Created By:
Lynn Marie Pesicka
Kindergarten Teacher
Organization/School Name:
South Dakota

Grade Level:
Type of Lesson:
Stand-alone lesson
Type of Schedule:
Collaboration Continuum:
Content Area:
Language Arts
Content Topic:
Oral Presentation/Research
Standards for the 21st-Century Learner
Skills Indicator(s):
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
2.1.4 Use technology and other information tools to analyze and organize information.
Dispostion Indicator(s):
2.2.4 Demonstrate personal productivity by completing products to express learning.
3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
Responsibilities Indicator(s):
1.3.4 Contribute to the exchange of ideas within the learning community.
1.3.5 Use information technology responsibly.
2.3.1 Connect understanding to the real world.
Self-Assessment Strategies Indicator(s):
1.4.3 Monitor gathered information, and assess for gaps or weaknesses.
The kindergarten class will use the subject of vegetables to conduct a short research project and share their information as an oral presentation. Students will research vegetables using library print and online resources with assistance.

The students will have a question and access information to answer it. The students will present the answer to the class using a presentation paper. Essential questions: What is a vegetable? Where do you find information? How do you record needed information? How would you best design a presentation paper?

Final Product:
Presentation paper - What do you see? I see a (write vegetable name). Draw a picture of the vegetable. Oral Presentation - Use the ActivView and the Promethean Board to display the presentation paper. The students then say "What do you see? I see a (vegetable) and share information from research.

Library Lesson:
Students will explore the topic of vegetables in nonfiction books and online encyclopedia. Students will access needed information and record the information in the format of a list.

Estimated Lesson Time:
60 minutes
Classmates "Share and Reflect" session after presentations will be guided by the teacher and librarian. They will discuss how the presentations could be better. For example, they may discuss the volume, is the information shared easy to understand, and how clear the picture is on the presentation paper.

The teacher and librarian will informally access student understanding throughout the research process by observation and questioning.

Self Questioning:
Students will self-assess by asking: Did I complete the tasks required? Did I do my best work?

Instructional Plan
Resources students will use:
Interactive Resource (i.e. webpages, multimedia learning objects, chat services)
Text (books, letters, poems, newspapers, etc.)

Interactive Resource URL:

Resources instructor will use:
Smart board

Direct instruction:
The librarian and teacher will lead students in applying the Big 3 (plan, do, review)research method in locating information by narrowing a topic, searching online for information, creating a list of facts, and writing in a journal.

Modeling and guided practice:
The librarian will model the use of an online encylopedia and nonfiction books to search for informaiton about a topic and guide students to select which vegetable they would like to research.

Independent practice:
With assistance as needed, students will research a vegetable, make a list of facts, create a journal entry about the research process, and design a presentation paper.

Have you taught this lesson before:

Strategies for differentiation:
Ultilize the read aloud function of the online encyclopedia.
AASL/Common Core State Standards Crosswalk

Common Core State Standards English Language Arts:

CC.K.W.1 » English Language Arts » Text Types and Purposes » 1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is ...). (K)

CC.K.W.2 » English Language Arts » Text Types and Purposes » 2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K)

CC.K.W.3 » English Language Arts » Text Types and Purposes » 3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. (K)

CC.K.R.L.10 » English Language Arts » Range of Reading and Level of Text Complexity » 10. Actively engage in group reading activities with purpose and understanding. (K)

CC.K.SL.1.a » English Language Arts » Comprehension and Collaboration » a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (K)

CC.K.SL.2 » English Language Arts » Comprehension and Collaboration » 2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. (K)

CC.K.SL.1 » English Language Arts » Comprehension and Collaboration » 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (K)

CC.K.W.6 » English Language Arts » Production and Distribution of Writing » 6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. (K)