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EDUC Final Project

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					EDUC 200 Final
   Project

 Kate Rutkin
Mar Vista Elementary
School Demographics
               Standards:
    First Grade English Language Arts
              Lesson Plan 1
   Reading: 3.0 – Literary Response and Analysis - Students read and
    respond to a wide variety of significant works of children's literature.
    They distinguish between the structural features of the text and the
    literary terms or elements (e.g., theme, plot, setting, characters).
   3.1 - Identify and describe the elements of plot, setting, and
    character(s) in a story, as well as the story's beginning, middle, and
    ending.
                   Lesson Plan 1
   Objective: The students should be able to summarize a story.
   Motivation: Start a class story. Each student says a sentence,
    teacher writes it on the board, discuss main ideas after story is
    written.
   Input of Information: Discuss the main points in a story, including
    character description, plot, and setting. Show how newspaper
    headlines give main points of articles.
   Checking Comprehension: Read the class story or another short
    story aloud. As a class, identify all the important elements of the
    story using information from the previous discussion. Ask
    specific questions, if necessary, to make sure they understand.
      Lesson Plan 1 continued
   Structured Practice: Play a matching game in which students have to
    match story elements with those specific to the story that was read
    together as a class.
   Guided Practice: Have students draw a picture emphasizing the
    main ideas and characters of the story that was read together as
    a class.
   Closure: Let students share their pictures and what they
    represent, which should be a very brief summary of the story.
    Discuss why it is important to be able to identify the main ideas
    of a story.
   Assessment: For homework, have students pick a book to read
    at home with their parents and write a mini book report with brief
    summary and a picture. The next day, let students share their
    reports and whether or not they like their book and why.
               Standards:
    First Grade English Language Arts
              Lesson Plan 2
   Writing Strategies: 1.0 - Students write clear and coherent sentences
    and paragraphs that develop a central idea. Their writing shows they
    consider the audience and purpose. Students progress through the
    stages of the writing process (e.g., prewriting, drafting, revising,
    editing successive versions).
   Organization and Focus: 1.1 - Select a focus when writing.
                   Lesson Plan 2
   Objective: The students should be able to write a short essay.
   Motivation: Let students pick a topic of interest to write on. Set
    out a variety of books on different topics and let each student
    choose one that they will read and write about.
   Input of Information: Discuss the structure of a paragraph, with
    an introduction, body, and conclusion. Talk about the
    importance of the order of information in writing. Show an
    example of a short paragraph from a kids’ newspaper or
    magazine to demonstrate how information is sifted through and
    organized.
   Checking Comprehension: Show another short paragraph from
    another source and have kids identify which sentences make up
    the introduction, body, and conclusion. Ask questions to prompt
    students if necessary.
      Lesson Plan 2 continued
 Structured Practice: Write four sentences that could make up a short
  paragraph on the board out of order. Have students raise their hands
  to put sentences in the right order and make a correct paragraph.
 Guided Practice: Make copies of a few different printed paragraphs and
  cut them up into sentences. Put students in small groups and give
  each group a set of cut up sentences. Have groups work together to
  put the paragraphs together correctly.
 Closure: Let groups share their paragraphs, reading them aloud and
  having the class correct it together if mistakes were made. Discuss
  why structured paragraphs are important in writing and answer any
  questions students might have about the lesson.
 Assessment: For homework, have students read the book they picked out at the
  beginning of class at home with their parents and write a short paragraph about
  it. Let students share their short essays with the class the following day.
               Standards:
    First Grade English Language Arts
              Lesson Plan 3
   Sentence Structure: 1.1 - Write and speak in complete, coherent
    sentences.
   Punctuation: 1.4 - Distinguish between declarative, exclamatory, and
    interrogative sentences.
   1.5 - Use a period, exclamation point, or question mark at the end of
    sentences.
   1.6 - Use knowledge of the basic rules of punctuation and
    capitalization when writing.
   Capitalization: 1.7 - Capitalize the first word of a sentence, names of
    people, and the pronoun.
                    Lesson Plan 3
 Objective: The students should be able to use correct capitalization and basic
  punctuation in their writing.
 Motivation: Put a familiar piece of writing on an overhead projector, like
  the class story written together earlier in the week. Have the students
  point out where they see capital letters and punctuation marks. Identify
  all punctuation marks and find patterns of where they go in sentences.
 Input of Information: Discuss the where capital letters are used and what
  each kind of punctuation mark is used for. Have students practice
  writing the alphabet in capital letters and practice writing out all the
  basic punctuation marks.
 Checking Comprehension: Read the story from the projector aloud, letting
  each child read a sentence. Have the students emphasize all
  punctuation (pausing at commas or semicolons, raising pitch at the end
  of a question, sounding enthusiastic at an exclamation point, etc.) so
  that they can easily recognize where punctuation should go in a
  sentence.
      Lesson Plan 3 continued
   Structured Practice: Write incorrect sentences on the board. Let
    students come up and correct the capitalization and punctuation
    errors.
   Guided Practice: Have students trade essays from their
    homework the night before with the student sitting next to them.
    Have them read the essays and correct punctuation and
    capitalization errors.
   Closure: Choose a few of the students to share their corrections
    and discuss as a class why they changed things in the essay.
    Make sure that the students can all identify all the basic
    punctuation marks and where they are used.
   Assessment: For homework, give students a worksheet of
    incorrect sentences for them to take home and correct.
       Lesson Plan Feedback

   “This is an excellent lesson plan! The story,
    picture, and matching game will really get
    the students excited and keep them
    entertained. I'd like to be in your class!”
    - Erin Hoppe, EDUC 200 classmate
       Observation Questions
   How does the teacher identify the objective?
   How do the children know what is expected from them?
   How does the teacher give the rationale – Does the teacher make the
    lesson relevant to kids?
   How does the teacher check for understanding?
   What kinds of group activities do the children do?
   How does the teacher assess the kids at the end of the lesson?
       Observation Notes
    Ms. Masuoka – 2 nd Grade

           Lesson 1
   Math lesson – objective is identified by:
    - reading about geometry in math book
    - giving them tangrams to practice different geometric shapes

   Children know what is expected from them by:
    - seeing examples in the book and trying to make them on their own
    - choosing examples of shapes they want to try to make
    - progressing to more advanced shapes once they are able to do the
    easier ones
             Observation Notes
                 continued
                 Lesson 1
   Lesson is relevant to children because:
    - teacher chose shapes that are familiar in their lives and that they
    recognize
    - teacher explains how we use geometry in everyday life, such as in
    architecture, measuring wall space, etc.

   No group work is done for this lesson
             Observation Notes
                 continued
                 Lesson 1
   Teacher checks for understanding by:
    - walking around and helping
    - asking questions to the class about things in their environment that
    resemble geometric shapes

   Assessment:
    - assigns homework to take home a set of tangrams and work on
    shapes or make up their own
             Observation Notes
                 continued
                 Lesson 2
   Show and Tell About Me lesson – objective is identified by:
    - having students bring in ten favorite things that describe or represent
    themselves so they can learn about each other
    - students share this “me bag” with the class

   Children know what is expected of them by:
    - being assigned to bring in these objects
    - seeing other students’ presentations as examples
             Observation Notes
                 continued
                 Lesson 2
   Lesson is relevant to children because:
    - they get to learn about their peers
    - they get to share things about themselves

   No group work is done for this lesson
             Observation Notes
                 continued
                 Lesson 2
   Teacher checks for understanding by:
    - asking students questions about their peers
    - asking students to find similarities and differences between
    themselves and their peers

   Assessment:
    - class discussion about students’ hobbies and interests
    - assigns more children to bring their “me bags” in for the next day
                      References
   California State Department of Education - Curriculum &
    Instruction



   Ed-Data Website

				
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