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Lesson Plan/Format � CIEE 282/383 |
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Student Teacher: Jayne Halvey___ Grade Level:__1__ |
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Cooperating Teacher: Karen McMahon Please Initial To Show Approval_____ |
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Subject: Language Arts Date Of Lesson: 4/11/2000 Time Of Lesson:_9:30 A.M. |
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Background |
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This lesson is an extension of what the students have been learning in science about plants and the five senses. The class began their thematic unit on plants on Friday, April 7, 2000. |
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Students |
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There are twenty-one students in this class. The range of ability is from students at beginning first grade level up to the end of second grade level. There are three students that are medicated and two that are unmedicated for Attention Deficit disorders. One child is considered learning disabled and one child has fine motor disabilities. The child with the fine motor disabilities will probably need me to write out his sentences for him. |
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Objectives |
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When asked, students will be able to: |
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1.Use prewriting strategies to organize ideas (e.g., Brainstorming andrecalling prior knowledge about the five senses and plants before writing). |
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2.Construct complete sentences with appropriate capitalization andpunctuation when writing about being planted as a seed. |
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3.Compose a descriptive piece of writing about what it is like to be a seedthat was just planted, consisting of seven sentences, with a beginning,middle, and ending. |
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4.Review the five senses and use them to describe what a seed feels,smells, hears, tastes, and sees when it is planted. |
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Anticipatory Set |
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Tell the students, "Today we are going to write about what it is like to be a seed that was just planted in the dirt. Let's put our thinking caps on." Then have the students recall the five senses to use them to describe being a seed that was just planted. |
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Methods, Procedures, Activities |
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First, I will review with students what the five senses are. Then I will have them come up with what a seed that was just planted in the dirt would feel, smell, hear, taste, and see. I will use chart paper to write down the words that students come up with to describe the newly planted seed through the five senses. I also will use a pocket chart to help students organize their writing. The first sentence on the chart will be�Today I was planted in the dirt. The next five sentences on the chart will be started for the students, each making reference to a different sense. For example, one will be�It looks_________________. Students will be told that they will write--It looks onto their papers and fill in the rest of the sentence by writing about what the seed sees, using more than one word. The last sentence in the pocket chart will be�I will grow into__________________. After the students have come up with several ideas to describe what the seed might see, hear, taste, smell, and feel I will have them return to their seats and write the seven sentences on their own paper. I will emphasize that students need to write good sentences with correct capitalization, punctuation, and spelling and fill in the blanks with more than one word. If they are uncertain of how to spell a word they will need to look in their dictionaries or on their doozer lists. After students are done writing I will give them a seed to glue onto their paper and they will illustrate what they wrote about the seed. They will have about 30 minutes to complete the writing and illustrating activities. To review the lesson I will have the students sit in a circle at the rug and share what they wrote and illustrated with the class. |
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Modeling |
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Modeling will be done with the use of the pocket chart and the chart paper on the board. Students will need to write using the format provided on the pocket chart and fill in the blanks the way that I demonstrate on the chart paper with an example that we came up with as a class or one of their own ideas. |
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Checks For Understanding |
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I will check for understanding by asking the students questions before they begin writing, during brainstorming. I will also walk around the room while the students are writing and checking for correct spelling, capitalization, punctuation, and that students are using more than one word to complete the sentences. |
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Materials List |
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To complete this lesson the following materials will be needed: a pocket chart and 7 sentence strips, markers and a sheet of chart paper for the board, writing paper for the students, seeds, glue, crayons, and pencils. |
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Key Questions |
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1.Do you remember when you learned about the human body and youstudied the five senses? |
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2.Who can raise their hand and tell me what some of the senses are? |
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3.If you were a seed that was just planted, where would you be? |
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4.What would you see, hear, smell, taste, and feel? |
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Guided Practice |
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While students are writing I will walk from student to student to check for correct capitalization, punctuation, spelling, and that they are writing more than one word to complete the sentences. I will also help students find words they need help spelling in their dictionaries or on their doozer lists. |
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Evaluation |
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Evaluation will be done informally while I am walking around the room checking for good sentences, correct spelling, punctuation, and capitalization, and through the questions I listed above. |
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Closure |
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I will give students 30 minutes to complete their writing and illustrations. After this I will have students review the lesson by sitting in a circle at the rug and sharing their writing and illustrations with the class. I will end by asking them to go back to their desks to start the next activity with Mrs. McMahon. |
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