Shared Reading

Unit Plan Template

Your name, Grade level, Date of lesson	Meghan Keefer, Kindergarten, March 7-8, 2016
Central Focus The core concept(s) and important understanding(s) you want your students to learn	Use a Poem to understand that we can predict what will happen and identify common verbs.
Lesson Overview Purpose of the lesson Application to real-life	Help students identify verbs and realize that verbs are essential in writing.
Standards Include Ohio SS Academic Content Standards and  NCSS Themes (and Common Core & C3-if applicable)	CCSS.ELA-LITERACY.L.K.1.B Use frequently occurring nouns and verbs. CCSS.ELA-LITERACY.L.K.1.F Produce and expand complete sentences in shared language activities.
Objectives/Outcomes Actions that are observable and measurable (Students will be able to ….)	Students will understand what a verb is, identify and produce verbs, and the importance of using them in a sentence.
Classroom Environment Description of the room set up for this lesson	My classroom has a carpet area with a smart board and a rocking chair for the teacher. I will sit in the rocking chair and use the document camera to share with the children. The children will start at the carpet with me, but will move to either their tables or where ever they want to spread out across the room to identify the verbs. Then they will come back to the carpet.
Materials Include technology; Provide a brief, but detailed, list of all materials to be used in the lesson and the quantity of each (including technology). Where applicable, indicate source of the material	Poem: Sunflakes Small Post it notes Sharpie Copy of poem for each child Highlighters
Academic Language List terms and meanings. How will you help children understand and use the vocabulary?	Verb- an action word I will take out the verbs to help them identify them. Visualize- Picture what’s happening Predict- to guess what will happen next based on what’s happening
Procedure •        What the teacher will do; •        What specific questions & sequences of questions are used to solicit student thinking; be sure many are higher-order thinking... •        What you expect students to do/say in response to teacher actions and questions. •        Identify points where the lesson may not go as planned, AND describe how you will monitor and adjust (e.g., potential misconceptions). Describe these details in a way that a substitute teacher could pick up your lesson plan and teach the same day simply by reading it.	On the first day, we will read the poem before art class and after snack and daily five. This way they will have just had a break and should be ready to listen again. I will read the poem and have them visualize what is happening. This poem is very descriptive and has lot’s of things for them to visualize. As we read I will have them predict what is going to happen and only show them one line at a time. I will ask them “What else can we do in sunflakes?” I will ask them “What would sunflakes feel like?”, “What would you do with sunflakes?”, and “Why do you think that?” to help them understand visualization. We will talk about what it makes them feel like and why. Them I will dismiss them to art. The next day I will bring them to the carpet with the music, like we do everyday after snack. I will have already covered all the verbs with post-it notes. I will ask them if anyone knows what a verb is. After they answer I will explain that a verb is an action word. I will then ask and explain the importance of verbs. I will then read the poem without any verbs and ask them “Does that sound right?” and “What could we change?”. Then I will read each line where a verb is covered and ask them “What word could we put here?” I will take three suggestions each verb and then ask them to vote on which one they like and the most popular one I will write on the post-it note. Then we will read the poem the way the class wrote it. Then I will give each child a copy of the poem and ask them to highlight some of the verbs. I will walk around with a chart and write down the names of those who seem to get it and those who need more help as well as the children that highlighted some verbs and not others. Then we will come back to the carpet and talk about what was hard and what was easy about this. I will finish by asking “Why is this important?” and telling them that we need to make sure we have verbs in all the sentences we write so that the reader knows what’s happening.