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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.