Pre-Lesson

1. State Standard (or CCS - Common Core Standards) (InTASC Standard #4)
● CCSS.ELA-LITERACY.RI.K.1 ​With prompting and support, ask and answer questions about key details in a text.
● CCSS.ELA-LITERACY.RI.K.2 ​With prompting and support, identify the main topic and retell key details of a text.
● CCSS.ELA-LITERACY.RI.K.5 ​Identifythe front cover, back cover, and title page of a book.
● CCSS.ELA-LITERACY.RI.K.3 ​With prompting and support, describe the connection between two individuals, events,
ideas, or pieces of information in a text.

2. Lesson Objectives & Targeted Outcomes (InTASC Standards #1, #3 & #4)
● TLW ask questions about key details in a text
● TLW identify the main topic by answering questions throughout book
● TLW retell key details of a text by looking at picture cues
● TLW put pictures in order and retell key details of the story

3. Materials & Resources (InTASC Standard #7)

● Task cards
● Reading Street
● The Lion and the Mouse by Bernadette Watts

4. Knowing the Student (InTASC Standard #1 & #2)

● Students will need to be familiar with the story beforehand
● Students have already retold stories previously
● Students will need to be familiar with main idea
5. Literacy Connection (InTASC Standard #7)
● Book read-aloud
● Students are using listening and reading skills to identify main idea
● Students are using listening skills to retell the story
● Students listen to good reading

6. Technology Integration (InTASC or Nets-t Standards #7)

● I will be using the elmo to display images to help students retell the story

Lesson Instruction
7. Instructional Procedures (InTASC Standard #1, #3, #5, #7, #8, #9)
● Write on the board the I can statement, ​I can identify the main topic and retell key details of a text. Have students
repeat I can statement.
● To activate prior knowledge ask students if they have ever seen a real life lion before. Ask the students to ask what lions
typically eat.
● Champs song: C=voice level H=raise your hand A-reading M-in your spot P=Everybody is participating
S=success
● Today, we are going to reread the Lion and the Mouse by Bernadette Watts, but look at different things when we are reading
the book.
● Ask students what main idea means (what the story is about)
● Ask students where cover is and title page are
● Begin reading story
● After page 5 ask, “why do the lion cubs lie down in the shade?” (They need to rest because they are hot and tired from
playing in the sunshine) Have students turn and talk to a neighbor. Students that are not sure the answer can talk with a
partner to problem solve, when it looks like students have finished answering questions, count down from 5 to get them to
quiet down. Call on student.
● After page 7, ask students what the main idea so far in the story (the lions nap in the shade during the hottest part of the day
in the jungle) Have students turn and talk.
● After page 9, ask the students, “How does the lion cub feel about being awakened? How do you feel when you get woken up
for school? How do you know?” (Lion is angry, he snarls) Call on students to answer.
● After page 11, ask students, “How do you think the lion cub will react to the mouse’s promise?” (Surprised) Call on students
for answer
 ● After page 13, ask “What is the main idea so far?” (when a lion cub doesn’t hurt a mouse, the mouse promises to help the lion
cub) Have students turn and talk
● After page 15, ask, “How has the lion cub changed?” (he has grown up and he is now a big, strong lion) Call on students
● Afte page 19, ask, “why can’t the lion get out of the trap?” (when he tries to get out, he gets more tangled up in the net) call on
students
● After finishing the book ask “what is the main idea of the whole story?” (strength and size aren’t everything. There are many
other important qualities)
● Get out task cards for retelling. Mix the cards around and prop the cards on the board.
● Ask the students, what picture should go first? (have students raise their hands) use tickets to engage students (tickets are
used during assembly and they go into a raffle to win prizes)
● Ask students if they disagree or agree. If they agree clap, if they disagree then put their hands in their lap.
● Call on quiet students to rearrange all task cards. If students are not understanding or don’t understand the sequence, ask
leading questions to help spark their memory or go back and look at the book.
● When all task cards are in order, ask students to retell the story. Calling on students to say what happens first, second, etc.
● Revisit I can statement and ask students to give a thumbs up or thumbs down if they think they were successful in the I can
statement.
● Tell students to kiss their brains because they rocked it!

8. Closure (InTASC Standard #8)

● Revisit I can statement, thumbs up or thumbs down if they think we were successful in the I can statement

9. UDL, Differentiation, & Accommodations (InTASC Standards #2, #7, & #8)
● All students will be able to listen to the story
● Most students will be able to answer recall questions
● Some students will be able to answer the main idea questions, but after turning and talking and multiple attempts, students
will be able to grasp the concept
● Some students will be able to retell the story without talking it over with a partner
● Give students sentence starters to the questions that they may struggle on

Post-Lesson
10. Assessment & Evaluation (InTASC Standard #6)
● Asking questions throughout the reading process
● Ask students to retell story
● Ask student the main idea of the story
 ● Ask students to give a thumbs up or thumbs down if they think we were successful in the I can statement

11. Reflection (InTASC Standard #9 & #10)

● The students were able to tell what the definition of the main idea was, as well as answer questions about the main idea
throughout the story. The students were attentive and engaged for majority of the lesson without too many redirections. The
students were able to organize the picture task cards in order.
● I was not expecting that when I asked what the definition of main idea, they would try and figure out what the main idea was
of the book.
● For next time, in the middle of the lesson, I would make sure all students are completely engaged. I wish I would have
incorporated some movement into the lesson, so the students were not sitting the entire lesson.
● The students were able to grasp what main idea was through questioning. They were also able to retell the story using picture
cues.
● The lesson met the learning goal, however I think that it would need to be reviewed more often in order for the students to
really grasp the idea.
● Over every book read, I will go over what main idea is, so that they do not forget what the main idea is.
Step-by-Step Lesson Elements
Student Name: Kasey Jacobs

Grade Level: Kindergarten Subject Area: Reading

State Standards:
1. CCSS.ELA-LITERACY.RI.K.1 ​With prompting and support, ask and answer questions about key details in a text.
2. CCSS.ELA-LITERACY.RI.K.2 ​With prompting and support, identify the main topic and retell key details of a text.
3. CCSS.ELA-LITERACY.RI.K.5 ​Identifythe front cover, back cover, and title page of a book.
4. CCSS.ELA-LITERACY.RI.K.3 ​With prompting and support, describe the connection between two individuals, events, ideas, or
pieces of information in a text.

Lesson Objective(s) & Targeted Outcome(s):

● TLW ask questions about key details in a text
● TLW identify the main topic by answering questions throughout book
● TLW retell key details of a text by looking at picture cues
● TLW put pictures in order and retell key details of the story

Materials & Resources:

● Task cards
● Reading Street
● The Lion and the Mouse by Bernadette Watts

Knowing the Students:

● Students will need to be familiar with the story beforehand
● Students have already retold stories previously
● Students will need to be familiar with main idea
Literacy Connection:
● Book read-aloud
● Students are using listening and reading skills to identify main idea
● Students are using listening skills to retell the story
● Students listen to good reading
Technology Integration:
● I will be using the elmo to display images to help students retell the story

Estimated 5. Instructional Procedures 9. UDL, Differentiation, and

Time Accommodations
Introduction/Activate Prior Knowledge:
● Write on the board the I can statement, ​I can identify the main topic and
retell key details of a text. Have students repeat I can statement.
5 min ● Champs song: C=voice level H=raise your hand A-reading M-in your
spot P=Everybody is participating S=success
● To activate prior knowledge ask students if they have ever seen a real life lion
before. Ask the students to ask what lions typically eat.
Step-By-Step Procedures
1. Today, we are going to reread the Lion and the Mouse by Bernadette Watts,
● All students will be able to
but look at different things when we are reading the book.
listen to the story
2. Ask students what main idea means (what the story is about)
3. Ask students where cover is and title page are
● Most students will be able to
4. Begin reading story
answer recall questions
5. After page 5 ask, “why do the lion cubs lie down in the shade?” (They need to
rest because they are hot and tired from playing in the sunshine) Have
● Some students will be able to
students turn and talk to a neighbor. Students that are not sure the answer
answer the main idea
>20 min can talk with a partner to problem solve, when it looks like students have
questions, but after turning and
finished answering questions, count down from 5 to get them to quiet down.
talking and multiple attempts,
Call on student.
students should be able to
6. After page 7, ask students what the main idea so far in the story (the lions nap
grasp the concept
in the shade during the hottest part of the day in the jungle) Have students
turn and talk.
● Some students will be able to
7. After page 9, ask the students, “How does the lion cub feel about being
retell the story without talking it
awakened? How do you feel when you get woken up for school? How do you
over with a partner
know?” (Lion is angry, he snarls) Call on students to answer.
8. After page 11, ask students, “How do you think the lion cub will react to the
● Give students sentence
 mouse’s promise?” (Surprised) Call on students for answer starters to the questions that
9. After page 13, ask “What is the main idea so far?” (when a lion cub doesn’t they may struggle on
hurt a mouse, the mouse promises to help the lion cub) Have students turn
and talk
10. After page 15, ask, “How has the lion cub changed?” (he has grown up and
he is now a big, strong lion) Call on students
11. Afte page 19, ask, “why can’t the lion get out of the trap?” (when he tries to
get out, he gets more tangled up in the net) call on students
12. After page 21, ask “What is the main idea of the last couple of pages?” (The
lion is caught in a trap and none of the other animals can help him) have
students turn and talk
13. After finishing the book ask “what is the main idea of the whole story?”
(strength and size aren’t everything. There are many other important qualities)
14. Get out task cards for retelling. Mix the cards around and prop the cards on
the board.
15. Ask the students, what picture should go first? (have students raise their
hands) use tickets to engage students (tickets are used during assembly and
they go into a raffle to win prizes)
16. Ask students if they disagree or agree. If they agree clap, if they disagree then
put their hands in their lap.
17. Call on quiet students to rearrange task cards one by one. If students are not
understanding or don’t understand the sequence, ask leading questions to
help spark their memory or go back and look at the book.
18. When all task cards are in order, ask students to retell the story. Calling on
students to say what happens first, second, etc.

6. Closure:
1 min ● Revisit I can statement and ask students to give a thumbs up or thumbs down
if they think they were successful in the I can statement.
● Tell students to kiss their brains because they rocked it!
10. Assessment & Evaluation:
5 min ● Asking questions throughout the reading process
● Ask students to retell story using picture cues
● Ask student the main idea of the story
 ● Ask students to give a thumbs up or thumbs down if they think we were
successful in the I can statement
11. Reflection (after teaching lesson):

● The students were able to tell what the definition of the main idea was, as well as answer questions about the main idea throughout the
story. The students were attentive and engaged for majority of the lesson without too many redirections. The students were able to
organize the picture task cards in order.
● I was not expecting that when I asked what the definition of main idea, they would try and figure out what the main idea was of the
book.
● For next time, in the middle of the lesson, I would make sure all students are completely engaged. I wish I would have incorporated
some movement into the lesson, so the students were not sitting the entire lesson.
● The students were able to grasp what main idea was through questioning. They were also able to retell the story using picture cues.
● The lesson met the learning goal, however I think that it would need to be reviewed more often in order for the students to really grasp
the idea.
● Over every book read, I will go over what main idea is, so that they do not forget what the main idea is.