Lesson Plan by Chaitra Jewell

Transcription

1 Lesson Plan by Chaitra Jewell Lesson: Teaching Descriptive Word Usage enhanced by the book Jamaica s Find by Juanita Havill Length: 2 days, minute slots Age or Grade Level Intended: 1 st grade Academic Standard(s): Writing Use descriptive words while writing Listening and Speaking Use descriptive words when speaking about people, places, things, and events. Performance Objective(s): 1. Given 20 animal beanie babies to choose from, the students will write 3 descriptive sentences with each including 1 or more of the descriptive words on the word list provided. 2. Given the appropriate materials to create lost and found posters, the students will present their posters for an animal of their choice including at least four descriptive words describing the pet. (to be done on the second day of this lesson) Assessment: My assessment will be a checklist. Each student may earn up to two checkmarks depending on if they do both of the assignments expected write three sentences including 1 or more descriptive words and include at least four words describing their pets on the posters. Advance Preparation by Teacher: Bring the beanie babies to school and have them lined up in the front of the classroom Locate copy of Jamaica s Find by Juanita Havill Copy adequate pages of the descriptive word list for each student s writing folder Finish my example of a lost and found pet poster for children to see Get around various materials for posters, such as paper, scissors, crayons, etc. Have checklist readily available on a clipboard

2 Procedure: Introduction/Motivation: 1. Say: Okay boys and girls, remember how we were talking about feelings yesterday? Who can help me review with the rest of the class what we talked about yesterday? I ll need a few volunteers. Today, we re going to continue talking about feelings. Ask the children, Do I have any special volunteers who would like to share about a time when they lost something very important to them and they were really upset? (Gardner: Interpersonal, Verbal/Linguistic) 2. Share the title of the book and the author with the students, Jamaica s Find by Juanita Havill. Ask the children to predict and give suggestions on what they think Jamaica finds. Do they think it is the dog on the cover? Or is it maybe a doll or a brush, etc? (Gardner: Intrapersonal, Verbal/Linguistic) Step-by-Step Plan: 1. Gather the students around you on the reading carpet located in the front of the classroom. 2. Read the book out loud to the students as they pay close attention to the story. As the story is being read, ask the students some (or all) of the various comprehension questions located on sticky notes throughout the book. (Gardner: Verbal/Linguistic, Intrapersonal) a. What would happen if Jamaica decided to keep the stuffed dog forever? (Bloom: Synthesis) b. Why do you think Jamaica tells her mother she doesn t feel well enough to do her chores? (Bloom: Analysis) c. Why did Jamaica choose to take the red hat to the park house? (Bloom: Evaluation) d. How are the two girls from the story, Jamaica and Kristin, the same? How are they different? (Bloom: Comprehension) Make sure to discuss with students here about the many ways Jamaica and Kristin are different. Perhaps make a Venn diagram on the white board with markers. e. How do you think each girl views the stuffed dog? For example, was Jamaica happy or sad when she found the dog? How about Kirstin? (Bloom: Synthesis) f. Why do you think Jamaica feels happy about helping Kristin find the stuffed dog that belongs to her? (Bloom: Analysis) g. Who are the main characters in the story? (Bloom: Knowledge) 3. Have students return quietly to their seats. Discuss with them about their earlier predictions before the book was read. Were they accurate? What surprises did they end up finding out about Jamaica and what she had found? (Blooms: Analysis) (Gardner: Verbal/Linguistic)

3 4. Have students turn to a table buddy and discuss the following question. Say to the students, What words do you remember the author, Juanita Havill, using when the stuffed dog was explained throughout the story? (Gardner: Interpersonal, Verbal/Linguistic) 5. After the students have had close to 3 minutes to talk amongst themselves, tell them you are going to reread a section of the book (page 8 and page 16) that refers back to how the stuffed dog was described when Jamaica found it. Have the students compare what page 8 and page 16 says to how they remember the dog being described. Was what they said pretty close to the book? (Gardner: Verbal/Linguistic) 6. Begin referring to the beanie baby animals at the front of the classroom. Pass out the descriptive word list to each child. Ask the children what it means to be very descriptive when you are explaining a person, place, or thing. Choose a couple of students to describe what a friend is wearing in class or what their bedroom looks like at home. Pick one of the beanie babies to describe (the teacher) and make up three sentences of your own to match it. Number your sentences on the board and model correct capital and punctuation usage for the students. Ask the students, Is how I am describing the beanie baby true? Have a few student volunteers practice picking a beanie baby to describe out loud to the rest of the class (also with using words from their word list). (Gardner: Verbal/Linguistic, Interpersonal) 7. Have the students get out their journals from their desks. Have them turn to the first clean page they stop at and write the date (it should already be written on the board). Tell the students they can pick whatever beanie baby animal they would like. Have them write three sentences describing the animal they chose. Make sure to tell them that each one of their sentences needs to include 1 or more of the words on their word list. Remind them they should be using capital letters and punctuation as they create their sentences. Turn on the CD player in the front of the class. The nature sounds CD that is currently in the player will help keep the students diligently working. Walk around as students are working on their sentences to assist anyone who needs additional help. (Gardner: Musical/Naturalist, Verbal/Linguistic) Closure: 8. Once most of the students have finished, have student volunteers share what they have written. They may choose to go stand by the beanie baby they wrote about if they would like. (Gardner: Verbal/Linguistic, Interpersonal) 9. Explain to the students that tomorrow, they will be revisiting the book to do another activity creating lost and found posters for an animal of their choice (to go along with how the stuffed dog in the story was placed in lost and found until his rightful owner appeared). (Gardner: Visual/Spatial, Verbal/Linguistic)

4 Adaptations/Enrichment: 1. Student with Learning disability in reading comprehension: a. Since the only reading in this lesson required of the students is the word lists they are given, I will either pair this student up with a good, trustworthy student in the class as they work on their sentences or have a classroom para assist instead. 2. Student with ADHD: a. Once this student completes the writing assignment, I will provide him/her with additional paper to draw the beanie baby animal that will keep him/her on task as the other students finish up their sentences. This additional activity will hopefully improve the student s attention level. 3. Student with Gifts and Talents in Creativity: a. More than likely, this student will get done with the sentence assignment a lot earlier than the other students. If this occurs, allow this student create a poem that describes the beanie baby chosen using additional words from the word list or others he/she comes up with. 4. Student with Autism: a. For this student, make sure you repeat the directions of each activity more than once to ensure that he/she understands what is expected. Set up a positive reinforcement chart with the student. If by the end of the day the student has followed all directions, he/she receives a sticker. Depending on how many stickers the student gets by the end of the week, a prize will be given. Self-Reflection: Write out the questions that you will use to evaluate yourself. Did the students appear to understand the list of descriptive words? Were the students given too much/too little time on their posters? Was it easy or difficult for the students to come up with their 3 sentences? What would I change about this lesson? What other activities could I incorporate in this lesson to teach using descriptive words?

5 Student Name: 3 Sentences Completed with 1+ Descriptive Words Bobby Poster Completed with 4+ Descriptive Words Joey Mary Jane Joe Travis Lacey Kim Kelly Ryan Josh Kevin Miranda James Kylie Julie Andrew Crystal Ted

6 List of Descriptive Words: Furry Fuzzy Bumpy Light Dirty Dusty Fluffy Red Blue Gray Green Orange Purple Yellow Black White Brown Silver Gold Pink Colorful Bright Spotty Prickly Happy Small Smooth Shiny Soft Hard Waxy Sharp Stinky Flat Huge Long Short Round Thin Wide Tall Short Hairy Adorable Heavy Tan Sad

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