EDR 317/318 Lesson Plan Template for SLO

(40 points)

LESSON PLAN TEMPLATE

Katelyn Stout
Kindergarten
October 18, 2017
Lesson Day 24 Students
English Language Arts (Whole Group Instruction)
Pumpkin Life Cycle

How will this lesson support the learning goal?

(1c: Setting Instructional Outcomes) Why do we retell important details to sequence events?
(1 point)

Objective(s)
I CAN answer questions from Pumpkin Circle in a large group that come from
(1c: Setting Instructional Outcomes)
inferring and listening to the story.
(2 points)
Taking the learning goal into consideration, what is the objective(s) of I CAN retell at least 4 out of the 5 events from the sequence of the pumpkin life
this lesson that will support progress toward the learning goal. cycle after reading Pumpkin Circle.

Objectives should be learner focused (not what the teacher will do or

accomplish), observable (use verbs that can be measured), and target a
specific outcome. Please refer to the SLO User Guide for the ABCD
method or I CAN statements that can be used as a guide.
PA Standards (2 points) CC.1.5.K.B: Ask and answer questions about key details in a text read aloud or
www.Pdesas.org/Standard/view or information presented orally or through other media.
https://www.pdesas.org/Page?pageId=11
CC.1.2.K.A: With prompting and support, identify the main idea and retell key
details of text.
ISTE Standards n/a

RJM Fall 2017 SLO Lesson Plan Template 1

 Technology Materials/ Resources
(1d: Demonstrating Knowledge of Resources)
(2 points)
What texts, digital resources, & materials will be used in this lesson?
How do the materials align with the learning objective(s)? If
appropriate, what educational technology will be used to support the
learning outcomes of this lesson? How do the resources support the
learning objectives?
Cite publications and any web resources.(Try to use one)- Can use
mentor teacher as a reference)
Anticipatory Set
(1a: Demonstrating Knowledge of Content and Pedagogy)
(2 points)
5 minutes
How will you set the purpose and help students learn why todays
lesson is important to them as learners?
How will you pique the interest or curiosity regarding the lesson topic?
How will you build on students prior knowledge?
How will you introduce and explain the strategy/concept or skill?
RJM Fall 2017 SLO Lesson Plan Template
The Pumpkin Circle by George Levenson- The book goes through the sequence of
how a pumpkin grows and how the cycle begins all over again with another seed.
This matches PA state standards nicely in retelling the key events of the story and
goes with the classes weekly theme, Pumpkins,
25 copies of the Pumpkin Life Cycle Worksheet- I will need 24 student copies of
the worksheet as well as 1 teacher copy to display and model on the document
camera.
Document Camera- The teacher will model the sequence of the pumpkin life cycle
as a whole group before dismissing students back to their seat to cut and paste their
own paper.
Friends, I know how excited we are for Halloween! And how much we love our poem
of the week Pumpkin, Pumpkin. Well, today we are going to read a book called
Pumpkin Circle by George Levenson. This book is really neat because it is going to
tell us about the life cycle of a pumpkin! Before we begin, can I have a couple friends
tell me what people can do with pumpkins?
2

Instructional Activities
(1a: Demonstrating Knowledge of Content and Pedagogy;
1e: Designing Coherent Instruction)
(15 points)
35 minutes
Exploration (Model): How will students explore the new concepts?
How will you model or provide explicit instruction? You MUST include
a teacher think-aloud using student-friendly language here.
Guided Practice: How will you provide support to students as they
apply the new concept? How will you allow them to practice (with
teacher support)?
Independent practice: How will students review and solidify these
concepts to be able to use this new knowledge? How will you monitor
and provide feedback?
Provide very detailed steps and include teacher talk where appropriate.
RJM Fall 2017 SLO Lesson Plan Template
The teacher begins to read the story, reminding the students as needed to
keep their eyes on the teacher, lips quiet, ears listening and body still.
The teacher stops after page 3 and says, So first, the pumpkin begins as a
seed!
The teacher stops on page 4 and asks Friends, has anyone touched the
seeds? Raise a quiet hand and tell me how they felt! (wait for student
response) Has anyone ever eaten pumpkin seeds?
The teacher stops after page 6 and says, First, the pumpkin is a seed, then it
grows to a sprout! A sprout looks like this (points to picture) and has two
leaves coming off of it.
The teacher stops on page 10 and asks Do plants actually dance? Students
will respond with no. Then why does the book say they dance? If student
doesnt say that wind can make them move back and forth, then the teacher
will prompt: What could make them move? (wind)
The teacher stops after page 11 and says, First, there is a seed, then a
sprout, then what comes next? (wait for students response). Yes! Next comes
a vine.
The teacher stops after page 20 and say, So first there is a seed, then it
sprouts, then the vine grows and then it turns into a flower!
The teacher stops after page 26 and says, So first there was a seed, then it
sprouts, then the vine grows, and the flower grows and then, it turns into a
green pumpkin!
The teacher stops on page 27 and asks Friends, what do you notice about
this picture? Students should notice that the pumpkin in the picture is green,
not orange like a grown pumpkin. The teacher will say, Thats right friends!
Pumpkins are green before they turn orange! We were such detectives in
figuring that out! Lets keep reading!
The teacher stops after page 31 and says, So friends, first there is a seed,
which then grows into a sprout, and then a vine, and then a flower, and then
a green pumpkin and whats comes next? (allow for student response) Yes!
The orange pumpkin!
The teacher stops at page 36. Friends, what happened on this page? (the
pumpkin got old and went into the dirt) Yes! After the pumpkin gets old, it
decomposes, that means it breaks down and goes into the ground. So, you
can get one little seed from inside of the old pumpkin, and plant it and the
cycle can start all over again. You will eventually get another pumpkin!
The teacher finishes reading the story. Okay friends, lets think back into the
story. We have to think all the way back to the beginning. I remember that a
pumpkin starts out as a seed, and then it comes up from the ground and
sprouts. Does anyone remember what happens next? Wait for student to say
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 it turns into a vine Thats right! So first, seed, then sprout, then vine. After a
vine comes what? Student will answer flower. Yes! Then the vine grows into
a flower! So first seed, then sprout, then vine, then flower! What comes next?
Wait for student to say then the flower turns into a green pumpkin. And then
friends, after the green pumpkin turns into an orange pumpkin!
Friends, we are going to do something similar to our letter cut and sorts. But
this one has to do with the pumpkin life cycle!
The teacher puts the Pumpkin Life Cycle paper on the document camera.
The teacher points the seed and says A seed is the first step to growing a
pumpkin. So this is where we will start. After the seed, what did we say
comes next?
The teacher reads each picture to review So we have pumpkin, vine, flower,
sprout, and green pumpkin. So, what comes next? Allow for students to say
sprout. Yes! First a seed, then it grows to a sprout so I put sprout here.
(place to the right of the seed)
Seed, sprout, then what? We have pumpkin, vine, flower, and green pumpkin
left. Allow students to say vine. Yes! Vine comes next! First a seed, then it
grows to a sprout, then a vine!
Seed, sprout, vine, then comes? Pumpkin, flower, or green pumpkin? Allow
for students to say flower Yes! Flower comes next!
Seed, sprout, vine, flower, then? Allow for students to say green pumpkin.
Yes! Then green pumpkin! Friends, what is the last part of the pumpkin life
cycle? The students will say pumpkin. Yes! So the order goes, seed, sprout,
vine, flower, green pumpkin, then the pumpkin!
At the end of the story, the book said
Friends, before we go back to our seats and try this on our own. If you finish
and there is still time, you can color the picture. Lets remember to color the
green pumpkin green and the last pumpkin orange. We have to remember
our order here. If you get stuck, its okay! Just raise your hand and a teacher
will come help you!
Once you see a paper on your desk, you can go back to your seat and get
started. Remember, first we cut, then we glue.

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 Closure
The teacher will clap a pattern and wait for students to clap the pattern back to get
(1e: Designing Coherent Instruction)
their attention. Friends, can anyone tell me what they learned today about
(2 points)
pumpkins? (allow students to share what they learned) Friends, I am so glad that we
10 minutes learned about a pumpkins life cycle and learned that it is never ending. Anytime you
How will students share or show what they have learned in this lesson? have a seed, you can plant it to grow from a seed to a sprout, to a vine, to a flower,
How will you restate the teaching point or ask students to do so and to a green pumpkin until you finally have a big orange pumpkin! Maybe if you carve
clarify key concepts? pumpkins at home or go pumpkin picking soon, you can tell your families about all
How will you provide opportunities to extend ideas and check for you know about a pumpkins life cycle!
understanding?
How will this lesson lead to the next lesson?
Differentiation
Below Level: The teacher will walk around and help students that are struggling with
(1e: Designing Coherent Instruction)
the order from the story. If needed, the teacher will pull a small group to the back
(2 points)
table and talk through the order with them again so they can physically place the
What differentiated support will you provide for students whose pictures where they need to go and then glue them.
academic development is below or above the current grade level?
What specific differentiation of content, process, products, and/or Above Level: If students are finished early (cutting, gluing AND coloring the
learning environment do you plan to employ to meet the needs of all of picture), the teacher will encourage students to flip the paper over and make their
your students? own jack-o-lantern and label it with a name or a story (depending on their level of
How will your lesson be supportive for all students, including English writing).
Language Learners, and build upon the linguistic, cultural, and
experiential resources that they bring to their learning?
How will your lesson promote creative and critical thinking and
inventiveness?
Accommodations ** (see note below)
(1e: Designing Coherent Instruction) Student A- The other teacher (or aide) in the room will keep an eye on student A as
(1 point) he completes his work and scaffold him as needed. It is possible that he may not
need any help. If he does, the aide will work with him and have the book in her hand
What classroom accommodations do you plan to employ to increase as she is flipping through each event (sticky noted on the designated pages). She will
curriculum access for students identified with special education needs turn to each event of the sequence and ask what is happening at that specific part.
or 504? After, he can choose the picture that matches what he sees in the story.
Describe HOW these accommodations align with the current
Individualized Education Plan (IEP) for each student as applicable
(avoid using actual names of students).

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 Modifications**(see note below)
n/a
(1e: Designing Coherent Instruction)
(1 point)
WHAT curricular modifications and/or changes in performance
standards, if any, do you plan to employ to facilitate the participation
of students identified with special education needs?
Informal Assessment: The teacher will periodically stop and ask questions
Assessment (Formal or Informal)
throughout the story at designated spots that the students must answer. The teacher
(1f: Assessing Student Learning)
will assess students comprehension informally this way.
(3 points)
How will you and the students assess where the learning objectives, Formal Assessment: After the story, the teacher will go over the sequence of the
listed above, were met? pumpkin life cycle by retelling the events that happened in the story. Students will
then be required to go back to their seats and sequence the events on their own. The
Each formal or informal assessment should describe how it is aligned
teacher will walk around and put a star on the students papers as they finish their
to the above objective(s).
sequencing activity making sure they have the correct order.

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Reflection on Instruction
(7 points)
At the conclusion of the lesson you should reflect on the lesson. The
reflection should go beyond simply answering the question Was this a
good lesson? Below are some questions to assist you in your reflective
process (Danielson, 2008):
o What evidence did you collect to demonstrate that your
students have met or are progressing towards the learning
outcomes/objectives?
o View student work samples. What do they reveal about the
students level of engagement and comprehension?
o What changes, if any, would you make to the lesson if you
teach this lesson in the future? What misconceptions, if any, do
you need to clarify before teaching the next lesson?
o Did you stray from your lesson plan? If so, how and why?
o Comment on your classroom procedures, student conduct, and
your use of physical space. To what extent did these contribute
to student learning?
o Comment on different aspects of your instructional delivery
(e.g., activities, grouping of students, materials/resources
utilized). To what extent were they effective?
RJM Fall 2017 SLO Lesson Plan Template
Overall, I think my lesson went really well. Considering this was my first formal
observation, I was definitely nervous! It was evident in the first couple pages of my
reading because my voice was shaky and the fluency was choppy. However, once I
got into the rhythm of the story and focused on just the 24 five-year olds who absorb
every little fact or piece of information they hear, I was in my element. Through the
story, I sticky noted pages where I wanted to stop and ask questions, so I wouldnt
leave a question out. I also sticky noted each step in the sequencing activity so that I
would remember when to stop and review the steps, as a scaffolding technique. I
think this was really helpful because there were multiple times we stopped and
reviewed the pumpkin life cycle, so students had a lot of exposure before seeing the
worksheet. I also found it helpful to sticky note the sequence when a student walked
in after I had read the story and while his peers were working on the activity. Instead
of reading the book again, I focused on the key points, or sequence of the story and
let him paste the pictures in the corresponding boxes. He picked up on the sequence
relatively quickly and pasted them in the correct spots.
While I was walking around answering questions and informally observing if
students had the correct sequence, a majority of questions pertained to what color a
seed was. This was one question I did not anticipate, therefore, struggled to find a
solid answer. After the lesson, with the help of my professor, we brainstormed ideas
of what I could have done had I anticipated this question. I could have modeled the
coloring of the seed with the document camera and colored it tan. After multiple
questions, I also could have put the picture of the seed from the book on the
document camera to jog students memory. However, the color of the seed did not
affect students comprehension, so I considered this a small criticism.
Something that I thought went really well was the students engagement in the story.
During the whole group read aloud, I did not have to redirect students attention very
often. Multiple students had their hands raised for each question I asked. In the story,
it said that the leaves danced. One of the questions I asked was, Do leaves actually
dance? After students responded with No!, I then asked why the book would say
that? I was pleasantly surprised that one student said that wind makes leaves move. It
was so great to plant a seed of personification in their subconscious thoughts. I also
used a rather large word in describing how a pumpkin seed from an old pumpkin can
start the pumpkin life cycle over again by using the word decompose. Even though
they didnt have a formal definition for the word, I explained that when something
grows old, and the pumpkin is mushy, the pumpkin breaks down and goes into the
ground.
They seemed to really grasp this and that the seeds are what allow the cycle to start
over again. Their work showed that they met the objectives that I set because each
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 student got all 5 out of the 5 events sequenced correctly. The students who asked me
questions, had a general idea, and with a little bit of prompting were able to find the
picture. Some used concept clues to help them. For example, one student had the
pumpkin, green pumpkin, flower and vine left. She knew that the flower was the last
step before a pumpkin so she chose vine when I came and asked, What do you
notice from the choices you have left?

I could tell that all students were engaged in the lesson because of the lack of
redirection I had to give during the lesson. Other than a few students who were
fidgety, and I would simply either look at them or say their name, most students were
attentively listening and participating in my questions. When they arrived back to
their seats with the Pumpkin Life Cycle worksheet, students quickly got started
gluing. Looking at student work samples, every student at least started to color their
picture which shows me that they used their time efficiently and nobody was still
gluing when I collected the papers. Because of the students engagement levels, I did
not stray from the lesson. I was able to stay on task and focus on the content that I
wanted to teach them.

The transitions, I thought, were very strong. I used a couple different methods. One
method my teacher uses that students respond to very well is clapping a pattern and
having the students clap it back. I also used 1, 2, 3 eyes on me where the students
respond 1, 2 eyes on you. Both transitions result in most of the students becoming
silent and giving their attention to the teacher which I noticed during this lesson. I
was not able to differentiate for Student A that I had included accommodations for
however, because he was pulled at the time for occupational therapy.

I am proud of how I presented the lesson and pleased on how smoothly it went. My
co-operating teacher was also very helpful in providing me feedback and explaining
that I did a nice job. I am eager to continue learning more skills and strategies this
semester. I will keep working towards being confident in the delivery of each lesson
and not worry about an observation, but instead think about what my students will
take from each lesson.
**Accommodations and Modifications
Students with disabilities may need accommodations or modifications to their educational program to participate in the general curriculum. Both are essential to consider when
planning an equitable educational experience for students with disabilities. Accommodations refer to changes in how a student learns the material but they do not change
knowledge content. With accommodations, a student receives the SAME education as other children, but the student can access content or express knowledge in different ways.
Modifications refer to changes of what is taught or what students with disabilities are expected to learn. This may include adaptations made to instruction and assessment that
change or reduce learning expectations. (Please refer to the SLO User Guide and SLO template for additional explanation.)

When completing these two sections, you need to describe, if appropriate, how you will ensure that students will access the material based on the accommodations or modifications
listed within the IEP or 504 plan. There should be a direct connection within the Anticipatory Set, Instructional Activity, and Closure section of the lesson plan template.

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