CEP Lesson Plan Form

Teacher: Brookie Hitt, Logan Ross, Nelisa Poythress Date: 11/13/18

School: Shepardson Grade Level: K Content Area: Literacy

Title: Gingerbread Man: Sequencing Lesson #:_5_ of _5_

Lesson Idea/Topic and In this Unit, we will be teaching this lesson on the Monday after
Rational/Relevance: Thanksgiving break. At this time, the students will be learning about
Gingerbread. We decided to all co-teach this lesson together by reading the
“Gingerbread Man” story, explain the lesson, and lead the gingerbread
sequencing activity. This is also the day that we will be observed, so we
want to each have a chance to show Jody our teaching styles.

Student Profile: This class has a very large variety of learners. As teachers, each and every
lesson we are blown away at the strengths that some children portray, or
sometimes they may not meet what the lesson entails. This has shown us
that each time will be different, and there is such variation in Kindergarten.
We may have some students that will struggle with this activity, but we will
be sure to really scaffold those that need it.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Standard
1.2: Communication relies on effective verbal and nonverbal skills
2.1: A concept of print to read and a solid comprehension of literary texts are the building blocks for reading
3.1: Text types and purposes, labels, and familiar words are used to communicate information and ideas

Understandings: (Big Ideas)

1.2

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b. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering
questions about key details and requesting clarification if something is not understood.

2.1:

Use Key Ideas and Details to:

i. With prompting and support, ask and answer questions about key details in a text.
ii. With prompting and support, retell familiar stories, including key details.
iii. With prompting and support, identify characters, settings, and major events in a story.

Use Integration of Knowledge and Ideas to:

i. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story
an illustration depicts).

3.1:

c. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events
in the order in which they occurred, and provide a reaction to what happened.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

1.2:

1. What are proper ways for people to ask for something they need?
2. Why is it important for people to wait their turn before speaking?
3. What does it mean to be a good listener?

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2.1:

1. During a picture-walk through a book, what do readers predict? Why?

2. What words can readers use to describe the main character in a story?
3. Was the title of this story a good title? What could be another title?

3.1:

1. How do people share ideas with print?

2. What happened in this story? (If needed, prompt with a sentence stem.)
3. Why did the author like writing this story? (He/she likes dogs.)
4. What comes at the beginning of each sentence? What comes at the end?

Evidence Outcomes: (Learning Targets)

Students can:
-Listen to a story and be able to sequence the events

-Unscramble pictures to put them in the correct order as the story

-Show that they can use scissors and glue effectively

-Show their listening skills

Every student will be able to: (Create your own lesson objectives from the standard using student voice)

I can:

1. Arrange scrambled letters to create a word

2. Blend letter sounds to say words
3. Say the beginning, middle, and end sounds of the letters in a word
4. Identify missing letters from words by saying the letter sounds

This means:

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1. I will listen to the story “The Gingerbread Man”

2. I will remember key events from the story
3. I will look at the pictures on my worksheet and put them in the correct order as the story
4. I will then retell the story while using the pictures I put in order

List of Assessments: (Write the number of the learning targets associated with each assessment)

Anecdotal Notes:

1. Can students correctly retell the story?

2. Can students recall the main events of a story?
3. Can students match the pictures with the events of the story?
4. Can students complete on their own, or do they need assistance?

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Planned Lesson Activities

Name and Purpose of Lesson Gingerbread Man: The purpose is to give students exposure and practice with recalling
important events in a story.
Co-Teaching Which model(s) will be used?
Will co-teaching models be utilized in this lesson? -Team Teaching
Yes _X__ No ___ Why did you choose this model(s) and what are the teachers’ roles?
-We all want to practice planning and facilitating lessons together. It is awesome to use
each other as resources and teach the class as a team. We each have a role which helps
us make the lesson run smoothly.

Approx. Time and Materials 5-10 minute explanation/10-15 minutes for the activity
1. Gingerbread cut-out worksheet
2. Group of students
3. Tables
4. Chairs
5. Scissors
6. Glue
7. “Gingerbread Man” book

Anticipatory Set The strategy I intend to use is: Getting them excited about the “Gingerbread Man” by
first reading the story to them. This allows them to engage with the story to feel more
connected to the activity. I will emphasize that it is important that they are good
listeners because they will need to remember all of the places that the Gingerbread man
has gone.
I am using this strategy here because: This aligns with the structure of how lessons are
given in the morning. We really want to get the students excited about the activity, and
we have seen how excited they have gotten for read-akouds.

Procedures The strategy I intend to use is: Classroom Routine/Literacy time

I am using this strategy here because: This will be added into literacy time, so it will be an
addition to other literacy centers on that day. In this case, one group will be working on
this activity during the time that we are at Shepardson so we will be able to teach,
observe, and document these students on this activity. The other students will continue

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CEP Lesson Plan Form

this lesson on the other days so we will be able to hear how they did with it while we
were not there.

Teacher Actions Student Actions Data Collected

1. Explain lesson in 1. Sit on rug and listen 1. Make sure that
detail to instructions students are
2. Read the book 2. Carefully listening understanding the
3. Lead activity during to the story directions
center time 3. Engaging in the 2. Are students
4. Closing: allow all activity/successfully following along
students the completing the with the story?
opportunity to lesson 3. How well are
work with the 4. Finish up working students
words and develop with the words and completing the
an understanding feel that they have activity? Do they
of what they just a better need prompting or
learned understanding of are they able to
the words complete it on their
own?
4. Gather data
collected and make
sure there is
documentation on
each student in the
group
Closure The strategy I intend to use is: Clean up song
I am using this strategy here because: This song is used each day. The song is played once
it is time for the students to stop what they are doing at centers, and line up for recess. I
am using this since it is already a part of the classroom routine, and the children respond
well to it.

Differentiation Content Process Product Environment

Modifications:
One-on-one Go through The product More one-on-
each picture will end up one

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CEP Lesson Plan Form

with the child being the same

and have them as the other
put it in order students
with help
before gluing it
on
Extensions: Retell Have the Able to retell a Group of
students retell story and students
the story and become
begin looking exposed to
at the words challenging
and maybe words
even begin
practicing some
challenging
words from the
book
Assessment
Anecdotal Notes
Documenting: ability of each student, if any student needs modifications or extensions,
and how successful they were at completing the activity

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson
if you were to teach it again? Were there additional co-teaching strategies used
during the lesson not planned for initially? Please explain.

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Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson, To put students into a
receptive frame of mind.
 To focus student attention on the lesson.
 To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
 teacher input
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice
o group practice
o individual practice
 check for understanding
 other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense
out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
 To cue students to the fact that they have arrived at an important point in the lesson or the end
of a lesson.
 To help organize student learning
 To help form a coherent picture and to consolidate.

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CEP Lesson Plan Form

Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop
their emerging skills? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

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