This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.

Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Hailey Mason Grade-Level: Kinder Lesson Date: 3/27/23

Title of Lesson: Vacation PBA Day 1 Cooperating Teacher: Heather Murphy

Core Components
Subject, Content Area, or Topic

Writing

Student Population

13 students (8 males, 5 females)

5 IEPs
2 ESL

Learning Objectives

● Print name
● Write and illustrate a given topic and share it to others
● Identify and utilize sources to research a topic

Virginia Standard(s) of Learning (SOL)

K.11 The student will write in a variety of forms to include narrative and descriptive.
a. Differentiate pictures from writing.
b. Use prewriting activities to generate ideas including drawing pictures.
c. Use letters to phonetically spell words that describe pictures or experiences.
d. Write left-to-right and top-to-bottom.
e. Compose simple sentences.
f. Begin each sentence with a capital letter and use ending punctuation.
g. Share writing with others.

K.12 The student will conduct research to answer questions or solve problems using available
resources.
a. Generate topics of interest.
b. Generate questions to gather information.
c. Identify pictures, texts, or people as sources of information.
d. Find information from provided sources.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Materials/Resources

● Pencil Pouches
● Blank Writing Paper
● Daily Slides
● Maisy Goes on Vacation

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
X Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%

Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
Audio Visual 20%
X Reading 10%
Lecture 05%

Safety Considerations

● Proper use of materials

Time
Process Components
(min.)
5 min. *Anticipatory Set

TTW welcome students back to the carpet!

TTW display the Monday slide question that says “Where would you like to go on
vacation?”

TTW read the question to the class.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

TTW say “I would love to go to the beach for vacation! It is one of my favorite places to
visit! Turn and learn with a friend and tell them where you would like to go on vacation.”

TSW turn and talk to one another.

TTW say “Turn back around.”

TTW pick a stick or two for students to share where they would like to go on vacation.

TSW share.

1 min. *State the Objectives (grade-level terms)

● I can read and print my first and last name.

● I can write/draw pictures on assigned topic.
● I can share my writing/pictures with other people.

15 *Instructional Input, Modeling, or Procedures

min.
TTW read the story “Maisy Goes on Vacation.”

TTW pause at various points to ask:

● Where did Maisy go on vacation?
● What did she bring with her?
● Did Maisy bring a friend?
● What did Maisy do on vacation?

TTW complete the reading.

TTW display a blank piece of writing paper on the board.

TTW say “Today you are going to decide where you want to go on vacation. You are going
to draw and label a picture of where you want to go on vacation!”

TTW model how students will draw and label their picture by drawing a vacation at the
beach.

TTW say “I am going to take a vacation to the beach. I will draw a picture of me building a
sandcastle with waves in the background.”

TTW draw the picture.

TTW say “I am going to label my picture by writing building sandcastles.”

After the modeling is complete the teacher will dismiss students into their smaller groups
to complete their drawing and labeling.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

10 *Check for Understanding

min.
At the teacher tables, students will be given a blank piece of writing paper.

TTW say “You are going to draw and label a picture of your vacation.”

TTW give minimal assistance due to it being a PBA. (see attached rubric).

*Accommodation; Students with IEP accommodations will be given choices to pick from
for their place. Students will also be given highlighter words to trace words after sharing
with the teacher where they would like to go on vacation. Assistance as needed to be noted
on rubric.

TSW draw and label their picture.

TTW collect the papers because the students will add to their writing piece throughout the
week.

*Guided Practice

N/A due to the assignment being a performance-based assessment.

10 *Independent Practice
min.
TSW complete an activity in their writing journal.

TSW illustrate/label/write about a bucket of gold coins.

5 min. Assessment

TTW keep the writing papers and formally assess on Wednesday upon completion (more to
be added to the writing paper as the week goes on).

*See attached rubric

5 min. *Closure

After the students draw and label their picture they will return to the carpet.

Once the students are on the carpet, they will discuss with one another where they drew for
vacation.

TTW pick a few sticks for students to share what they drew for their vacation.

TSW respond.

TTW call the Cool Cat of the week to spin the activity wheel.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style,

multi-cultural).

Accommodations: Provide prompts on letter sounds as well as highlighted words to trace as

needed.

Classroom Management Strategies (To ensure a positive learning environment).

● Sticks for students to share

● Activity spinner to indicate transition

Lesson Reflection. To be completed following the lesson. Did your students meet the
objective(s)? What parts of the lesson would you change? Why? (Professor will determine if the
reflection goes here or in written report).
*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Date

Signature

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Lesson Reflection:

Performance-based assessments are always the center of a writing lesson plan in

Kindergarten. The tricky part is because it is a PBA we have to limit the assistance we give our

students, including those with IEPs. Almost half of my class has an IEP, and so because of this, I

take into consideration their IEP accommodations when creating how we will complete a writing

task. For these types of PBAs, I like to ensure that we can give our IEP students choices. For

example, I shared about going to the beach so when we were working in small groups many of them

chose the beach or a lake. Being able to give them a choice is good for them because they are able

to have an input in their learning and for us because it follows the parameters in which we are able

to assist them. They are able to come up with the sentence they want to write and we are able to

provide them with highlighter words that they can then trace. When we assist we have to note the

assistance on the rubric. So if the student couldn’t come up with a sentence and we had to guide that

would be noted. Providing them with these accommodations allows the students to be successful

during the writing lesson. The small groups that students are split into to complete their PBA are

differentiated based on student level. The above-grade level group is able to draw their picture and

label multiple parts of it. The on-grade level group will draw their picture and only be able to label

one piece of their picture. The below-grade level group will draw their picture, and need assistance

with labeling their picture. Grouping them this way provides the students with the proper teacher

assistance and input from other classmates. For classroom management, I absolutely love the

activity spinner. It's a quick and easy brain break for students but also acts as an indication to them

that we are transitioning into another subject. Overall, I have learned so much about

accommodating students with IEPs and it is much less overwhelming to do than I expected.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
Name: ___________________________

Kindergarten Writing Rubric 3rd Quarter

Look Fors WOW On the Way Not Yet Unsatisfactory

Topic My picture relates to my My picture mostly relates to My picture somewhat My picture does not relate to
topic. my topic. relates to my topic. my topic.

Illustrations My picture has many details. My picture has some details. My picture has few details. My picture has no details.

Oral Language I can read what I wrote. I can mostly read what I I can somewhat read what I I cannot read what I wrote.
wrote. wrote.
Writing I used beginning, ending, and I used beginning and ending I only used beginning sounds I did not use beginning or
some middle sounds in sounds in writing. in writing. ending sounds in writing.
writing.
*Bonus* I wrote three or more I wrote two sentences. I wrote one sentence.
sentences.
Satisfactory 11+ Progressing 9-10 Needs Improvement 7-8 Unsatisfactory 0-6

Topic: ______________ Parent Signature: ______________________ Score ________

Name: ___________________________

Kindergarten Writing Rubric 3rd Quarter

Look Fors WOW On the Way Not Yet Unsatisfactory

Topic My picture relates to my My picture mostly relates to My picture somewhat My picture does not relate to
topic. my topic. relates to my topic. my topic.

Illustrations My picture has many details. My picture has some details. My picture has few details. My picture has no details.

Oral Language I can read what I wrote. I can mostly read what I I can somewhat read what I I cannot read what I wrote.
wrote. wrote.
Writing I used beginning, ending, and I used beginning and ending I only used beginning sounds I did not use beginning or
some middle sounds in sounds in writing. in writing. ending sounds in writing.
writing.
*Bonus* I wrote three or more I wrote two sentences. I wrote one sentence.
sentences.
Satisfactory 11+ Progressing 9-10 Needs Improvement 7-8 Unsatisfactory 0-6

Topic: ______________ Parent Signature: ______________________ Score ________

 Monday
Discuss: Where would you like to go on
vacation?