ben nardo my tuesday book
TRANSCRIPT
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Lesson Plan Format: 656 LD Methods
Instructional Strategies:
- Independent work
- whole group story reading
- modeling
Name: Mariana Santos, Barbara Taijeron
Date: July 14, 2009
Introduction:
Subject:
Class Time:
Grade:
Good morning boys and girls. Today weare going to be reading a story and then
were going to write make our own stories!
Language Arts
Tuesday, 8:45am
1st Grade
Previous Lesson/Material Related to
Lesson
Use of punctuation marks
GPSS Standards 1.A.1.1 Match oral words to printed words2.A.1.3 Print legibly and space letters,
words, and sentences appropriately
2.B.1.1 Write brief narratives describing an
experience3.1.1 Write and speak in complete,
coherent sentences
3.1.7 Spell three- and four-letter shortvowel words and phonetically spell other
sight words correctly
Behavioral Objectives 1. When asked questions about the story,students will be able to answer the
questions with 90% accuracy.
2. Given an example, students will be ableto create their own storybook as measured
by the attached rubric.
3. Given an example, students will be ableto write in complete sentences with 80%
accuracy.
Materials (resources needed to support the
lesson)
- Ben Nardo storybook
- Paper
- Crayons- Color pencils
- Writing paper
- laptop
Technology Integration - writing paper
- laptop
Motivational Activity Showing and reading Ben Nardo
Lesson Steps 1. Teacher will read Ben Nardo story
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2. Teacher will asks questions during story
to look for comprehension of story3. When finished with story, teacher will
explain rules of My Tuesday book
activity.
4. Students will create their My Tuesdaybook.
5. Students will share their book with theclass.
Modifications for Students with SLD - extended time to finish activity
- write simple words instead ofsentences for book activity
- use writing paper instead of regular
paper for book activity- use of Microsoft word on laptop to
help with spelling
Assessments: (Methods of Evaluation)- ask questions
- observation
- rubric
1. Guided PracticeModeling and assisting student in activities
when needed
2. Checking for Understanding
Observation and asking questions will be
utilized. If student is still unclear, repeatinstructions again and model if necessary.
3. Independent WorkStudent will create the My Tuesday book
without help from the teacher.Closure (Review, Preview and Transition) Good job everyone on creating your very
own My Tuesday book! Today we read
all about Ben Nardo and then we got to
create our very own book which made uspractice our writing and spelling. Next
week we will have more writing activities
so that we can become even better at it.Now, lets get ready for recess because the
bell is about to ring.
Personal Reflection on This Lesson When my partner and I were first trying to
put a lesson plan together, we were findingit difficult because we kept trying to find alesson plan that specifically catered to
writing and spelling. However, after trying
to find lesson plans catering only to
spelling and writing, I kept running intoinformation about how if a student is
having difficulty in writing and spelling,
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their reading is usually the source of their
difficulty. I finally decided that it would bea good idea to incorporate a read aloud,
which would indirectly address the writing
and spelling difficulties and then have a
writing activity to emphasize the practiceof the students writing and spelling skills.
Unsure if I went about addressing thestudents writing and spelling skills
correctly, I was nervous to do the lesson
plan demonstration. However, once the
lesson started, I felt that there was a naturalflow to it and the students were hooked
with the story I had. The students
participated and even as my classmates Icould see that they were enjoying the story.
They were being exposed to grammar, newvocabulary, and words in another language.The fact that the story was also written by
the teacher served as a good motivational
tool for the students when it was time for
them to create their own book. In terms ofaccommodations and modifications for the
LD student, I wanted the lesson to have
accommodations and modifications for theLD student, but I wanted these
accommodations and modifications to be
something that the other students wouldbenefit from as well. That way, it is not
obvious to the class that I am addressing
specific needs of the LD student. Keepingthis in mind, I allowed the writing paper
and the laptop to be available to the entire
class instead of just the LD student.
Overall, I feel that the lesson went reallywell. It certainly went better than I had
expected. As an undergraduate taking
courses with graduate students, seeing theirwork and how they do certain things
always makes me a bit unsure of myself
when I notice that what I am doing isdifferent from what they are doing.
However, this lesson plan demonstration
showed me that while I may be an
undergraduate, I am just as capable ofproducing the quality work that is required.
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Story Writing: My Tuesday Book
Teacher Name: Ms. Santos
Student Name: ________________________________________
CATEGORY 4 3 2 1
Spelling andPunctuation
There are no spellingor punctuation errors.
There is one spellingor punctuation error.
There are 2-3spelling andpunctuation errors.
There are more than3 spelling andpunctuation errors.
Illustrations Original illustrationsare detailed,attractive, creativeand relate to the text
on the page.
Original illustrationsare somewhatdetailed, attractive,and relate to the text
on the page.
Original illustrationsrelate to the text onthe page.
Illustrations are notpresent OR they arenot original.
Focus onAssigned Topic
The entire story isrelated to theassigned topic andallows the reader tounderstand muchmore about the topic.
Most of the story isrelated to theassigned topic. Thestory wanders off atone point, but thereader can still learnsomething about thetopic.
Some of the story isrelated to theassigned topic, but areader does not learnmuch about the topic.
No attempt has beenmade to relate thestory to the assignedtopic.
Organization The story is very wellorganized. One ideaor scene follows
another in a logicalsequence with cleartransitions.
The story is prettywell organized. Oneidea or scene may
seem out of place.Clear transitions areused.
The story is a littlehard to follow. Thetransitions are
sometimes not clear.
Ideas and scenesseem to be randomlyarranged.