Making Predictions Lesson Plan
Grade Level Kindergarten Subject ELA Lesson Title: Visualizing with Pumpkins
Area:
Preparation to Teach
Unit Theme Beginning to Read (Reader’s Worksop) Unit 2 – Visualization
(Where within the unit #1
is your lesson?)
Content Standard(s): CCSS.ELA-LITERACY.RL.K.7
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.ELA-LITERACY.RL.K.10
Actively engage in group reading activities with purpose and understanding.
CCSS.ELA-LITERACY.RL.K.1
With prompting and support, ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RI.K.10
Actively engage in group reading activities with purpose and understanding.
ELD Standards: Interpretative (Bridging)
Listening actively Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed questions, with
minimal prompting and light support.
Learning Goal(s) or By the end of the lesson, students will be able to visualize 4 parts of the story without seeing the illustration.
Objective(s):
Materials, Resources, Blank Sheet of Paper
or Tools: Crayons
Magnetic Letters and White Board
Book: Splat the Cat and the Pumpkin Picking Plan
Class Funds of Students are learning from home. They each have a laptop that is assigned to them. Some students have parent support while others do not
Knowledge used in the while class is in session. Students are currently learning how to interact with each other online. They are good at greeting each other every
Lesson morning when attendance is taken.
Technology Distance Learning- Individual Student Computers
Integration:
Adaptations/ Accommodations/ Universal Design for Learning
Focus Student 1: English Learner The student has a hard time pronouncing some words. It is hard to understand him sometimes.
Since we are distance learning, he does have a family there to support him and help him as
needed. He actively participates and can follow along.
Focus Student 2: IEP, 504, GATE, The student has a hearing impairment. Due to her impairment, she struggles with her speech.
or other identified need She is removed from class to receive an intervention. She likes to do arts and crafts. She is
proactive and follows along.
Focus Student 3: A student who I was made aware that this student’s mom was released from a correctional facility recently. Due
has had life experience(s) either to this event in his life, he was under the care of his grandmother. The student tends to disengage
inside or outside of school, that when his mom is nearby. He has also shown disruptive behavior when he finds things to not be
may result in a need for additional going his way. He has used crayons to scribble all over his worksheets. He is a sweet boy that
social-emotional and/or academic
support
needs emotional support and thrives with praise and acknowledgment. When he is validated, he
is likely to be responsive and compliant.
Universal Design for Learning I will give praise to student accomplishment, hard work, and staying on task. This will help
Lesson Components students that need emotional support making them feel acknowledged and validated. It will also
boost their confidence and engagement throughout the lesson. I will minimize distractions by
working with students on a smaller scale. I will use many different media to maximize student
engagement.
Instructional Plan
Activating Background Knowledge
Instructional Strategies Making words and Sight words Review
I will begin by practicing our sight words using a whiteboard and magnetic letters. I would keep students engage by moving the
letters and asking for immediate feedback.
Sight Words this Week are I, see, a the, and like.
I will practice some letter sounds and have students sound out the words I make. I will create the words Splat the Cat as an
introduction to the story we will be reading.
I will show students using the whiteboard and letters how we combine /a/ and /t/ to make at, then add a c. I will remove the
beginning sound /c/ and replace it with -spl. Once students help me read part of the title of the book, I will read them the story.
Informal Assessment Students will share their responses. Based on student responses I will prompt and support as needed.
Student Grouping 12 students
Time Estimate 7 minutes
Instructional Input
Instructional Strategies Get materials ready. Show students how to fold the blank paper.
Give directions not to write on the paper until instructed.
Start reading and engage students with the pictures to transition into the next part of the lesson.
Stop at preselected pages in the book and guide students into visualizing without looking at the pictures.
Have students draw a picture in their heads and transfer it over onto their blank sheet of paper.
Do this 4 times.
Continue to read the story and have students visualize what is happening in the story as you read.
Informal Assessment The teacher will listen to the students’ responses and monitor the level of engagement.
Student Grouping 12 Students
Time Estimate 10 minutes
Closure
Instructional Strategies Once the story is over, show the pictures in the book. Have students share their work and compare what they drew. Ask the students
if their drawings represent what the author described. Have students share and connect their key learnings of visualization.
Beyond (if time permits)
Review:
Characters
Fiction and Nonfiction
Formal Assessment The student will share their drawings and I will assess based on their drawings.
Student Grouping 12 Students
Time Estimate 10 minutes
