CEP Lesson Plan Form

Teacher: Mackenzie Roberts Date: April 22, 2019

School: Beattie Grade Level: Kindergarten Content Area: Writing

Title: If I were a dinosaur… Lesson #:_7_ of _8_

Lesson Idea/Topic and This lesson is designed to get the children thinking about different features
Rational/Relevance: of a dinosaur and writing with more detail. Our current literacy unit is about
dinosaurs, so we are tying that into our writing.

Student Profile:
This lesson will be taught to all the students in the kindergarten class, which
means 24 students, 13 are boys and 11 are girls. There are a variety of
strengths in the writers in this class. This will be the first day with a new
student as well. There is one child who benefits from one-on-one attention
especially when on the story rug, where we will spend a lot of time, so that
is something that will be monitored.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Reading, Writing, and Communicating. Standard 3. Writing and Composition. 2. Appropriate mechanics and conventions are used to create simple texts. b.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Science. Standard 2. Life Science. 1. Organisms can be described and sorted by their physical characteristics.

Understandings: (Big Ideas)

Increase understanding of different dinosaur features, as well as be able to express those features in a complete sentence.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

1. How does a sentence begin?

2. How does a sentence end?

3. How does a writer show that one sentence ends, and another begins?

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CEP Lesson Plan Form

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard, follow the ABCD format, using student voice)

I can: Include details about a dinosaur in my writing.

This means: Put words into a sentence including features about a dinosaur.

List of Assessments: (Write the number of the learning target associated with each assessment)

Are the children able to make complete sentences from words relating to dinosaurs?

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Planned Lesson Activities

Co-Teaching Which model(s) will be used?

Will co-teaching models be utilized in this lesson?
Yes _X__ No ___
Parallel teaching
Why did you choose this model(s) and what are the teachers’ roles?
For writing, we have found that dividing the group into small groups has helped the
children grow in their writing abilities more. One teacher will have one small group, the
other teacher will have the other small group, and two small groups will be
independently working at their tables.

Approx. Time and Materials 30 minutes

25 questionnaires
24 white boards
Dinosaur paper for all students

Anticipatory Set The strategy I intend to use is: A go noodle.

I am using this strategy here because: To gain the children’s focus from recess.
Procedures The strategy I intend to use is: Direct instruction
I am using this strategy here because: It will tell the children exactly what I expect them
to do, and how to do it.
Teacher and Student Actions Data Collected

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CEP Lesson Plan Form

After the go noodle I will introduce our topic. I will have

the children close their eyes – if they’re comfortable with
it – and imagine what it would be like to be a dinosaur.

Then I will tell them that we are going to write about if we

were dinosaurs. I will pass out white boards and
questionnaires while the children go one row at a time to
get their pencils.

Once all of the children have their white boards, pencils

and questionnaire. We will all walk through each question
and I will give them time to circle their answer.

After all of the questions have been answered I will

demonstrate how we are going to turn our answers into
sentences.

Next, I will dismiss the children who will be working with a

teacher to grab their pencil boxes and inform them of
which teacher they’re working with.

The rest of the children will go to their table to start

working. I will make it clear that at their table they are to
silently work on their own. As well, I will set a timer for as
long is left in writing for them to work.

In groups the teacher will work with students on their How far did the children
writing, this allows more focused instruction as to what get? How many sentenced
each child needs. did they write?

Once it is 11:45 I will instruct everyone to put their folders

in the bin they belong to, then I will ask them to all gather
on the story rug and start a go noodle.

Closure The strategy I intend to use is: Go Noodle

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I am using this strategy here because: To get ready for math and transition out of writing.
Differentiation Content Process Product Environment
Modifications:

Extensions:

Assessment No formal assessment, I will look over how they do after a second day of being able to
write about it.

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if
you were to teach it again? Were there additional co-teaching strategies used during
the lesson not planned for initially? Please explain.

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