wall, discussing what each picture is (character, setting, thing).
(2 min)
3. Give each student their book page based on their level. Instruct students that they
need to match the picture on the sentence with the picture on the word wall, then
copy the word onto the line. Assist students and offer feedback. (2 min)
4. Next have students illustrate the page of their book. The picture needs to correlate
with the sentences on their pages. (8 min)
5. If there is extra time, allow students to share with the group or with the teacher
what they wrote and drew.
Differentiated instruction-

Effective Fall 2014

The pages of the book are intentionally leveled and given to students based on their
ability levels.
The centers are very multimodal and provide opportunities for students to practice
exploratory learning and play to the best of their abilities.
Closure:
What did we learn about today? (The Little Red Hen) Someone raise a quiet hand to tell
me something they did very well at in centers today.
Assessment Activities: Determine that objectives were met and that learning
occurred.
Students will complete a class book using a picture word wall and cloze passages. To show
that they understood the story and their particular page in the book, they must illustrate
their page as well.
Transition: Turn on the math introductory video for the days math lesson.
VII. REFLECTION
How do you know that learning took place? How does the data support your conclusion?
Based on the book pages, I can tell the students were successful. Two out of 24 of the
students completely the cloze passage and illustrated the proper part of the book.
What kind of adaptations did you make to accommodate individual differences? What
other adaptations would be helpful to accommodate the needs of individual students?
The book pages are leveled by ability. A student who struggles may only need to find and
write one word. A student who needs challenged may have several. The assignment could
have been accommodated for higher level students to demonstrate some higher level
thinking, by putting some words not on the word wall for them so they can practice
sounding out words.
Other than the modifications discussed above, would you change any aspect of the plan or
how you conducted the lesson? (E.g. introduction and transitions, sequence of activities,
time management, questioning, etc.) Why or why not? What changes would you make?
I would have moved the teacher table/class book center away from the sensory bin
because it was loud and distracting for those working.
Signature of Cooperating Teacher:

Date: