KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT PROFESSIONAL SEMESTER PROGRAM

Teacher Candidate:

Cialey Pintande

Date: March 10, 2014 Coop. Initials:

Cooperating Teacher: Mrs. Jennyfer Oswald Group Size: 28

Allotted Time: 10:00-10:30am (30min.) Grade Level: First Grade

Subject or Topic: Phonics: Class ABC book

Section: 390-065

STANDARD(S) PA Common Core: CC.1.4.1.B: Identify and write about one specific topic. CC.1.4.1.V: Participate in individual or shared research and writing projects. CC.1.5.1.F: Add drawings or other visual displays when sharing aloud to clarify ideas, thoughts, and feelings. CC.1.5.1.E: Produce complete sentences when appropriate to task and situation. PA Standards: Arts area: Visual Arts 9.1.3.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Dance: move, perform, read and notate, dance, create and choreograph improvise Music: sing, play an instrument, read and notate music, compose and arrange improvise Theatre: stage productions, read, and write scripts, improvise, interpret a role design sets, and direct Visual Arts: paint, draw, craft, sculpt, print, design for environment, communication, multi-media English: 1.1.PK.B: Employ word recognition techniques: Associate some letters with their names and sounds Differentiate letters from numbers Identify familiar words in environmental print I. Performance Objectives: The first grade students will be able to individually create a page for an ABC book specific to an individual letter by using magazine pictures, drawings, and writing skills.

II. Instructional Materials: ABCs by Dr. Seuss Pencils (35) Large Scrap book Elementary appropriate magazines (8-10) Crayons (1 box per student) Glue Sticks (1 per student) Large scrap book paper (30) Construction paper Scissors (30) Letter die cuts (every capital and every lower case) III. Subject Matter/Content: A. Prerequisite skills Understand and know the letter sounds and names. B. Key VocabularyC. Big Idea Recognize that letter sounds can be used to create made up words, as well as help you to spell them. IV. Implementation: Introduction1. Hook: Call all of the students to the carpet and read Dr. Seusss ABCs. 2. Ask the students what they noticed about the book? Were all of the creatures real creatures? Were their names real? After each question call on 2-3 students who are sitting with their hand raised quietly and allow them to share their thoughts. 3. Send the students back to their seats, ladies first. 4. Inform the students that we will be creating our own class ABC book just as Dr. Seuss created his own. Development1. Each student will choose a letter out of the letter bag in order to discover which letter they will be making their page on. 2. Inform the students that they must include: the die cut capital and lower case letter from the letter bag, as well as at least three items or pictures of things that start with their letter. Tell the students that they may create new words and things as Dr. Seuss did, but they must try to sound or tap out the word as best they can and include it on their letter page. 3. Explain to the students that they can use any of the materials you have provided to create their letter page. Spread the supplies across the front table. 4. Remind the students that they should put glue around the outside edges of their letters and pictures.

5. Share with the students a model of your page 6. Ask two students to pass out the scrap book pages and instruct the students to take out their glue sticks and scissors. 7. As the students create their pages assist them with any questions or struggles they may have. Closure1. As the students finish with their pages assemble them in alphabetical order. 2. Read and view the book as a class. V. Accommodations/Differentiation: 1. Gifted Students- If the student finish early on the activities ask them to assist other students or read a Dr. Seuss book. 2. Struggling Students- Will be paired with at least one proficient or gifted student that is good at buddying and assisting other students. VI. Assessment:

Formative- Students will be evaluated through informal observation and on their letter page. Summative- In MY People House Assessment

VII. Reflective Response: A. Report of Student Performance-

B. Remediation Plan-

C. Personal Reflection1. How effective was my planning on delivering the lesson to fit the allotted time?

2. To what degree were my activities engaging for all learning styles? (Kinesthetic/tactile, auditory, and visual)

3. How can I improve this lesson?

VI. Resources: Childrens Literature: Seuss, Dr., ABC. Beginner Books; Random House Childrens Books New York, NY, 1960. Print.