(Lesson Plan)
(Final Version)
Participating Students
This will be a small group lesson with six students. I wanted to pick different students to participate in my Term III small group lessons. I did not want to use the same six children because I wanted to select groups based on their perceived strengths and interests as well as give more children an opportunity to engage in creative small-group activities. I created a list of all of the students in our class and I removed the students who did not return their waivers. I made a column for each lesson that I planned to carry out and I tried to place different students in each column.
While I was at my placement, I looked through each student’s writing folder and memoir journal. I looked for students who drew elaborate illustrations or who doodled on their folders. I noted the amount of illustrations as well as other observations in my notebook. I selected one student who had vivid illustrations and doodles. This student is consistently in the middle to low group during literacy and math groups. He sometimes gets in trouble for minor behavior issues, but appears to be very focused when he is drawing. I wanted to give him an opportunity to use his creativity and artistic ability to tell his memoir through illustrations. I noticed that another student has long stories in her writing folder. I thought she might enjoy another opportunity to write during the school day. I selected three other students because they do not have a lot of illustration or writing in their folders, but when I have conversations with them during the day, they are very expressive. One student likes to talk a lot, but this often gets him in trouble. I want to provide him with an opportunity to showcase his storytelling ability if he wishes. The sixth student that I selected tends to be very shy and quiet. My classroom mentor often overlooks this student and when she does talk about her, she usually places her in low groups even though she has demonstrated a basic ability to read and solve some math problems.
This will be a small group lesson with six students. I wanted to pick different students to participate in my Term III small group lessons. I did not want to use the same six children because I wanted to select groups based on their perceived strengths and interests as well as give more children an opportunity to engage in creative small-group activities. I created a list of all of the students in our class and I removed the students who did not return their waivers. I made a column for each lesson that I planned to carry out and I tried to place different students in each column.
While I was at my placement, I looked through each student’s writing folder and memoir journal. I looked for students who drew elaborate illustrations or who doodled on their folders. I noted the amount of illustrations as well as other observations in my notebook. I selected one student who had vivid illustrations and doodles. This student is consistently in the middle to low group during literacy and math groups. He sometimes gets in trouble for minor behavior issues, but appears to be very focused when he is drawing. I wanted to give him an opportunity to use his creativity and artistic ability to tell his memoir through illustrations. I noticed that another student has long stories in her writing folder. I thought she might enjoy another opportunity to write during the school day. I selected three other students because they do not have a lot of illustration or writing in their folders, but when I have conversations with them during the day, they are very expressive. One student likes to talk a lot, but this often gets him in trouble. I want to provide him with an opportunity to showcase his storytelling ability if he wishes. The sixth student that I selected tends to be very shy and quiet. My classroom mentor often overlooks this student and when she does talk about her, she usually places her in low groups even though she has demonstrated a basic ability to read and solve some math problems.
Goals and Objectives
· Identify key details from a selected memoir text A Chair for My Mother by Vera Williams.
· Select a personal experience and add key details to their memoir (writing, illustrating, or verbal story telling).
· Identify key details from a selected memoir text A Chair for My Mother by Vera Williams.
· Select a personal experience and add key details to their memoir (writing, illustrating, or verbal story telling).
Standards
First Grade Common Core State Standards:
CCSS.ELA-LITERACY.W.1.3
Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
CCSS.ELA-LITERACY.SL.1.2
Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
CCSS.ELA-LITERACY.SL.1.5
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
Standard 10: Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics
First Grade Common Core State Standards:
CCSS.ELA-LITERACY.W.1.3
Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
CCSS.ELA-LITERACY.SL.1.2
Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
CCSS.ELA-LITERACY.SL.1.5
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
Standard 10: Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics
Materials and Preparation
|
Classroom Arrangement, Management Issues, and Accommodations
We will be working in the library for this small group lesson. We will begin on the carpet and then the students will move to the table after they turn and talk about the experience that they will focus on for their memoir. The students will be allowed to pick their seats, but they will be given warnings if they misbehave and seats will be moved if necessary.
If students finish early, they can choose a second medium to tell their memoir personal experience. (If they already draw their memoir story, they can write about it. If they are planning on telling their story, they can draw pictures to go along with it.)
We will be working in the library for this small group lesson. We will begin on the carpet and then the students will move to the table after they turn and talk about the experience that they will focus on for their memoir. The students will be allowed to pick their seats, but they will be given warnings if they misbehave and seats will be moved if necessary.
If students finish early, they can choose a second medium to tell their memoir personal experience. (If they already draw their memoir story, they can write about it. If they are planning on telling their story, they can draw pictures to go along with it.)
Overall Lesson Plan:
The Hook (5 minutes):
Tell students “I’m going to tell you two stories”.
Story #1: Read A Chair for My Mother by Vera Williams
Story #2: A little girl and her mother saved coins to buy a chair.
The Body of the Lesson (30 minutes)
1. Introduce the need for key details (1 minute)
a. Ask students “What is Story #2 missing?” (students answer) Tell them that we are going to call those key details.
2. Identify the key details from the story (6 minutes)
a. Write down the key details (two details about the beginning of the story, two details about the middle of the story, and two details from the end of the story) that the students come up with on chart paper.
3. Introduce the word memoir (1 minute)
a. “The first story was a memoir. A memoir is a personal narrative, like what we’ve been working on during writing, that retells details about one person’s life and experiences. We are going to make sure our memoir has lots of key details.”
4. Introduce the lesson (2 minutes)
a. “Today, we’re going to start writing our own memoirs. I would like each of you to brainstorm and think about one thing that you experienced that you would like to write about.”
5. Partner work (2 minutes).
a. “Turn and talk to the person next to you about your experience.”
6. Introduce the options (3 minutes)
a. “You have three choices for how you want to share your memoir. You may write about your experience, illustrate your experience, or tell your experience to us like a storyteller. Each of you will be expected to have at least two key details in the beginning of your story, two key details in the middle of your story, and two key details in the end of your story. I will give you a graphic organizer where you can write your key details. Raise your hand if you’d like to be a writer. (hand students graphic organizer and lined paper) You may take a seat at the table. Raise your hand if you’d like to be an illustrator. You may take a seat at the table. Raise your hand if you’d like to be a storyteller.” (hand students graphic organizer)
7. Independent work (15 minutes).
a. (Meet with the students who selected to be a storyteller and ensure that they are filling out the graphic organizer)
b. Float around meeting with students briefly
Closure (15 minutes):
1. Allow each student to share what he or she has completed.
2. I will continue to fill out the rubric.
Questions and Anticipated Responses:
What is Story #2 missing?
What is a key detail?
A key detail is a piece of information that tells us more about the story. It might be what the author saw, heard, smelled, felt, or tasted. It might tell us what happened at the beginning, middle, or end of the story.
What can we write about?
Any experience that you had over the weekend or anything that happened to you. You can write about a place you went or something you did with your family or your friend.
Can we really choose to write, draw, or talk about our story?
Yes!
Can we write, draw, and tell our story?
Let’s focus on one way to tell our story first. If you finish early, you may pick another way to tell your story.
Assessment:
I will have three forms of assessment- a rubric that I will fill out during the lesson, the chart paper, and the student work. The rubric has columns to record if the student raised his or her hand to contribute to the group conversation about what Story #2 was missing in comparison to Story #1 (the read aloud). The second column will be used to record if the student participated in the turn and talk. The next column will record the medium that they chose to tell their memoir. The next three columns will be used to record how many key details the student included in their storytelling medium in the beginning, middle, and end. Having at least two checks in each column will tell me that the student met the objective. The shared column will be used to indicate whether the student shared their memoir with the group. The last column will be designated for other observations that might not fit in any category. Our collaboratively completed chart paper with the key details from the read aloud will serve as a group assessment. The students’ graphic organizer and selected story-telling medium will be used to individually assess whether the students were able to include key details in their memoir personal experience story.
The Hook (5 minutes):
Tell students “I’m going to tell you two stories”.
Story #1: Read A Chair for My Mother by Vera Williams
Story #2: A little girl and her mother saved coins to buy a chair.
The Body of the Lesson (30 minutes)
1. Introduce the need for key details (1 minute)
a. Ask students “What is Story #2 missing?” (students answer) Tell them that we are going to call those key details.
2. Identify the key details from the story (6 minutes)
a. Write down the key details (two details about the beginning of the story, two details about the middle of the story, and two details from the end of the story) that the students come up with on chart paper.
3. Introduce the word memoir (1 minute)
a. “The first story was a memoir. A memoir is a personal narrative, like what we’ve been working on during writing, that retells details about one person’s life and experiences. We are going to make sure our memoir has lots of key details.”
4. Introduce the lesson (2 minutes)
a. “Today, we’re going to start writing our own memoirs. I would like each of you to brainstorm and think about one thing that you experienced that you would like to write about.”
5. Partner work (2 minutes).
a. “Turn and talk to the person next to you about your experience.”
6. Introduce the options (3 minutes)
a. “You have three choices for how you want to share your memoir. You may write about your experience, illustrate your experience, or tell your experience to us like a storyteller. Each of you will be expected to have at least two key details in the beginning of your story, two key details in the middle of your story, and two key details in the end of your story. I will give you a graphic organizer where you can write your key details. Raise your hand if you’d like to be a writer. (hand students graphic organizer and lined paper) You may take a seat at the table. Raise your hand if you’d like to be an illustrator. You may take a seat at the table. Raise your hand if you’d like to be a storyteller.” (hand students graphic organizer)
7. Independent work (15 minutes).
a. (Meet with the students who selected to be a storyteller and ensure that they are filling out the graphic organizer)
b. Float around meeting with students briefly
Closure (15 minutes):
1. Allow each student to share what he or she has completed.
2. I will continue to fill out the rubric.
Questions and Anticipated Responses:
What is Story #2 missing?
What is a key detail?
A key detail is a piece of information that tells us more about the story. It might be what the author saw, heard, smelled, felt, or tasted. It might tell us what happened at the beginning, middle, or end of the story.
What can we write about?
Any experience that you had over the weekend or anything that happened to you. You can write about a place you went or something you did with your family or your friend.
Can we really choose to write, draw, or talk about our story?
Yes!
Can we write, draw, and tell our story?
Let’s focus on one way to tell our story first. If you finish early, you may pick another way to tell your story.
Assessment:
I will have three forms of assessment- a rubric that I will fill out during the lesson, the chart paper, and the student work. The rubric has columns to record if the student raised his or her hand to contribute to the group conversation about what Story #2 was missing in comparison to Story #1 (the read aloud). The second column will be used to record if the student participated in the turn and talk. The next column will record the medium that they chose to tell their memoir. The next three columns will be used to record how many key details the student included in their storytelling medium in the beginning, middle, and end. Having at least two checks in each column will tell me that the student met the objective. The shared column will be used to indicate whether the student shared their memoir with the group. The last column will be designated for other observations that might not fit in any category. Our collaboratively completed chart paper with the key details from the read aloud will serve as a group assessment. The students’ graphic organizer and selected story-telling medium will be used to individually assess whether the students were able to include key details in their memoir personal experience story.