Concept The lesson is based on a birthday theme. New vocabulary is introduced to increase students' vocabulary concerning birthdays such as nouns (games, presents, toys) and adjectives relevant to the story (pretty, rotten, best, worst, smelly, and broken). Two oral activities are performed to increase students' fluency in English: a) the "Birthday Song" is sung in English as well as Oscar's "Rotten Birthday Song"; b) the students read words or sentences from slips of paper as they hang them on the story map. In retelling the story as a class activity, the story map activity enhances their understanding of critical elements of the story (main characters, problem, and solution) and their perception of consequences of actions. As a final activity, the students apply their imagination and use a new word from the reading and/or story map. Materials Cut outs of target words (pictures with text), cut outs of main characters, slips of paper with words or sentences for story map, magnets to attach slips of paper on board, party hats and worksheets to draw on. Preparation 1) Prepare cut outs of various target words with illustrations and of main characters. 2) Prepare slips of papers with words or sentences for the story map. Magnets for board. 3) Have party hats ready for reading lesson. 4) Prepare worksheets for students (one copy per student) to draw their presents for Oscar. 5) A banner ready for the wall reading "Oscar's Rotten Birthday Presents" 6) Have drawing and coloring utensils ready for activity. Before the story (10 minutes) In a reading corner, students are seated accordingly in a circle. They are introduced to the lesson's theme- a birthday - and participate in adding key words to the theme (Happy Birthday, party, games... ... middle of paper ... ...me the best -no worst- birthday ever, with help from the students. A story map is drawn up on the whiteboard. The students are divided up in to groups and handed slips of paper with words and sentences. These slips of paper are categorized under various elements of the story map (character, event, problem or solution). Each group is asked to stand in front of the story map. While each category is discussed, the groups read their words or sentences as they attach the slips in sequence. The teacher demonstrates by drawing attention to the category "main characters", reads a name from a slip of paper and attaches the name of the character under the category "main characters". Students are then asked to come forward with other slips with character names from the story, read the name and attach to the board. Eventually, all categories are covered in a similar fashion.
After introducing the vocabulary, the teacher will give each student a popsicle stick puppet to use as the teacher reads out loud (ie, as the teacher reads a line, the teacher will show a picture of the object and ask the student to hold up the matching picture).
Objective 3: Having read one children’s literature story, A Bad Case of Stripes by David Shannon, the students will demonstrate an understanding of the text by being able to write 5 sentences describing the main themes of the story with 95% accuracy.
The students think about the person whose name they drew and write one positive comment, a sentence or two, on the heart. As an example, I created Grinch Grams for my homeroom students and put them on my hallway bulletin board for the
...will enjoy this book and use it to introduce areas such as history, poetry, geography, cooking, counting for the younger audience and language. Language and math components of the story can be used for reinforcement at www.winslowpress.com.
...ing at the book together as a class, the teacher could have students come up with their own words to the illustrations. This will teach children how to look at the illustrations and develop word associations. This book also teaches about friendship. Another good idea is have students create their own story through illustrations about friendship. This book is ideal for non-readers who are just beginning to show interest in reading books. They can read this story on their own without help from an adult. It could also be used for older readers who are working on building their skills in written expression. With this picture book, teachers can introduce the concept of helping students deal with disappointments in order to gain solving problem strategies for dealing with sadness, loss, and disappointment. This shows them that things usually turn out all right in the end.
I try to add in the theme lesson plans an activity the child leads through being creative and with all sorts of materials available. I have observed when you allow a child to be hands on and leading the process they become more interested in the information, and excited to ask questions even to share with everyone what they made and how it fits with the lesson.
They will be given some examples of ideas to research. For example, they could research Seuss' trip to Japan and its inspiration for the story. They will be constructing a "mind map" of their research. Then, they'll create a Prezi on their iPad. There will be desks organized in circles around the room to show their work and they'll be given half a class period to look at their peers work and research.
Ever since I was a child, I've never liked reading. Every time I was told to read, I would just sleep or do something else instead. In "A Love Affair with Books" by Bernadete Piassa tells a story about her passion for reading books. Piassa demonstrates how reading books has influenced her life. Reading her story has given me a different perspective on books. It has showed me that not only are they words written on paper, they are also feelings and expressions.
Both lesson plan days include think-pair-share strategies, which permits students to engage with a partner using age-appropriate literacy skills and eventually with the whole class. The students are also given multiple times throughout the lesson to engage as well. By using KWL charts students are also able to share their own experiences with the class and this permits the students to contribute their own individual insights.
Ms. Smith was about to complete a unit about the first European explorers. She decided to give her students a research project to do in the class and at home. For the project the students were to pretend that they were a specific explorer. There were specific directions for the students to follow. Students had to create a map of at least three expectations, longitude and latitude of destinations, at least six journal entries, and other expectations of the project. The final project needed to be in a journal form and students were to present their final project. Students were given four and a half weeks in class, at home, and time during special area classes. There were due dates throughout the project. The students were expected to preplan around due dates to manage their time.
Tell students that you will be reading them the story of Little Red Riding Hood by Anne Faundez. Tell the children that the story is about a little girl who runs into the Big Bad Wolf on her way to her grandmother’s house. Tell the children that the wolf was very hungry and wanted to eat Little Red Riding Hood and her grandmother and that you’ll read the story to see if he does actually eat Little Red Riding Hood and her
.Another part of the observation during this lesson included the students making sense of the problem and being able to come up with a solution. Students who had difficulty were provided laminated grid paper and markers to draw the shapes to coincide with the
The students will choose a partner and together will make a card together. Discussing together the details they wish to place on the card. (7 min)
After the teacher is sure the students understand that books have themes that are far beyond the eye can see. The teacher will have the students split into groups of three. The teacher will hand out to the students a sheet with these words and phrases listed: corruption, power, human rights, racism, tolerance, environmental stewardship, greed, pollution, war, anti-Semitism, Hitler, Holocaust, Cold War. The teacher will ask the students if they are familiar with all of these terms, and if not, the teacher will define any of the words they don 't know. Each group will have to decipher the theme of one of the given Dr. Seuss books. The books are Horton Hears a Who, Yertle the Turtle, The Sneetches, The Lorax, and The Butter Battle Book. Utilizing words or phrases from the sheet, the groups will identify depending on the book they get from the teacher with words relate to the theme of the Dr. Seuss
The class I visited is comprised of 24 five and six year old children, a lead teacher and a ‘Para-Pro” who assists the teacher and provides support and guidance for the children. Within the classroom itself, there are 6 tables organized in the center of the room in a grid formation. Children have their own workspace at a shared table. Around the perimeter of the room are ‘centers’ where each day, the children work on tasks such as listening, story development, gross and fine motor skills, math, reading and other important skills that are needed to develop socially and academically. In several places on the walls, there are displays or ‘brag boards’ where children can post their work that they feel best represents their efforts. The walls are brightly decorated and are filled with pictures, letters, numbers and other basic elementary school information. It is energizing and interesting without being chaotic or overstimulating.