I. PROCEDURES (teacher and student tasks)

Transcription

1 FRANKLIN COLLEGE Education Department LESSON PLAN Student Name Chelsea Parks Lesson Plan No. 2 Cooperating Teacher Name Mrs. Michelle Dresslar Subject Area Literacy Grade Level K Signature for Approval (Cooperating Teacher) Date Prepared 11/7/09 Date Taught 11/11/09 Related Standard (Number) K 3.3 (Description) K 3.3 Identify characters, settings, and important events in a story TOPIC (key point; concept; skill): Identifying characters and setting in a story OBJECTIVE (TSWBAT + performance, conditions, criteria): In order to learn that stories need to have characters and setting(s), TSWBAT identify the main figures or individuals and places in the story Curious George by listening to the story and responding to questions given by the teacher, and by moving to and from a station to station of the settings set-up in the classroom by the teacher. MATERIALS: TEACHER: whiteboard, marker, magnet clips, bongos, yellow hat, binoculars, different settings: atlas/map of Africa and leaves, boat and waves, a play telephone for the house, chairs and poster with bars for prison, masking tape for telephone wire balancing, balloons, sign for the Zoo and other stuffed animals* (possibility), handouts with monkey faces (for craft), Connect the Dots Setting Handouts, Numbered Papers (1-7), Picture setting cards 1-7, folded paper books for homework STUDENT: pencil, handouts, crayons I. PROCEDURES (teacher and student tasks) A. Beginning of lesson 1. Classroom management two-part step (to have students ready to learn, in listening position, where they need to be): The teacher will ask the students to Repeat the rhythm by clapping from the rhythm given on the Bongo drums. If the second step is needed, the teacher will give the silent treatment saying I don t think we re all ready to learn and then pausing until the students give their full attention. 2. Statements to initiate or set the stage for the lesson; motivation; overview; or establish an atmosphere: To gain the students attention for the lesson, the teacher will tell the students, The type of drums I m playing are called what class? (Bongo drums!) What letter does Bongo start with? (Wait for response). That s right! B! Today we will be learning by using another B word what am I wearing around my neck? (Binoculars!) That s right, Binoculars! We use binoculars when we want to focus on something really well. Today we ll be reading a book that uses binoculars and we ll all have to pay very close attention so we can all learn. So when I really need your attention I ll do the binocular sign like this (hands cupped around eyes) until I see that all of you are doing the sign too. First I m going to read you a story and then we will do a fun activity if you all pay very close attention and behave with good manners. We will be learning important information today. Let s get started! B. Instruction Steps: * Modifications (strategies to meet individual special needs at a particular step) 1. The teacher will first read and introduce the book, Curious George, to the class for story time to begin the lesson. 2. As the teacher reads the book with enthusiasm, she will emphasize the different places that George goes to.

2 3. Once finished with the book the teacher will review the meaning of characters and setting by saying, The book we just read had two very important things. These things are characters and setting. Characters are people or individuals that the story is about, and setting(s) are the places that the characters go and where the story takes place. For example, George is our main character. Can you think of another character? (Wait for responses hope for the man with the yellow hat.) Good! The man with the yellow hat! Or Who found George? (the man with the yellow hat!) 4. Next the teacher will ask about setting, Where did the man find Curious George? (Africa/the jungle ) Yes! He found him in the jungles of Africa. Does anybody know what Africa is? (wait for a response) Can we get there by car? (wait for response) Africa is a continent across the ocean from here. It s a very large place of land where a lot of different animals live, such as monkeys like George! The book I have here is called an Atlas. This is a book of maps, and in it is a picture of the world and Africa too. See it is right here. (point to Africa). 5. After a short Geography lesson the teacher will go on with the settings concept, There are 6 other settings I want you all to know. Using setting cards with pictures of the 7 different settings on George s adventure, the teacher will review each setting in the order and sequence that it was introduced in the book. First George was in Africa, then he was in a boat on the ocean, then he was in the man s house, then prison, then on a telephone wire in the city, then with the balloons in the sky, and finally the Zoo! 6. The teacher will repeat the sequence of settings again having the class say which setting comes next. 7. After giving these examples the teacher will explain the activity. Alright class, now that we know who our main characters are let s go on a journey like George! All around the room are the different places or settings that our friend George visits in the book. All of you are going to pretend like you are George, and I will be the man in the yellow hat. First, we will all start in the jungles of Africa. So we will number this area (the circle rug) with a number 1 because it is our first setting. Where did George go next? 8. The teacher will use the binocular sign to search for nice little monkeys to answer any questions. If the bongos are needed, the teacher will do a rhythm clap with them. 9. The teacher will call upon a student for the response. (Hopefully the boat is the answer) That s right! The man captured him and took him on the boat. Good, so what number will we label for this setting if Africa was number 1? (Number 2!) Right! Now I want 3 nice little monkeys to find the boat and put the number 2 there. The teacher will pick 3 students to go to the boat, and then will bring those students back to Africa so they aren t monkey-ing around at the different stations. 10. After those students have returned the teacher will say, Alright class, after George went on the boat where did he go next? (Hopefully the house is the answer.) That s right, after they crossed the ocean; the man took George to his house, where George accidently dialed the number for the fire station. What number will go at the house? Good job, number 3! I need 3 more nice little monkeys to find the man s house and put a number 3 there. 11. After those students have returned the teacher will say, After dialing the wrong number what happened next? (Hopefully the students will say the firemen came and took George to prison.) Correct! The fire department came and took George to prison because it wasn t a real emergency. What number will go at the prison? (number 4!) Good! I need 3 more nice little monkeys to find the prison and put a number 4 there. 12. After those students have returned the teacher will say, When George was in prison how did he get out? (wait for student response) Once he got out what did he balance on to get away? (Telephone wires!) Yes! What number would go here? (number 5) Right! I need 3 more nice little monkeys to find the telephone wires and put a number 5 there. 13. After those students have returned the teacher will say, The telephone wires were hanging above the city right class? Right, so after George came down from the telephone wires what happened next? (balloon man-took the balloons, etc.) When trying to get a balloon, the whole bunch of balloons broke loose and George floated high in the sky! What number would go with the balloons in the sky? (number 6!) Right, I need 3 more nice little monkeys to find the balloons and put a number 6 there. 14. After those students have returned the teacher will say, As George flew high above the city, the man and the yellow hat saw him on a traffic light and helped him down. Where did the man in the yellow hat finally take George? (The Zoo!) That s right, the Zoo! What number would go there? (Number 7!) Good, I need 3 more nice little monkeys to find the Zoo and put a 7 there. 15. The teacher will then say, Now that we ve gone to all the places that George went to let s review together First George was at Number 1 (Africa!) then Number 2 (the boat/ocean!) then Number 3.(the house!) then Number 4 (the prison!) then Number 5 (the telephone wire/city) then Number 6 (the balloons in the sky) and finally He ended up in Number 7 the.(zoo!). 16. Once all students have been to a different setting and all the settings have been visited in order and have reviewed with the teacher, the teacher will have the students move back to their seats to work on a craft. 17. The teacher would have already cut out the monkey faces, punched holes on the sides of the faces, and tied two pieces of yarn on each of the faces, so that all the students will have to do is color the faces. *Lesson could be stretched out for a number of days to allow students with more time to do crafts themselves. 18. Students will have time to color their own Curious George mask, and then the teacher will also hand out a Connect the

3 Dot worksheet for the students to work on. 19. The Connect the Dot worksheet will have pictures of the settings arranged on the paper so that the pictures that the students will connect in order form a big yellow hat. 20. The teacher will explain how to color the monkey masks, and how to do the worksheet by showing and giving her example by using the whiteboard and the clips. 21. The teacher will say, We will color our monkey faces brown and tan just like my example on the board. For your Connect-the-dot worksheet you will be drawing a line from one picture to the next in the order that they happened in the story. First we will start in Africa. Look at the black dots next to the pictures and connect the dots in order of where George went in our story. 22. As the students work on their craft and worksheets the teacher will walk around observing and assessing the understanding that the students have for the settings, and will answer any questions that the students might have. *If students are still having trouble grasping the concept of the settings the teacher will review the storyline with the individual students. (If the group is having trouble, the teacher might review the storyline with the pictured setting cards with the students.) *If misbehavior is continual after warnings students won t be allowed to participate in traveling to the different setting stations. 23. Once all students have completed their activity, the teacher will praise the students for their good behavior and hard work and give the homework assignment, For homework tonight, I want each of you to make your own Curious George book by drawing pictures of the places or settings that you might have George go. I will give each of you your own paper books. For example, you could have George go to the airport for a vacation, or you could draw him going on a visit to see family or friends. Closure statement (brief lesson review, summary; doesn't have to be the last step if something is going to be made or an activity will follow): As we have learned, stories have two very important things that they are made of setting and characters. This can be very useful in our daily lives, as we can apply the stories we read to our own lives. We are like the characters in the stories, and the places we go are like the settings. The teacher will do a quick verbal review by asking the students, So if I were a character in a story and the story began in the classroom, what would the first setting be? (the classroom!) or If I were the man in the yellow hat, and our story began in Africa what would our setting be? (Africa!) II. ASSESSMENT (how is objective met by students: observation, written work, presentations, quiz, etc.): During the second half of each class s lesson, every student will be evaluated by the teacher using or.(on a post-it note with each student s name in the teacher s folder) on whether or not he or she can identify the characters and settings from the book Curious George correctly based off of the teacher s examples. III. EXTENSION (what will be done beyond lesson): If the activities are completed early, students will have time to go on George s journey again and act-out the story by going to all the stations in then room in order of the settings of the story. If students have already done this they may also be allowed to look at some of the other Curious George books provided by the teacher. IV. REMEDIATION (strategies for those who need further instruction, assistance): If an individual student does not seem to understand the lesson, the teacher will explain the concepts to the student having trouble one more time, or, the teacher may give the student another example to help him or her understand. If multiple students seem to have trouble understanding the lesson, the teacher will go back over the concepts of the lesson, as expressed in her initial example, in different terms. The teacher will also do several more examples with the students until they demonstrate mastery by following the given direction of the teacher. V. HOMEWORK ASSIGNMENT(S): The students will be asked to make their own Curious George adventure by drawing different settings of their choice.

4 Student Name Lesson # Date Taught Lesson Plan SELF-EVALUATION FORM What do you think went well with the lesson? List 3-4 things that include planning and teaching. How were your students learning? To what extent was everyone in the class involved in learning? What did you notice about the learning of 1-3 of your students in particular during the lesson and/or through your assessment? List and explain 1-3 critical decisions you made during the planning of this lesson. Strive to have at least one item be related to content knowledge or concepts.

5 What did you think about during the teaching of your lesson that you would do differently either because your lesson didn't go as planned or you thought of a more effective way/strategy to help children learn?