Vous êtes sur la page 1sur 4

Ny Nonster

Lesson: English Language and Literature , Grade(s) 02


Write a story to describe a monsterfcreature after having read a monster book as a class (Go Away Green Nonster). After having read the book and
writing about their own monsters the students will draw and color the monster that they just created.
Duration: 20 Ninutes

Lesson

1 - Lesson P|an 0escrpton
0-2: !ntroduce the objective for the class (Today we are going to read "Go away Big Green Nonster" and create our own monsters") have objective written on the board for
the class.
2-5: Talk to students about what they think the book will be about based on the titile and the picture.
5-9: As a class we will read "Go Away Big Green Nonster". This will give the students an idea of what writing they will be doing.
9-12 Talk as a class about the book and how it helps the students to write their own stories and descriptions of monsters they will create.
12-17 Students, on their own, will write a description of their own monsters in full sentences.
17-20 Students will draw and color their monster on another sheet of paper. Whatever they do not finish can be taken home or finished during free time and turned in the next
morning.

Lesson P|an 1emp|ate (f app|cab|e)
!DAHO
Materials Bank

For additional instructional materials in Classrooms, visit https://idahodemo.schoolnet.com/431
Generated 11/20/2013
Page 1 of 4
This lesson plan is in partial fulfillment of the curriculum for EDUC 201 at the College of Western !daho.
21 Century Classroom Lesson Plan
!daho State Department of Education
Developed According to the Charlotte Danielson Framework 8 Universal Design for Learning (UDL)

Charlotte Danielson Framework - This lesson plan incorporates all oI the components Iound in Domain 1: Planning and Preparation oI the Danielson Framework Ior
Teaching,: 1a: Demonstrating Knowledge of Content and Pedagogy; 1b: Demonstrating Knowledge of Students; 1c: Setting Instructional Goals; 1d: Demonstrating
Knowledge of Resources; 1e: Designing Coherent Instruction, and; 1f: Assessing Student Learning.
UDL - This lesson plan incorporates the primary components oI Universal Design Ior Learning (UDL) which is an educational approach with three primary principles including;
1. Multiple means of representation, to give diverse learners options for acquiring information and knowledge,
2. Multiple means of action and expression, to provide learners options for demonstrating what they know,
3. Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation
Lesson plans created by educators Ior submission into Idaho`s Learning Management System (LMS) Schoolnet must include these components. For inIormation on Universal
Design Ior Learning including a tutorial and model lessons access the Center Ior Applied Special Technology (CAST) website at: http://lessonbuilder.cast.org/
Bloom`s Revised Taxonomy - This lesson plan includesBloom`s Revised Taxonomy as a component.
`Note: Not all areas are required Ior every lesson. ` Indicates Optional areas to be included only iI applicable to the speciIic content/grade level lesson. This lesson plan template is
based upon the CAST UDL Lesson Plan Builder but includes extra Iields speciIic Ior submission into Idaho`s Schoolnet Learning Management System and must be completely Iilled in
(unless labeled * Ior optional) to Iacilitate entry into a searchable state-wide and national online database. Educators are not limited to the space provided as the table will expand to Iit the
entries.

2 - Uoa|s and 0b[ectves
The goal of the lesson is for the students to observe and execute how you can created an image by using words as description.

3 - Learnng 0utcomes
Students will be able to write out sentences to describe their own monster. They will be able to answer questions asked about the story such
as "What was the first thing added to created Big Green Nonster?" and "What color were Big green monster's eyes?".

4 - Methods and Instructona| 5trateges
st
!DAHO
Materials Bank

For additional instructional materials in Classrooms, visit https://idahodemo.schoolnet.com/431
Generated 11/20/2013
Page 2 of 4
0-2:
! will start the lesson by writing the objective on the board "Today's objective is to read "Go away Big Green Nonster" and create our own
monsters".
2-5:
Ask the class what they think the story will be about based on the name of the book.
5-9:
Read "Go Away Big Green Nonster"
Pages will be scanned and put in a slide show shown on a board in the front of the class so everyone can follow along.
9-12:
Have the class talk about what happened in the story.
Have them recall the different parts added to create Big Green Nonster.
Can you tell me why the monster was taken apart at the end of the story?
Ask the class how reading this story can help them to write their own discription of a monster.
12-17:
Class will work on their own to write full scentences about their own monsters.
They will describe what they look like just like the story did.
Each student should have + complete scentences with 8 to 10 words about their monsters.
17-20:
After each student is finished writing a description of their monster they will draw it on the top of the page.
Each monster will be placed in the finished work basket at the front of the room when the student is done.
!f they do not finish in class they may take it home and finish it to turn in the next morning.

Once graded each monster will be hung on the classroom art wall.

6 - Assessng 5tudent Learnng
The formative assessment for this lesson will be showing understanding of how we can create our own ideas through writing about them. The
scentences written about their monster will provide evidence that the students understand this.
There will not be a summatvie assessment for this specific lesson.

!DAHO
Materials Bank

For additional instructional materials in Classrooms, visit https://idahodemo.schoolnet.com/431
Generated 11/20/2013
Page 3 of 4
Standards Covered
1R: Reading
1RL: Literature
2W: Writing
2W.A: Text Types and Purposes {Note: These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.)
2W.B: Production and Distribution of Writing
LA.2.2.LA.1: Reading Process
LA.2.2.LA.3: Writing Process
LA.2.2.LA.3.1: Acquire Prewriting Skills
LA.2.2.LA.4: Writing Applications
LA.2.2.LA.4.1: Acquire Expressive {NarrativeJCreative) Writing Skills

Organizers
Teaching Nethods
1. Hands-on instruction
Grouping
1. !ndividualized instruction 2. Large Group instruction
Bloom's Taxonomy
1. !. Knowledge 3. !!!. Application +. v. Synthesis
2. !!. Comprehension
Gardner's Nultiple !ntelligences
1. Linguistic 2. Spatial

Additional Properties
Author: Hannah Phillips
Publisher: !daho
CostfFee: No
Restricted Use: No
Rights:
Keywords:
Created by: GARC!A, NARYJANE (10f5f2013 3:1+:00 PN)
Last modified by: GARC!A, NARYJANE (11f20f2013 6:+8:00 PN)
Other revisions of this resource:
!DAHO
Materials Bank

For additional instructional materials in Classrooms, visit https://idahodemo.schoolnet.com/431
Generated 11/20/2013
Page 4 of 4