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Lesson Plan Guide

Teacher Candidate: KristenBeloate Grade and Topic: 1st grade Language Arts Mentor Teacher: Kimberlee Fair Josey Date: January 30th,2014 Length of Lesson: 50 minutes for 2 days School: University of Memphis-IDT 3600

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA: This lesson plan is part of a unit plan on Language Arts. LESSON OBJECTIVE:
Given table groups, each group will choose their own story to read and describe the characters, settings, and major events in the story, using key details with 100% accuracy. Given the chosen story, students will learn to take turns reading aloud, with 100% accuracy. Given a worksheet, students will individually draw descriptions of the characters, settings, and major events in the story with 100% accuracy. Given a computer accessible to Microsoft Word, students will briefly type descriptions of their illustrations with 100% accuracy.

STANDARDS ADDRESSED: Language Arts-CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details. Illustrate and communicate original ideas and stories using digital tools and media-rich resources. MATERIALS: A collection of books A worksheet with four boxes A box of crayons for each table group A computer Microsoft Word BACKGROUND and RATIONALE: By the end of the lesson, students should have a clear understanding of characters, settings, and major events in a story. Students should be able to work together and take turns as well as reading aloud. Academic language will be addressed in methods courses and is not addressed in IDT 3600. Previously, students have learned to read to themselves and are now applying that to reading aloud. Also, students have learned to take turns and are now having to apply that in a schools setting. How do you expect to build on this lesson in subsequent lessons? This lesson will help prepare students to be able to eventually dissect stories without the help of their peers. Also, students will be able to not only read aloud but also stand and present in front of their peers.
The lesson or technology use will be modified to meet the needs of diverse learners. Glue sticks Scissors

PROCEDURES AND TIMELINE: Introduction: The lesson will begin by bringing all the students to the carpet to read a story together. By doing so, I will ask students to ponder the questions, who are the characters in the story, where are

the characters in the story, and what is happening in the story? After a group discussion pertaining to the questions, students will be ready to work as a group on their own story. Procedures: Day one Teacher Procedures: 1. After the introduction, students will be placed in table groups. Each group will be given a collection of stories to choose from. A box of crayons will be distributed to each table group. Ask students to take turns reading their story aloud as a group and fill in their worksheet individually. 2. Student Procedures: 1. Students take turns reading their story of choice aloud. 2. Students complete their worksheet individually by using crayons to draw descriptions of the characters,
settings, and major events. Day two Teacher Procedures: 1. Individually help students type their brief description on Microsoft Word and print it out. Student Procedures: 1. With the help of the teacher, students will type and print out their brief description of the characters, settings, and major events in their story. 2. Students will be handed their printed copy of descriptions to be cut out and glued in the appropriate box on their individual worksheets. Closure: Students will be asked to volunteer their worksheet and present it in front of the class. At the

end of class, the teacher will collect the worksheets, check for submitted assignments, and ask if students have any additional questions.

ASSESSMENT EVIDENCE:
A Students follow instructions completely by working together, reading aloud, and completing all four boxes on the worksheet, individually. B Students follow instructions by working together and reading aloud, but only complete 3 out of four boxes on the worksheet, individually. C Students follow instructions working together but refuse to read aloud, and only complete 2 out of 4 boxes on the worksheet, individually. D Students do not follow instructions by working together and reading aloud, and only completely 1 out of 4 boxes on the worksheet, individually. F Students refuse to follow the instructions by working together, reading aloud, and completing the worksheet individually.

MODIFICATIONS: I am aware that modifications will be made for students who did not master the objectives and for those ready for enrichment. However, modifications are not covered in this course and are not a part of this particular lesson.

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