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  • Title of Lesson: A Big Fish for Max

    Teacher: Miss Elkins Date: 10-14-09

    Subject: Reading Language Arts

    Grade Level: 1st grade

    Objectives:

    At the end of this lesson, students will be able to:

    Understand diagraphs sh and th

    Understand the vowel sound in ball

    Be able to make predictions on a story

    Practice high frequency words

    Read a story and be able to recognize the main idea and retell the story

    West Virginia Content Standard Objectives:

    RLA.O.1.1.02 Blend and segment the phonemes of most one-syllable words. RLA.O.1.1.04 Use basic elements of phonetic analysis to decode unknown words:

    o sound-symbol relationships o beginning/ending consonants o short and long vowel sounds

    o blends o digraphs o diphthongs

    RLA.O.1.1.07 Understand level appropriate sight words and vocabulary (e.g., high frequency words, antonyms, synonyms, multiple meaning words). RLA.O.1.1.10 Determine and describe how print is organized and read (e.g., author, illustrator, difference between letters, words, sentences, purpose of capitalization or punctuation). RLA.O.1.1.13 Read first grade instructional level texts and use self-correction strategies (e.g., decoding, searching for clues, rereading). RLA.O.1.3.01 listen, recite and respond to familiar stories, poems, nursery rhymes, songs and stories with repeated patterns (e.g., retell in sequence, relate information to own life, describe character setting plot, engage in creative and dramatic play, imagine beyond the story).

    A Big Fish for Max

  • National Standard:

    Evaluation Strategies Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate

    texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features.

    Rationale:

    This lesson is designed to continue teaching and practicing phonics, comprehension, and reading. This is day three in a five day lesson. This is a continuation of diagraphs and the introduction of the story.

    Essential Question:

    In the story A Big Fish for Max, Maxs family helps him get a fish to eat. Can you think of a time when your family has helped you? Why is it important to help out others?

    Management Framework:

    Students are first brought to the carpet, and then move to their desks.

    Timeframe:

    5 minutes warm-up/ review

    10 minutes activity with sh, th, and vowel sound in ball

    5 minutes background discussion

    5 minutes prediction Worksheet (see attachment)

    30 minutes read story and discuss

    5 minute closure

    Total time: Approximately One Hour (Can Vary) No special arrangements needed.

    A Big Fish for Max

    A Big Fish for Max

  • Strategies:

    Auditory:

    Discussion

    Student Oral Response

    Teacher-led review

    Visual:

    Graphic organizers

    Visual examples

    Written:

    Student tasks

    Student written response

    Kinesthetic:

    Project based

    Student visual presentation

    Procedures:

    Introduction:

    Warm up with student discussion

    Review diagraphs learned

    Ask what the students know about diagraphs

    Body:

    Review initial blends using the following words: plan, fresh, and trip

    Have students say each word and tell what two constant sounds are blended together

    Write shop and have students blend and segment the word /sh/ /o/ /p/

    Other words to practice: thin, ship, wall, talk, fresh, path

    Practice saying sh and th diagraphs

    Use these words to practice: shop, dish, talk, thick, with, and mall

    A Big Fish for Max

    A Big Fish for Max

  • Do activity: o Have chart on easel with sh, th on one side and sound of a in ball on the other o Have cut out words and tape o Let one student at a time come up and say the word o As a class, let the students decide which side to put the word o Allow the student to tape the word onto the chart o Continue on with another student until each has had a turn

    See attachment for more details.

    Allow students to return to desks

    Build background of the story A Big Fish for Max

    Lead discussion by asking questions like Have you ever gone fishing? What do you need to go fishing?

    As students answer, make a web diagram on the board (see attachment)

    Review high frequency words (catch, put, good, want, no)

    Pass out prediction Worksheet (see attachment)

    Have students write out their prediction on what will happen in the story based on what is known before reading the story

    Discuss predictions briefly

    Read story (let the students read one at a time)

    Stop throughout story to check for comprehension

    Re-read story (together as a class)

    Discuss story and check for understanding by having the students retell the story

    Closure:

    Pass out fish paper

    Ask students to write at least one thing they learned from the days lesson

    Discuss responses

    Take up all papers (fish and predictions)

    End lesson

    Assessment: Diagnostic: Student response to introductory questions. Formative: Student response to teacher questions and observations.

    A Big Fish for Max

  • Summative: Written responses. A formal test will be given Friday on day 5. A grading rubric for story retelling is provided in attachments.

    Materials:

    Reading Books (Reading Street)

    Diagraph words premade

    Easel with chart prepared

    Tape

    Dry erase board with markers

    Prediction Worksheets

    Fish paper

    Pencils

    Informat Reflection:

    The lesson went really well. The students were very well behaved and did everything asked of them. All topics were addressed. I do not know if all of the information really sunk in just yet, but tomorrow will be a reinforcement of the topics introduced today. Overall I think the students did enjoy the lesson and had a little more fun with my take on a Wednesday lesson.

    Return to Top Page

    A Big Fish for Max

    A Big Fish for Max

  • Diagraph sh, th, and Vowel Sound in Ball Activity

    Prepared cut out words have been made. Before class, prepare the chart on the easel. The

    following product should look something like this:

    Sh, Th Vowel Sound of a in Ball

    That Stalk

    With Fall

    Shut Talk

    Fresh Salt

    Ship Mall

    Fish Call

    Then Tall

    Rush

    Shell

    Shop

    Trash

    Thin

  • Build Background Web Activity As the students discuss what a fishing trip is, make a web on the board with the students input.

    In the center of the board write fishing trip. Ask the students what they would need for a fishing

    trip and add to the web with their responses. Below is an idea of what the web may look like.

  • Grading Rubric for Narrative Retelling

    4 3 2 1

    Connections Makes

    connections and

    generalizes

    beyond the text.

    Makes

    connections to

    other events,

    stories, or

    experiences.

    Makes a limited

    connection to

    another event,

    story, or

    experience.

    Makes no

    connection to

    another event,

    story, or

    experience.

    Authors

    Purpose

    Makes

    connection to

    and elaborates on

    authors purpose.

    Makes

    connection to

    authors purpose.

    Tells authors

    purpose with

    little to no

    connection.

    Makes no

    connection to

    authors purpose

    and cannot tell

    anything of

    purpose.

    Characters Describe the

    main character(s)

    and any character

    development.

    Identifies the

    main character(s)

    and gives some

    information

    about them.

    Inaccurately

    identifies some

    characters or

    gives little

    information

    about them.

    Inaccurately

    identifies the

    character(s) or

    give no

    information

    about them.

    Setting Describes the

    time and

    location.

    Identifies the

    time and location

    with no

    description.

    Omits important

    details of time or

    location.

    Is unable to

    identify time or

    location.

    Plot Describes the

    events in

    sequence using

    rich detail.

    Tells the plot

    with some errors

    in sequences that

    do not affect

    meaning.

    Tells parts of the

    plot with gaps

    that affect

    meaning.

    Retelling has no

    relation to the

    story.

  • Student

    Examples

  • Example of Above Mastery:

  • Example of Mastery:

  • Example of Below Mastery:

  • Return to Top Page

  • Summary of Lesson

    This was the first lesson that I ever taught to a class before and I believe if

    anything, I over planned. I was so concerned with getting this lesson perfect that I drove

    myself crazy. Luckily I had an amazing cooperating teacher that helped me. We

    discussed my lessons in advanced and decided that this first lesson would be modeled