Saad Sheikh
Missouri Pre-Service Teacher Assessment (MoPTA)
Are these Animals?
Grade Level: Kindergarten
1-2 days
Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson
Reading Standards for Informational Text:
NL-ENG.K-12.4 Communication Skills
- Students adjust their use of spoken, written, and visual language (e.g., conventions, style,
vocabulary) to communicate effectively with a variety of audiences and for different
purposes.
The Show-Me Standards Language Arts- Reading
- 1A. Predicting what might happen next in the text based on the cover, title, and illustrations
- 1B. Asking and responding to questions about texts read aloud
Learning Objectives/Goals
The lessons objectives and learning outcomes appropriate for meeting curricular and student
needs
The purpose of this lesson plan is for students to begin making sense of what they see in their texts
when reading. Through the picture book Who Are They? Students will identify the animals on each
page as the teacher asks questions based on the shape, appearance, and specific features of each
animal. Students will know and be able to identify what these animals look like and what features
give those animals away.
Assessment (type[s] of assessment used throughout the lesson)
Assessment(s) before, during and after the lesson
Initially, the teacher will ask students what makes a dog a dog or a cat, a cat. This will lead into the
discussion of physical features that define every animal. During the read aloud students will
identify the animal on each page followed by naming features specific to that animal such as where
the eyes are, pointy or round ears, etc. Afterwards the class will be given animal silhouette to cut
out and associate the name of each based off a small word bank.
.
Lesson Structure and Procedures
Sequence of events of the lesson elements. (The before, during and after the lesson, e.g.,
Engagement/Opening, Procedures, Guided Practice, Conclusion)
1. The class will gather around the teacher on the carpet where read-a-louds are normally
conducted.
2. Teacher will introduce Who Are They? And ask the class what they think makes a dog, a
dog and a cat, a cat. These questions will lead to the specific feature each animal has.
3. Next the teacher will begin going through the wordless picture book asking questions such
as, are the eyes on the sides or the front, are their ears pointed are drooping, how do their
noses look? with each picture.
4. Students will share their thoughts about each animal by being called on by the teacher.
5. As each animal is named the class will have a word bank written by the teacher on the
whiteboard
6. At the end students will go back to their seats and cut out the outlines of the animals they
just went through and name them.
Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their needs
The teacher guides the students thinking in a constructive manner without giving them too much
information. The point here is for the students to engage in their own thinking and communication.
Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objectives
Each student may share their storys 5 Ws when finished with a buddy and if time permits to the
whole class later on.
Resources and Materials
List of materials used in the planning of and during the instruction of the lesson
- White Board
- Assorted Markers
- Who Are They? By Tana Hoban
Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning
N/A
Differentiated/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences,
etc.
The teacher will know based off the initial group read aloud which students will require extra
attention. This will require small and one on one sessions with certain students in order to guide
their thinking a little bit further. Those that continue to struggle may be given an image of the
animals and instead they can name features they see on a colorized picture.
Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student behavior needs
to help keep students on task and actively engaged
In order to ensure students are properly using their technology for educational purposes, the
teacher will utilize attention getters.
Extensions
Activities for early finishers that extend students understanding of and thinking about the
learning objectives by applying their new knowledge in a different way
Students that finish early can go back to the book and count the animals as the book progresses,
noting how many of each animal are represented.
Follow-up to Todays Lesson
Quick activity for review or building on todays learning that will deepen student understanding
and interconnect concepts (may be incorporated tomorrow or throughout the unit)
The next day, on the smartboard the teacher will go through a slide show of animal outlines for
the students to guess and name features of. These animals will be different from the ones covered
already the previous day.
Additional Information
Any area or lesson component that may not have been covered by this format that you think is
vital to include in this lesson
Respecting one anothers comments whether they are correct or not. Students will need to learn to
welcome all thoughts no matter if they are the same as yours or not.
