K-5 ELA Lesson Plan
Teacher:Ms.Scott / Grade: First Grade / Date(s): August 27th 2012
Monday
Unit Title: Wanted a few good friends
Task 1 / Corresponding Unit Task:
· Essential Question(s): Why is it important for good readers, writers, and speakers to remember the important details when retelling a story, poem, or informational text?
· How do illustrations help good readers locate and remember the important details in a story?
· How does using capital letters at the beginning of a sentence and correct punctuation at the end of a sentence help writers communicate their ideas more clearly?
Materials/Resources / Essential Vocabulary
Teacher/Student:
The Day the Monster went to School text This story is to read the first day or so of school. Read it out loud and discuss what the monster did wrong. Then discuss how they want everyone to behave in their classroom. Start listing their ideas on the board & then make up five classroom rules from these ideas. Keep them simple (example: Be a good listener.) Always make your rules positive. Go over them every day for the first two weeks. Have them write them in their journal, etc. About the third or fourth day choose a rule & have them act out the correct way to follow it. The next day have them do a rule incorrectly. Then discuss the way it should be done.
The Day a Monster Came to School
When Andy got on the bus on the first day of school, he saw a monster! And was very surprised. He did not know that monsters were allowed to go to school. But there the monster was. It was making all kinds of noise and would not sit down. It climbed on the seats and put its heard out the window. It took up so much room that Andy had no place to sit.
“Wow, that monster sure is noisy! I’ll bet it isn’t even supposed to be here,“ Andy whispered to Vivian.
But Andy’s teacher was not at all surprised to see the monster enter the classroom. It pushed ahead of everyone, grabbed a box of toys, and dumped them on the floor. When Andy and the other children sat at their places, the monster started to throw the toys.
“Stop that!” said the teacher. “Even monsters are not allowed to throw toys.”
The monster dropped the toys and started screaming. It screamed so loudly that no one could hear the teacher.
“Be quiet!” the teacher finally said. The monster stopped screaming, and the teacher said, “It is time to play outside.”
Everyone stood up and walked to the door-everyone except the monster. It ran out the door without waiting for directions.
Outside, the monster continued to behave like a monster. It pushed some children and took toys from others. It climbed up the slide the wrong way and sat at the top so no one else could slide down.
When the students returned to the classroom, the teacher tried to read them a story, but the monster shouted and laughed, and no one could hear. Then it pulled the toys off the shelves again. It just would not listen!
At lunchtime, the monster grabbed other people’s sandwiches. It dropped food on the floor and spilled milk. Later, when it was time to paint, the monster ran around the room painting big, black lines on the children’s paintings! When the children formed a circle and tried to sing, the monster jumped around and stepped on their toes. It pounded on the piano until the teacher had to close it. At rest time, the monster laughed and talked and poked the children.
“Come here!” said the teacher, who was finally very angry. “You are a real monster! Monsters are not allowed in school. Go away and never come back.”
And do you know what happened? The monster burst into tears! Everyone was astonished.
“I’m sorry!” Cried the monster. “I’ve never been to school before. I did not know it was against the rules to shout and run and push, or to grab and throw things. Please don’t tell me I can’t come back! I like school and will try to learn if you all will help me.”
The teacher asked the children what they thought. The children decided to make a list of rules. They would let the monster stay-if it followed the rules. The monster promised he would try his best.
The next day, the monster came into the classroom quietly and got right to work. He made sure to share his things and help his neighbors. When it was lunchtime he lined up quietly and walked to the cafeteria. He ate his food nicely and when it was recess time, he slid down the slide the right way and took turns playing with his friends. During read aloud, he sat still and was an active listener. At the end of the day, they teacher asked the kids how they thought the monster did. “He was a good listener,” said Andy. “I liked playing with him at recess,” replied Vivian. The teacher then asked the monster how he felt. “I think I did a great job playing, sharing, and listening, “ he said. “I agree! You should be very proud of your hard work,” said the teacher. The monster went home feeling very happy with himself and couldn’t wait for the next day of school.
Sequence cards
Foldable booklet
Retell Chart / Setting
Characters
Retelling
Anchor chart
Rules
Learning Experience(s)
Gradual Release of Responsibility:
□ Modeled
□ Shared
□ Guided Practice
□ Independent / Reading
Standards: RL 1.2
I Can Statement(s): I can retell a text using the important details in the text.
Instructional Plan:
Read it out loud and discuss what the monster did wrong. Then discuss how they want everyone to behave in their classroom.
Teacher will model the steps to retelling story a story by using a step like chart with the 5 components of retelling Characters, setting, events (Beginning, Middle, End), problem and solution (clothes pin character to walk up steps) add details using sticky notes representing the base of the steps.
Gradual Release of Responsibility:
□ Modeled
□ Shared
□ Guided Practice
□ Independent / Writing
Standards:
I Can Statement(s):
Instructional Plan:
Students will create a booklet and paste the pictures and write a sentence to go along with the story
Gradual Release of Responsibility:
□ Modeled
□ Shared
□ Guided Practice
□ Independent / Word Study
Standards:
I Can Statement(s):
Instructional Plan:
Gradual Release of Responsibility:
□ Modeled
□ Shared
□ Guided Practice
□ Independent / Speaking & Listening
Standards:
I Can Statement(s):
Instructional Plan:
Closing/Summarizing Strategy
Differentiation Strategies
Extension / Intervention / Language Development
Assessment(s) & Reflection
Assessment(s):
During SSR use pre assessment rubric to go around and assess the students.
Teacher Reflection: (Next steps?)
Note: This template does not reflect the lesson plans for Guided Reading.
K-5 ELA Lesson Plan
Teacher:Ms.Scott / Grade: First Grade / Date(s): August 28th 2012
Tuesday
Unit Title: Wanted a few good friends / Corresponding Unit Task:
· Essential Question(s): Why is it important for good readers, writers, and speakers to remember the important details when retelling a story, poem, or informational text?
· How do illustrations help good readers locate and remember the important details in a story?
· How does using capital letters at the beginning of a sentence and correct punctuation at the end of a sentence help writers communicate their ideas more clearly?
Materials/Resources / Essential Vocabulary
Teacher/Student:
The Day The Monster Came to School text
List of Rules
Chart paper for Anchor chart
Flow map Graphic organizer
Baggies with parts of the story / Setting
Characters
Retelling
Anchor chart
Rules
Learning Experience(s)
Gradual Release of Responsibility:
□ Modeled
□ Shared
□ Guided Practice
□ Independent / Reading
Standards: RL 1.2
I Can Statement(s): I can retell a text using the important details in the text.
Instructional Plan:
Review over the rules
Reread the story The Day the Monster Came to school
Model and create the Retell Anchor chart
Gradual Release of Responsibility:
□ Modeled
□ Shared
□ Guided Practice
□ Independent / Writing
Standards:
I Can Statement(s):
Instructional Plan:
Give the students a graphic organizer (flow map with the 5 components of retelling and be given a baggie to paste the answers in the flow map)
On the events part of the chart they will add one detail for the beginning , middle, end)
Gradual Release of Responsibility:
□ Modeled
□ Shared
□ Guided Practice
□ Independent / Word Study
Standards:
I Can Statement(s):
Instructional Plan:
Gradual Release of Responsibility:
□ Modeled
□ Shared
□ Guided Practice
□ Independent / Speaking & Listening
Standards: S.L. 1.2
I Can Statement(s): I can ask and answer questions on something I’ve heard
Instructional Plan:
Students will come up and use their graphic organizer to retell the story.
Closing/Summarizing Strategy
Differentiation Strategies
Extension / Intervention / Language Development
Students use the information from the graphic organizer and form sentences / Student can draw pictures instead of writing about the story
Assessment(s) & Reflection
Assessment(s):
Teacher Reflection: (Next steps?)
Note: This template does not reflect the lesson plans for Guided Reading.
K-5 ELA Lesson Plan
Teacher:Ms.Scott / Grade: First Grade / Date(s): August 29th 2012
Wednesday
Unit Title: Wanted a few good friends / Corresponding Unit Task:
· Essential Question(s): Why is it important for good readers, writers, and speakers to remember the important details when retelling a story, poem, or informational text?
· How do illustrations help good readers locate and remember the important details in a story?
· How does using capital letters at the beginning of a sentence and correct punctuation at the end of a sentence help writers communicate their ideas more clearly?
Materials/Resources / Essential Vocabulary
Teacher/Student:
Song about Friends
Envelope with unit plan scenario
You tube video / Setting
Characters
Retelling
Anchor chart
Rules
Learning Experience(s)
Gradual Release of Responsibility:
□ Modeled
□ Shared
□ Guided Practice
□ Independent / Reading
Standards: RL 1.2
I Can Statement(s): I can retell a text using the important details in the text.
Instructional Plan:
Activating Strategy
Play song friend
Open mission envelope with the engaging scenario
Ask students what was the song about? Discuss what a friend is.
Revisit the story from previous day The Day the Monster Came to School Re Read the story and discuss how the monster was not a good friend
Make a T chart on what a good friend is and is not.
Use the information from the text to start the list on how the monster was not a good friend.
Start off with a rap about rules When I say Rules you
Say- etc.
http://www.youtube.com/watch?v=eV-OZc9jcWc
Ask The student for their help and help adding to the song using the other rules from the class room. Place the students into groups to add a part to the song using the rules. Share their part of the song they added and write it on the chart.
Gradual Release of Responsibility:
□ Modeled
□ Shared
□ Guided Practice
□ Independent / Writing
Standards:
I Can Statement(s):
Instructional Plan:
Students write T chart in notebooks
Students help create the song by adding class rules to it. Write the song on chart paper.
Gradual Release of Responsibility:
□ Modeled
□ Shared
□ Guided Practice
□ Independent / Word Study
Standards:
I Can Statement(s):
Instructional Plan:
Gradual Release of Responsibility:
□ Modeled
□ Shared
□ Guided Practice
□ Independent / Speaking & Listening
Standards:
I Can Statement(s):
Instructional Plan:
Sing the friend song that we created
Closing/Summarizing Strategy
Differentiation Strategies
Extension / Intervention / Language Development
Assessment(s) & Reflection
Assessment(s):
Teacher Reflection: (Next steps?)
Note: This template does not reflect the lesson plans for Guided Reading.
K-5 ELA Lesson Plan
Teacher:Ms.Scott / Grade: First Grade / Date(s): August 30th 2012
Thursday
Unit Title: Wanted a few good friends / Corresponding Unit Task:
· Essential Question(s): Essential Question(s): Why is it important for good readers, writers, and speakers to remember the important details when retelling a story, poem, or informational text?
· How do illustrations help good readers locate and remember the important details in a story?
· How does using capital letters at the beginning of a sentence and correct punctuation at the end of a sentence help writers communicate their ideas more clearly?
Materials/Resources / Essential Vocabulary
Teacher/Student:
Rules at school Song
Highlighter
Sentence strips / Rules
Capital letters
Learning Experience(s)
Gradual Release of Responsibility:
□ Modeled
□ Shared
□ Guided Practice
□ Independent / Reading
Standards: RL 1.2
I Can Statement(s): I can retell a text using the important details in the text.
Instructional Plan:
Review rules of school
Read the poem “Rules at School” in rap music way
No pushing on the playground or Running in the hall
No Jumping from the jungle gym or hogging of the ball
No wrestling in the classroom or cutting in the line
No Pinching and no biting and no hitting rain or shine
Whatever we are doing there seems to be a rule
I guess that’s the only way that we stay safe at school.
After singing the song, go through the song line by line and find all the No’s. Highlight the No’s (song under the elmo).
Model by writing on sentence strips how to write a sentence with the word No in front using the rules
Example: No pushing on the play ground.
Gradual Release of Responsibility:
□ Modeled
□ Shared
□ Guided Practice
□ Independent / Writing
Standards:
I Can Statement(s): I can write a complete sentence.
Instructional Plan:
Have the students write in their note book the No’s from the poem following the pattern you started with the sentence strip.
Should be 9 No statements At the end of each statement students sign their initials (explain what this means they agree to not do those things for the school year)
Go over the Importance of Capital Letters at the beginning of the sentence.
Divide Primary story paper vertically into two halves On one side have students complete this statement and draw a picture to illustrate.
I follow the rules When ______
I don’t follow the rules when______
Gradual Release of Responsibility:
□ Modeled
□ Shared
□ Guided Practice
□ Independent / Word Study
Standards:
I Can Statement(s):
Instructional Plan:
Gradual Release of Responsibility:
□ Modeled
□ Shared
□ Guided Practice
□ Independent / Speaking & Listening
Standards:
I Can Statement(s):
Instructional Plan:
Students will come up and share their iwork.
Closing/Summarizing Strategy
Differentiation Strategies
Extension / Intervention / Language Development
Assessment(s) & Reflection
Assessment(s):
Teacher Reflection: (Next steps?)
Note: This template does not reflect the lesson plans for Guided Reading.