Sample Education Essays on Lesson Plan: Kindergarten: Subject is ELA/ reading

College of Education Lesson Plan #__



Teacher Candidate:



Date for Teaching:








Central Focus:

The central focus (big idea) should be broad enough to cover 3-5 days of the learning segment.


State Standards (NCSCOS):

All state standards that apply for this lesson.


Interconnectedness of Content Areas/Disciplines:

Be specific when explaining how the learning segment integrates other content area skills.

Learning Target (Daily Lesson Objective):


Tip: What will the students know and be able to do by the end of the lesson? (Identify an observable and measurable verb (refer to Bloom’s Revised Taxonomy) that clearly explains the intended learning outcome.)  How will the student demonstrate new learning?







21st Century Skills:


Resource Guide







Materials and Technology:

List the materials and/or technology needed to conduct the lesson.

Academic Language

Academic language represents the language of the discipline that students must learn and use to participate and engage in meaningful ways.



Student Video

Language Demands

Language demands is the way that academic language is used by students to participate in the learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.



Language Function: Choose one action verb from Bloom’s Revised Taxonomy that relates to your Learning Target (Daily Lesson Objective).
Tip: Check your handbook for the specific Language Functions active verbs. Language functions are the content and language focus of the learning task, represented by the active verbs within the learning outcomes. (Bloom’s Revised Taxonomy)



Content/Academic Vocab: What specialized vocabulary will be used during the instruction of this lesson? Key words and phrases that are used within the discipline: Tier 1: Basic vocabulary words that do not have multiple meanings (ex. Book, girl, sad, tree etc.); Tier 2: Words used across a variety of domains (ex. Characteristics, analyze, compare); and Tier 3: Words specific to the discipline (ex. Constitution, metaphor, proton, simile, rotation, transformations)



Discourse: How students of the discipline talk and/or write in knowledge construction.  How the students communicate their understanding.  Each discipline has its own way of communicating what they know and how they should know it. How will your students share and express knowledge? Will they do this by talking or writing? What will your students have to DO in order to achieve the lesson objective (learning target)?


Talking Writing
·       Think-pair-share

·       Class Discussion

·       Asking and Answering Questions

·       Partner Discussion

·       Mnemonics

·       Jigsaw


·       Write a reflection of the reading

·       Write a poem

·       Fill out a graphic organizer

·       Write an essay

·       Write a sentence

·       Write a math entry



How you support students and their language use. The set of conventions for organizing words, phrases, and symbols together into structures.  Guide in support language use, Think Grammar.  Ex.: Sequence of Events (first, then, next, last); Story Maps; Subject Verb agreement; Structure of a sentence such as: length, word order, grammar, active/passive voice, etc.; Graphic organizers; Formulas; Conventions (spelling, grammar, & punctuations); Charts; Rules of language; and Outline, Venn Diagrams.

Prior Knowledge:

What students have previously learned, created, etc. that relates to this learning target/daily objective?


Global Awareness / Real World Experiences:

Tip: How does this lesson specifically connect and/or apply to global awareness and/or real-world experiences?





Lesson Steps Description of Activities and Teacher Script Materials

(list materials for each section)



(varies by grade)

1.     Focus and Review


What will you say to set the stage, activate and build on prior knowledge?


Questions to consider:

How will you set a purpose and help students learn why today’s lesson is important to them as readers/writers/learners?

How will you pique interest and/or curiosity regarding today’s topic?

How will you activate and build on prior knowledge and experiences related to the topic?



  3-5 mins.

2.     Learning Target (Daily Lesson Objective):


Tip: The student will be able to …

Rephrase the daily objective in “student friendly language” if needed. This may be repeated from above.


“I Can” Statement Video

Teacher Demonstration

The teacher will state the Learning Target/Daily Lesson Objective.

(For example, “I can” and/or “Essential Question” statement.)











  1-2 minutes
3.     Teacher Input


This is what the teacher says and does.


(present task, information and guidance, not just a video)

·       What will you say to the students?  Script what you are going to say.  Be explicit.

·       How will you model this strategy/skill for your students (exemplars and/or demonstrations)?

·       How will you explain this strategy/skill so that students will understand the how and why?





  12-15 minutes


4.     Guided Practice


This is what the teacher and students do together.


(scaffolding new learning)





·       How will you guide students to practice/engage in new learning






  10-12 mins.
5.     Independent Practice


This is what the student does independently.


(retention and transfer of new learning)


·        How will students practice/demonstrate knowledge of learning target?

·       How will students independently practice using the strategty and the skill its targets?

·       What planned supports will you use for the whole class, individuals, and/or stduetns with specific learning needs?




  15-20 mins.
6.     Assessment


Tip: Identify methods as formal and/or informal.


Formal vs Informal Video


Tip: Try to have at least one or more formal assessment per learning segment to collect data on student understanding


Tip: Always connect your assessments to either the Daily Lesson Objective, Central Focus; and/or Language Function(s). Remember you must assess the Language Function(s) somewhere in the Learning Segment.





7.     Closure


Tip: This should bring lesson full circle and address the Daily Lesson Objective and the Language Function(s)

·       Restate teaching points, clarify key points, extend ideas, check for understanding.







  3-5 mins.
8.     Reflection on lesson:


What questions would you ask yourself after implementing this lesson?


·       What were the strengths of the lesson?

·       What were the areas of concern for the lesson?

·       What would you do differently if you were teaching the lesson again?


Targeted Students Modifications/Accommodations

(Students with plans, IEP, 504)


Student and/or Small Group Modifications/Accommodations

(General population)






Keep artifacts of assessments used and feedback given.



Clinical Educator (P12)

Signature: ________________________ Date: ______



Clinical Educator (EPP)

Signature: ____________________________Date: ______