DEPARTMENT OF EDUCATION AND TEACHER

DEVELOPMENT
CLINICAL TEACHING
DIRECT INSTRUCTION
ED 468: INTRODUCTORY SUPERVISED TEACHING:
ED 478: ADVANCED SUPERVISED TEACHING: ______
ED 467: INTERN TEACHING: ______
Candidate: Jennifer Schneidewind

Date: February 10, 2016

Content Area: English Language Arts Grade Level: Kindergarten

Subject Matter: Comprehension
Lesson Content Description:
Students will listen to a story about
friendship and love. What it means to
be a good friend. As they hear the
story they will answer verbal
questions the teacher asks them
about the text. After the story, the
students will answers questions on
what they remember about the story.
Lastly, students will say what they
think it means to be a good friend.
The teacher will write it down, and the
students will draw a picture of what
they chose.
Instructional Strategies/Method of Delivery:
Reading a story about friendship/love
Answering questions related to the text
Deciding what friendship/love means to them
Writing it on a heart and drawing a picture of it.
Common Core Standard:
CCSS.ELA-LITERACY.RL.K.1
With prompting and support, ask and answer questions about key
details in a text.
ELD Standard:
Emerging Interpreted

5. Listening actively: Demonstrate active listening to read-alouds and

oral presentations by asking and answering yes-no and wh-questions
with oral sentence frames and substantial prompting and support.
Common Core Lesson Objective:
The students will be able to answer questions about the story they
hear and will create their own representation of the story.
Assessment:
Formative:
Asking questions about the text as the book is read
Asking them what they remember from the book
Summative:
Thinking of theyre own feelings of what it means to be a good
friend
Drawing a picture of their response
Lesson/Assessment Modifications:
ELL:
Working in a small group of 4-7 students
Directions are given one at a time as they occur in the lesson and
are clear and concise
Students are ask questions during the story to help them
remember what the story is about after it is over
Special Needs (ADHD):
Working in a small group of 4-7 students
Directions are given one at a time as they occur in the lesson and
are clear and concise
Students are ask questions during the story to help them
remember what the story is about after it is over
Technology: Describe the types of technology you will be
utilizing in your lesson to create and enhance instruction. (If no
technology is used, please explain why.)
No technology is used in this lesson. It is rare for technology to
be used in a kindergarten class. For this comprehension lesson,
all the students need are the story read to them and to be asked
critical thinking questions about what they heard/remember from
the story.
LESSON PREVIEW PRIOR TO TEACHING
Prior knowledge required for this lesson/objective success
Being able to follow along with a story that is being read to them
Review sub-skills required for this lesson/objective
Knowing what it takes to be a friend and how they want their
friends to treat them

LESSON PRESENTATION
INTO
Step-by-Step Anticipatory Set/Orientation
Separate class into two groups and tell then what they are going
to be doing at each table. (an instructional aid is working with
half of the class on another assignment.)
Welcome students to the table.
State the objective: Today we are going to be reading a book
about friendship. What does friendship mean to you?
After each student shares what they think, the teacher will read
Suzys Book About Friendship, written by Nancy McConnell.
After reading each page the teacher will stop to ask the students
what is happening on that page and if it relates to being a good
friend.
EL: Special Needs Adaptations:
The book is read aloud by the teacher and the pictures are shown
to each student.
The students can use the pictures and the words they hear to
help them decide what is happening on each page.
Students can hear what their peers are thinking before giving
their own answers.

THROUGH
Step-by-Step Modeling/Presentation of the Objective
After the book is read, each student will be asked what he or she
remembers from the story. What was being done to make each
person a good friend?
Checking for Understanding/Formative Assessment of Each
Students Performance/Closure of Instruction
Students will be asked what they think friendship is or what it
means to be a good friend.
The teacher will write it down on a piece of paper.
EL: Special Needs Adaptations:
Students can refer back to what they heard in the book.
Students can hear what their peers are thinking before they
give their own answer
BEYOND
Independent Practice/Summative Assessment of Each
Students Performance
Once the students have told the teacher what they think it
means to be a good friend, and the teacher has written it down
on a piece of paper, the students will draw a picture of it.

Final Closure of Lesson: Closure question to reinforce

instruction learned
Students will be asked what is something that they do to be a
good friend to the ones they love.
EL: Special Needs Adaptations:
The teacher writes what they say on the paper.
The students get to draw what they said (showing that they
understand what they chose to say)
Students get to relate in a personal way to what they learned.