THE UCI LESSON PLANNER

Part 1: Classroom Information

Grade: Kindergarten Content Area: English Language Arts

Group Size: 24 Lesson Length: 35 minutes

Student Context:
Identified Needs Number of students Accommodations
Students with Special Speech and Language/ 3 Speech and language
Needs (IEP and/or 504) SAI (Specialized pull out daily, aide in
Academic Instruction) the classroom for daily
support support (push in)
Students with Specific English language 23 pre-teach the concept,
Language Needs (ELL) learners Total Physical
Response (TPR), echo
repeat, sentence
frames/stems, visuals,
song/chant, written and
visual together
(pictures and written
word), make
connections between
Spanish and English
words, graphic
organizers/thinking
maps

Part 1: Planning for the Lesson

A: Standards
i. Key Content Standard:
a. SL.K.2- Confirm understanding of a text read aloud or information presented
orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood.
b. RL.K.10- Actively engage in group reading activities with purpose and
understanding

B. Objectives
i. Learning Objective/Goal: The students will (DO __) to (LEARN ___).
a. Students will read a story to understand character and setting

ii. Language Objective (transfer this from "Incorporating Academic Language”):

a. The students will identify characters and settings in a story by using complete
sentences to explain their thinking.
C. Assessments:
i. Informal assessment strategies you will use during class (What evidence will you see and/or
hear and how will you note it?)
a. Students will participate in a whole class discussion about the story. I will listen
for answers to my questions to check for understanding. In addition, I will listen
for whole class participation during the thinking map portion of the lesson.
ii. Written assessment you will use to determine, for each individual student, to what extent
they have met your learning objectives. (What evidence will you collect?)
a. Students will partake in a whole class discussion. I will collect evidence through
observation and listening to student answers.
b. Students will complete a worksheet at the end of the lesson to identify characters
from the story and the setting of the story.

D. Lesson Resources/Materials (e.g., handouts, manipulatives, text pages, special supplies):

● Chart paper
● colored markers
● Wonders Big Book- The Birthday Pet
● 24 Worksheets

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Introduction ( 10 min.): Describe how you will 1) make connections to prior knowledge, tap into
their experiences and interests or use a “hook”, AND 2) let students know what the objective of the
lesson is.
● Teacher will write the sentence frame “I can have a pet _____.” at the top of the chart paper
● Teacher will model how to read the sentence and point to each word as it is read
● Teacher will have students echo repeat the sentence
● Teacher will write “PETS” in a circle in the middle of the chart paper
● Teacher will ask students to think in their heads about what kind of pets you can own
● Teacher will call on students with their hands raised to answer
○ some ideas: cat, dog, bird, hamster, mouse, rat, fish, lizard, snake, rabbit, turtle, etc.
○ If students say an animal that is not a pet.. remind them that you are asking for animals
that you can keep as a pet
● As students share their answers, write each one on the circle map and draw a picture
● At the end, put a large circle around the entire map
● Ask students, “How might we take care of these pets?” and “What do pets need to stay alive?”
● Call on students with their hands raised to give answers

Body of the Lesson (10 minutes): Describe step-by-step what the teacher and the students will be
doing during the lesson.
● Teacher will read the big book The Birthday Pet out loud to the class
● Students will sit nicely, criss cross applesauce with their hands in their laps
● Teacher will engage students by:
○ asking questions
 ○ recognizing rhyming words
○ having students complete the sentences when they end with rhyming words
○ emphasizing setting by asking ‘where are they now?’
○ emphasizing the different characters/ pets in the story and connecting them back to our
ideas of pets

Closure ( 5-10 minutes minutes): Describe how you will prompt the students to summarize the lesson
and restate the learning objective.
● release students to their seats to work on worksheet
● Teacher will excuse students and tell them to put their name on their paper
● Teacher will help students with first side of the worksheet which talks about characters and
settings
○ #1:
■ Was there a dog in the story? yes- circle it
■ Was there a rat in the story? yes- circle it
■ Was there a fish in the story? no- put an X through it
○ #2:
■ Did the story take place at a house? Or a circus? - house
● Is there a bed in a house? yes- circle it
● Is there a store in a house? no- put an X through it
● Is there a desk in a house? yes- circle it
● Teacher will help students with the second side of the worksheet- phonemic awareness/ letter
sound recognition

*depending on time, my MT might take over this portion of the lesson

Part 3: Incorporating Academic Language

(to be completed after you have planned the content part of your lesson plan)

1. Describe the rich learning task(s) related to the content learning objective.
a. Students will listen to a read aloud and partake in a discussion about pets in order to learn
more about characters and settings of a story.

2. Language Function: How will students be communicating in relation to the content in the learning
task(s)? Identify the specific function (purpose or genre) you want to systematically address in
your lesson plan that will scaffold students to stronger disciplinary discourse. The language
function will always be a verb. Some examples are: describe, identify, explain, justify, analyze,
construct, compare, or argue.
a. identify

3. Language Demands: Looking at the specific function (purpose or genre) your students will be
using, what are the language demands that you will systematically address in this lesson?
Vocabulary: setting, character
 Syntax1: “The fish is not a character in the story.”, “The dog is a character in the story.”,
“The story takes place at a bed”, “The story does not take place at a store.”
Discourse2: n/a
4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition words
such as similarly, different from or by contrast. Note: be sure to copy and paste this into the top of
the lesson planner.
The students will identify characters and settings in a story by using complete sentences to
explain their thinking.

5. What does your language objective sound like/look like for different levels of language learners?
Ask yourself, “What would the students say/write when using the language function.” Remember
to consider the language demands while creating sample language that the students might use.

Emerging Expanding Bridging

No fish. There is no fish. The fish is not a character in
the story.

1 Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.

2Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and
participate in knowledge construction.