LESSON PLAN FORMAT
CSL 570
SUPERVISED PRACTICUM
SUMMER 2015
NAME: Larissa Spinnato
LESSON TOPIC: Parts of a Plant
RATIONALE: Students have been exposed to plants and other living things. This lesson
will give the students an introduction of what plants are and the parts they have.
Students will learn briefly about each parts function. In future lessons, students will
learn more in depth details about plants. They will also plant their own plant and should
know the parts and their functions.
COMMON CORE STANDARD (S):
K-ESS3-1 K.Interdependent Relationships in Ecosystems: Animals, Plants, and Their
Environment Students who demonstrate understanding can: Use a model to
represent the relationship between the needs of different plants or animals (including
humans) and places they live.
RI.K.4 Reading: Informational Text: Craft and Structure - With prompting and support,
ask and answer questions about unknown words in a text.
OBJECTIVE: The students will be able to identify the parts of a plant and label a
diagram.
ACADEMIC LANGUAGE: Root, soil, flower, leaf, stem, pollen, seeds.
MOTIVATION OR ANTICIPATORY SET: The teacher will take the students for a walk
around the building. She will show the students the plants that are planted around the
perimeter of the building and tell students that we are going to learn all about how they
live.
BRIEF PROCEDURE:
Teacher will assess prior knowledge by asking students what they know about the parts
of a plant. Students will share their answers.
The teacher will preview the vocabulary words that will be used in the lesson (root, soil,
flower, leaf, stem, pollen, seeds).
Teacher will display a BrainPop Jr. video on the parts of a plant.
The teacher will ask verbal comprehension questions to assess what students learned
from the video.
Students will go to the carpet. Teacher display an enlarged picture of a plant on chart
paper.
The teacher will guide the students in labelling the anchor chart and discussing what
each part of the plant does.
Students will be encouraged to ask question about what they do not understand.
Students will return to their seats and complete a worksheet. The worksheet will be a
mini version of the anchor chart. Students will have to cut out the name of the part of the
plant and paste it to the correct spot.
To close the lesson, the teacher will ask students to turn and talk to their neighbor and
share one thing they learned about the parts of a plant.
The teacher will call on some students to share what they learned.
MATERIALS USED:
Anchor chart
Pencil
Markers
Scissors
Glue
Computer
Projector
Worksheet (plant diagram)
Brainpop.com
TECHNOLOGY COMPONENT (IF APPLICABLE): The computer will be used to show
the Brainpop video.
ASSESSMENT OF COMMON CORE STANDARD (S):
Formal
Students completed labeled plant picture.
Performance on future lessons in the unit.
Informal
Teacher observation.
Responses during turn and talk at the end of the lesson.
ADAPTATIONS:
Student with special needs
A student in the class has difficulty with fine motor skills. The teacher will provide the
student with pre-cut pieces to paste onto the plant.
English Language Learner
There are 3 English Language Learners in the class. The teacher will preview the
vocabulary with the students before the lesson.
Struggling Reader
A student in the class has difficulty with beginning sounds. The teacher will place a
visual aid on the students desk. The visual aid will have letters with pictures associated
with the sound.
LESSON PLAN FORMAT
CSL 570
SUPERVISED PRACTICUM
SUMMER 2015
NAME: AnnMarie Melloni
LESSON TOPIC: Adding Seeds & Comparing/Contrasting Seeds (Math-Grade K)
RATIONALE: Students are currently involved in a unit on seeds/plants. This lesson will
give students to opportunity to physically hold seeds and utilize them in mathematics. In
support of the NYS Common Core curriculum, students will use seeds as manipulatives
to add, sort, and compare/contrast.
COMMON CORE STANDARD (S):
CCSS.ELA-LITERACY.RI.K.4
With prompting and support, ask and answer questions about unknown words in a text.
CCSS.Math.Content.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings,
sounds (e.g., claps), and acting out situations, verbal explanations, expressions, or
equations.
OBJECTIVE: The student will be able to sort pumpkin and sunflower seeds. They will
also be able to use seeds as manipulatives to add using a base ten chart.
ACADEMIC LANGUAGE: Sequencing, sort, manipulatives, pumpkin, sunflower, base
ten, add, sum, addition, plus, equal, chart, compare, contrast, same, different, seed
MOTIVATION OR ANTICIPATORY SET: I will walk into the class with a giant cardboard
box. I will open it up and expose a box filled with dirt. I will ask the students what they
can find under the dirt. After students guess I will allow students to come up one by one
and reach into the box. The box will be filled with plastic fruits, vegetables, and flowers
as well as packets of their seeds. I will then explain to the students that we will be
learning all about seeds and what grows from them.
BRIEF PROCEDURE:
1. Students will be given a printable Lifecycle of a Seed book. This book will be read as a
class. The teacher will stop and highlight academic language as students do the same.
2. Students will then be given both pumpkin and sunflower seeds. They will be asked to
discuss their similarities and differences in their groups.
3. Students will then sort their seeds into a t-chart
4. Next, students will be given a base ten chart. They will be asked to fill it with as many
pumpkin seeds/sunflower seeds to make the sum of 10. Students will then write the
addition sentence underneath the chart.
5. As a closure, student will play a counting game and focus on taking turns. They will roll
the dice and count/color in seeds to match the number on the dice.This will continue
until 1 student has all the seeds colored on his/her worksheet.
MATERIALS USED:
Printable Lifecycle of a Seed Book (Teachers Pay Teachers)
Plastic flowers, vegetables, and fruit models
A variety of flower, fruit, and vegetable seeds inside their packets
Sunflower and Pumpkin seeds
Sorting T-Chart
Dice
Large cardboard box
Base ten chart
Color the seed game w.s.
ESL picture cards
Modified worksheets with picture que directions
Data collection sheet for Anecdotal notes
glue
pencils
ASSESSMENT OF COMMON CORE STANDARD (S)
Informal - Anecdotal notes - notes will be taken when students are discussing
their background knowledge, sorting into t-charts, filling in their base ten chart, and
playing the seed counting game. The teacher will circulate throughout the room, noting
student participation and gains.
Formal - Exit tickets - At the end of the lesson, the students will use seeds to
create two addition sentences independently using the seeds as manipulatives. This will
show students new knowledge and understandings gained from the lesson.
ADAPTATIONS:
Student with special needs
During the motivational activity, students with special needs will be given large seeds
(such as corn) as opposed to small seeds (such as tomato) this will best help students
with a weak grasp who have fine motor O.T. needs. When creating an addition
sentence, students will be given two options to choose from using TouchMath prompts.
Students will be allowed to glue their seeds directly onto the number to help them
understand the concept of addition.
English Language Learner
The ELL student struggles with comprehension. The academic language will be pretaught to the student. The student will be introduced to the book before the beginning of
this lesson. Also, when the student is presented with seeds(during the motivation), the
ELL student will have access to picture cards that will show a specific seed of a
fruit,vegetable, or flower. The pictures will be labeled in both English and Spanish for
quick reference.
Struggling Reader
The struggling reader who has difficulty decoding will be given a worksheet with
modified directions and pictures ques above each word. This will help the student
complete his work independently. Pictures ques will be located above the direction
words to help him read and understand what he needs to do.
Data Collection:
Student
Student 1
Student 2
Student 3
Student 4
Student 5
Performance
(Understand/Struggle)
Comments
-The student is able to place
seeds correctly in a base ten
chart. The student is able to write
and solve an addition sentence.
He is helping others in his group.
LESSON PLAN FORMAT
CSL 570
SPRING 2015
NAME: Anthony Cavalluzzo
LESSON TOPIC: How To Grow A Plant (Writing Lesson)
RATIONALE: Throughout the entirety of the unit, our students will be learning parts of a
plant and each step in the growing process of a plant. The students will be introduced to
numerous videos, books, and models of the growth process of a plant. For their writing
portion of the unit, we want to challenge them to write about the planting process of a
seed to a full-grown flower.
COMMON CORE STANDARD :
Rl.K.7- With prompting and support, describe the relationship between illustrations and
the text in which they appear.
K-ESS2-2: Construct an argument supported by evidence for how plants can change
the environment to meet their needs.
W.K.2- Use a combination of drawing, dictating, and writing to compose
informal/explanatory texts in which they name what they are writing about and supply
some information about the topic.
OBJECTIVE: The students will be able to identify and explain the process of a how a
plant grows (from seed to flower)with 100% accuracy. The students will compose a
How to, book using drawings and writing to explain the planting process of a seed.
ACADEMIC LANGUAGE:
Sequence- Students will use sequencing words (first, then, next, last) to describe the
planting process of a seed.
Tapping Out- Students will work on tapping out, sounds to spell words correctly.
MOTIVATION OR ANTICIPATORY SET:
The teacher will play a video on www.teachertube.com on the planting process of a
seed. The teacher will prompt the students throughout the entirety of the video. When
the video is over, students will turn and talk with their partners about how to plant a
seed. Students will share out with the whole class. The teacher will then explain to
students that they are going to create a How to, book on how to plant a seed.
BRIEF PROCEDURE:
Intro
The teacher will create a flow map on the whiteboard.
The teacher will have students turn and talk about what happens first when planting a
seed.
Ex: you get a scoop of soil and put the seed in it.
The teacher will demonstrate how to write the sentence. What sequence word would I
Start with?
Ex: First, you put your seed in the soil.
The teacher will model sounding out this sentence. First, you put your seed in the soil.
The teacher and students will follow the same process for the following two steps.
Then, you water the soil.
The teacher will model sounding out this sentence. Then, you water the soil.
The teacher will model how to draw a picture of step two.
Last, you put the soil in the sunlight.
The teacher will model sounding out this sentence. Last, you put the soil in the
sunlight.
The teacher will model how to draw a picture of step three.
Body
The students will work on each step of their how to book.
The teacher will conference with each student about their writing and drawings.
Students will draw a picture to match with each step.
When finished, the teacher will assist the student in putting the How to, book together.
Closure
Students will share out their how to, books with their classmates.
As an extension activity, students will be able to actually plant their seeds.
MATERIALS USED: ELMO, whiteboard, flow map, pencils, crayons, How to,
worksheets, scissors.
TECHNOLOGY COMPONENT (IF APPLICABLE): ELMO (projector)
ASSESSMENT OF COMMON CORE STANDARDS
Formal- How to Plant a Seed, worksheets. Did the students use drawings and
writing to compose a comprehensive how to, book.
Informal- Student participation of seed process (turn and talks, flow maps).
ADAPTATIONS:
Student with special needs- Since one of our students has an I.E.P for
speech, the teacher will modify their independent worksheet by labeling numbers
on all three steps (1,2,3). The student will just have to draw a picture of each of
the three steps to implicate their understanding of the lesson objective.
English Language Learner- Our ESL teacher will teach this lesson to our
student when he gets pulled out in the morning, prior to the whole group lesson.
Show a video of the process of seed growth via www.teachertube.com.
Struggling Reader- Have student draw pictures of the seed in soil, the seed in
water, and the seed in sunlight. Have student watch video of the process of seed
growth via www.teachertube.com .
LESSON PLAN FORMAT
CSL 570
SUPERVISED PRACTICUM
SUMMER 2015
NAME: Ashley Cooke
LESSON TOPIC: Parts and Functions of a Plant
RATIONALE: This lesson relates to the Kindergarten curriculum in terms of both
chosen topic and reading level. This lesson correlates with the unit on seeds/plants that
students are currently involved in. It is in support of the NYS Common Core Standards
and the Kindergarten curriculum. This particular lesson is being implemented in order to
further assist students with the concept of identifying the different parts and functions of
a plant. In the future, the students will be able identify the importance of each function of
various plant parts and develop real world connections.
COMMON CORE STANDARD (S):
RI.K.7. With prompting and support, describe the relationship between illustrations and
the text in which they appear (e.g., what person, place, thing, or idea in the text an
illustration depicts).
Indicator: The students will be able to refer to the text illustrations in order to
correctly label and identify the different parts of a plant and their functions.
RI.K.10. Actively engage in group reading activities with purpose and understanding.
Indicator: The students will be actively engaged throughout the lesson while
revisiting/rereading the text, as well as through turn and talks with partners on
the text.
OBJECTIVE: The students will be able to identify the functions of the different parts of a
plant including roots, stem, leaves, and flower. The students will be able to determine
the importance of each function of the plant.
ACADEMIC LANGUAGE:
Vocabulary: Roots, stem, leaves, flower, seeds, petals, water, food.
Admit ticket, labeling, flipbook
MOTIVATION OR ANTICIPATORY SET: The teacher will begin the lesson by presenting
several different plants to the students. The students will be directed to think about what
they have learned about plants and will be asked to turn and talk with a partner to
discuss: What have we learned about plants so far? and What kind of plants have you
seen in your homes, gardens, or around the school? The class will come together to
share out answers for one question prior to moving onto the following question. The
students will be told During this lesson, we are going to learn more about the different
parts of a plant and what they do. Prior knowledge will be linked by relating the subject
of plants to the human body. The teacher will explain that Plants have different parts
and functions, or jobs, just like our body parts do. Together as a class, we will discuss
the different parts of the body while relating to the plant functions we will review today.
BRIEF PROCEDURE:
1. After discussion, students will have the opportunity to individually illustrate a picture of a
plant using their individual clipboards with paper and crayons.
2. Students will be encouraged to incorporate all of the main parts of a plant.
3. After 2-3 minutes of working, the teacher will collect student samples.
These will serve as an admit ticket for the students and will help the teacher to gauge
prior knowledge and current understanding of the parts of a plant learned in previous
lessons.
4. The teacher will quickly review illustrations to determine if there is a particular part of the
plant of the plant that will require additional review.
5. The teacher will explain to the students that they will be adding to their own Parts and
Functions of a Plant flipchart that were previously started (The plant illustration on the
cover and parts of a plant terms listed inside are complete).
6. The students will then return back to their seats from the carpet.
7. The teacher will distribute the previously started Flipcharts.
8. The teacher will review all of the simple function definitions on the students paper
before labeling together as a class.
9. The teacher will display the already read text, Plants Close-Up: Plants are alive!
Beginning on page 8 (roots), the teacher will revisit the previously read text by asking
students What part of the plant is this?
10. Students will identify the part of the plant as the teacher rereads the function of this part
of the plant. What does this part of the plant do?
11. The teacher will assist students in identifying the correct function for roots being Take in
water. Store food.
12. The teacher will model cutting out the term and gluing it to the flipchart. The students
will then glue the function in the correct space.
13. This procedure for rereading and questioning will be repeated for the following plant part
terms: stem (page 10), leaves (page 12), and flower (page 14).
14. Students will be encouraged to ask questions to nearby students or the teacher about
what they do not understand.
15. As closure for the lesson, the teacher will ask the students to turn and talk with a partner
to review their Parts and Functions of a Plant Flipchart.
16. The teacher will call on several students to share what they have learned and discussed
with their partner.
MATERIALS USED:
Various types of plants
Clipboards for students
Blank paper (for student admit tickets)
Crayons
Aloian, M. (2012). Plants Close-Up: Plants are alive! New York, NY: Crabtree.
Teacher developed Parts and Functions of a Plant Flipchart
Students have previously worked on this assignment by gluing the plant image and
parts of a plant terms in proper order.
Labels for the functions of each plant part
Modified worksheets for student with special needs and struggling reader
Scissors
Glue
Data collection sheet: anecdotal notes
Pictures of different types of plants
Typed vocabulary terms: roots, stem, leaves, flower.
TECHNOLOGY COMPONENT: The template for the Parts and Functions of a Plant
Flipchart was created by the teacher on the computer. Labels for the functions of a plant
was also teacher created on the computer.
ASSESSMENT OF COMMON CORE STANDARD (S):
Formal: Admit tickets from the beginning of the lesson will assess students prior
knowledge and general understanding of the topic. Students completed Parts and
Functions of a Plant Flipchart will be assessed to determine if the student can correctly
label and identify the parts of a plant terms and functions while referring to text
illustrations. Performance on future lessons in the unit will additionally be assessed.
Informal: Anecdotal notes will record teacher observations when students are
participating in turn and talks and group discussion. The teacher will circulate the room
throughout the lesson additionally noting student participation and engagement.
ADAPTATIONS:
Student with special needs: A student in the class has dyslexia. The various forms of
communicating information will be incorporated throughout the lesson including, oral
discussion, drawing pictures, and reading to label the Flipchart. The student will be
provided with a teacher model directly in front of them during the completion of the
hands on portion of the lesson (Flipchart). Words on the worksheets being utilized for
the Flipchart are in large-print text. Additionally, words and functions on the worksheet
will be listed in the correct order instead of mixed up to provide for better understanding
and comprehension of material.
English Language Learner: There are two English Language Learners in the class
that will require the preteaching of academic language. The ESL teacher will preteach
vocabulary during pull-out instruction time, prior to the whole group lesson. Students will
be provided with additional background information on plants at the start of the unit.
During this lesson, students will have access to individual copies of the book to assist
with further visuals providing the understanding and connection of information.
Struggling Reader: A student in the class has difficulty decoding and comprehending
information. This particular student will be given a modified worksheet with the function
labels for each plant part. The modification will include simpler terms, two to three
words, while incorporating the use of visual images. Visuals alongside the given word
will help the student to comprehend information while decoding to read during class and
rereading at later dates.
LESSON PLAN FORMAT
CSL 570
SUPERVISED PRACTICUM
SPRING 2015
NAME: Nicole Fischetti
LESSON TOPIC: Comparing and Contrasting Non-fiction and Fiction texts
RATIONALE: The Common Core State Standards emphasize the utilization of nonfiction texts. It is essential that students know and understand what non-fiction is, what
makes it non-fiction, and how it differs from fiction texts. The Common Core State
Standards also require students to be able to identify similarities and differences
between two texts on the same topic. In order to accomplish that, books about plants
are being used in the lesson. The topic of plants is also a requirement of the school
curriculum.
COMMON CORE STANDARD (S):
CCSS.ELA-LITERACY.RI.K.9
With prompting and support, identify basic similarities in and differences between two
texts on the same topic (e.g., in illustrations, descriptions, or procedures).
CCSS.ELA-LITERACY.W.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory
texts in which they name what they are writing about and supply some information
about the topic.
OBJECTIVE: The students will be able to distinguish the similarities and differences of
the information and elements found in a non-fiction text and fiction text through a double
bubble map, as well as through a compare and contrast writing frame.
ACADEMIC LANGUAGE: compare, contrast, similarities, differences, non-fiction, title,
real pictures (photography), facts, captions, table of contents, page numbers,
vocabulary (bold words), glossary (words to know) fiction, characters, setting,
illustrations, story, true story, made-up story, double bubble map, seeds, plants, flowers,
stem, roots, sunlight, seed coat, seed food, seedpod, seed case, sprout, grains
MOTIVATION OR ANTICIPATORY SET: The teacher will use two props to motivate the
students one real flower in a flowerpot, and one fake plastic flower. The teacher will
then ask the students to look at the two objects and think about what they see. After
about 30 seconds to a minute, the teacher will ask the students what they noticed about
the two objects. Student responses should be such as one is real and one is fake, one
grows and one doesn't, one needs sunlight and one doesn't, any physical differences,
etc. The teacher can also prompt students if necessary, such as thinking about the
senses do they look the same? Smell the same? Feel the same? After student
responses and discussion, the teacher will explain to the students that what they just did
was find the similarities and differences of the two flowers, and in other terms, we call
that comparing and contrasting. The teacher will then explain to the students that
todays lesson will be on comparing non-fiction and fiction books on the topic of plants
using the previously read books The Tiny Seed by Eric Carle and What is a seed? By
Mary Aloian.
BRIEF PROCEDURE:
1. The teacher will then call students to the carpet. A class discussion will be held
about non-fiction and fiction texts. The teacher will have the previously made anchor
chart showing the elements of fiction and non-fiction texts up on the easel. This will be
used as a guiding point throughout the discussion. The discussion will include
information such as, fiction means it is a made up story that we read for fun, it has
characters, it has a beginning, middle, and end, it has drawings or made up pictures
called illustrations, and that non-fiction is about real things that we read to learn more
about, it has real pictures, there is a table of contents, bold words, and a words to know
section in the back of the book. From the discussion, student knowledge and
understanding of the concepts of non-fiction and fiction should be firmer.
2. The teacher will then direct the student attention to two hula-hoops next to the
carpet one is labeled non-fiction and the other is labeled fiction. The teacher will
explain that the next activity they will be completing is a book sort. There will be a
small, scattered pile of non-fiction and fiction books near the hula-hoops (about 10
books, 5 for each hula-hoop doesnt include the 2 books for teacher modeling). The
teacher will explain that they need to figure out in which hula-hoop does each book
belong to (the books used in this activity are previously read books throughout the
school year). The teacher will model the activity with one non-fiction book and one
fiction. The teacher will show the students how to look at the cover, and flip through
some of the pages in the book, paying attention to pictures and any words that stand
out, in order to help them figure out what kind of book it is. The teacher will then call on
students who are sitting nicely, with their hand raised to take turns sorting the books.
The students should complete the activity similarly to the way it was modeled for them.
The teacher will monitor student progress, interjecting at any point that seems fit.
3. After the activity, the teacher will then hold up the two previously read books on the
topic of their new unit plants. There will be a class discussion on both The Tiny Seed
and What are seeds? The teacher will prompt students to discuss what each book is
about discussing any new information learned, whether the book is non-fiction or
fiction and how they know that, and what the elements of each book are. A review of
the content vocabulary from the books will also be done during this step.
4. The teacher will then explain to the students their next activity. They will be given a
double bubble map to compare and contrast the non-fiction aspects of What are seeds?
to the fiction aspects of The Tiny Seed. The students will need to cut and paste the
pictures with words onto the right bubble on the map there are 3 sections for each.
The teacher will have the double bubble map in hand in order to explain and show
students the correct way to complete the activity. The students will be sent back to their
seats and the activity will be completed independently. While students are working, the
teacher will be walking around the room with a checklist, observing the students work in
progress and checking off whenever they complete a skill. When students are finished,
they are to put their completed work in the in box.
5. After students hand their work in, they are to sit quietly on the carpet in their carpet
spot, and wait for the next set of directions. Once every student is at the carpet, the
teacher will inform the students of their last activity. Students will complete a Compare
and Contrast Writing Frame on the two books. There are two boxes at the top of the
page for students to illustrate as well. For example: I know the book What are seeds?
is a non-fiction book because ________________. The teacher will have an example to
show students to help ensure understanding.
6. If time permits, students will be asked to share their drawings and sentences.
7. To close up the lesson, the teacher will ask the students what theyve learned.
Together, the students and teacher will discuss and review the activities.
MATERIALS USED:
Anchor Chart on Non-fiction and Fiction texts
What are Seeds? By Molly Aloian (non-fiction book)
The Tiny Seed by Eric Carle (fiction book)
Double Bubble Map worksheet
Verbal and Visual Word Association (VVWA) graphic organizers (previously
completed) for struggling reader
Scissors
Glue sticks
Pencils
Crayons
Fiction and Non-fiction books (previously read throughout the year)
Hula-hoops with their respective sign
Compare and Contrast writing frame with illustration box
Compare and Contrast writing frame with illustration box (with adaptations for student
with dyspraxia)
TECHNOLOGY COMPONENT (IF APPLICABLE): Not applicable
ASSESSMENT OF COMMON CORE STANDARD (S):
Formal The formal assessment will be the Compare and Contrast writing frame.
The students will use a combination of drawing and writing to not only inform about nonfiction and fiction texts using the two books on plants, but to show comparing and
contrasting between the books as well. The teacher will check the accuracy of the
paragraphing, ensuring that the students understand the difference of non-fiction and
fiction texts, which plant book belongs to which genre, and if their details correspond
correctly.
Informal For the informal assessment, the teacher will walk around with a checklist
while students are independently working on the Double Bubble Map worksheet. The
checklist will have each students name and columns of skills for comparing and
contrasting the two books, which should be reached by the completion of the activity.
As the teacher walks around, when a student achieves a skill, the teacher will check
that box for that particular student.
ADAPTATIONS:
Student with special needs For the student with dyspraxia (a disability that affects a
students motor skills), a few different accommodations will be. With the Double Bubble
Map activity, the student will be given special scissors called loop scissors in order to
make cutting less difficult. For the writing activity, the student will have a special pencil
grip to aid with holding the pencil and writing. Also, the worksheet will have different
colored lines in which the student will be told be sure to write on a different color for
each line. The lines will also be thicker to improve precision. If the child still shows
difficulties throughout the activity after these adaptations, then they will be given the
opportunity to verbally give their answers.
English Language Learner For the ELL student, the teacher will pre-teach the
lesson. The teacher will review both texts with the student, including the content
vocabulary of plants. The teacher will also review non-fiction and fiction with the
student what each means, and the vocabulary and elements that coincides with each
genre. The teacher will be sure that the student has built on their background
knowledge on the subject matter. Also, during the lesson, there are a lot of visuals
connected with the activities, which should further help this student.
Struggling Reader For the student with vocabulary difficulties, they will have the
opportunity to use their Verbal and Visual Word Association graphic organizers
throughout the activities. The VVWA graphic organizers will be previously created from
other lessons. The organizer includes the vocabulary word, a visual representation of
the word, the definition, and a personal association or characteristic of the word.
Vocabulary words will be non-fiction, fiction, and any other content vocabulary words on
the unit topic of plants. The student will have these organizers readily accessible on
their desks if they need it for assistance.
LESSON PLAN FORMAT
CSL 570
SUPERVISED PRACTICUM
SPRING 2015
NAME: Allison Dowd
LESSON TOPIC: Planting a seed and creating a digital class how to book
RATIONALE: This lesson is a continuum to the previous writing lesson on How to Grow
A Plant. The students will be using what they know about planting a seed to create a
digital how to book and plant their own seed.
COMMON CORE STANDARD (S):
K-ESS2-2: Construct an argument supported by evidence for how plants can change
the environment to meet their needs.
Rl.K.7:With prompting and support, describe the relationship between illustrations and
the text in which they appear.
SL.K.1: Participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger groups.
OBJECTIVE: The students will be able to plant their own seeds in a cup and participate
in creating a digital how to book on plants.
ACADEMIC LANGUAGE: Sequencing
MOTIVATION OR ANTICIPATORY SET: The teacher will call the students to the carpet
and in front of them will be four items- a cup, a package of soil, a package of seeds,and
a container of water. The teacher will ask What do you think we will be doing today with
a cup, soil, seeds, and water? Then, the students will turn and talk with someone close
to them to discuss what they think. After, they turn and talk we will share ideas. Then.
the teacher will say today we are going to plant our own little plants and make a digital
book about the steps will take us to get there. Its time to be gardeners!
BRIEF PROCEDURE:
1. The students will go back to their seats and the teacher will hand out the supplies to
each student.
2. As, a class we will briefly go through the steps in How to Plant a Seed, the concept was
already taught the previous day. The students will take out their own how to books.
3. We will go through each step of planting a seed. After, all the seeds are planted into a
cup. Each student will water their seed and put it by the windowsill.
4. The students will be called back to the floor and we will now be creating our class
digital story about How to Plant a Seed on StoryJumper.com on the SMARTboard.
5. We will begin with the first page of the book and we will just add the words then go back
and add pictures later on. I will ask What is the first step?
6. The first page of the book will read: First, we put soil into a cup. The second page of
the book will read: Second, you will add water to the soil, The third page will read
Next, you will poke holes in the soil to add the seeds. The last page will read Lastly,
we will put the cup in the sunlight and watch it grow.
7. We will go through each of the pages and read what we wrote and add pictures through
out.
8. Extension: We will be making observations a week later and we will add to our digital
books the progress we notice.
MATERIALS USED:
Planting Supplies: Soil, Seeds, Cups, and water for each student
SMARTBoard
www.storyjumper.com
TECHNOLOGY COMPONENT (IF APPLICABLE): SMARTboard will be needed to
create digital story.
ASSESSMENT OF COMMON CORE STANDARD (S)
Formal: The students following the sequential order of planting their seed in the
cup, the teacher will be checking off each student that did it correctly.
Informal: Student participation of creating the digital book with the class.
ADAPTATIONS:
Student with special needs: Some of our students are classified as Other Health
Impairment and have a hard time with fine motor skills. The teacher will closely assist
those two students with planting their seed.
English Language Learner: The students that are ELL will be shown picture clues
when asked to identify what step of the planting progress occurs (First, Second, Next,
and Last).
Struggling Reader: Since two students with difficulty with retelling events in sequential
order. The teacher will provide those students will picture clues they can use to help
them when planting their seed and helping create the digital book.
References
Aloian, M. (2012). Plants Close-Up: Plants are alive! New York, NY: Crabtree.
Aloian, M. (2012). Plants Close-Up: What are seeds? New York, NY: Crabtree.
Aloian, M. (2012). Plants Close-Up: What are stems? New York, NY: Crabtree.
Carle, E. (2009). The tiny seed. New York, NY: Little Simon.
Castor, D. (2009). The parts of a plant. Pelham, NY: Benchmark Education.
Ehlert, L. (1988). Planting a rainbow. New York, NY: Harcourt Brace & Company.
Lowery, L. F. (2013). I Wonder Why: How does a plant grow? Arlington, VA: National
Science Teachers Association.
MacAulay, K. (2014). Plants Close-Up: How are plants helpful? New York, NY: Crabtree.
MacAulay, K. (2014). Plants Close-Up: How do plants survive? New York, NY: Crabtree.
MacAulay, K. (2014). Plants Close-Up: What are leaves? New York, NY: Crabtree.
