Lessons

**English/Language Arts Lesson**
**Lesson Plan**
 * Name: __Shelley Pritchett__ Grade Level: __1st__**
 * Has this lesson plan been completed for a course assignment? Yes ____X_____ No ______**
 * Estimated number of days lesson will cover: __1-2 days__**
 * Lesson Subject/Title: **Nouns / Words / Personal Narratives** ||
 * Performance Standards:
 * ELA1R1.a.** Understands that there are correct spellings for words
 * ELA1R1.c.** Demonstrates an understanding that punctuation and capitalization are used in all written sentences
 * ELA1R3.a.** Automatically generates the sounds for all letters and letter patterns, including long and short vowels. ||
 * Lesson Objectives (What students will know and/or do) :


 * Through Literacy Stations, the students will demonstrate an understanding of letter sounds and patterns, punctuation, capitalization, and correct spelling to write a personal narrative correctly.**

Enduring Understanding:
 * Knowledge of letters and letter sound relationships is crucial to decoding new words.** ||
 * Essential Questions:


 * What is a noun?**
 * What are the types of punctuation?**
 * What does a personal narrative discuss?** ||
 * Key Vocabulary:
 * Noun**
 * Personal narrative**
 * Subject**
 * Predicate** ||

1 hour || Instructional activities
 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * 5-10 mins. || Introduction/hook/activation of prior knowledge
 * Whole group: watch noun video** ||  ||  **Noun video from schooltube**  ||   ||
 * 10-20 mins.
 * -After noun video, review nouns.**
 * -Review subject and predicate.**
 * -Each student brainstorm ideas for his/her personal narrative.**

Independent Practice (if appropriate)

**Workbooks** **Reading books** **Magazines/paper/** **scissors/glue** **DOL packets** **Handwriting paper for narratives** || **Formative assessment for SMART board activities** ***Check WB page for accuracy** ***Para assesses reading** ***Check DOL for accuracy** ***Edit personal narrative** ||
 * Literacy Stations:**
 * WB p.**
 * Guided reading with para**
 * Cut magazine pictures out that are nouns**
 * SMARTboard interactive reading games**
 * file folder games**
 * Daily Oral Language**
 * Narrative Writing – “If I Were President. . .”** ||            ***Students will write based on their level and ability.** ||  **SMART board technology**
 * || Review and Closure
 * What have we learned today?** ||  ||   ||   ||

Lesson Reflection: What worked well in your lesson?
 * The students really liked the noun video that was shown in the beginning of the lesson. I think it was a fun way to review what they had been learning previously. I also think that the literacy stations worked well. The students weren’t stuck with doing one task and they could move and do different things. This also helps the teacher do some formative assessing on the students’ improvements and things they need to reinforce.**

What modifications did you make in your instruction for varying abilities of students based on your formative assessments?
 * Because I am in a resource and behavior management classroom, there are students with varying abilities, more so I believe than in a regular education classroom. When writing their personal narratives, I had students write based on their abilities. I had one student write more than five sentences and she was able to do it. Three other students I had write four to five sentences. It was difficult for them to get motivated to do this, but in the end they were able to write five sentences. The other student barely knows his letters. What I ended up having to do was I got a small white board and a marker. He told me the three sentences that he wanted to write. I wrote them, saying each word as I wrote it. I told him to copy each word as I had written it and say the word while he was writing. After he had written the word, he would erase the word on the whiteboard and continue this process until he was finished. All of the other literacy stations the teacher had previously modified for the students’ individual abilities.**

What follow-up instruction related to your objectives is needed either for remediation or extension?
 * During whole group instruction, the students will learn something new each week. In their literacy stations, the concepts and content that were previously covered will be incorporated into their stations until they have mastered the objectives.**

What would you still like to learn that might help you to better meet the diverse needs of your students?
 * I would still like to learn more strategies to differentiate my instruction. For me, it’s still hard to try to come up with certain strategies to help these students achieve their best. I feel like with regular education students, in an ideal world, with the same levels and abilities would still need differentiation so that they will not get bored with doing the same activities but for different content areas.**

**Calendar Lesson**
**Lesson Plan**
 * Name: __Shelley Pritchett__ Grade Level: __First__**
 * Has this lesson plan been completed for a course assignment? Yes ____X______ No ______**
 * Estimated number of days lesson will cover: __1 day (lesson will be altered daily)__**
 * Lesson Subject/Title: **Calendar/Academic Review** ||
 * Performance Standards:
 * ELA1LSV1.d.** The student responds appropriately to orally presented questions.
 * M1N1.e.** The student will exchange equivalent quantities of coins. ..
 * M1N3.a.** The student will identify one more than, one less than, 10 more than, and 10 less than a given number.
 * M1M2.b.** The student will begin to understand the relationship of calendar time by knowing the number of days in a week and months in a year. ||
 * Lesson Objectives (What students will know and/or do) :
 * The students will display their knowledge of calendar time and mathematical concepts by answering teacher questions correctly and participating in calendar activities.**

Enduring Understanding:
 * The students will learn how to be able to read a calendar, take turns, and answer in complete sentences.** ||
 * Essential Questions:
 * See instructional activity.** ||
 * Key Vocabulary:|| **Months** || **Days** || **Holidays** || **Continents** ||
 * **Geometric shapes** || **American flag** || **Weeks** || **Today/yesterday/tomorrow** ||
 * **weather** || || || || ||

Teacher helper the day before will pick a new helper clothes pin. Teacher helper will then pick students for grades. (2nd – college)
 * Time |||| Procedures || Differentiation || Materials/Resources || Assessment ||
 * 2-3 mins. || Introduction

Students will answer Brain Quest questions to begin (approx. 10) ||||  || Container with clothes pins

Brain Quest game cards || Formative assessment || *Turn over calendar number *Helper picks person to answer calendar questions *When did October start? *When does October end? *How many days are in Oct.? *What day is Halloween? *When October is over, how many Saturdays will we have? *Helper picks two spellers to spell August, Sept., Oct. *Helper will pick someone to do Calendar Partner *October cheer or Months of the Year song *Helper will add straw, money to bank, sticker to 100 chart *Helper will do tallies for number of day. *Teacher will take number cards and ask students for one less and one more *Helper will pick person to answer 2nd grade questions *days in a week *months in a year *days in a year *weeks in a year *number of continents *American flag *number of states *Continue until you “stump” student *Teacher will pick students to answer doubles. *Helper will pick students to participate in the Days of Halloween song. (2 times) |||| Different questions for different students || Straws, money, marker and board for tallies Number cards || Formative assessment || Helper will pick quiet tables to go back to seats for math lesson. ||||  ||   ||   ||
 * 20-30 mins || Instructional activities
 * || Review and Closure

Lesson Reflection: What worked well in your lesson?
 * The students really seemed to enjoy the calendar time. They really like the questions I asked to try to “stump” them. We call those questions 2nd grade questions. The students really seemed to be engaged and attentive. I don’t know if that surprises me or I should expect it because they do the calendar time everyday. The lesson seemed to flow pretty effortlessly – there wasn’t a lot of down time.**

What modifications did you make in your instruction for varying abilities of students based on your formative assessments?
 * I asked different questions based on the prior knowledge of the student. When I was asking the doubles questions (1+1=2, 2+2=4, etc.) I specifically picked out students whom I knew would have a challenge in answering. They did great.**

What follow-up instruction related to your objectives is needed either for remediation or extension?
 * I don’t really think follow-up instruction is needed because these are the types of questions are asked to students daily. When they learn new skills and concepts, they are incorporated into the calendar lesson for the purpose of remediation and extension.**

What would you still like to learn that might help you to better meet the diverse needs of your students?
 * I still would like to learn how to differentiate my instruction and my guided and independent practice. I know that I am still learning as well, but I would like to see these students succeed even with the lessons that I prepare for them. There are so many different needs in the classroom that differentiation should be an integral part of instruction and I would love to know how to effectively do that.**

**Math Lesson**
**Lesson Plan**
 * Name: Shelley Pritchett Grade Level: 1st**
 * Has this lesson plan been completed for a course assignment? Yes ______ No ___X___**
 * Estimated number of days lesson will cover: 1 day**
 * Lesson Subject/Title: **Subtracting to Compare** ||
 * Performance Standards:
 * M1N1.a. Represent numbers up to 100 using a variety of models, diagrams, and number sentences.**
 * M1N3.d. Understand a variety of situations to which subtraction may apply: taking away from a set, comparing two sets, and determining how many more or how many less.**
 * M1N3.h. Solve and create word problems involving addition and subtraction to 100 without regrouping. Use words, pictures and concrete models to interpret story problems and reflect the combining of sets as addition and taking away or comparing elements of sets as subtraction.**
 * M1P2.a. Recognize reasoning and proof as fundamental aspects of mathematics.**
 * M1P2.b. Make and investigate mathematical conjectures.**
 * M1P2.c. Develop and evaluate mathematical arguments and proofs.**
 * M1P2.d. Select and use various types of reasoning and methods of proof.**
 * M1P4.c. Recognize and apply mathematics in contexts outside of mathematics.** ||
 * Lesson Objectives (What students will know and/or do) :
 * The students will demonstrate their understanding of subtracting to compare by using unit blocks and completing the worksheet correctly.**

Enduring Understanding:
 * The students will understand the elements in subtraction carry over to other areas and can be used in other contexts.** ||
 * Essential Questions:
 * What is subtraction?**
 * What is the difference?**
 * How many more?**
 * How many fewer?** ||
 * Key Vocabulary:
 * More than**
 * Fewer than**
 * Subtract**
 * Difference** ||


 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * **10 mins.** || Introduction/hook/activation of prior knowledge
 * Play Subtraction travel** || ***Easier/harder problems for different students** || ***Adding / subtracting cards** || ***Formative** ||
 * **15-20 mins.**

Guided Practice (if appropriate)
 * 10-15 mins.** || Instructional activities
 * Students will get out math boxes**
 * Teacher will read word problems and students will model one-to-one correspondence with two-color counters.**
 * Students will tell what is fewer than or more than based on each word problem.**

Independent Practice (if appropriate)
 * Students will complete the math worksheet on subtracting to compare.** || ***visual / auditory / hands-on learners** || ***two-color counters**


 * math pages** || ***Teacher will check for attention and understanding**


 * Check page for accuracy** ||
 * || Review and Closure
 * The independent practice will carry over into reading and students will have to finish before moving to reading stations.** ||  ||   ||   ||

**Math/Geometry Lesson**
**Lesson Plan**
 * Name: Shelley Pritchett Grade Level: 4th**
 * Estimated number of days the lesson will cover: 1 day**
 * Lesson Subject/Title: **//Let’s Fly A Kite// symmetry** ||
 * Performance Standards:
 * MCC4.G.3 – Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts.**
 * **Identify line-symmetric figures and draw lines of symmetry.**
 * **The book specifically draws inferences about symmetry. The book states how we draw lines of symmetry on shapes where it divides the shape into two pieces of the same shape and size.**
 * MCC4.G.1 - Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines.**
 * **Identify these in two‐dimensional figures.**
 * **Because the book draws inferences about symmetry in two-dimensional figures, the students will draw the shape attribute and classify the shape using the line of symmetry. The students will also identify this attribute in a variety of two-dimensional geometric figures.** ||
 * Lesson Objectives (What students will know and/or do) :
 * After reading the book //Let’s Fly A Kite//, the students will identify line-symmetric figures and draw lines of symmetry correctly for given geometric shapes and explain their findings.**

Enduring Understanding:
 * The students will know that symmetry can be used in everyday living.** ||
 * Essential Questions:
 * What is symmetry?**
 * What makes a shape symmetric?**
 * What is a line of symmetry?**
 * Is every shape symmetric?** ||
 * Key Vocabulary:
 * Symmetry**
 * Line-symmetric**
 * Line of symmetry** ||


 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * **5-7 mins.** || Introduction/hook/activation of prior knowledge
 * Read the book //Let’s Fly A Kite//**
 * (note the vocabulary used and not used in the book)**
 * What other shapes or things can have lines of symmetry?**
 * What shapes or things have no symmetry?** ||  ||  **Book**  ||   ||
 * **10-15 mins.**

Guided Practice
 * 25-30 mins.** || Instructional activities
 * Like in the book, the students will go around the room and pick out things that are symmetric and identify the line of symmetry.**

Independent Practice v **Work with a partner.** v **A variety of die-cut shapes will be supplied by teacher.** v **Fold each shape in half so that the two halves match exactly and mark all the lines of symmetry you find.** v **Paste your shapes onto a clean sheet of paper.** v **Explain your findings. (communication and representation process standards)** v **Were all of the shapes you chose symmetrical?** v **Which shape had the most lines of symmetry?** v **Which shape had the least lines of symmetry?** ||         **Regular polygon shapes for some students** || **Items around the room** **Die-cut shapes** **Paper** **Glue** ||   **Formative assessment (informal) to see if reinforcement is needed** **Work will be submitted for accuracy and effort grade** || v **In what other aspects can we use symmetry? (connections process standard)** v **For homework / reinforcement, the students will complete two symmetry worksheets.** ||  ||  **Worksheet pages**  ||  **Pages will be checked for accuracy**  ||
 * || Review and Closure

**English/Language Arts Lesson**
**Lesson Plan**
 * Name: __Shelley Pritchett__ Grade Level: __1st__**
 * Estimated number of days the lesson will cover: __1 day__**
 * Has this lesson been completed for a course assignment? Yes ______ No ___X____**
 * Lesson Subject/Title: **“If I Were President . . .” Personal Narratives** ||
 * Performance Standards:
 * ELA1R2.a.** The student understands that there are correct spellings for words.
 * ELA1R2.c.** The student will demonstrate an understanding that punctuation and capitalization are used in all written sentences.
 * ELA1W1.a.** The student writes texts of a length appropriate to address a topic and tell a story.
 * ELA1W2.a. **The student will write a narrative that b egins to capture a reader’s interest by writing a personal story.
 * ELA1W2.b. **The student will write a narrative that begins to maintain a focus.
 * ELA1W2.c. **The student will write a narrative that begins to use organizational structures and strategies. ||
 * Lesson Objectives (What students will know and/or do) :
 * After reading the book //If I Were President…,// the students will write their own personal narrative correctly displaying effective writing skills.**

Enduring Understanding:
 * There is a sequence of events within a story.** ||
 * Essential Questions:
 * What does a personal narrative discuss?**
 * How do you sequence events in a story?**
 * What would you do if you were the president?** ||
 * Key Vocabulary:
 * Personal narrative**
 * Beginning, middle, and end of a story**
 * Capitalization**
 * Punctuation (period, question mark, exclamation point)** ||

||  ||  **1 hour**  || Instructional activities
 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * **10 mins.** || Introduction/hook/activation of prior knowledge
 * Read //If I Were I President…//** ||  ||  **Book**
 * **10-15 mins.**
 * Review elements of a personal narrative**
 * beginning, middle, end**
 * makes sense**
 * focused**
 * Brainstorming ideas as a group**

Guided Practice (if appropriate)
 * Literacy Stations:**


 * Writing narratives**

**White board** **Paper / pencils / book** ||  **Formative assessment** ***Edit narratives** ***Para will assess reading** ||
 * Guided reading with para** ||      **Writing:**
 * B,C,T – 5 sentences**
 * E – 5+ sentences**
 * Z – 3 sentences** ||  **SMARTboard technology**
 * || Review and Closure
 * What have we learned today?** ||  ||   ||   ||

**Science Lesson**
**Lesson Plan**
 * Name: __Shelley Pritchett__ Grade Level: __1st__**
 * Has this lesson plan been completed for a course assignment? Yes ____ No __X__**
 * Estimated number of days lesson will cover: __1 day__**
 * Lesson Subject/Title: **The Seasons: Fall and Winter** ||
 * Performance Standards:
 * S1E1. Students will observe, measure, and communicate weather data to see patterns and climate.**
 * S1E1.a. Identify different types of weather and the characteristics of each type.**
 * S1E1.c. Correlate weather data (temperature, precipitation, sky conditions, and weather events) to seasonal changes** ||
 * Lesson Objectives (What students will know and/or do) :


 * The students will create their own fall tree after watching a “brain pop” video on fall. Then, the students will watch video on winter and answer comprehension questions correctly.**

Enduring Understanding:
 * The sequence of seasons.** ||
 * Essential Questions:
 * What are the four seasons?**
 * What happens during fall?**
 * What happens during winter?** ||
 * Key Vocabulary:
 * Weather**
 * Seasons**
 * Fall**
 * Winter** ||

**10-15 mins.** || Instructional activities
 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * **5-10 mins.** || Introduction/hook/activation of prior knowledge
 * Brain pop video: “Fall”** ||  ||  **SMARTboard**  ||   ||
 * **5 mins.**
 * Finish KWL chart on fall**
 * Introduce Fall Tree**

Independent Practice (if appropriate) **Construction paper** **Colored paper** **Scissors** **Glue** || **Formative assessment** **Assess if students are on task and follow directions (formative)** ||
 * Glue tree trunk on construction paper**
 * Cut out and crumple small pieces of paper and glue to tree trunk as leaves** ||  ||  **SMARTboard**
 * **5-10 mins.** || Review and Closure
 * What have we learned about fall?**
 * What season comes after fall?**
 * Brain Pop video: “Winter”** ||  ||  **SMARTboard**  ||  **Formative assessment**  ||