LESSON PLAN FORMAT



LESSON PLAN FORMAT

Leah Goodnoe Mrs. Jan Stevens Dr. Ron Reigner

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Teacher Education Candidate Classroom Teacher UWG Supervisor

March 15, 2005 April 14, 2005

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Date of Submitted Lesson Plan Date of Implemented Lesson Plan

Block I_X_, II___, III___, or IV___ Subject: Reading and Language Arts Grade Level: K



If applicable, Author(s) or Source(s) of Lesson Plan: ___________________________________

1. National or Learned Society Standard(s):

3.  Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

6.  Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

2. State of Georgia’s Q.C.C.’s: (only one needed)

Strand: Written Communication

|27   |Topic: Reading |

| |Standard: Sequences pictures to tell a story. |

| | |

GPS’s:

ELAKR6 The student gains meaning form orally presented text.

ELAKW1 The student begins to understand the principles of writing.

3. Specific Objective(s): Use the following A-B-C-D format:

a. Audience -The students in this fifth grade;

b. Behavior - will describe the life cycle of a butterfly;

c. Condition - by writing a sentence for each stage under corresponding picture; and

d. Degree - with 90% accuracy.

The students in this kindergarten class will listen to the story, The Very Hungry Caterpillar, create the life cycle of a butterfly with paper-mâché and write their own butterfly story using tissue paper to create pictures with 70% accuracy.

4. Materials (List everything you and students will need to complete lesson.)

Reading Lesson:

- the book, The Very Hungry Caterpillar By Eric Carle

- newspapers

- hole puncher

- paper clips

- thin string

- tempera paints

- paintbrushes

- scissors

- The “Find the Letter B’s” insect worksheet

Language Arts Lesson:

- tissue paper

- scissors

- paint brushes

- cups of water

- lined writing paper

- “Ant Headband” worksheet

5. Procedures:

a. Motivation/Opener/Attention Getter. (Quick activity to stimulate everyone’s interest)

Read the book, The Very Hungry Caterpillar By Eric Carle

b. Tie to previous learning. (How is this lesson related to prior learning?)

This lesson that I am teaching will tie into the class’s unit of insects. It will also tie in with their language arts lesson of writing, art, science, and motor skills.

c. Teaching methods sequence. (What will you do first, second, etc?)

Reading Lesson Plan:

- First read the book, The Very Hungry Caterpillar By: Eric Carle.

- Second talk about what the caterpillar ate in the book.

- Third discuss the sequences that occurred (caterpillar to butterfly).

- Fourth, have students create the stuffed newspaper butterfly or caterpillar.

-Stuffed Newspaper Butterfly

What you do:

1. Spread out two sheets of newspaper on top of the other. Draw the outline of the butterfly or caterpillar on the top sheet, covering as much surface as possible.

2. Cut along the outline through both sheets, keeping them together so that the cut shapes are an exact match. Have the students crush the trimmed off newspaper into a ball and put it aside to use later for stuffing.

3. Keeping the newspaper lined up, show your class how to punch holes all around the outer edge, about 1/4 inch in from the edge. Space holes about ½ inch apart. Don't punch holes too close to the edge. Hold the newspapers together while working, using paper clips in several spots. If papers slip, insert a pencil into the holes to line up the two sheets.

4. Cut a long piece of string. Have the student thread one end of the string through the hole. Attach a paper clip to the other end (like a sewing needle), allowing about 5 inches of string to dangle. Sew or weave the threaded end in and out of holes until a little more than half the shape has been sewn.

5. Now your child can insert small wards of newspaper inside the shape. Keep stuffing until the entire shape is full. Then continue sewing the rest of the figure. Make sure to hold the edges of the two newspaper sheets together, lining up the holes.

6. When back at the starting point, remove the paper clip and the tow ends of string together. Knot the string several times and cut off the end. (Note: If your child missed any holes or any areas are spaced too far apart, simply staple together the edges of the two newspaper sheets in those spots.)

7. Let the students paint the shape with tempera or acrylic paints, making it colorful and fun. Allow for the paint to dry. Additional material maybe added to the shape, such as pipe cleaners for the butterfly’s antennae.

8. Stick round loose-leaf-paper reinforcements on the front and back of the two adjacent holes at the center top of the butterfly. Insert a length of string through the reinforced holes and hang stuffed butterfly.

9. Allow students to work in groups and organize themselves (with their paper mache insects) into the correct sequence and explain to the class.

Language Arts Lesson:

- Fifth, hand out lined paper and tell students about how Eric Carle makes his pictures out of tissue paper. Explain that this is what they are going to do.

- Sixth, tell the students to write three sentences about their favorite scene or picture from the book.

- Seventh pass out the tissue paper and scissors. Allow students to cut the tissue paper to create their scene.

- Eighth, tell students that they are not going to glue the tissue paper down (they are just place it on the top part of the lined paper).

- Ninth, pass out the cups of water and paint brushes. They are going to spread the water over the tissue paper (very carefully) with the paint brushes. Allow some time for the tissue paper to dry and the colors to fade onto the paper.

- Tenth, when the paper is dry instruct students to remove the tissues paper gently and put it in the trash can.

- Eleventh, while the students are waiting to for their picture scene to dry allow them to do the “Ant Headband”.

d. Closure. (How will you summarize or bring lesson to a close?)

To close the lesson, I will have students show the class their picture, read their story, and explain the sequences that a butterfly goes through.

e. Transition (How will you move from the end of this lesson into the next lesson?)

“Ok class, let’s clean up our area and get ready for math. We are going to count and add some insects.”

f. Special needs adaptation (How will you adapt this lesson to meet special needs of students?)

Keep students actively involved, have students work at their work area so there is not a lot of moving around, and keep area clear of all obstacles. I also may have an insect already partially sewn together and give it to a special needs student to finish up. I may not have them write as many sentences as the others in the class.

6. Connections (How will this lesson be related to other content areas in the curriculum?)

This lesson will tie in with art, author studies, location (of insects) – geography, and science.

7. Related independent activities. (What will students who finish early do?)

- Have other Eric Carle books out for students to look at. Explain to the students to look at his art work and how similar it is to the book we just read.

- Work on an “Ant Headband” worksheet.

- Work on a “Find the Letter B’s” insect worksheet. Students will read interesting bug facts and try to find all the pictures that start with the letter “b”. there is also a sequencing page on the back.

8. Evaluation (Each specific objective must be included in the evaluation design with the use of appropriate assessment instruments.)

Evaluate the students on:

- Motor skills

- Sequencing with their paper mache (e.g. the egg, caterpillar, chrysalis, and the butterfly)

- Completion of good quality work

- Their ability to share materials with their neighbors

- Writing on their story page

9. Documentation or record keeping of students’ academic achievement.

Come around and check to see if everyone is participating and completing work. When they have finished mark them off in the grade book.

10. Reflections (After teaching and evaluating student outcomes, write a critique about the effectiveness of the procedure, your instructional skills, and your students’ reactions. Give reasons or explanations for these opinions. Also, describe and explain any alterations to this lesson if you would to teach it again.)

The lesson was wonderful. I was very excited how it turned out and how much the children learned. I thought the sequencing activity turned out cute. The students seemed to enjoy all the activities I had planned. There are always some students who do not ever finish their work because they are easily distracted, but even these students finished all of their work today. I was so excited for them and proud of myself.

The students did very well on the sequencing and labeling worksheet. They all brought them up to me to check and almost every student in the class had the order correct. I asked them questions, through out the day, about the material or subject matter we were studying and they could answer the questions with 90% accuracy.

There was lots of worked involved in this lesson, but the learning outcome was well worth the work. It took a lot of time to get the butterflies, caterpillars, eggs, and chrysalises cut out, hole punched, sewn together, and painted. If I taught this lesson again, I would definitely have the materials pre-cut, hole punched, and partially sewn. I also should have started the sewing so the students could follow my pattern. By doing that, it probably would have cut down on the amount of questions and “I can’t do it’s”.

Their stories were too cute! The tissue paper bled a little more than I thought it would, but the students did use more water than what I expected. They were not too sure of why to throw the tissue paper away at first, but once they saw the finished product they understood. I also wanted the students to sound out their words for their story. It is interesting and rather funny to see how they spelled some of their words.

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