0 оценок0% нашли этот документ полезным (0 голосов)
127 просмотров2 страницы
This single-day lesson plan aims to teach 1st grade students to describe characters, settings, and major events from a story using key details. Students will listen to the story Ferryboat Ride and discuss the characters, setting, and events using a vocabulary chart and worksheet. They will write a journal entry summarizing the story and their favorite part using details and vocabulary. Formative assessment includes a worksheet matching boating terms to their meanings. For summative assessment, students will illustrate and write about their favorite part of the story using vocabulary. Working in pairs and visual aids are accommodations for individual learners.
This single-day lesson plan aims to teach 1st grade students to describe characters, settings, and major events from a story using key details. Students will listen to the story Ferryboat Ride and discuss the characters, setting, and events using a vocabulary chart and worksheet. They will write a journal entry summarizing the story and their favorite part using details and vocabulary. Formative assessment includes a worksheet matching boating terms to their meanings. For summative assessment, students will illustrate and write about their favorite part of the story using vocabulary. Working in pairs and visual aids are accommodations for individual learners.
This single-day lesson plan aims to teach 1st grade students to describe characters, settings, and major events from a story using key details. Students will listen to the story Ferryboat Ride and discuss the characters, setting, and events using a vocabulary chart and worksheet. They will write a journal entry summarizing the story and their favorite part using details and vocabulary. Formative assessment includes a worksheet matching boating terms to their meanings. For summative assessment, students will illustrate and write about their favorite part of the story using vocabulary. Working in pairs and visual aids are accommodations for individual learners.
Candidate: Jennifer Subject(s): Grade Level(s): 1st Date: TBA Mendoza ELA Standard(s): Single/Multi-Day Lesson: Reading Standards for Literature K-5 Single Key Ideas and Details 3. Describe characters, settings, and major events in a story, using key details. Writing Standard K-2 Research to Build and Present Knowledge 8. With guidance and support from adults, recall information from experiences or gather information form provided sources to answer a question. Language Standards K-5 Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle): Characters, settings, and major events in a story, using key details will be described. (Fact) II. LEARNING OUTCOME (Objective): Students will describe characters, settings, and major events in a story, using key details. III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): In the previous lesson, students retold stories, including key details. In the next lesson, students will identify words and phrases in stories that suggest feelings. IV. INSTRUCTION A. ENGAGEMENT (Motivational Activities): Teacher will introduce the book, Ferryboat Ride, by Anne Rockwell and illustrated by Maggie Smith. Vocabulary will be reviewed before reading the book. As you hear the story, listen for the vocabulary words, listen for the names of important people or things, and what happens in the story. Ferryboat Ride, by Anne Rockwell and illustrated by Maggie Smith is read. Which words from our vocabulary list did you hear? Where is the main character going? How does she plan to get there? Who does she travel with? What does the main character see during the trip? What else happens during the trip? B. INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities): C. Step #1 Name the important characters a. In pairs, students state the characters of the story and describe one thing that each of them did. b. Teacher will listen to responses as pairs share their information. Step #2 The foghorn blow a. Why does the foghorn blow during the ferryboat ride? Does the narrator hear any other foghorns blow at this time? What is the narrator able to see? b. Teacher listens to student responses. Step #3 Charting Responses a. In pairs, students talk about what the narrator sees after the fog disappears. What red object that rises and falls does the narrator see? Can you describe the object in closer detail? What *Note: Use CTRL + TAB for indents in outline format.
does this object indicate to the captain?
b. Teacher charts responses, putting the students name next to their statement. Step #4 Application Task/Formative Assessment a. Students will complete a Maritime Mix and Match worksheet. b. Teacher collects and corrects worksheet. Step #5 Summative Assessment a. Recalling the story and reviewing the vocabulary chart, students make a journal entry summarizing the story including the vocabulary they learned. b. Teacher shares some of the journal entries and has students share their favorite part of the story. B. APPLICATION ACTIVITY (Practice and/or Reflection): A worksheet that is divided into two columns, one side with boating terms is to be matched to the other side with the meanings. (See Step #4) C. MATERIALS & RESOURCES: Vocabulary chart Blank chart for responses Marking pen Book, Ferryboat Ride, by Anne Rockwell Maritime Mix and Match Worksheet ELA journals Pencils V. ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning): Formative Assessment: See Application Task, Step #4 Summative Assessment: Students will write their favorite part of the story using some vocabulary words. They will include an illustration of the objects that the narrator saw during the ferryboat trip. VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION, and PRACTICE): Working in pairs For ELL: working in pairs; proficient English learner with ELL Visual aids, ie: charts, vocabulary chart 1-1 assistance Use whiteboards VII. HOMEWORK (IF APPROPRIATE): None
*Note: Use CTRL + TAB for indents in outline format.