Step 3

Lesson Plan Form - LBS 400

Candidate: Joselyn Castaneda Subject: English Grade level(s): Date: 11/17/17
and Jennifer Medina TK

Standard: Craft and Structure: Identify the front cover, back cover, and title page of a book

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

The students are learning Print Concepts

II. LEARNING OUTCOME (Objective):

Given the results of the assessment, students will be able to identify the different aspects of a book such as
the title, front cover and back cover by listening to teacher identify aspects of a book and then having
students identify the concepts with guidance from the teacher.

DOK/Cognitive Rigor Level:

Language Demands:
This lesson requires that students understand academic English

III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
The lesson that would come before this would be students asking questions about key details in the
book with prompt and support from the teacher. The lesson that would come after this would be to have the
students identify other aspects of the book such as periods, exclamation marks and question marks. They
would also have to understand that certain words have specific meanings.

IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Anticipatory Set: Speak about the book you will be reading to the students. Mention the storyline and the
main character of the book in order to get the kids excited to read the book.

Student friendly objective:

By the end of the lesson you should be able to identify the title, front cover and back cover by
pointing to the correct place when prompted by teacher.

Purpose: Students are learning this because this is the first step in beginning to learn that letters and words
have a specific meaning. Overall, this leads to learning to read.

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):

Step #1: Introduce the book: Peek-A-Boo Little Mouse and all its elements: front cover, title, spine, etc.
a. T input
a. T model
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.

Step #2: Ask students what they think the book will be about according to the title
a. T input
a. T model
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.

Step #3: Begin to read while pointing to the word. Ask questions as you go.
a. T input
a. T model
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.

Step #4: Ask student how they think the item will feel and what will be behind the item (pop-up
components)
a. T input
a. T model
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.

Step #5: Ask students about the story, list the different textures.
a. T input
a. T model
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.

Step #6: Introduce second book: Zoo animals. Ask students to identify book elements that they were
taught with the previous book.
a. T input
a. T model
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.

Step #7: ask students what sound does the animal on the current page makes.
a. T input
a. T model
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.

Step #8: ask students about the story and which was their favorite animal.
a. T input
a. T model
b. Student response: Check for understanding: active participation: think pair share, choral response,
 etc.

Step #9: Ask students to help teacher identify the book elements.
a. T input
a. T model
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.

Step #10: ask student to practice identifying book elements with their partners.
a. T input
a. T model
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.

C. APPLICATION ACTIVITY (Practice and/or Reflection): We will work with a group of students and
guide them during the lesson.Show students once again where to find elements of the book as well as how
to hold it.
Find those elements together.Ask students to find elements of the book by themselves and then show a
partner.

C. MATERIALS & RESOURCES:

1. pop-up book

V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):

Formative: During lesson ask students to as a group point out what they believe is the front cover, back
cover and title.

Summative: At the end of the lesson have the students identify the aspects of the book with prompting
from the teacher.

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,

Instruction, Practice):
The way that we can provide equal access for all students if one student has a visual impairment is by
sitting the student up front and enlarging the text. This will allow the student to be able to participate and
be able to understand the lesson.

The way we will help struggling learners is by partnering them up with a high achiever and have them
work together.