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EDUC2220 Lesson Plan Template

This 5-day lesson plan teaches kindergarten students about the elements of a story (characters, setting, major events) through reading books, analyzing stories, and creating their own animal storybooks. On the first two days, the class will read books, learn about authors/illustrators, and identify story elements. Students will then use iPads to write sentences about their favorite animal and illustrate each page to create their own book. The final day involves sharing the completed books and assessing student understanding of story structure. Differentiation strategies include extending activities for advanced students or providing more guidance for struggling students.

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Kayla Beight
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70 views4 pages

EDUC2220 Lesson Plan Template

This 5-day lesson plan teaches kindergarten students about the elements of a story (characters, setting, major events) through reading books, analyzing stories, and creating their own animal storybooks. On the first two days, the class will read books, learn about authors/illustrators, and identify story elements. Students will then use iPads to write sentences about their favorite animal and illustrate each page to create their own book. The final day involves sharing the completed books and assessing student understanding of story structure. Differentiation strategies include extending activities for advanced students or providing more guidance for struggling students.

Uploaded by

Kayla Beight
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Story Tellers

Kayla Beight
Kindergarten/English Language Arts

Common Core Standards:


Key Ideas and Details
RL.K.3 With prompting and support, identify characters, settings, and major events in a story.

Craft and Structure


RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in
telling the story.

RI.K.5 Identify the front cover, back cover, and title page of a book.

Integration of Knowledge and Ideas


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).

Lesson Summary:
This lesson will be used to teach students the elements of a story book through becoming an author and
illustrator. I will begin by reading a story book. After we have read the book as a class, I will have the
students help me fill out a chart depicting who the characters are, the settings, and major events that
happened in the story. We will also discuss who the author and illustrators are and what they each do to
contribute to the creation of the book. The students will then help create their own book about their favorite
animals. On an iPad each student will have sentences typed out in which they will fill in the blanks to. They
will also be able to create illustrations for their book.

creating their own illustration for their sentence.

Estimated Duration:
This lesson will be broken up into five 50-minute class periods.

Commentary: I will begin the lesson by choosing to read and discuss a book that I know is a classroom
favorite to get the students “hooked”.
Instructional Procedures:
Day 1:
First 10 minutes: Introductory activity- I will read to the class a book that has become a classroom favorite.
10 minutes: I will discuss who the author and illustrator of the story is and what they both do to contribute to
the creation of a book. I will also show the students where their names are printed on a book cover. Students
will point out the author and illustrator on other classroom books.
30 minutes: I will discuss the story elements in detail. We will talk about characters, settings, and major
events in a story.

Day 2:
First 10 minutes: As a class, we will reread the book we read the previous day.
10 minutes: I will briefly go over the story elements that I talked about the day before.
30 minutes: Students will assist me in completing a chart on the whiteboard that depicts story the elements
of the story we read. Students will identify the characters of the story, the settings, and the major events that
happened.

Day 3:
First 10 minutes: As a class, we will read a story book about all different kinds of animals. Students will tell
me who the author and illustrator are and where to find that information.
40 minutes: Students will get iPads that they will use to fill in sentences I have already written about what
their favorite animal is and why.

Day 4:
30 minutes: Students will get their iPads that they completed their sentences on and illustrate each of their
book pages. They may draw themselves and others as characters of their book. I will print out each of their
pages as they complete them.
20 minutes: Students will create a book cover and title page with construction paper. They will write their
name as the author and illustrator. I will put each book together.

Day 5:
50 minutes: As a class we will read each student’s completed book. Students will tell me who the characters
are in each book. They will describe where each book takes place. They will also describe what is
happening.
Pre-Assessment:
Before I read the book to the class, I will ask them questions about if they know where to find the names of
the author and illustrator. I will ask them about the cover, back, and title pages of the book. After we read
the book, I will ask them if they know who the characters are, where the story takes place, and if they know
what is most important in the book.
Scoring Guidelines:
I will assess how well each student was able to illustrate what their sentences were about. I will have each
student read their book to me one on one and have them point out all the story elements.

Post-Assessment:
Students have learned the structure of a book. They know the formatting of a book including who the author
and illustrator are and what they do. Students are able to identify characters, settings, and major events that
take place in a story.

Scoring Guidelines:
Students who are able to identify the format of a book and the story elements have an excellent
understanding of the content we went over in the lesson plan. Students who were unable to match their text
to an appropriate illustration will need more assistance in the topics.

Differentiated Instructional Support


Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students: Gifted or accelerated students will be able to add more details to their story. They may be given
extra pages to their book.
Discuss additional activities you could do to meet the needs of students who might be struggling with the
material: Students struggling with the material will be given more individual help. They will be guided in the
story book creation process.

Extension
https://www.youtube.com/watch?v=1M0pFLXegG0
This video helps further explain the elements of a story.

Homework Options and Home Connections


Parents should read a book with their child every evening and ask about the characters, setting, and major
events. This will help the students have an even better understanding of the story elements and help them in
their story creation process.
Interdisciplinary Connections
The book we read about animals to help them choose their favorite to write about could integrate science
into the lesson.

Materials and Resources:

For teachers iPad, white board, online story books, scissors, glue, stapler, online story books

For students iPad, iPencils, construction paper, glue

Key Vocabulary
Cover, Back, Title Page, Author, Illustrator, Character, Setting, Major Event

http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/English-Language-Art/English-
Language-Arts-Standards/ELA-Learning-Standards-2017.pdf.aspx?lang=en-US

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