TLED 408 - Integrated Lesson Plan Project

Jiamin He

Old Dominion University

 Overview of Lesson Plan

In kindergarten English class, the theme of the unit is “storytelling”. In this unit, the students will
read a story book and other relative materials to learn the characters and events in the story. It is
very important to provide interesting learning materials for the children to learn the literacy
skills. in this unit, the students will learn to read and write in the English content area. Also, the
students will practice their communication skill by retelling the story. The SOL standards
include:

a) Identify what an author does and what an illustrator does.

b) Relate previous experiences to what is read.

c) Use pictures to make predictions.

d) Begin to ask and answer questions about what is read.

e) Use story language in discussions and retellings.

f) Retell familiar stories, using beginning, middle, and end.

g) Discuss characters, setting, and events.

Sequencing and Coherence of Unit Plan

Day Activity Description

Day 1 Pre-reading activity Students will use the pictures
and K-W-L chart to generate
their ideas. Teacher can access
students’ prior knowledge.
Writing activity Students will use the K-W-L
chart to write down their
thoughts.
Day 2 Vocabulary activity In-class presentation,
Knowledge rate, and Matching
games can help students
understand and remember the
key words in the story.
Comprehension activity Students will create a
graphical representation chart
called Series of Events Chain.
They can write or draw the
events in the story.
Day 3 Assessment activity Students will draw a picture
and present in the class
Reflection activity Students will do a role paly in
the calss
 Interdisciplinary Connections

English is connected with all other content area because the students need to improve their
comprehension skills to understand the contents of other subject. In this unit, students are abled
to practice their reading, writing, communicating, and comprehension skills. Moreover, this
learning unit is connected with the social skill because the students are inspired from the story
that they should work hard for success. It is dangerous to open the door for strangers. The
students can learn the social skills from what they read in this class.

Technology

In this unit, I would use a smart board because the smart board is easy and convenient for the
children to use. It is effective that children can come in front of the smart board and interact with
the other children during the activity. In the vocabulary activity, students will use the smart
board in matching games. They will use the smart pen line up the answer and pictures. It is a
interesting method.

For the less-traditional form of technology, I will provide students with different colors of paper
and crayons. Students can pick out the materials they want and create a sequence event chart by
drawing and writing in the comprehension activity. In the assessment activity, students will draw
a picture about the story. Sometimes, it is easy and fun for the children to draw their idea.

Differentiation

It is important to have differentiation in the lessons and activity because each student learn
differently, and they have the right to learn equally despite the differences. The teachers’ duty is
to guide and provide aids for the students and help them to achieve their goals.

In this unit, I consider that the students are younger, and they have the limited reading and
writing ability. I would select the clear and large pictures for the students which can help the
students identify the objects easily. With the ELL students, I will explain the instruction more
specific and aid them to understand the steps. Before the vocabulary activity, they will have the
words to study ahead. It gives them more time to learn and make them feel comfortable during
the class participation. With the struggle readers, I would break down the sentences and help
them to learn some vocabulary before the class start.

Text

The Three Little Pigs, Flora Annie Steel, illustrations by L. Leslie Brooke (fiction). This book
tells us how the three little pigs build their house and protect themselves. The first little pig
builds his house using straw and the second little pig using sticks. However, the wolf blows
down their house easily. Only the third pig builds his house by using bricks which is strong
enough to protect him. I pick the familiar story The Three Little Pigs for the young students
because it is easy and clear for them to analyze the event and characters.

The Three Little Pigs (video) https://www.youtube.com/watch?v=-gdcgnSrUvU is the video for

the students to watch. The video can show vivid characters to the students. When the students
watch the video after reading the text, it can help them fully understand the plot of the story.
The Three Little Pigs (picture book) https://www.storyjumper.com/book/index/10213432/THE-
THREE-LITTLE-PIGS# The picture book can bring the students’ thoughts together and
encourage the students to retell the story. The teacher shows the pictures in chronological order
and asks the students to say or write down what is happening in the picture. The picture book can
encourage the children to retell the story and write down the story detail.

Little Red Riding Hood (video) https://www.youtube.com/watch?v=SC9AEQJrgB4 I also picked

another fiction Little Red Riding Hood for the children to read because this is a familiar story for
them as well. The children can easily follow the storyline and compare with The Three Little
Pigs. The children can use what they have learned to discuss the characters, setting, and events in
Little Red Riding Hood. I think children can comprehend these two fictional texts because I
choose not only the text but video to attract children’s attention.

Pre-reading Activity

Overall Description: The pre-reading strategy used is called “K-W-L”. Each student will
receive a KWL chart and a picture about the story they are going to read. Base on the story
pictures they have, they will answer the questions on a KWL chart. Then, the teacher will group
the students and let them share their answers with each other. This activity allows students
brainstorm and discuss the ideas they have on a topic they will be reading about in their text.

Rationale: The reason for choosing this activity for my unit is that it allows the students
brainstorm and write down whatever they know first. It encourages them to use their prior
knowledge to think what is connecting with the topic. The students will try to write down what
they already know and what they want to learn more about. The students will use these questions
to make connection with what they are going to read. They will learn to analyze the pictures they
have and make predictions about the story.

Materials:

1. Pictures from the story

2. K-W-L charts
3. Pencils
4. Color crayons
5. Blank paper

Instructional Steps:

1. Each student will get a picture from the story which they are going to read
2. Each student will get the K-W-L chart
3. The students will write down their thoughts base on the pictures they have.
4. The teacher will group the students base on the same picture they get
5. The students will share their ideas with the group members
6. After the discussion, each group will share what they know and what they want to know
about the story they are going to read. The students will make predictions base on the
information they have.
Differentiation: Differentiation will be used in this activity through varying readability levels
and inclusive discussions with peers. The pictures that the teacher selected will be clear and have
rich colors that the students can easy to identify the objects. The K-W-L charts will have enough
blank space for the students to write or draw since they still learn how to write sentences. Some
students might prefer to draw, and the teacher will provide them with crayons. With the ELL
students, the teacher will explain more and aid them to understand the instructional steps.

Impact on Instructional Decisions: I will use the information from the pre-reading activity to
make instructional decisions. According to the students’ prior knowledge about the story, I will
know if I need to spend more time on certain vocabularies. Also, from the K-W-L chart, I can
gather the information about what the students want to know to add more information during the
lesson. The pre-reading activity can help me make adjustment to the instruction that
accommodate with my students.

K-W-L Chart

What do you Know? What do you Want to know? What do you Learn?

Vocabulary Activities

Vocabulary Words and Rationale:

All these words are the key words in the story. Students should learn and understand the meaning
of the words. These words can help students comprehend the story and students can use them to
retell the story.

1. Huff-a state of irritation or annoyance

2. Furze-very spiny and dense evergreen shrub with fragrant golden-yellow flowers;
common throughout western Europe
3. Puff-a short light gust of air
4. Wolf-any of various predatory carnivorous canine mammals of North America and
Eurasia that usually hunt in packs
5. Brick-rectangular block of clay baked by the sun or in a kiln
6. Bundle-a collection of things wrapped or boxed together
 7. Straw-plant fiber used e.g. for making baskets and hats or as fodder
8. Blow-be in motion due to some air or water current
9. Build-make by combining materials and parts
10. Third-one of three equal parts of a divisible whole
11. Second-coming next after the first in position in space or time
12. First-preceding all others in time or space or degree
13. Last-coming after all others in time or space or degree or being the only one remaining

Introducing Vocabulary Activity: In-Class Presentation

Activity Overview & Rationale: I will use the in-class presentation to introduce the key
vocabularies to the students. I will prepare the PowerPoint with the pictures and vocabularies.
Each slide will contain a word and few pictures associated with the word. I will ask the students
if they know the word or guess what it means. I will briefly define each and tell them to pay
careful attention to the words as they read the story. The students will be familiar with the
vocabularies before reading.

Materials:

1. PowerPoint
2. Pen
3. Paper

Sample

Instructional Steps:

1. Greet the students and let them know we will read a story. In order to understand
what is going on about the story, we need some help from some vocabularies.
 2. The teacher will tell the students to guess what vocabularies we will meet in our
story.
3. The teacher will show some pictures related to the vocabularies and ask students to
guess the word.
4. When the students guessing the words, the teacher will ask the students if they can
think about what happen in the story.
5. The teacher will let the students read the story and find out what definition fits the
story.
6. Ask the students if they meet other words that they want to know the meaning.

Differentiation: I will make sure to select the familiar pictures that related to the vocabularies.
The pictures need to be large enough so everyone can see it clearly. Also, before the class start, I
will practice the vocabularies with the ESL students. I will practice the pronunciation and the
definition with them. It can help them familiar with the in-class activity first and become more
engage during the class.

Teaching Vocabulary Activity: Knowledge Rating

Activity Overview & Rationale: This knowledge rating activity can active students’ prior
knowledge according the vocabularies that they need to learn. By asking students to fill in the
rating chart, both teacher and students know about which vocabulary need to pay more attention
when it comes to the context reading. This activity can let the students know that it is fine if they
don’t know all the words. The teacher can collect the information from the students and modify
the teaching.

Materials:

1. Knowledge Rating Chart

2. Pen
3. Timer

Instructional Steps:

1. The teacher will group the students into 4 or 5 groups

2. The teacher will explain the instruction about how to fill out the Knowledge Rating
Chart.
3. Students who thought they could define a word checked the first column, “Know it
well.” Students who had heard or seen a word but were unsure what it meant checked
the second column, “Heard of it.” If the word was completely unfamiliar, students
checked the “Clueless” column.
4. If the students check “Know it well”, they need to write down the meaning of the
terms on the backs of their papers.
5. The students will have 5 to 7 minutes to complete the chart.
6. When the students finish their chart, they will discuss it within their groups.
7. Each group will share their idea with the class. For example, which word is
unfamiliar in their group.
 Sample
Vocabularies Know it well Heard of it Clueless Definition
Straw
Brick
Wolf
Build
Bundle
Third

Differentiation: I would hand out the knowledge rating chart to the ESL students the day before
the class, which allows them to have more time to study or think about the definitions of the
vocabularies.

Reinforcing Vocabulary Activity: Matching Game

Activity Overview & Rationale: In order to reinforce the learning vocabularies, I choose the
Matching activity for the younger students. Because the matching game only requires students to
match words with their definitions. However, I will add pictures to the matching game because it
gives a visual attention to the students.

Materials:

1. Vocabularies, pictures, and definition matching sheet

2. Pens, crayons
3. Timer
4. Smart Board

Instructional Steps:

1. The teacher will explain to the students about the matching activity.
2. The teacher will go over the vocabularies first.
3. Then, each student will have a matching sheet.
4. In 5 minutes, the students will use the pen or crayon to line up the pictures and
definitions on the sheet.
5. After the students complete the matching sheet, the teacher will group the students
into 3or 4 groups.
6. Each group will have students come to the Smart board and do the different matching
game.
7. The students will count how many score they get in their group. The winning group
will get a reward.
 Matching Game

Vocabularies Pictures Definitions

any of various predatory
carnivorous canine
Straw mammals of North
America and Eurasia
that usually hunt in
packs

plant fiber used e.g. for

making baskets and hats
or as fodder
Wolf

Differentiation: I will walk around the classroom and observe the students while they are doing
the matching sheet. For the students who are struggling or ESL, I will provide support for them
like giving the hints. For the students who do not want to play the smart board games, I will give
them another sheet to do the matching.

Comprehension Activities

Overall Description: In this activity, the students will create a graphical representation chart
called Series of Events Chain. By creating the graphical event chain, they students can better
understand the sequence of the story. The graphic organizer can help students identify the
characters, the events, and the outcome. When the students try to retell the story, they can use the
Series of Events Chain to retell the story sequentially using beginning, middle, and end.

Rationale: When the students reading the story The Three Little Pigs, they will need to identify
the characters and what happen to the characters. Building a Series of Events Chain can help the
students have a clear understanding about how the story goes chronologically. This graphic
organizer also can help students to using the sequence words such as first, second, third,
beginning, middle, next, and end.

Materials: Series of Events Chain sheets (see below), a picture of the three little pigs (see
below), pencils, crayons
Instructional Steps: After the pre-reading activity, the students will:

1. Be arranged to 3 or 4 groups.
2. The teacher will begin telling the story and ask questions about the pictures which can
encourage the students to make predictions.
3. After the teacher finished the storytelling, each group will have a picture of the three
little, some pencils, and crayons.
4. Each student will have an outline sheet of the Series of Events Chain. Base on the story
and the picture, the students will fill out the events chronologically.
5. When the students complete the chain, they will start to share it with their peers. They
will discuss with the peers why they put the events in certain place.
6. The students will retell the story using sequence words to their peers.

Differentiation: For the students who are limited to write, they can use the crayons to draw the
events. For the students who are struggling with the material, I will allow them to read the story
again or give them the text clue which can better assist them to identify the sequence of the
events.

Assessment Plan: During the activity, I will walk around the group and observe the students’
performance. I will provide help when they need it. At the end of the class, I will collect the
sheets to assess the students if they can put the events in orders.
 Series of Events Chain Sheet

First

Second

Third

Final Outcome
 Reflection Activity

Overall description: In this reflection activity, each student will have a chance to participate in
the “Role Play” activity. After reading the story, the students will pick their characters in the
story and act. Other students will watch and listen how the story goes.

Rationale: the “Role Play” activity can encourage students to move beyond surface-level
understanding in their reflections and to challenge them to extend and elaborate on the ideas of
others. Also, acting is a very effective learning method for the kindergarteners. The teachers can
access students’ understanding by their acts.

Materials: 1. Pictures of the story scenes 2. Characters’ head band (pigs, wolf, farmer, etc.) 3.
Straw, sticks, and a fake brick made with the cardboard

Instructional Steps: 1. After reading the story, the teacher will separate the students into 3 groups

2. Each group will have the picture of the scene; students will discuss what story is in this
picture.

3. The students will pick their characters, or the teacher will assign their roles in the story. Then,
the students will practice in the group.

4. After the practice, the students will wear their head band and act the scenes in the class.

5. The teacher will watch and analyze students’ performance.

Differentiation: For the ELL students, I will give them some dialogs to practice before the class,
which will give them more time to practice the vocabulary. Also, if they still have hard time to
remember their sentences, they can bring the dialog paper during the act. For the students who
have hard time talking in front of the class, I will ask them to help me prepare the acting tools.

Assessment Plan: During the activity, I will join students’ group discuss to see if they
understand or know how to choose or act out the scenes. During the acting, I will observe how
each student act and express their ideas. Participation is the most important part for the
assessment.

Writing Activity

The writing activity is part of the Pre-reading activity. The students are asked to fill out the K-W-
L chart according to the pictures they have from the story. The teacher will hand out the pictures
to each student. All the pictures are selected from the picture book. The students will write down
their thoughts about the picture. Such as what do they know about the picture and what they want
to know about it. After reading the story, the students can write down what they learn. Because
the students are in kindergarten level, they can write and draw whatever they have in their mind.
The teacher also provides them with colorful pens and blank paper. The purpose of this activity
is to encourage students to write as much as they can.

Communication Activity

The communication activity is part of comprehension activity-storytelling and the assessment

activity. In the comprehension activity, after the students read the story The Three Little Pigs,
they will create a Series of Events Chain. The teacher will group the students and they will retell
the story chronologically by using the words first, second, third, and the end. This activity
encourages the students retell the story to their peers. In the assessment activity, the students will
draw a picture about their favorite part of the story. Then, they will share it with their peers by
telling them about what they draw. These activities aim to practice the students’ communication
skills.

Performance Based Assessment

In this performance-based assessment, the students’ task is to draw a picture that they think is the
best part of the story. Then, the students will write down some sentences about the picture. When
they finish their work, they will share it with their partner and tell the partner what the story
about. When the students are telling the story, they are required to use the sequencing words
first, second, third, the end, etc.

Goal:
• Your task is drawing a picture of the story
• Your goal is to write a sentence of the picture and retell the story of what you draw
to your partner__
• The problem or challenge is using the story language to write or retell the story
• The obstacles to overcome are making prediction by the picture and retelling story
in chronological order _
Role:
• You are storyteller
• You have been asked to draw a picture and write sentences of the story
• Your job is retelling the story to your partner according what you draw and write_
Audience:
• Your clients are the partners in your group
• The target audience is the whole classmates
• You need to convince your partner that your story cover the important detail of the
original one.
Situation:
• The context you find yourself in is you must be able to retell the story to your
partner
• The challenge involves dealing with who not familiar with the story and cannot
explain the important event
Product Performance and Purpose:
• You will create a picture in order to show the event of the story
• You need to develop some sentences so that you can retell the story to the partners
Standards and Criteria for Success:
 • Your performance needs to be clear
• Your work will be judged by the teacher
• Your product must meet the following standards: 1.Draw a picture; 2. Write down
some sentences; 3.Explain the story
A successful result will students can clearly explain the story according to the drawing and
writing.

Rubric

Category 3 2 1

Draw a picture Clearly related to the Related to the story. Picture is not clear.
according to the story story. Main Miss one main
(The Three Little characters included. character.
Pigs)

Write down some Sentences are correct 1 or 2 errors More than 3 errors
sentences about the and related to the
picture story.

Explain or retell the Use story language Explain the picture or Explain the picture or
story to the partners explain the picture or retell the story with retell the story
retell the story clearly few errors incompletely