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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: 1 st 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

Transcript of A Big Fish for Max - Weeblyrachelelkinsportfolio.weebly.com/.../elkins_bigfishformaxlesson.pdf ·...

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’, Max’s 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 day’s 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.

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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.

Author’s

Purpose

Makes

connection to

and elaborates on

author’s purpose.

Makes

connection to

author’s purpose.

Tells author’s

purpose with

little to no

connection.

Makes no

connection to

author’s 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:

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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

after her style of teaching in order to give me a solid foundation to start with. However

she also asked me to take her lesson style and make it my own so that I could still be

creative and learn. We decided that I would teach on day 3 of a five day lesson, this is

where the story is first read and the students really get excited. She let me take home the

teacher’s book to prepare.

What worked the best was the student involvement. They loved getting to answer

questions and voice their thoughts. What did not go as well was the activity with the

diagraphs. I simply did not effectively manage my time. I thought that giving every

student the opportunity to come up and participate would be best, but they simply were

bored by the fifth or sixth person. Also Mrs. Berry asked me to throw in the big book

activity. This made me learn to keep my plans flexible because there will always be a

quick change of plans that I need to integrate smoothly.

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