Professional Documents
Culture Documents
Teacher Candidate
Date/Time of Scheduled
Visit
Name/Address of School
Age/Grade level
Cooperating Teacher
Karen Delgado
Fall 2016
Name of Lesson
Content
area(s)/developmental
domain(s) addressed
Brief description of the
lesson
This lesson is:
Extended Family
Content Areas: Social Studies, Language and Literacy, Arts
Rationale
Timeframe
Objective(s) of the
activity
Language Objectives
Resources/materials
needed:
(Include any worksheets or
sources of evidence for
childrens learning you will
use during the activity)
Technology inclusion (if
applicable)
Procedures (step by
step)
PK. SS. 1.c Identifies family members, family characteristics and functions
PK.SS.1.d Identifies as a member of a family.
PK SS.1.e States how families are similar and different.
PK.CCL.2 (Writing) With prompting and support, use a combination of drawing,
dictating, or writing to compose informative/explanatory texts in which they
name what they are writing about and supply some information about the topic.
Vocabulary Development: immediate family, extended family, relatives
Using Google Translate to translate key vocabulary words to provide for my ELLs.
Anticipatory Set (Connection/Motivation) The teacher will begin the lesson by
first activating previous knowledge, making sure that children have understood
the concepts covered so far. Then, I will introduce todays topic and vocabulary
by saying Children, so far we have been talking a lot about our immediate
family, those who live with us. Some of our families are very, very big, and most
often, all our family members cannot live with us Members of our family that do
not live with us are called relatives, or we can also call them our extended
family. Sometimes we see our extended family for holiday, birthday parties or
other special events.
Instruction/Mini Lesson After Ive introduced and defined the topic, I will begin
reading The Relatives Came by Cynthia Rylant. Before reading, I will make sure
to go over the book elements (cover page, title, author, and illustrator) and their
purposes. As we read the story, I will prompt children to make connections and
Pre-assessment
Before beginning the
lesson, I will assess
childrens background
knowledge by asking,
what is a family?, and
who are the members of
your family? What is your
favorite thing to do
together?
Supporting children
with identified delays
Assessment of Student
Learning I will observe
childrens participation in
the whole group activity,
listen to their answers,
questions and comments
during the read aloud, and
check their finished books
for understanding of the
new concepts.
Assessment of
Childrens Language
Learning
I will listen to
childrens speech and
use of their vocabulary
during the whole
group, small group and
conclusion parts of the
lesson. Also, I will
assess that they have
learned the difference
between immediate
and extended family
by encouraging
children to talk about
them.
Supporting English Language Learners
I will provide children with names of immediate and
or disabilities
I will provide the
necessary
accommodations so that
every child is able to
achieve the lessons
objectives. For instance,
they might need extra
processing time or to be
paired up with a buddy.
Some children might
need thicker crayons, or
to work independently
instead of in a group.
Follow up/Extension
activities
As a family project, I will ask parents to work with their children to create a
family banner or collage and to label family members with their names. Children
will bring their project to school for show and tell the following week.
Any additional
information that would
be helpful for the
observer to know
Observer feedback on the lesson plan, including commendations and recommendations for improving aspects
of the learning activity