SCoPE Site Lesson Plan by h1t57iw

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									Early Elementary English Language Arts                                  Our Friends – Our Pets
Developing a Foundation for Reading, Writing, Listening, Speaking, and Viewing

                                SCoPE Site Lesson Plan
Title: Lesson 10 — Rehearsing an Oral Presentation (EN010710)

Abstract
In this lesson children complete the illustrations and captions for their informational booklets on
pet care, write autobiographical information, and begin to rehearse their oral presentations. They
practice spelling words from their word sort and learn more about patterns in words. They
continue to make predictions as they read informational texts.

Subject Area: English Language Arts

Grade Level and Course Title: First Grade/Developing a Foundation for Reading, Writing,
Listening, Speaking, and Viewing

Unit of Study: Our Friends — Our Pets

Grade Level Content Expectations
 Determine the meaning of words and phrases (i.e., objects, actions, concepts, content, and
   English language arts vocabulary) using a variety of strategies and resources (R.WS.01.11).
 Read aloud, a variety of informational texts about pets, using appropriate intonation, pauses,
   and emphasis while constructing meaning (R.FL.01.02, R.FL.01.04).
 Use appropriate vocabulary and written conventions (e.g., three or more simple sentences,
   using periods, question marks, or exclamation marks appropriately) when writing and
   illustrating a “How-To” book (R.WS.01.10, W.GR.01.01).

Key Concepts
finding answers to questions
informational text
pet ownership
responsibility

Instructional Resources
Student Resource
Multiple student copies of leveled informational books

Sequence of Activities
Children complete their illustrations and captions and write autobiographical information for
“About the Author” sections in their booklets. They begin to rehearse the sharing of their
booklets using appropriate posture, eye contact, and speaker’s position. They learn how the word
“some” can be part of several different compound words and practice spelling the words from
their word sort. They use headings to make predictions about informational text.

Block 1 — Reading Aloud, Shared Reading, Independent Reading (whole group, 30-45 minutes).



January 26, 2005                                                   SCoPE EN010710 Page 1 of 3
Early Elementary English Language Arts                                  Our Friends – Our Pets
Developing a Foundation for Reading, Writing, Listening, Speaking, and Viewing
1. Have children continue rereading the pages in their booklets, planning their illustrations, and
   writing their captions while you assist them.
2. Demonstrate the use of appropriate posture, eye contact, and speaker’s position to orally
   present a book on pet care. Invite children to rehearse with a partner as they complete their
   booklets.




January 26, 2005                                                   SCoPE EN010710 Page 2 of 3
Early Elementary English Language Arts                                  Our Friends – Our Pets
Developing a Foundation for Reading, Writing, Listening, Speaking, and Viewing
Block 2 — Writing Workshop, Interactive Writing (whole group, 30-45 minutes).
1. Read several “About the Author” descriptions and invite children to write down at least five
   sentences that tell about themselves. They might want to include a sentence that tells about a
   pet they have or a pet they would like to have. Have them work with a partner to help them
   edit their writing. You might have them type their own descriptions on the computer, edit
   their work, and add the pages to the back of their booklets. You might also suggest they bring
   in a photograph of themselves from home (maybe even with a pet) that can be glued to the
   “About the Author” page.

Block 3 — Word Study (whole group, 15-30 minutes)
1. Write the word “some” on the board. Ask children if they can add another word to “some” to
   make a new word (somewhere, something, someone, somebody, etc.) Have children write
   these words and underline each smaller word in the bigger (compound) word.
2. Have children work with a partner to practice spelling some of the words in their word sort.
   One child reads a word from the stack while the partner spells it and then checks his/her
   spelling with the card. Each child can read five words and then trade places.

Block 4 — Guided Reading, Literacy Centers (small groups and independent work, 45-60
minutes).
1. Children rotate through centers according to the schedule in Lesson Nine. Have children
   reread yesterday’s book while you take an oral reading record of one child’s reading.
   Introduce a new, leveled informational text that includes some text features. Ask children to
   take a “walk” through the text and explain the purpose of each of the text features. Then have
   children turn back to the beginning of the book and make a prediction about what they expect
   to learn in the first section based on the headings and pictures. Have them read to find out if
   their predictions are correct and then summarize the important point(s) in each section.

Assessment
Assess children informally by observing and interacting with them and taking anecdotal notes on
their involvement in the literacy activities. Note their understanding of the purpose of
illustrations and captions in informational text. Monitor children’s ability to spell words from
their word sort and to read fluently. Assess children formally by taking oral reading records and
by monitoring their use of complete sentences, capital letters, and periods in their writing.
Monitor their ability to make logical predictions.

Application Beyond School
Children might bring stuffed animal “pets” to school on the day of their oral presentations.

Connections
Mathematics
Children can create a class bar graph of the number of each kind of pet children chose to write
about for their information booklets.




January 26, 2005                                                    SCoPE EN010710 Page 3 of 3

								
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