Lesson Plan Format
Topic/Name of the Lesson: Sequencing/Word recognition
Language Level: Developing
Suggested Grade Levels: 1st
Subject Area: Reading
English Language Proficiency Standards: 1.6.3B, 1.6D
Content Objectives:
Students will be able to:
1. Read the story aloud with the teacher.
2. Read the story aloud themselves while tracking print.
3. Sequence pictures from the text.
4. Retell a story using picture prompts.
5. Identify sight words.
Language Objective: Students will sequence pictures and retell
events from the story using a graphic organizer and picture prompts with a
partner.
Materials:
1. One copy of The Scarecrow, by
Peter Sloan and Sheryl Sloan (Level D)
2. Pointer
3. Copy of sight words
4. Sight word cheat sheets
5. Graphic organizer
Describe the Strategy: ESL
students will be given a sequencing graphic organizer to assist in recording
events from the story. Students will retell the events from the story using
picture prompts from their graphic organizer with the assistance from a
partner.
When the strategy should be implemented: The strategies should be
implemented after the book has been read aloud with the student and read
independently by the student.
Rationale for the strategy: This strategy should be used because
ESL students will have difficult time organizing information unless they have
guidelines. A graphic organizer structures exactly what is needed for the
students to record.
Steps to accomplish the strategy:
King’s Lesson Plan Format
Teacher: Michel Hughes
Grade: 1st
Subject: Reading
Topic: Sequencing/Word
recognition
Instructional
Objective(s):
The student will be able to:
1. Read the story aloud with the teacher.
2. Read the story aloud themselves while tracking print.
3. Sequence pictures from the text.
4. Retell a story using picture prompts.
5. Identify sight words.
Materials
& Resources Needed:
1. One copy of The Scarecrow, by Peter Sloan and Sheryl
Sloan (Level D)
2. Pointer
3. Copy of sight words
Anticipatory
Set/Motivation:
Ask student: Have you ever seen a
scarecrow? Maybe at a farm or at a pumpkin patch you might have gone to? (Wait
for student to respond) Tell student that scarecrows are meant to be placed in
fields where crops grow to ‘scare’ the birds away. Tell student that today they
are going to read about a scarecrow that scared everyone away from him.
Procedures:
1. Show the cover of the book and
tell the title.
2. Explain that the book is
written by Peter and Sheryl Sloan. .
3. Tell the student that the
purpose for reading the book is to find out what the scarecrow was scaring
everyone away from.
5. Read the book aloud
expressively and track the print the first time. Make sure the student is
following along with you.
6. After you read the book aloud,
ask the student the following questions:
- Would you run away from the
scarecrow if you saw him in the field?
- Why do you think the cat scared
the crow?
- What was your favorite part of
the book?
7. Read the book again and invite
the student to read along with you.
8. Have the student read
sentences themselves by tracking print.
9. Students will next sequence
pictures from the text using a graphic organizer.
10. Ask student to retell the
story to you by looking at the pictures (picture prompt) from the graphic
organizer. Students can work with a partner for this.
11. Point to sight words and ask
the student to identify them. The student will use word recognition to tell you
the sight word. (Used to determine whether students memorize sentences or
recognize words) – Students can be given a sight word cheat sheet with pictures
and words identifying pictures.
Adaptations
and accommodations:
For
ESL students:
-
Graphic
organizer
-
Working
with a partner
-
Sight
word cheat sheet
Closure:
Ask students, “Did asking you to point
to words after we read help you understand the story more?” Tell students that
good readers do not simply memorize sentences but they have knowledge of word
recognition.
Assessment:
For objective 1: Listen to student
read aloud with teacher.
For objective 2: Listen to
student read aloud by themselves while they track their print.
For objective 3: Go over
student’s graphic organizer with them.
For objective 4: Listen to students
retell picture using picture prompts from graphic organizer.
For objective 5: Listen to
student identify sight words.
Lesson Plan Format
Topic/Name of the Lesson: Grouping Pennies, Nickels, and Dimes
Language Level: Beginning
Suggested Grade Levels: 1st
Subject Area: Math
English Language Proficiency Standards: M3.B1, M3. A2
Content Objectives:
Students will be able to:
1. Develop an understanding of
math terms penny, nickel and dime.
2. Sort pennies, nickels and
dimes.
3. Restate operations to count
mixed groups of pennies, nickels and dimes.
Language Objective: Students will be able to sort pennies, nickels
and dimes and restate the operations to sort coins using an adapted worksheet
and play money in a small group.
Materials: Hartcourt Math –
Volume 3, pgs 371A-372, play money
Describe the Strategy: ESL students will be given worksheets (pg
371-372) with the key concepts to answer already circled. Do not penalize ESL
students for incomplete answers. Only grade the material that they have
completed. Also ESL students will be
given ‘hands-on’ manipulatives (play money) to take home prior to teaching this
lesson so they are familiar with the mathematical terms e.g. penny, nickel,
dime, as well as know the visual representation of each coin before teaching
the lesson. Students will work with in a small group to complete this
worksheet.
When the strategy should be implemented: The strategies should be
used after the ‘Money Song’ video is shown and values of coins have been
discussed as a class. Strategies should be used near the very end of this
lesson.
Rationale for the strategy: ESL students do not have to complete
everything on the worksheet if it isn’t pertaining directly to sorting and
retelling steps. Also, students should not be punished for incomplete answers in
case they didn’t finish based on time, not whether they knew it or not. If
students are given play money prior to teaching this lesson, they will be more
familiar with coins and will not have to spend time teaching it specifically to
these students. Students can work in a small group in case they have questions,
their peers can assist them.
Steps to accomplish the strategy:
King’s Lesson Plan Format
Teacher: Michel Hughes
Grade: 1st
Subject: Math
Topic: Grouping Pennies, Nickels, and
Dimes
Instructional Objective(s):
Students will be able to:
1.
Develop
an understanding of math terms penny, nickel and dime.
2.
Sort
pennies, nickels and dimes.
3.
Restate
operations to count mixed groups of pennies, nickels and dimes.
Materials and resources needed:
Hartcourt
Math – Volume 3, pgs 371A-372, play money
Anticipatory Set/Motivation:
Good
morning students! Today we will be learning how to group pennies, nickels and
dimes. Yesterday we learned the values of these coins and today we will be
learning how to group the coins based on value. There are coins on your each of
your tables. Working with your table partners, group pennies with pennies, nickels
with nickels and dimes with dimes. When finished with this grouping activity,
place your math books on your table and sit quietly before we begin!
Procedures:
2.
Discuss
with students, as a class, the values of different coins. Tell students who
were given play money the previous day to take out their coins and refer to
them.
3.
Display
different combinations of coins on the eno board. (magnetic coins)
4.
Students
will walk to the board with their table partners and sort coins into groups, by
value.
5.
Students
will be called upon individually to restate operations to count groups of
pennies, nickels and dimes. Only students who volunteer will be called upon.
6.
Students
will return to their tables and get out their Math Picture Dictionaries.
7.
Individually,
students will add to their dictionaries. Students will draw and label pictures
of pennies, nickels and dimes and glue/tape these pictures in their math
picture dictionaries.
8.
Students
will take out their math workbooks and complete page 371. Students will only
complete parts of their worksheets that are assigned to them and they can work
in a small group if they choose to do so.
Accommodations:
For ESL
students-
1.If
identical worksheets (pg 371) are given to ESL students and traditional
students, circle the key concepts to answer. Do not penalize ESL students for
incomplete answers. Only grade the material that they have completed.
2.
Give ESL students ‘hands-on’ manipulatives (play money) to take home prior to
teaching this lesson so they are familiar with the mathematical terms e.g.
penny, nickel, dime, as well as know the visual representation of each coin
before teaching the lesson.
3.
Students can work in a small group if they choose to.
Closure:
“Today
in class, we reviewed grouping coins. Take five minutes and create a list of examples
or places where you have seen coins used. Do you believe that it is important
to be able to group coins correctly as well as understand the values of each
coin?” Wait for the students to respond as a class and thank them for their
participation in the lesson.
Assessment:
1.
Evaluate
student’s math picture dictionaries and note whether they have correctly
labeled the coins.
2.
Observe
students grouping pennies, nickels and dimes while working at the eno board
with groups and note whether they have correctly grouped coins.
3.
Listen
to students orally explain how to sort coins.
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