Individual Lesson Plan Presentation



Lesson Topic: Students will be able read, write, and describe, story sequence. This will occur through observation, hands on processes, games, music and crafts. Additionally, students will follow multi-step directions, make predictions, give simple explanations, and retell key story and process details. The unit will cover 2 weeks. The first week will focus on sequencing and story telling. The second week will focus on history and innovation. This lesson plan will focus on week one.Lesson OverviewA. Concept: The Big Idea is to make peanut butter as an illustration of sequence, which is an important skill in pre-reading, comprehension and writing. Additionally, students will study the use of peanuts and the innovative importance of George Washington Carver. Making peanut butter along with stories of non-fiction and fiction, crafts, digital games, music, and interactive process will allow students to: Describe events in the story-using key sequencing words. Retell the key details in the story. Ask and answer questions to determine or clarify the meaning of the words and phrases in the text, songs and finger-plays. Add drawings or other visual displays to descriptions when appropriate in order to clarify ideas, thoughts, and feelings.B. ObjectivesStudents will identify and match sequencing order and verbalize what happens first, second, third and fourth in the story. Students will then demonstrate learning by creating a 4-part sequence story of their own in a small group setting.Students will describe why putting events, ideas and objects in order are important, and demonstrate how sequencing is part of daily life.After hearing the Peanut Butter and Jelly song students will show gross motor skills to act out the song.Students will recognize rhyme and repetition when singing Peanut Butter and Jelly lyrics.After hearing the story, students will list the ingredients in a peanut butter and jelly sandwich.The students will make predictions about what happens next in the story while being read the story.Students will weigh peanuts in a scale; predict how many peanuts it will take to make a jar of peanut butter and then make peanut butter based on their predictions. Students will then make a graph organizing and concluding their predictions and charting their results. Students will retell the sequence for making peanut butter.Students will use descriptive language to describe how their sandwiches taste.Students will survey each other in pairs and list on a chart how many students like grape jelly, strawberry jelly, apple jelly, or completely dislike jelly. Students will classify their results.Students will survey each other, record and list in their writing Journals how many students liked crunchy peanut butter and how many students liked creamy peanut butter.Students will, with the teachers guidance combine the data from the groups and make a class chart in order to analyze the data. Students will write a short analysis report comparing how many students liked each category represented.C. Standards: Language Arts Language ArtsStandard 1. Uses the general skills and strategies of the writing processLevel I (Grade K)5.Uses strategies to organize written work (e.g., includes a beginning, middle, and ending; uses a sequence of events)Standard 6. Uses skills and strategies to read a variety of literary textsLevel 1 (Grade K)1. Knows the sequence of events (e.g., beginning, middle, and end) in a story Level I (Grade K-2) 2.Knows setting, main characters, main events, sequence, narrator, and problems in storiesStandard 8.Uses listening and speaking strategies for different purposesLevel I (Grade K)10.Retells a story with attention to the sequence of main events4572002746375Sequencing cards laminated for each student in pairsWorksheet “How to make a PB&J Sandwich”Flip chart for T chartMarkers and crayonsLyrics: Peanut Butter JellyCD and printed lyrics for: How do you move through peanut butterPeanut and Jelly Big BookPeanutsWhole Wheat Bread00Sequencing cards laminated for each student in pairsWorksheet “How to make a PB&J Sandwich”Flip chart for T chartMarkers and crayonsLyrics: Peanut Butter JellyCD and printed lyrics for: How do you move through peanut butterPeanut and Jelly Big BookPeanutsWhole Wheat BreadMaterials: 2286000ScalePeanut OilFood ProcessorPlastic plates, spoons, spatula, napkinsJelly assortment.Scales for weighing peanuts00ScalePeanut OilFood ProcessorPlastic plates, spoons, spatula, napkinsJelly assortment.Scales for weighing peanutsProceduPProceduresGather students on the carpet.Review prior learning, created lists and charts using sequence words.Review previous subject matter and how it relates to the topic.Check for prior learning by asking students about their favorite foods and if they have made cookies or other foods.Ask students what they know about how peanut butter is made and what they wished they could know about peanuts. Show students pictures of various peanut butter creations.Introduce the topic of sequenceIntroduce the books they will be reviewing, introduce books in the listening and book centers330200431165Sing the Peanut butter and jelly song with movements.Show children how to make a T chart. Survey students who like creamy and crunchy peanut butter or both. Question and answer. Teacher makes a list.Teacher reads the story peanut butter and jelly.The teacher hands out sequence cards to each student and ask them to hold up the card that shows what comes first in a story. The teacher proceeds through 4 steps of sequence.The teacher asks why it is important to put things in order. Teacher asks if there are other things that happen their day that they can be put in a certain order.Introduce and sing Peanut/Butter and Applesauce song. The teacher will sing through the song once, modeling the actions, students will join in the second time through.Students return to their seats to work in pairs on a short sequence story by putting pictures in the correct numeral order. Students act out the story as PB & J representatives. One will PB, one will be jelly, one will be bread, one will be the knife, and one will be the narrator. The narrator will describe what the students are doing. The students will shift around as their classmates direct them to through the narrator.00Sing the Peanut butter and jelly song with movements.Show children how to make a T chart. Survey students who like creamy and crunchy peanut butter or both. Question and answer. Teacher makes a list.Teacher reads the story peanut butter and jelly.The teacher hands out sequence cards to each student and ask them to hold up the card that shows what comes first in a story. The teacher proceeds through 4 steps of sequence.The teacher asks why it is important to put things in order. Teacher asks if there are other things that happen their day that they can be put in a certain order.Introduce and sing Peanut/Butter and Applesauce song. The teacher will sing through the song once, modeling the actions, students will join in the second time through.Students return to their seats to work in pairs on a short sequence story by putting pictures in the correct numeral order. Students act out the story as PB & J representatives. One will PB, one will be jelly, one will be bread, one will be the knife, and one will be the narrator. The narrator will describe what the students are doing. The students will shift around as their classmates direct them to through the narrator.A. IntroductionB. Instructional Strategies342900168275Show students the book Peanut Butter and Jelly. Ask them what they think the book is about.Check for food allergiesCheck for prior knowledge. Where and how do we get PB?Gather the students in a circle and read the PB & Jelly BookStop at each page asking students what is happening.At the end of the story make a chart of what comes first, second third and fourth. Record on the chart all of their answers.Explain to the children they have just created a sequence. Explain that a sequence is when different steps are put in a specific order, starting with what comes first. If the steps to make the sandwich weren’t in a correct sequence or order, a person wouldn’t make the sandwich correctly.00Show students the book Peanut Butter and Jelly. Ask them what they think the book is about.Check for food allergiesCheck for prior knowledge. Where and how do we get PB?Gather the students in a circle and read the PB & Jelly BookStop at each page asking students what is happening.At the end of the story make a chart of what comes first, second third and fourth. Record on the chart all of their answers.Explain to the children they have just created a sequence. Explain that a sequence is when different steps are put in a specific order, starting with what comes first. If the steps to make the sandwich weren’t in a correct sequence or order, a person wouldn’t make the sandwich correctly.RSSSSSummaryRead the story again, have the children read it out loud with youHave students preform short interactive play with sequencing.Introduce the next part of the process: Making Peanut Butter!Ask the students what tools are and ingredients are needed to make peanut butter.114300457200Identify the correct sequencing for other tasks, such as brushing your teeth, getting dressed for winter, getting ready for school, making toast and planting a seed.Use the attached worksheets for more complex sequencing practice00Identify the correct sequencing for other tasks, such as brushing your teeth, getting dressed for winter, getting ready for school, making toast and planting a seed.Use the attached worksheets for more complex sequencing practiceD. ExtensionsAssessment: 45720013970Students will demonstrate competence through: 1) putting the peanut butter story in sequence 2) demonstrate how to make a peanut butter and jelly sandwich by making one 3) listing the ingredients needed to make a PB&J sandwich 4) using the correct vocabulary when writing short sequence stories. Teachers will assess journals, portfolios, and observe sandwich making through group observation and individualized time to check for comprehension and subject integration.00Students will demonstrate competence through: 1) putting the peanut butter story in sequence 2) demonstrate how to make a peanut butter and jelly sandwich by making one 3) listing the ingredients needed to make a PB&J sandwich 4) using the correct vocabulary when writing short sequence stories. Teachers will assess journals, portfolios, and observe sandwich making through group observation and individualized time to check for comprehension and subject integration.DifferentiationStudents with more skill:Play games: Digital sequence gamesStudents may write a short story of a personal experience with sequence.Students may study other inventors and how their inventions changed society.Students with less advanced skill:Play games: Digital sequence gamesStudents may take home the classroom Sequence gameStudents will have one on one instruction with the teacher and by playing a matching game.A. How is your lesson plan age-appropriate? The Peanut Butter lesson plan is age appropriate for first-graders in Language and Literacy:457200349250Topic: Language Arts, LiteracyKindergarteners are building their knowledge by making a list of ingredients for peanut butter sandwiches. This will help them to make sense of, and increase their general knowledge of how to order events in their environment.Kindergarteners will write or draw pictures in their personal journals as a way to practice their writing skills as independent writers. Kindergartens will use sight recognition of the posted sequence words, which will increase their awareness of print and help with identifying alphabet letters when they are out of order.Kindergartens are learning to become real readers through storytelling. Thereby increasing their repertoire of words (for example: first, second, third and fourth) and through high quality, rich classroom discussions.Kindergarteners are participating in a group story activity and are creating charts and lists that stem from the topic. The teacher may use this opportunity to comment on letters, capital and lower case, and the sounds letters make. This will foster letter recognition, phonemic awareness, and help with future word identification.Kindergarteners are beginning to decode words when the book PB&J is (consistently) read to them due to rhyme and repetition.Kindergarteners are beginning to develop the concept of story structure and sequence and will begin to come up with stories of their own creation.Kindergartners will reflect on what they have learned in large group discussions, deciding if they learned what they wanted to learn, and if they have additional questions. 00Topic: Language Arts, LiteracyKindergarteners are building their knowledge by making a list of ingredients for peanut butter sandwiches. This will help them to make sense of, and increase their general knowledge of how to order events in their environment.Kindergarteners will write or draw pictures in their personal journals as a way to practice their writing skills as independent writers. Kindergartens will use sight recognition of the posted sequence words, which will increase their awareness of print and help with identifying alphabet letters when they are out of order.Kindergartens are learning to become real readers through storytelling. Thereby increasing their repertoire of words (for example: first, second, third and fourth) and through high quality, rich classroom discussions.Kindergarteners are participating in a group story activity and are creating charts and lists that stem from the topic. The teacher may use this opportunity to comment on letters, capital and lower case, and the sounds letters make. This will foster letter recognition, phonemic awareness, and help with future word identification.Kindergarteners are beginning to decode words when the book PB&J is (consistently) read to them due to rhyme and repetition.Kindergarteners are beginning to develop the concept of story structure and sequence and will begin to come up with stories of their own creation.Kindergartners will reflect on what they have learned in large group discussions, deciding if they learned what they wanted to learn, and if they have additional questions. -812800400050Language and Literacy00Language and LiteracyB. How does your lesson plan address individual learner needs?-342900299085Strategies for Cultural and Ethnic Diversity1. Kindergarteners will be grouped in different pairs for each sequencing project.2. When checking for prior learning, students will have the opportunity to discuss their family’s favorite foods.3. Talk about PB&J on different types of bread. For example, a tortilla.4. The teacher will model respect and acceptance by listening attentively and making positive comments to all students.5. When listening to books on CD, try to obtain books read with accents.6. When presenting pictures of children making sandwiches use diverse pictures.Strategies for English Language Learners1. Check for bilingual support in the classroom.2. Use simplified pictures with the home language under the dominant language.3. Have books on CD, if available, in the student’s home language so that they may listen to the story. If not, have the bilingual support read the story to the student during independent reading.4. The teacher will encourage the efforts of ELL in worthwhile interactions at whatever level the student is at.Strategies for Children with Exceptionalities1. The teacher will design all classroom activities to allow full participation of all children.2. The teacher will make conversation a priority with all children with delayed development or limited vocabulary. 3. During carpet time, the teacher will intervene and assign seating to insure all students feel welcomed. 4. Check for classroom assistance if appropriate for children with exceptionalities. 5. Meet with parents, caregivers, and the school specialist in order to prepare the appropriate curriculum and to implement an individualized behavior support plan. 00Strategies for Cultural and Ethnic Diversity1. Kindergarteners will be grouped in different pairs for each sequencing project.2. When checking for prior learning, students will have the opportunity to discuss their family’s favorite foods.3. Talk about PB&J on different types of bread. For example, a tortilla.4. The teacher will model respect and acceptance by listening attentively and making positive comments to all students.5. When listening to books on CD, try to obtain books read with accents.6. When presenting pictures of children making sandwiches use diverse pictures.Strategies for English Language Learners1. Check for bilingual support in the classroom.2. Use simplified pictures with the home language under the dominant language.3. Have books on CD, if available, in the student’s home language so that they may listen to the story. If not, have the bilingual support read the story to the student during independent reading.4. The teacher will encourage the efforts of ELL in worthwhile interactions at whatever level the student is at.Strategies for Children with Exceptionalities1. The teacher will design all classroom activities to allow full participation of all children.2. The teacher will make conversation a priority with all children with delayed development or limited vocabulary. 3. During carpet time, the teacher will intervene and assign seating to insure all students feel welcomed. 4. Check for classroom assistance if appropriate for children with exceptionalities. 5. Meet with parents, caregivers, and the school specialist in order to prepare the appropriate curriculum and to implement an individualized behavior support plan. How does your lesson plan address individual learner needs (Figure 9.2)?C. What types of assessments are you using and why do you think this is best (p.275-281)?Assessments will occur over the course of 4 weeks. The teacher will assess: Daily journal work.Portfolio work. Keeping Anecdotal notes. Examining the student’s journals and portfolios will allow the teacher and the student to see comprehension over the course of a designated period of time. Portfolio work will include most of the class art and work sheets that the student has done. The teacher will sit down individually and ask the student to share his or her work. The teacher will use this opportunity to ask questions and explore the connections the student has made to other learning. This form of authentic assessment will allow the teacher a greater opportunity to help children understand their own learning and provide specific learning to share with their peers and family.D. How will you address ethical concerns when assessing your students (Figure 10.2 AND p.281-282)?Use reflection in daily practices.Emphasize positive purposes and ideas for each student and help each student reach their goal.Create opportunities in which students help each other.Use the NAEYC Code for Ethical Conduct as a guide to work through classroom dilemmas and issues.Identify problems and analyze them, seeking an ethical and a win/win solution.Know the guidelines for appropriate use of assessments and results, and follow them.Convey warmth and acceptance of each student. When this is difficult, perhaps due to the student’s behavior, the teacher may intentionally spend more time in discussion with the student to discover something loveable about him or her. The teacher should then focus on that good part, and not allow negative behavior to influence assessment practices.Navigate through the appropriate channels to enact change when concerned about assessments and the student’s ability to perform successfully.Teachers should advocate for student’s assessment needs, providing outside support and additional services when needed.Be highly sensitive and knowledgeable about children’s development and how it ties to learning.Prepare sound, researched, and credible alternatives to assessment policies, instead of complaining and grumbling.Materials, Technology, references and instructional aids are listed below.Please click on the blue link to go to the power pointPeanut Butter and Jelly Lesson Plan3806825323215Peanut Butter and Jelly variations for student’s review. These images may be used to show the different types of PB&J individuals may enjoy. A useful strategy to illustrate ethnic and cultural diversity.00Peanut Butter and Jelly variations for student’s review. These images may be used to show the different types of PB&J individuals may enjoy. A useful strategy to illustrate ethnic and cultural diversity.-45720029781500 36626801054100052578002197100034798003473450051435002889250080010029210000-8001002540000047332901625600025146002095500Chorus:Peanut butter — And Jelly!Peanut butter — And Jelly!Peanut butter — And Jelly!?Peanut butter — And Jelly!First you take the peanutsand you dig them.Dig them.(Children repeat.)Then you take the shellsand you crack them.Crack them.Then you take the shellsand you crack them.Crack them.Next, you take the peanuts?and you mash them.Mash them.Then you take the breadand you spread it.Spread it.Chorus:Peanut butter — And Jelly!Peanut butter — And Jelly!Peanut butter — And Jelly!?Peanut butter — And Jelly!Next, you take the grapesand you pick them.Pick them.Next, you take the grapesand you pick them.Pick them.Then you take the grapesand you squish them.Squish them.Then you take the breadand you spread it.Spread it.Now, you take the sandwichand you eat itEat it.Peanut Butter and Applesauce SongHow can you move through peanut butter?Lift one foot then the other.How can you move through applesauce?Slip and slid but don’t get lost!Slide to the east, slip to the west,Come back to the place that you know best.How can you move through marshmallow?Bounce along in a do-si-do!Bounce up high, bounce down low,All join hands and around we go!!! Sequencing0Advanced Sequencing/148590022923500-83820073660004343400577850050292001431290002222500143129000-228600143129000914400173990Adapted Sequencing building towards more challenging work based on comprehension.0Adapted Sequencing building towards more challenging work based on comprehension.571500-222250Number Assessment Activity for Portfolio00Number Assessment Activity for Portfolio-241300285750Build a Peanut Butter and Jelly SandwichWrite a number in each box to show how to make a PB&J sandwich.Name: ____________________________________________________________________00Build a Peanut Butter and Jelly SandwichWrite a number in each box to show how to make a PB&J sandwich.Name: ____________________________________________________________________-18288003019425001149350108585002857500825500048526708255000-8001002540000 1485900992505005486400105219500351599510521950046863003551555002400300378015500-45720037801550094107019513551) Book to Read to Class2) Sequence Cards3) Written Assessment for Journal001) Book to Read to Class2) Sequence Cards3) Written Assessment for JournalReferencesCore Knowledge Sequence. (n.d.). Retrieved from Sequence. (n.d.). Retrieved from , M. R., & Isenberg, J. P. (2012). Pages 200-278. In?Exploring your role in early childhood education. Upper Saddle River, NJ: Pearson.Login - . (n.d.). Retrieved from Writing - My Ouch Story. (n.d.). Retrieved from Butter and Jelly: Song Lyrics and Sound Clip. (n.d.). Retrieved from sequence. (n.d.). Retrieved from , P. (2005). NAEYC's Revised Code of Ethical Conduct and Statement of Commitment.?YC Young Children,?60(5), 64-65.Reading: Informational Text. (n.d.). Retrieved from - Google Search. (n.d.). Retrieved from PRINTABLES. (n.d.). Retrieved from http%3A%2F%2F%2F2014%2F07%2Fa-color-of-his-own-kindergarten-literature-unit-printables ................
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