Kindergarten Communication and Multimodal Literacies Lesson Plan - GCU

This lesson plan, designed for a Kindergarten class at GCU College of Education, centers on fostering communication and multimodal literacies. It addresses a class of 24 students with diverse backgrounds, including gifted learners and students with behavioral considerations. The plan aligns with Virginia state learning standards, targeting oral communication, phonological awareness, vocabulary development, and writing skills. The lesson incorporates various instructional strategies, such as anticipatory sets using quotes and stories, differentiated instruction for ELLs, students with special needs, and gifted learners, and multiple means of engagement and expression. Assessments include oral evaluations, written reflections, and running records. The plan also includes an extension activity for picture identification.

GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate
Name:
Grade Level: Kindergarten
Date:
Unit/Subject: Communication and Multimodal Literacies
Instructional Plan Title: Control Lesson plan of Communication and Multimodal Literacies
Lesson Summary and
Focus:
In this lesson, the student will be engrossed in a text-based study which will
help to develop the communication skills, print awareness, comprehension as
well as print awareness of the student.
Classroom and Student
Factors/Grouping:
The class consisted of 24 students, which includes five years and seven-year,
students. The course consisted of 12 females and 12 males, and it has diverse
students who are mostly black African Americans and White while there are
some pacific Islanders and Native Americans on the list. There is a certain gifted
learner in the class, along with a student who processes behavior issues. These
factors are essential. The plan will have inclusivity and will try to accommodate
every factor while teaching the students and also will try to access to students
based on their individualist factors.
National/State Learning
Standards:
Virginia state development has certain standards in learning, which include the
common expectation of learning, and there is specialized instruction for the
gifted student as well.
Specific Learning
Target(s)/Objectives:
The students will build oral communication skills by listening actively to the
discussion and will agree upon certain rules for the discussion.
The students will orally identify the segment as well as blends various forms of
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GCU College of Education
LESSON PLAN TEMPLATE
anemones to develop and phonological as well as phonemic awareness this will
begin manoeuvering to them a reading paper so that they can discriminate
between different spoken sentences and syllables. The student will also be
able to vocabulary and use of the meaning in the word.
The student will write in various forms in the paper and will be able to include
the narrative as well as the descriptive topic. This will enable them to compose
simple sentences will also able to share writing with others.
The student will also be able to conduct research and will be able to solve the
problem using the resources that will be provided to them. This implies that the
students will be able to identify pictures=, text, and even the people in the text.
Academic Language  Quiet voice: speaking in a voice that will be loud enough to hear,
however not loud enough to disturb others.
 Communication: breaking the words in their individual sounds.
 Setting: where the story is taking place
 Syllable: a part of the words which contains the vowel sounds.
 Tell me an answer: using a sentence to provide information to someone
who has asked a question
 Uppercase letters: each of the capitalized forms of letters.
 Verb: describing the action.
Resources, Materials,
Equipment, and
Technology:
 Whiteboard
 Video projector
 Markers
 Listening stations with headphones.
 Books
 Foam letters
 Felt boards
 Magnetic letters
 Plastic letters
 Set of lap whiteboards and write n wipe markers
 Letter stamps
 Assorted writing materials( shape books, colors)
Section 2: Instructional Planning
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GCU College of Education
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Anticipatory Set
 I will find a quote in and will use it in the classroom.
 I will use a personal story and introduce them to certain new words and new concepts
through it.
 Will tell a joke regarding the topic so that the student's brain gets activated.
 Students will be given magnetic words and will be challenged to make a connection
with the same.
Time
Needed
5
Multiple Means of Representation
 Different examples will be shown in order to simplify many different areas of
expression. The whiteboard will be used for that.
 The student will be given problems to solve, like identifying pictures with their partners
in the group.
Explain how you will differentiate materials for each of the following groups:
 English language learners (ELL): the students will be given guided notes, and the notes
of English language students will include a vocabulary of the definition.
 Students with special needs: for the students who have dyslexia, the font of the notes
will be legible.
 Students with gifted abilities: these types of students will be given more complex notes.
 Early finishers (those students who finish early and may need additional
resources/support): the teacher will be leading the class; therefore, there will be no
such case.
Time
Needed
25
Multiple Means of Engagement
 I will use a circular seating arrangement in the class, which will allow students to see
each other faces.
 I will use rubrics to heighten salience of the objectives
 I will use an individual response system like clickers and response cards.
Time
Needed
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GCU College of Education
LESSON PLAN TEMPLATE
 English language learners (ELL): the students will be provided response cards which has
a definition of the vocabulary
 Students with special needs: these students will be given more time in case of the
response card, and individual attention will be given to them
 Students with gifted abilities: more complex problem will be provided
 Early finishers (those students who finish early and may need additional
resources/support): the teacher will lead the class.
30
Multiple Means of Expression
The students will be given a one-paragraph reflection on the experience of the class they have
experienced. The students are expected to write the reflection in proper sentences that will
have proper capitalization. The students will be assessed through an oral taste as well, which
will require hand-raising. The student will be involved in assessment during the lesson running
records and also hand-raising.
Explain how you will differentiate assessments for each of the following groups:
 English language learners (ELL): for this students multiple type of assessment is
provided.
 Students with special needs: students will be considered in their writing
 Students with gifted abilities: more complex marking system for them
 Early finishers (those students who finish early and may need additional
resources/support): teachers will guide the students
Time
Needed
30
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GCU College of Education
LESSON PLAN TEMPLATE
Extension Activity and/or Homework
The extension will be provided for picture identification.
Time
Needed
5
© 2019. Grand Canyon University. All Rights Reserved.