#2 is sorting and determining the order of events using their descriptions or the illustrations in the book. L.T. #3 Identifies 3 characters and determining the plot and setting of the story. Finally, L.T. #4 allows the students to explore the belief of the main message or theme of the story using their descriptions and illustrations to support their answers.
Each group will appoint one person to write. Every group will be given a Venn Diagram. From the read aloud, students will use their knowledge and analyze similarities and difference from the story as well as characters. The writer will fill in each section with the responses of the group members. At the end, each group will share what they found the same and different from the central theme of
I will recite the rhyme stopping and waiting for the children to fill in the second rhyming word in a rhyming word pair. I will encourage them to look for clues in the illustrations for the words’ meanings. This nursery rhyme can be used to support phonemic awareness by asking the children to think of other words that rhyme with them?
Introduction of New Lesson Song Illustration: “In the Beginning” by Victor Wood (Downloadable from You tube) Play the song “In the Beginning”. Group the children into 2 or 3 groups. Instruct the children to choose one leader from each group who will draw the things God created, as mentioned in the song. Provide the necessary materials for the group to use. The teacher has the option to give recognition or incentive to the work each group.
The last two lessons for the interactive notebook focused on writing skills. I started with writing summaries because their core teacher requested that I work on those skills with the students. Writing clear and concise summaries is associated with the writing Standard 3 (CCSS: W.9-10.4). For this lesson, I gave them a summary template to follow and a graphic organizer on how to write a summary, which they placed in their books. At the end of the lesson I wanted them to write a summary of their own using a Ted Talk; therefore, the objective was for the students to write an effective summary of the Ted Talk using their graphic organizer with 85% accuracy.
Role Playing to demonstrate how God created human beings The teacher may assign the learners to act out or to role-play God’s creation of human beings. Assign the role of God, Adam, Eve, and the narrator to the learners. Allow time for them to prepare before the presentation. Have a short discussion about the roleplaying after the presentation, focusing on the way of creation and the role of Adam and Eve in the whole creation. Learning Time a. Discovering the Biblical Truth Let the children walk through the verses found in Genesis 1-3, while making these six specific
Then they share their works of art in front of their drawings. Students write a script before they record a voiceover of their art sharing. She claims that her students enjoy learning and are more engaged in talking about art with new technology. Apps such as Green Screen allow students to plan, write, record, and self-critique about their own art through an animated presentation.
Learning to read and write became the basis of my development. Since I was in kindergarten, I have been taught to read and write. By watching alphabet videos, we would recite and write each letter every day until it stuck in our brains. We learned sentence structure, and we were inspired to write our own stories and draw them out on white copy paper; my classmates and I learned writing. While the teacher read to us Dr. Seuss books, we learned literacy sitting around a colorful, ABC lettered rug.
c. Isolate and pronounce initial, medial vowel, and final phonemes in spoken single-syllable words. Learning Objective: Students will be able to produce and recognize initial blends of words. Description of the activity: The activity is a play off of tic tac toe in which students use pictures which help give focus on sound be able to work on the DSA feature B (). The DSA feature B is the initial consonant blends and diagraphs (). Students will match their game card pictures to the corresponding intial blend letters on the game board.
Reader Response Idea: This lesson is called “Letter to a Character”. The students will be given a piece of paper that they will use to write the letter. The will share with a character what they thought about what they did in the story. The students will also ask that character a question from the story. Book #9 Title: Home Run: The Story of Babe Ruth Author: Robert
The students will then place that definition under the flap that corresponds with the vocabulary word. I will continue this process until all of the vocabulary word flaps have definitions. Active Engagement I will then turn the students’ attention to the middle section of their lapbook. We will be creating a map for the fairy tale stories that we have been writing. I will use the class one to demonstrate.
Students were able to successfully describe to why characters in a story each character is acts or thinks different. The next step was going over how to describe students viewpoints by focusing on the characters actions, how they feel, and what they see through the story. When reading the book, I insured to make pauses
• “For homework tonight your job is to research the situation that you and your group examined closely. Using the real names of the events, places, and people please print off and bring in one article that discusses your situation in more depth. You must write down the copy down the URL address of the website in which you get your article from Please use the close reading strategies that we practiced today in class to closely read your article. In order to participate in the class discussion you must do a PIN reading of your article. You will write something that is positive, interesting, and negative from what you read.
The teacher would make six of these little homes on a worksheet and have different numbers and equations for the students to solve. One more activity that I would have the students work on to help retain the Commutative property of addition is a cut and paste worksheet. For this worksheet, students would have 8 treasure chests with an equation in them; for example, 4+3 and they would need to cut and paste which equation from the bottom was equal to the one listed above in the chest. (4+3=3+4). Students would then be able to color the different treasure chest.
Prior to the formal assessment in lesson 2 teachers will be able to progress monitor student’s learning by having them fill out the story structure graphic organizer where students must list a characteristic about one of the main characters with evidence to support their answer that their group discussed. They will also be given a story structure graphic organizer to list characters, setting, problem/beginning, middle, and end of the story to see if any re-teaching is needed. After reading the book Isabel and the Hungry Coyote, by Keith Polette students will be given the formal assessment that is the same format as the informal assessment where students will list a characteristic about one of the main characters with evidence along with listing