Kindergarten LA Lesson
Lesson Theme: Friends
Week 10 (Treasures Unit 2 week 3)
Objective: TLW identify the characters in a story and demonstrate how to work cooperatively to solve
problems.
Language Objectives: The child will be able to use language (problem, solve, cooperate) to describe
characters in a story.
Standards(Texas Essential Knowledge and Skills):
K.3D Identify and read high-frequency words
K.4B Ask and respond to questions about text read aloud
K.5C Identify and sort pictures of objects into conceptual categories
K.6A Identify characters
K.8A Retell a main event from a story read aloud
K.8B Describe characters
K.15 Dictate or write information for lists, captions, or invitations
K.16C Use complete simple sentences
K.18A,B,C Use phonological knowledge to match sounds to letters, use letter-sound correspondence to
spell CVC words and write one’s name
K.19A Ask questions about topics of class wide interest
K.22 Share information and ideas by speaking audibly and clearly.
F.19. Comprehension Skills
College and Career Readiness:
I.C1,2 Analyze a situation to identify a problem to be solved. Develop and apply multiple strategies to solve
a problem.
Vocabulary
Essential:
Supporting:
Grateful/agradecido, include/incluir,
two-wheeler/de dos ruedas, paper airplane/avión
problem/problema, solve/resolver,
de papel, cooperate/cooperar, friend/amigo,
thoughtful/considerado
character/personaje
Lesson Cycle
Engage
Anticipatory Set:
Share poem:
To be a friend is a special thing to be.
I like you and you like me.
We like each other but we don’t always agree
Because you are you and I am me!
Sing song If You’re Happy and You Know It. Change the verses to include other emotions such as angry,
frustrated, jealous, sad, etc.
Lesson Stages
Remind children that yesterday they talked about characters in the story and what they do. T: Today you
will hear the story again and think about how the characters feel/ Hoy vamos a leer el cuento otra vez y
pensar cómo se seinten los personajes.
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Think Aloud: display pages 3-5. T: I think Molly and Simon look like they are good friends. They do lots of
things together. They look happy when they are together. They help solve each other’s problems./Yo pienos
que Molly y Simon parecen ser Buenos amigos. Se ven felices cuando están juntos. Se ayudan a resolver los
problemas.
Think Aloud Spanish Text: Gansa tonta by Ellen Stoll Walsh: I think Max and Gladys are good friends. They
look happy. Max came to meet the goslings, and to inform his friend about the fox problem./ Creo que Max
y Gladys son Buenos amigos. Ellos lucen contentos juntos. Max vino a conocer a los polluelos y a avisar a su
amiga del problema del zorro.
Read Simon and Molly Plus Hester. Use prompts on pages 444-448 to discuss as you read.
Read Gansa tonta. Use prompts on page 369 -372 to discuss as you read.
Dual Language Acitivity 1 & 2
Read Aloud: Ganza tonta by Ellen Stoll Walsh
Activity 1: DISPLAY CHART WITH THE NAMES OF THE THREE CHARACTERS FROM THE STORY. RECALL
AND LIST THE CHARACTERISTICS OF EACH OF THESE CHARACTERS. REFER TO THE TEXT AND
ILLUSTRATIONS TO VERIFY.
Gladys y Max
Lulú
Zorro
Activity 2: Pairs act out a main event from the story based on their favorite characters point of view.
Example: If they like Max (character) they will act out a part of the story as if they were Max
themselves.
PORTFOLIO PIECE: DISPLAY CHART WITH THE NAMES OF THE THREE CHARACTERS FROM THE STORY.
RECALL AND LIST THE FEELINGS OF EACH OF THESE CHARACTERS. REFER TO THE TEXT AND
ILLUSTRATIONS TO VERIFY.
Simon
Molly
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Hester
Review chart with rules for working with a partner (Turn and Talk)
Select a partner. Act out the feelings of one of the characters. Partner guesses the character. Come back
together as a group and select a few students to share what worked well with their partners.
You may want to extend this activity to act out classroom problems and how they could be solved
appropriately.
Read to Self
Phonological Awareness:
Refer to Phonemic Awareness by Dr. Heggerty (blue Kindergarten Edition) Week 9
Work on Words
PORTFOLIO PIECE: DISPLAY THE HIGH FREQUENCY WORD CARDS FOR LIKE, AND, WE AND I IN THE
POCKET CHART. USE THE READ/SPELL/WRITE ROUTINE TO REVIEW EACH WORD USING WORD WALL
CHANTS, SKY-WRITING, BODY MOVEMENTS, ETC. (TEKS K.3.D)
 Using Pre-Decodable Reader I Like, We Like, have partners read book together.
 Have each child write an additional page following the frame I like __________/Me gusta______.
Share with a partner.
 Teacher pre-writes sentences from I Like, We Like. Cut words apart and have students sequence the
words to recreate the sentences.
Read to Someone
Shared Writing: Refer to yesterday’s chart (T.E. page 442) or create this chart together at this time. Display
and read aloud the list created. Collaborate with children to write the following sentence frames.
 Simon and Molly like to ride ______________. /A Simon y Molly les gusta pasear en________
 Hester likes to ___________ _______________. /A Hester le gusta _________.
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Have children suggest words to complete the sentences. Write the words, asking children to help by writing
the letters they know. Read the completed sentences aloud as you track the print.
PORTFOLIO PIECE: ASK CHILDREN TO DRAW A PICTURE OF THEMSELVES AND A FRIEND. HELP THEM
LABEL IT USING THE HIGH-FREQUENCY WORD A _____. (I.E. A FRIEND, A PROBLEM, ETC.) AND USE
PHONETIC SPELLING. (TEKS K.18 A,B,C)
Work on Writing
Closure Activity
PORTFOLIO PIECES: ACTIVITY BOOK PAGE 25 (PRACTICE PAGE 24). STUDENTS CUT/PASTE PICTURES TO
SHOW WHAT CHARACTERS LIKED DOING TOGETHER AT THE END OF THE STORY. (TEKS 8 A,B)
 Working cooperatively in groups of 3, each student chooses a character from the story. Create a puppet
of that character. Re-enact the story by using the puppets to tell about a problem in the story and how
it was solved.
Center Activities
ABC Center:
 Create a card with each student’s name and photo. Cut the cards apart, separating each name from
the photo to create self-checking name puzzles.
 Using name cards or list, write friends’ names using a variety of ways such as play dough, dry erase,
stamps, rainbow writing, etc.
 Sort classmates’ names according to the number of letters or syllables, etc.
Science Center: Each child writes their name on a card. Attach a magnet to the back. Hide the cards in the
sand table. Using magnet wands, students search for name cards. Sort classmates’ names according to the
number of letters or syllables, etc. onto a magnet board.
Writing Center: Draw a picture of two friends. Use speech bubbles to create a dialogue between the
friends. Share with a partner.
Creative Station/Art:
Teacher precuts large (approx. 8x11 inches) letters to represent the first letter in each child’s name. Child
will add pictures of things to tell about themselves and what they like. Share with the class.
Pretend and Learn Center/Dramatic Play: Play school. Have cards available to assign roles such as teacher,
student, principal, etc. Props could include: a class list for checking role, clip boards, writing tools, books,
etc.
Math:
 Using standard and/or non-standard materials, students measure and record each other’s height.
Students could also measure body parts such as foot, arm, and finger. Measurement tools could
include connecting cubes, unfix cubes, links, tiles, rulers, yardsticks, etc.
 Students count the letters in their name. Compare to the number of letters in their friend’s name.
Blocks: Add a variety of people figures and labels to the block center. As an option, use photos of the
students to create “people” for this center.
Library: Find books related to the friends theme on your campus library, local library and/or request
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themed books from the Library Media Center located at Allan Elementary. Suggested books: The Feelings
Book by Todd Parr, My Friend is Sad by Mo Willems, Owen and Mzee by Hatkoff, Chrysanthemum by
Henkes, Scaredy Squirrel by Melanie Watt.
Enduring Understanding:
Essential Questions:
 Interpretations of text involve thinking about,
 How do the story elements and structure help a
within, and beyond the text.
reader understand the text?
 Readers are able to determine and summarize
 For what purposes do authors write?
important information in text.
 How do authors organize fiction stories?
 References from texts provide evidence to
support conclusions drawn about the message,
the information presented, or the author’s
perspective.
Lesson Preparation
Trade Book – Simon and Molly plus Hester
Create multiple copies of student photos
Pre-make the chart with character names from the story
Create multiple copies of class name lists
Anchor of Support
 Turn and Talk expectation chart
 Feelings chart
 Class name lists
 Role chart for dramatic play
Differentiation Strategies
Struggling Learners: Provide models and picture support with opportunities for re-teach.
English Language Learners: Display Retelling Card 1. Based on children’s needs, use either the Guided,
Modeled, or ELL prompts. The Modeled prompts contain support for ELLs based on levels of language
acquisition.
Extension for Learning:
 Create puppets for the characters from the story and re-enact the story.
 Write sentences about a problem that Simon, Molly and Hester might solve together.
Social/Emotional Learning:
 Partner share ideas about friendship after reading Simon and Molly Plus Hester.
 Create a compliment chart where students can write or draw “compliments” for classmates who do
something thoughtful for others. This activity may be ongoing in the classroom for as long as
interest is maintained.
21st Century Skills
Creativity and Innovation: Work creatively with others. Develop, implement and communicate new ideas
to others effectively. Be open and responsive to new and diverse perspectives; incorporate group input and
feedback into the work.
English Language Proficiency Standards
2(C) Learn new basic and academic vocabulary heard during classroom instruction and interactions.
4 (I) Demonstrate understanding of supporting ideas and details in text and graphic sources.
Check for Understanding
Formative: In small group or center activities observe the strategies and vocabulary that the children use
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to solve classroom problems.
Summative: Children will use the vocabulary words (problem, solve, thoughtful, grateful, include) to
describe the pictures from Simon and Molly Plus Hester. See closure activity.
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happy
sad
mad
angry
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scared
excited
interested
worried
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silly
frustrated
relaxed
embarrassed
tired
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surprised
loved
jealous
proud
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confused
sick
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