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College of Education Lesson Plan Template

Teacher Candidate: Erica Davis 2/28/14 chool: !err"#ood Elementar" 1 &rade


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Date and Time of Lesson: u$%ect/&rade Level: EL'/'rt

Description of Lesson: ( #ill complete a read aloud using the $oo) *The Cat in the
+at,- 'fter#ards students #ill complete a $u$$le map of the cat pointing out ad%ectivesThe" #ill then complete their o#n $u$$le map of a picture-

Lesson Title or Essential .uestion that guides the lesson: 'd%ectives Curriculum tandards 'ddressed:
/ational tandard0s1: CCSS.ELA-Literacy.L.1.1f Use frequently occurring adjectives. ring C Curriculum tandard0s1: tandard 2: The student will examine the content of works of visual art and use elements from them in creating his or her own works. C 'cademic (ndicator0s1: VA1-3.2 Select and use su$%ect matter, s m!ols, and ideas to communicate meaning through his or her artworks.

Lesson 3$%ective0s1:
Students will be able to correctly demonstrate the use of adjectives when given a picture to describe.

'ssessment0s1 of the 3$%ectives:


Pre-assessment: The day before the lesson students will be given a mini quiz to identify their nowledge of adjectives. !uring-assessment: Students will describe the character" #at in the $at using a bubble map. Post-assessment: Students will create a hat similar to the cats and then describe the hat using a bubble map.

!aterials/4esources: The Cat in the Hat Smart Board Paper

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Pencil Paper plate Staples/stapler Glue Scissors Red/white construction paper Hole punch Yarn Pre-assessment sheet

Prere5uisites 0Prior 6no#ledge1: There are no previous standards indicating the use of
adjectives. Students may not have any bac ground nowledge of what an adjective is unless they acquired it at home or possibly previously in class.

Procedures:
1. The da !efore the lesson % will &ass out the &re-assessment 'ui( to students. 2. At their desks the will circle the answer of their choice on the 'ui( and then hand it !ack in to me. )See last &age of lesson &lan for the 'ui(* 3. The next da students will first move to the car&et. $. % will !riefl ex&lain what an ad+ective is ! writing exam&le sentences on the !oard, highlight the ad+ectives in the sentence, and then have the class hel& find other ad+ectives. ,. % will write a!out three more sentences on the !oard and call on three individual students to find the ad+ectives. )-refera!l students in each learning range* .. % will then ask students to &a close attention to the character, /at in the !ook as % read. % will inform them that we want to think a!out words that descri!e his character. 0. % will then read the !ook. 1. 2nce the !ook has !een read % will draw the !eginnings of a !u!!le ma& on the smart !oard and ask students to hel& me create a !u!!le ma& that descri!es the cat. % will &rom&t students if the !egin having trou!le. 3. The students are going to make a hat similar to /ats in the !ook. 1#. % will ex&lain to students once the get !ack to their desks the will need to take out their scissors and glue. % will &ass out the &a&er materials. 11. % will model the hat making &rocess for the students making sure that the sta with me ever ste& of the wa . 12. 4irst, students will need to cut the stri&s of red &a&er and then glue it on to the white construction &a&er. 13. 5ext, the students will need to fold the white construction &a&er in to a tu!e and % will come around and sta&le the tu!e. 1$. Students will then cut small slits on the !ottom of the tu!e, &lace the tu!e in the hole through the &a&er &late, fold the slits and glue them to the !ottom of the &a&er &late. 1,. After hats have !een made, students will create their own !u!!le ma&s descri!ing their hat. 1.. % will &rom&t some if % need to. 10. 6arl finishers will choose a character out of their !ook to descri!e. "evised 1.2#.1$

'ctivit" 'nal"sis:
The first activit is for students to create as a class, the !u!!le ma& descri!ing the cat. This activit is the meat of the lesson. % think it is good to incor&orate the !u!!le ma& instead of +ust listing the ad+ectives. That wa students can see a different wa to dis&la information. Students will !e raising their hands to tell me ad+ectives that descri!e the cat. This is more &ractice for the students !efore the com&lete their individual !u!!le ma&. The second activit is the creation of the hat. The hat is s m!olic of the cat from the stor . %t is a re&lica of the hat from the !ook. Students will en+o this activit !ecause the rarel are a!le to create something. 2nce students have made the hat the will descri!e the hat in the form of a !u!!le ma&. This will !e the &ost assessment and su&&orts the lesson o!+ective. The students in this class need to !e an active &artici&ant to sta focuses on the lesson. The students love reading 7r. Seuss and find it eas to laugh at him. That is wh % chose to focus on the character, the cat in the hat. Students will &a close attention to him. % also chose to use the format of a !u!!le ma& instead of regular listing to ex&ose the students to a different wa of dis&la ing information. The craft will !e ver interesting. These children love to make an thing and the will love to wear their hats. This is a learning lesson !ut it is fun as well. 8 making the hat and then having students descri!e the hat it acts as a concrete material that will more than likel hel& them to remem!er what an ad+ective is. % chose to use the smart !oard for this activit to dis&la the !u!!le ma&. % will !e the onl one using the smart !oard to save time and also !ecause students would have trou!le s&elling words and % would not want an one to feel insecure.

Differentiation/'ccommodations/!odifications/(ncreases in 4igor
The students in this class are a transitional grou&. 9ost of them are low &erforming students. This is wh % chose to do the &re-assessment in advance to see if an of them are a!le to tell me what an ad+ective is so that % will know how much teaching % actuall need to do on the su!+ect. %f the results of the 'ui( show that the ma+orit of the class know ver little information a!out an ad+ective % will have to teach more heavil on defining what it is and how to find it. %f the seem to alread have a good understanding of the word, % will !e a!le to +um& right in to the activities with ver little review. 4or the craft, the three students with learning disa!ilities will !e assisted ! the classroom shadow. %n addition, % have chosen to model the craft for the !enefit of the class. The students &erform much !etter if the can see the activit rather than +ust hearing the instructions. 7uring instruction time, % will lead students towards the correct answers once the seem to !egin having trou!le.

4eferences:
Seuss. The #at in the $at. 5ew :ork; 8eginner, 13,0. -rint. Tina. <9amas =ike 9e; 6as 7r. Seuss >ats.< %amas &i e %e: 'asy !r. Seuss $ats. 8logger, #2 9ar. 2#12. ?e!. 23 4e!. 2#1$ /ommunication with 7r. Sacerdote and 9ichelle Anderson

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