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Lesson Plan- ELA, Grade- Kindergarten: T ( around 45 Minutes)Step by Step Procedures: Anticipatory Set————————————————————————————————————Date: 2/10/15Title: Nicky and the Rainy DayStandard Number and Info: LAFS.K.RL.2.4 With prompting and support, ask and answer questions about unknown words in a text, LAFS.K.RL.1.2 With prompting and support, retell familiar stories, including key details, LAFS.K.RL.1.3 With prompting and support, identify characters, settings, and major events in a story, LAFS.K.SL.1.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups, LAFS.K.W.1.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understoodMaterials: Nicky and the Rainy Day Book, Beginning, Middle, End Worksheet, PencilStep By Step Procedures:This is Day 2 of the Mini Lesson. (The students would have already read the book with Mrs. L on Day 1. After that, they made an anchor chart of BME. Students will draw/write an event on a sticky note and put it on either the Beginning, Middle, or End section on the Anchor Chart.) The book Nicky and the Rainy Day is read to the students again on the carpet. Questions are asked between the text- such as on Page 15- Did the bunnies go to all of the places in the book, or did they pretend to go to all of these places?Students will go back to their seats and retell the story on the Beginning, Middle, and End Worksheet. They are encouraged to draw and write about what happened in the story. Objective: Students will understand the concept of Beginning, Middle, and End through the story of Nicky and the Rainy Day. Assessment: Beginning, Middle, and End Worksheet Wrapping Up: I will tell students that if they didn't finish their worksheet, then they can finish it tomorrow. Accommodations (ESOL): On the worksheet, the ELL student will only draw pictures; and not be asked to write captions underneath their drawings. Commentary/Notes: It was a good lesson, and I had all of the questions from the Journeys book written on a post-it on the back of the Rainy Day book. The discussion was well done, but I could have worked on two things- I could have allowed the students to talk more, and I could have moved the quest to find the answer to a question along more quickly. During the worksheet, I could have made sure to make an announcement reminding students that they have to draw a caption if they drew a picture more. ________________________________________________________________________Date: 2/17/15Title: Surprise! Standard Number and Info: K.RL.1.1, K.RL.1.2, K.RL.1.3 With prompting and support… ask and answer questions about key details in a text; retell familiar stories, including key details; identify characters, setting, and major events in the story, K.RL.2.4 Ask and answer questions about unknown words in a text, K.RL.4.10 Actively engages in group reading activities with purpose and understanding, K.SL.1.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Materials: Anchor Chart Board, Markers, Bear Snores On Book, Post-It Notes Step By Step Procedures:Create an Anchor Chart for the Vocabulary Words of Bear Snores On. Include What surprised you in this story? question on this chart- including the stem It surprised me when… below the vocabulary words. Stop and review the Academic Vocabulary during the read aloud of Bear Snores On. It includes lair, coals, divvy, wren, and stokes. Fill out the definition on the Anchor Charts while reading the page with the word on it. Students will respond to the text by turning and talking about what surprised them while reading the story.Specific details from the beginning, middle, and end of the story will be asked about and reviewed with the students. Students will return to their desks and draw and write what surprised them in the story on a post-it note. When they are finished, they will return to stick the note back under the question and stem on the anchor chart. If time allows, several students will present about what they chose to draw/write about, and why. Objective: Students will listen to the story Bear Snores On by Karma Wilson. With prompting and support, students will use a combination of drawing, dictating, and writing to display their knowledge of the surprise element in the story. Assessment: The post-it note that the students will visually display their understanding- which will give a chance for the teacher to assess how much the student has grasped from the story. Wrapping Up: Tell the class that they will be working with the book for the next several days, and that it will be read aloud again mentary/Notes: I could work further on proper enunciation of my words, as well as my volume. I should give the same student a chance to answer again when they have spoken the incorrect answer- or I should strategically lead them to it. When I asked about whether the bear lives in the lair and all of my students said yes, I could have asked about why they think so to cement understanding. There were a good amount of appropriate pauses between the pages/ after important sentences. The variation in pitch and volume also contributed to the read aloud. If only one student raises his hand after I ask a question, then I should provide more context clues so that it will be easier for other students to get to the answer. There was good classroom management when I talked to them about their noise level when I was writing the definition of the vocabulary words on the anchor chart (when my back was momentarily turned to the students). I liked how I asked about the status of the bear halfway through the story in order to assess that each child was on the same page. It was also good that I reread the page again when it was a particularly difficult vocabulary word (or one that had no stems that would be visible to kindergarten students). The word was also slowly enunciated to establish its context/location on the page. Although it was good that I had the students read the definition of the word stokes after me, I could have done that with every word. Most of the students were able to identify and display understanding of the surprise element on the board- so it was a successful lesson. Date: 3/31/15Title: Firemen to the Rescue! Standard Number and Info: LAFS.K.RL.1.1 With prompting and support, ask and answer questions about key details in a textMaterials: Pre Made Anchor Chart, Fire! Fire! In the City Book, Pencils, Post-It Notes Step By Step Procedures:Say “Remember when we read the book Fire! Fire! In the City yesterday? Well, today we are going to read the beginning of the story again. When we are done, we are going to be able to tell how firefighters know when there is a fire in the city.”Ask text-dependent questions throughout- a. Pg. 4- How do the firemen know when there is a fire to respond to? How does the illustration help us understand that? b. Pg. 5- Where is the fire? c. Pg. 6- What words did the author use that help us use our senses? Why did he use those words? d. Pg. 8- Who is in charge? What is his job? After stopping, go over the question written on the Anchor Chart- How do firefighters respond when there is a fire? Go over the details that were discussed previously (about what happens from when a fire starts to when the firefighters are at the scene). Dismiss students from the carpet to back to their seats, and make sure that they have a Post-It and a pencil. Remind them that they are to draw or write what they know about how firefighters respond when there is a fire. After every child is done, have them come back to the carpet, where some students will share what they drew/wrote. Objective: How does a firefighter know when there is a fire?Assessment: The students’ response to the question How do firefighters respond when there is a fire? through drawing/writing on a sticky note. Wrapping Up: N/A Accommodations (ESOL): N/ACommentary/Notes: The part that I liked about the delivery of this lesson was the fact that I attempted to assess the student’s understanding of the story through questions at the end of every two-page spread. Certain words that were bound to be difficult for them were also emphasized and explained. For the first time, I had students taking turns to answer the process question in the end. That was when I asked the class about the steps from the start of a fire to the point when firemen were at that scene, ready to help. My students went after one another, each mentioning a step along the way. I could work on my pace, and making sure that each student understands the material along the way.________________________________________________________________________Date: 4/7/15Title: Swimming with SwimmyStandard Number and Info: LAFS.K.RL.1.1 With prompting and support, ask and answer questions about key details in a text, LAFS.K.RL.1.3 With prompting and support, identify characters, settings, and major events in a story, LAFS.K.RL.3.7 With prompting and support, describe the relationship between illustrations and the story in which they appear, LAFS.K.W.1.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic, LAFS.K.W.1.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book Materials: Swimmy by Leo Lionni, Problem/Solution Worksheet, Pencils, CrayonsStep By Step Procedures:Assemble students on the carpet, and begin reading Swimmy. On Page 17, stop and ask- On page 7, it said that “Swimmy was happy again.” Why was he happy again? On Page 19, stop and ask- What was the problem Swimmy and his new friends faced?After the conclusion, ask- How did Swimmy and his new friends solve their problem?After reviewing the plot of the story, ask students to discuss the Response to Reading question with their Turn-and-Talk-Buddies- How did Swimmy solve the problem and do you think it was a good solution? Have some students share their answer to the Respond to Reading question. Then, send the students back to their seats.Explain that their exit ticket will be the Problem/Solution Worksheet, and that they have to draw AND write on it. Emphasize that they may not color in their picture until I have reviewed their worksheet and have given them permission to do so. After they are done, make sure to have students glue them into their reading response journals. Objective: Students will display understanding of how to identify a problem and its solution through a completion of the Problem/Solution Worksheet. Assessment: A Problem/Solution Worksheet, which has two puzzle pieces joined together- with Problem and Solution on top, and space underneath to draw and write. Students will glue the teacher-reviewed worksheets in their reading journals. Wrapping Up: Review the story one more time- as well as the problem/solution. Commentary/Notes: The lesson went well, although I could have mentioned that the students could collaborate more with each other. I also could have been more clear on my classroom monitoring- such as making sure that students only color in their pictures after I have reviewed their worksheet. Overall, a good lesson, and I will integrate more differentiation within it in the future!________________________________________________________________________Date:Title:Standard Number and Info:Materials:Step By Step Procedures:Objective:Assessment:Wrapping Up: Accommodations (ESOL): Show student translation of what you said and other Spanish speaking students will help them. Commentary/Notes:________________________________________________________________________ ................
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