LESSON PLAN TEMPLATE

Name: Christine Pawlowski Date: 02/09/12 Grade Level/Subject: First grade reading and life science Prerequisite Knowledge: Familiarity with comprehension strategies, previewing, and predicting what will happen in a story. Basic knowledge of the four seasons and how they affect people and animals. Approximate Time: 30 40 min Student Objectives/Student Outcomes: y Students will preview and predict what is happening in the play Spring Rose Winter Bear. y Students will consider how the different seasons affect animals and humans y Students will continue to work on key vocabulary and recognizing dge words. Content Standards: 1.A.1a Apply word analysis skills (e.g., phonics, word patterns) to recognize new words. 1.B.1a Establish purposes for reading, make predictions, connect important ideas, and link text to previous experiences and knowledge Materials/Resources/Technology: y Spring Rose, Winter Bear Implementation:

Time
5 min Opening of lesson: (Objectives, hook, behavior expectations) y State expectations: 1. No talking while the teacher is talking. If you have something to say, raise your hand and wait to be called on by the teacher. 2. All eyes and ears on me. Clear your desk except for your book and when reading, follow along with your finger 3. If you cannot remain quiet while your classmates or I are reading, your name will go on the board and lose some of your recess. y Hook Ask them to consider what their favorite season is. What type of clothing do you wear during it? What are some of your favorite activities to partake in? y Say, Today, we are going to read a play titled, Spring Rose, Winter Bear.

15 min

5 min

Procedures: Include critical thinking questions and accommodations for individual needs y Ask the children to consider how they dress differently for each season. What might people wear in different types of weather? People make changes in the different seasons and so do animals. y Lets look through the book. Stop and look at page 6 and 7. The text below each picture is a label, and labels give information about the picture they are placed near. y Before reading, remind the children that sequence is the order in which things happen. y Prior knowledge is what we know about a topic before reading. Lets think of our prior knowledge of the what we know about the seasons. y Have children read the story aloud, each having a turn, even if we have to repeat certain parts of the story. Summary/Closing: y Ask follow up questions, - What happens to a tree in the spring? - What happens to a tree in summer and fall? make chart to copy on whiteboard. - What did you know about plants and animals in the winter before you read this book? How did that help you understand what we read? - What two words are in this book that make the j sound and have dge. - Turn back to page six, look at the pictures and read the labels. Which two seasons are shown in these picture. Student Assessment y Going through the book before we read it y Answering the questions about the different seasons and how it affects humans and animals. y Putting our vocabulary words on the board and reviewing dge words.