Name: Abbie Entz

Grade Level: Kindergarten

Book: “Listen Buddy” (Helen Lester, 1997)

Emporia State University

Professional Development School
Lesson Plan Template [Modified for EE 314 – Interdisciplinary BDA Reading]

Part A: Standards, Objectives, and Assessment Alignment

KSDE Reading Standard

SL.K.5 Add drawings or other visual displays to descriptions as desired to provide
additional detail.

How does this standard fit with your BDA activities? Be specific.
This fits with the before-reading activity because the students will get practice at
seeing a picture and thinking about what it could be and what questions they
might have. This also fits the after-reading activity because the students will have
to draw a picture for the sentence I tell them.

KSDE Social Studies Standard and Standard X: Standard 1: Choices have consequences.
Benchmark
Benchmark Y: 1.2 The student will analyze the context and draw conclusions about
choices and consequences

Scope & Sequence: Knowledge or Content Kindergarten; Civics/Government: Rules, Authority. (p. 29)

Individual Assessment of Student Learning Objectives

Knowledge/Content (SocStudies) Objective Skill (Reading) Objective

ABCD Objective The student will be able to VERB (ABCD) The student will be able to VERB (ABCD)

What Bloom’s level is the The student will be able to identify two The student will be able to draw a picture of
objective (LOTS or HOTS)? reasons it is important to listen. (LOTS) them listening and a picture of them not
listening. (HOTS)

How will the objective be The students will have to circle the two The students should include body language
assessed? correct answers and put an x over the two signs that they are listening/ not listening in
wrong answers. the picture.

What is the mastery level 2/2: 100% of the questions answered 4/4: 100% of the elements drawn correctly
for the assessment? correctly

How will you score the Via Answer Key Via Checklist
assessment?

Part B: Student Needs and Differentiation Alignment

Description of Students. Identify behaviors and needs of the identified students, specifically related to reading. (2-3 sentences each)

Attention Sarah has ADHD and struggles with being inattentive during class. This is shown by her losing materials,
being easily distracted, and having difficulty following directions. She can also have a difficult time
completing her work.
Dyslexia Bill has dyslexia and has trouble reading and writing. During class, he has trouble following directions and
will often get frustrated because of this. He will often get distracted or give up when he has to do
something challenging.

How will the teacher make the learning objective accessible for students (i.e., ELL, IEP, below-level) and/or provide enrichment?

Who? How will I differentiate? Consider differentiating content, process, and product.

Attention To help keep Sarah on track during class I will have written directions and a visual model of a
completed project. I will also allow her to have work breaks and split the assignments up into smaller pieces if
needed.

Dyslexia For Bill I will try to have pictures along with the instruction so that Bill will be able to use context to help to
understand. I will allow Bill to have more time when working and make sure and give him breaks in between
assignments.

Part C: Resources and Materials

Resources (Referenced in APA format):

● Lester, H. (1997). Listen Buddy. Newfield Publications, Equity Drive, Columbus, OH.

Materials – what do students need for the lesson?:

● Crayons
● Blank Paper
● Canva Visual Anchor
● Answer Key & Checklist
● Social Studies Assessment Blank
● Social Studies Assessment Filled Out

Part D: Instruction – Before, During, After Reading (Gradual Release Model)

Input // Introduce the social studies knowledge/content piece. What two or three content pieces will you emphasize?
Instruction // 1. Authority Figure: Someone who makes decisions, someone we should listen to and obey. Some
Content Delivery examples of authority figures would be your mom and dad, a police officer, and the principal.

5m 2. Listening: When listening, a person hears what others are saying and tries to understand what it
means.

3. Consequences: what happens right after you do something. Consequences can be both good and bad.
An example of a bad one would be if you are being silly and spill your drink, you have to wipe it up. A
good consequence is if you clean up your room and you get to have a piece of candy.

Create a short (3-5 slide) visual anchor to teach content prior to reading the book (attached in Part E). Describe
how you will instruct using the visual anchor in 2-3 sentences. What are students doing during this time?
● “Okay class today we are going to talk about listening and we will read a book about listening too. First
I want us to know some important words. The first one is an authority figure, and that is someone who
makes decisions. Okay, let's say the word together. Good job! An authority figure is also someone you
should listen to and obey like your parents or me your teacher.”
● “The next word is Listening. when we are listening, we hear what others are saying and try to
understand what it means. we show we are listening with our body, like looking at someone, facing
them, sitting up, nodding, or asking questions about what they said.”
● The last word is consequences, and that is what happens right after you do something. Consequences
is a really big word so let's say that one together again, good job! Consequences can be both good and
bad. An example of a bad one would be if you are being silly and spill your drink, you have to wipe it
up. A good consequence is if you clean up your room and you get to have a piece of candy.
 How will you transition to the reading? What setup or arrangement will you use with students?
● To transition to reading I will have the students sit on a rug in the room and gather around me while I
hold the book. The students will stay here for the before activity and the during activity. Then they will
move to their desks for the after-activity and the assessment.

Before Reading What before-reading activity will you use?

Modeled ● Speaking In Questions
Practice
Explain the activity. How does it work? What sequencing will you need to consider for setup?
● Before you read a book have the class ask questions about the title and the pictures. The questions can
5-10m be anything, straightforward or silly. The students go around asking questions that they might have and
see if they are answered as the book gets read.
● Possible questions would be…
o Why does the bunny have really big ears
o I wonder why bread is flying in the air
o I wonder why the other bunny is yelling

List potential vocabulary words from the book (with page numbers). How will you define or describe each?
● Permission (pg.12): allowing someone to do something, or allowing something to happen: Parents
have to give their permission for their children to go on school trips.
● Pondered (pg.14): to think carefully about something.
● Varmint (pg.16): an animal that you don't want to have around.

During Reading What during reading activity will you use?

Guided ● Improv
Practice
Explain the activity. How does it work? What sequencing will you need to consider for setup?
● During natural pauses in the book the students will act out different scenes from the book or act out
10-15m the meaning of a word that they have learned. I will pick out 1-3 students and whisper to them
something to act out, the class will have to guess it. This will be a good way to review what has
happened so far or any new words that are in the book. This will also help get them excited to see what
happens next.

How will you check for understanding during reading?

● I will see if the students understand what to act out and see how well the class and guess the word. If
they are having trouble I will review what is needed.

List three questions about the text to assist student comprehension (with page numbers):

1. How did Buddy show his parents that he wasn't listening? (pg.7-10)

2. By just looking at Buddy, how does his body language show that he is not listening? (pg. 6-8)

3. What bad thing almost happened to Buddy because he did not listen? (pg.26)

After Reading What after activity will you use?

Independent ● Drawing
Practice
Explain the activity. How does it work? What sequencing will you need to consider for setup?
● I will review ways that we show we are listening with our body, like looking at someone, facing them,
5-10m sitting up, nodding, or asking questions about what they said. I will also review ways that you show
someone you are not listening, like looking down, having your back towards them, and acting
impatient. Then I will tell the students a sentence and have them draw it.
● The first one would be “Draw a picture of your parents telling you to clean your room and you not
listening to them.”
 ● The second one would be “Draw a picture of your parents telling you to feed the animals and you
listening to them.”

How will you assess the reading learning objective? Explain.

● After the students draw their pictures I will have the circle up on the rug and take turns sharing what
they drew. As they share they will have to point out two things in each picture they drew that show
they are listening or not listening. I will use a checklist to grade them as a listen.

How will you assess the social studies content learning objective? Explain.
● After they share their picture I will give each student a piece of paper that has four sentences on it.
After reading each of the sentences the students will have to circle the two sentences that are reasons
it is important to listen. I will grade their papers using an answer key.
● It is important to listen because…
o It shows the other person that you care about them and what they say.
o It is funny.
o It helps you learn and understand better.
o It makes it easier to trick people.

How did the reading connect with the social studies content? How will students make the connection?
● The reading connected with the social studies content because it taught the students the importance
of listening and that if they chose not to listen there could be bad consequences. It also taught the
students who they should listen to. The students will make the connections by reading the book,
drawing their picture, and showing their understanding by circling the reasons it is important to listen.

Part E: Attachments
Include a copy of or URL link to the visual anchor used during the Teacher Input phase of the lesson.
● Canva Visual Anchor
Include any activities; provide both a blank and a finished copy.
● Social Studies Assessment Blank
● Social Studies Assessment Filled Out