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UNLV/Department of Teaching & Learning Elementary Lesson Plan
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UNLV Student: Mackenzie Perry PSMT Name: Jennifer Lucas
Lesson Plan Staying Safe in Lesson Plan ELA

Title: Bad Weather Topic:
Date: 1/17 Estimated Time: 25-30 minutes
Grade Level: K School Site: Doral Cactus
1. State Standard(s):
• RI.K.1 With prompting and support, ask and answer questions about key details in a text.
• RI.K.2 With prompting and support, identify the main topic and retell key details of a
text
• 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).
2. Teaching Model(s):
• Direct Instruction
3. Objective(s):
• Students will be able to describe the relationship between the text and the illustrations.
(Bloom’s: Application)
• Students will be able to ask and answer questions about the key details. (Bloom’s:
Evaluation)
• Students will be able to identify the main topic and retell key details of the text.
(Bloom’s: Understand)
4. Materials and Technology Resources
• Waiting Out The Storm retell cards
• Waiting Out The Storm comprehension sheet from Wonders Workbook
• Vocabulary Cards: safe and prepare
5. Instructional Procedures:
- Motivation/Engagement:
- Prior to starting the lesson, I will have students review the Visual Thinking
Strategy gestures. This week I introduced facial expression, focal point, and gesture
from the observing portraits.
- I will do my turn, your turn with the gestures from Melanie Ricks.
- Students will Review oral vocabulary safe & prepare. Call on students to remind
you what the words mean. Technique 34: Cold Call
- Partner chat: How do you stay safe at school? How do you prepare to go to bed?
- Call on students to share their answers
- Developmental Activities/Learning Experiences
- Silent Movie (moving tableaus)
- Prior to retelling we will review what genre our story is. Waiting Out the Storm is a
realistic fiction text. How do you know that Waiting Out the Storm is fiction story? Look
for Evidence!
- Remember that fiction stories are made-up events about made-up characters, but the
events could happen in real life.
- For each retell card read the summary on the back. Remind students it is a silent movie
and they are only using their bodies to retell the story. Have students stand in carpet spot
and use the word action to cue students to retell the story based on the retell card shown.
Using the word cut will prompt students to pause.
- Students will practice each retell card and then it will be put all together.
- Closure: Students will complete an assessment.
- Assessment:
- After reviewing the story with silent movie, I will introduce the key details worksheet to
the students.
- Students will be reminded to write their name on their paper and will show me they’re
ready with hands free and a smile on their face!
- I will have students get a whiteboard, pencil, and paper. I will have students find a spot
around the room . Students will complete individually, but will be walked through each
question.
- 1) Circle the picture that shows how the animals are staying safe from the storm.
- 2) Circle the picture that shows how the people are staying safe from the storm.
- 3) Circle the picture that shows how the animals are staying safe from the storm.
- After completion students will turn in their paper to the black basket at the front of the
room.
- Students will return to the carpet and we will get ready to transition to lunch.
- Extension: N/A
6. Accommodations, Modifications and Differentiations for Diverse Learners:
- Silent Movie - allows all students to participate, students are read the card and have
visual to aid them when using their bodies to create the picture happening.
- Work sheet is picture based to target all learner levels
- Turn and talk
7. Assessment and Evaluation of Learning:

a. Formative: On Day 1 we read the whole story of Waiting In the Storm. On day 2
we will re read the story and students will practice retelling the story through a silent
movie using their bodies. We will use the retelling cards from Wonders and students
will use their bodies silently to retell what is happening in the story for each card. b.
Summative: After silent movie students will complete a retell worksheet. Students
will identify key details from the text.
8. Homework Assignment: n/a

9. Reflection:
a. Strengths:
Some strengths I felt my lesson had was student engagement. This lesson was a
followup to my lesson the day before and students worked on retelling the story
through arts integration. Overall, my student engagement was high due to this
activity and students had a blast being able to get up to move their bodies. Students
showed great understanding of the story we worked on retelling. It showed as well in
their assessment! I had 18/25 (5 students absent) students receive a meets on their
summative assessment.
b. Concerns:
This lesson went great, I definitely think it’s continued growing on class
management and keeping behaviors in check. I hope to continue to grow in this and
learn new styles and ideas on how to help control my classroom.
c. Insights:
I definitely believe my confidence in this lesson was high! I had a lot of fun and the
students were engaged as well. I hope to continue to grow in my confidence and
learn new strategies in keeping the flow of the conversations going. My students get
off topic and distracted easily so it has been a learning curve, but I do believe I am
getting better as I continue to take more over.

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UNLV/Department of Teaching & Learning Elementary Lesson Plan

UNLV Student: Mackenzie Perry PSMT Name: Jennifer Lucas

Lesson Plan Staying Safe in Lesson Plan ELA

Date: 1/17 Estimated Time: 25-30 minutes

Grade Level: K School Site: Doral Cactus

4. Materials and Technology Resources

• Waiting Out The Storm retell cards

• Waiting Out The Storm comprehension sheet from Wonders Workbook

• Vocabulary Cards: safe and prepare

- Developmental Activities/Learning Experiences

- Silent Movie (moving tableaus)

- Closure: Students will complete an assessment.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

- Work sheet is picture based to target all learner levels

- Turn and talk

7. Assessment and Evaluation of Learning:

8. Homework Assignment: n/a

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