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Teacher Candidate: Kaylee Dillon Date: 3/25/2014

School: Rock Branch Elementary Grade: First


Subject: Writing Lesson Title: How to Throw a Fiesta


INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
Students will demonstrate their understanding of aspects of the Mexican culture,
such as fiestas. They will write an explanatory text in which they use sequencing to
tell how to throw a fiesta.

WV CSOs

ELA.1.W.C9.2
Write informative/explanatory texts in which they name a topic, supply some
facts about the topic and provide some sense of closure. (CCSS W.1.2)


ACEI Standards
1.0 Development, Learning, and Motivation
3.1 Integrating and applying knowledge for instruction
3.4 Active engagement in learning
5.1 Professional growth, reflection, and evaluation

MANAGEMENT FRAMEWORK
Overall Time- 60 minutes
Time Frame- 10 minutes- Reading Groups
15 minutes- Read Aloud of Fiesta Fiasco and Fiesta Brainstorming
25 minutes- Independent Practice
10 minutes- Closure and sharing How to Throw a Fiesta

STRATEGIES
Teacher/student led discussion
Independent/group practice

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DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
Learning Differences
For students who are struggling to complete the
lesson, I will aid them by them read.
Sensory Differences
I will allow extra time and individualized
instruction for students with sensory
differences.
Attention Differences
I will construct the lesson with steps that will be
taken one at a time. The lesson will move quickly
from one activity to another to keep interest.
Behavioral Differences
I will give reinforcement during the lesson
regarding correct behavior and structure.
Motivational Differences
I will create the lesson using various motivational
strategies, reaching students with motivational
differences.
Ability Differences
I will design the lesson so that students with
ability differences are able to participate in the
activity. Limiting sentences to be written.
Physical Differences
I will adapt the lesson format for students with
physical differences by adjusting the lesson, so
they may participate.
Cultural Differences
I will use examples from real-world cultural
situations when creating the lesson.
Communication Differences
Through use of the visuals, I will aid students will
communication differences. I will assist students
with questions or unknown words throughout
the lesson.
Enrichment
I will allow students who have completed their
work to learn more about Mexico on Brainpop
through the use of Ipads.
Multiple Intelligence
Verbal/Linguistic Naturalistic Spatial
Interpersonal Logical Mathematical Intrapersonal
Bodily/Kinesthetic Existential Musical


PROCEDURES
Introduction/ Lesson Set
Students will read A Party for Pedro, which is a Leveled Reader.
o Students should be broken up into groups with mixed reading levels.
Body & Transitions
Conduct a read aloud of Fiesta Fiasco by Ann Whitford Paul
After reading, begin Fiesta Brainstorming Chart
o Place under the chart under the Elmo and write on the whiteboard.
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o Ask students: What is a fiesta?- Record their response in the fiesta
square.
o Ask students: What is one thing that Mamas Birthday Present, A Party
for Pedro, and Fiesta Fiasco all have in common? Encourage students
to remember things from their reading story, Mamas Birthday Present-
Guide students to say fiesta.
o Ask students to names things that are at a fiesta. For example: Piata,
amigos or friends, foods: tacos, nachos, quesadillas, music, etc.
How to Throw a Fiesta Writing Activity:
o Students will complete the worksheet on how to throw a fiesta.
o They should draw a picture to illustrate the steps at first, next, then,
and last.
Closure
After students are finished with their writing activity, have them take turns
sharing their essays with the class.
Take up the essays and use the Fiesta Rubric for grading.
ASSESSMENT

Diagnostic Students can identify what a fiesta is.
Formative
Brainstorming activity on what is involved in a fiesta.
Summative Fiesta rubric

MATERIALS
Fiesta Fiasco by Ann Whitford Paul
Leveled Reader: A Part for Pedro
Elmo
Fiesta Brainstorming Chart
How to Throw a Fiesta writing sheet
Fiesta rubric
Fiesta Coloring Page
EXTENDED ACTIVITES
If student
finishes early
They can color the Fiesta Coloring Page to go along with their essay.
If lesson finishes
early
All students to color the Fiesta Coloring Page to go alone with their
essays before they share them with the class.
If technology
fails/not
accessible
Draw a brainstorming chart on the board.


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POST-TEACHING
Reflections
This lesson was really broken up into two different times which is why I did two
different reading activities. The first portion of the activity was introduction of the lesson,
reading A Party for Pedro in reading groups. The second portion was the body and transition
and closure.
I think that this lesson overall, went well. The students all did a good job explaining
how to throw a fiesta. They all used Spanish words that they learned from day 1. They were
very interesting to read! They asked if I could play fiesta music while they wrote their
explanatory essays to help them think! I played some over the computer and they really
enjoyed it. Most of the students got to color the Fiesta Coloring Page before they shared
their essays with the class. They stapled them to their essay as a Cover Page. They turned
out really cute.