Lesson Plan

Author

Lizzie Schurman

Grade
Level

Kindergarten

Integrate
d
discipline
s
Content
Standard
s
Writing
Standard
s
NETS-S

History

Objectiv
es:
Assessm
ent:

Material
s:
Anticipa

Standard 1: Ask questions, share information and discuss ideas about the past. (1b)
Identify information from narrative stories that answer questions about the past
and add to our collective memory and history (DOK 1-2).
Standard 2: Reading for All Purposes (1.c.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). (CCSS: RL.K.7)
ISTE Standards 1. Creativity and innovation- Students demonstrate creative
thinking, construct knowledge, and develop innovative products and processes
using technology. A- apply existing knowledge to generate new ideas, products, or
processes.
Students will predict the ending of the story while explaining their predictions
during whole-class discussion. Students will then compare their endings to other
students endings and finally they will compare their ending to the books real
ending.
1. Pre-Assessment
* Ask students to share definitions for the word prediction, and work with their
definitions to make a class definition of the word. This will help to assess how
comfortable students are with making predictions and if they understand the term.
Generally observe students interaction and participation as they listen to the story
and make predictions. Notice whether all the students contribute to the large group
discussions.
2. Formative Assessment
* As students work on their own endings, look for ways that the students writings
and drawings connect to the story. Provide reinforcement for strong connections to
details from the story, personal experience or prior knowledge.
3. Post Assessment:
* Conference with each student asking them to discuss why the reasons they
included the elements that they did in their endings. Encourage students to think
about how they made the accurate predictions. As appropriate, comment on
predictions that stray too far from the main story, asking students to consider the
evidence on hand (details from the story, personal experience, and prior
knowledge) to determine why these predictions were inaccurate.
The Story of the Pilgrims by Katharine Ross
-Computers
-iPad
1. Ask students to share definitions for the word prediction, and work with their

tory Set:

Technolo
gy
Integrati
on
Procedu
res and
Learnin
g
Activitie
s

definitions to make a class definition of the word.

2. Ask the students to brainstorm situations in which they use the ability to predict
what will happen. If they are having a difficult time, ask leading questions to get
them to gather a list.
When you look outside what can you predict about the weather?
Have you ever predicted something about a television show or movie?
Have you ever been able to tell what you were going to eat for a meal before
anyone told you?
What can you tell from a story by looking at the cover of a book?
Students will type their predictions on the computer. Also, students have the
choice to draw their predictions by hand or on the computer and/or iPad

Students:
During:
1. Read the book, pausing when
appropriate to point out main details
in the book to confirm the predictions
the students made on the cover.
2. Students summarize what has
happened so far in the story.
3. Students share any similar
situations in which they have found
themselves.
4. Summarize all of the information
that students have to base their
predictions for the ending of the story
on.
5. Explain that their ending must
connect to information that was read
during the beginning of the story. The
story has to make sense.
After:
1. Students type out their predictions
and draw their predictions by hand or
on an iPad.
2. Students share them with preassigned partners making sure they
know that all endings are valid.
3. Once children have shared their
endings in partners, ask the children
to get together and have a large class
discussion inviting any students who
wish to share their endings to the
class.

Teacher:
During:
1. Read the book, pausing when
appropriate to point out main
details in the book to confirm the
predictions the students made on
the cover.
2. Students summarize what has
happened so far in the story.
3. Students share any similar situations in
which they have found themselves.
4. Summarize all of the information that
students have to base their predictions for
the ending of the story on.
5. Explain that their ending must connect
to information that was read during the
beginning of the story. The story has to
make sense.
1. Students type out their predictions and
draw their predictions by hand or on an
iPad.
2. Students share them with pre-assigned
partners making sure they know that all
endings are valid.
3. Once children have shared their
endings in partners, ask the children to
get together and have a large class
discussion inviting any students who
wish to share their endings to the class.

Different Struggling Student: Only needs to draw picture of ending and can explain it during
iation
class presentation and conference.
ELL: Only needs to draw picture of ending and can explain it during class
presentation and conference.
Challenge: Ask these students to predict one ending like the rest of the class, and
then ask them to come up with another, different ending.
Closure
1. Once everybody has shared, read the end of the story.
2. Ask the students to point out ways that their own endings connected with the
actual ending of the book.
3. Ask the students to explain what they learned about prediction.
Referenc
http://www.cde.state.co.us/standardsandinstruction/coloradostandards
es:
http://www.cde.state.co.us/sites/default/files/documents/coreadingwriting/d
ocuments/rwc_standards_2010.pdf
http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-s_PDF.pdf