STUDENT PROGRAM LEARNING PLAN

For step-by-step help in completing this document, please see the accompanying annotated learning
plan and sample learning plans.

Teacher: Melody Hrebien

Reading/
Date: 11/12/19 Grade Range of Learners: Targeted Performance Level:
Kingergarten
Time Allotted for This Learning Plan: 20-25min.

Lesson Can-Do Statements

Identify specific Lesson Can-Do statement(s) from the Program Can-Do statements in the Curriculum Template (column 2) that are
appropriate for and specific to this learning plan.

Students will identify a story’s main characters.

Student’s will explain the setting of a story.
Students will make real life discoveries relating to the story.
Students will illustrate the order of a story.

Indicate what learners need to know and understand to meet the Lesson Can-Do statements above.

Culture Content Language

Continue using previous Need to be able to orally explain

Need to make observations in knowlegde on reading in regards what they are seeing.
relation to the story and real life to characters of books that the
through the facilitated discussion of teacher has reviewed in previous Studnets need to engage in class
teacher. lessons. disuccion and group participation.

Number of minutes
EPISODE # 1 Introduce the book for this episode:
STAGE 1 STAGE 2
Lesson Can-Do Statement(s) Addressed: See box above Check for Learning
Task or activity learners will do to provide evidence that they
are making progress toward the Lesson Can-Do statement(s).
1.Students will idneitfy the story’s main characters.
1. Students will identify main characters while reading the story.
2. Students will explain the setting of the story.
2. Teacher will explain the setting of the story and use visuals
and then allow students with a partner turn and talk about the
information presented.

STAGE 3
Enabling Activities
Tasks that lead learners to demonstrate what they can do with what they know.

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 Introduce the book:
1. Teacher will ask students to say what characters are on the front cover.

2. Next the teacher will have students count and show using their fingers how many characters there are in
the book.

3. The teacher will use visuals where students will place an image of the character next to their name on the
board, in order for the kids to learn and recognize the characters.

4. Teacher will lead group participation, repition of the names, and visuals where teacher is facilitating
discussion and participation.

5. Student’s will be indivudally called on that are displaying good behavior.

6. The teacher will ask where the characters seem to be and do think, pair, and share with a partner.

7. Teacher will shows visuals of the forest and reapeat the similar activity above only now with the setting.
Differentiation Strategies
Adjustments to instruction or activities to meet learner needs based on age, readiness, process, or output.
Teacher will use simplistic language and speak slow and clear in order for children to grasp content.

Teacher will use visuals to engage the studnets since they are young in age.

Teacher will repeat words and facilitate group discussion to ensure student’s our processing input.

Teacher will assess student’s output throughout the activity to understand if the children are grasping the content and have the ability to
effectively share.

Teacher will recognize good behavior and reqard them with the ability to participate in order to keep the classroom controlled which
facilitates good behavior.

Number of minutes
EPISODE # for this episode:
STAGE 1 STAGE 2
Lesson Can-Do Statement(s) Addressed: See box above Check for Learning
Task or activity learners will do to provide evidence that they
are making progress toward the Lesson Can-Do statement(s).

3. Students will make real life discoveries relating to 3. Teacher will ask questions throughout the book to relate
the story. to school, home life, etc.
4. Students will illustrate the order of a story.
4. Students will complete worksheet to show their ability
to draw out the story in order.
STAGE 3 Read the story/ Worksheet activity
Enabling Activities
Tasks that lead learners to demonstrate what they can do with what they know.

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 Teacher will read story from beginning to end, making interuptions for students to talk to each other and as a group to share out certain
things they saw familiar at home in terms of family and living, since the story is goldilocks and the three bears.

As teacher reads story she will have class activiely act by doing sound effects, hand motions, and other interactive movements to keep
them engaged and invested in the story.

Then when the story is over the teacher will briefly ask the studnes on the setting and characters and explain the worksheet activity.

The teacher will explain the importance of knowing the order of stories. So the students will get a chance to draw.

Teacher will make clear to draw what goldilocks did first, in the middle, and at the end of the story.

Teacher will give clear guidelines in how students shouls draw and complete worksheet.

Studnets will show their completed worksheet individually to the teacher.

Differentiation Strategies
Adjustments to instruction or activities to meet learner needs based on age, readiness, process, or output.
Active engagement is used through sound effects, movement, and engagement of the story telling to keep the students focused.

Students will complete worksheet susing an illustrations instead of writing since they are not at the grade level to explain their throught
process in writing.

Students will make connections to their own personal culture to recognize the similatiries around them that reflect the ourput of the
instrucciton .

Add additional learning episodes as needed by copying a learning episode box.

MATERIALS NEEDED
What supplies and materials will you need to successfully implement this learning plan?

The book: Goldilocks and the three bears.

Magnets to place on board.
Images about the characters &forest,
Story order worksheet. (Print ahead of time)
Pencil to sketch illustration
Crayons/ color pencil to draw and illustrate activity

Nombre:

Primero Ricitos de Oro…

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Segundo Ricitos de Oro…

Al final Ricitos de Oro…

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