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Cultura Documentos
Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.
Specific Descriptions
This class includes majority of students that are on or above where they should be intellectually. For example, my
cooperating teacher gives out homework packets based on levels and there are four given the above level packet, 10
average, and 6 below. There is only one student in the class on an IEP for motor skills. He receives services from the
special education teacher twice daily. He also has occupational therapy weekly. There are three students in the class
that attend speech therapy. There are also 2 students in the class that receive Title I services in reading. Majority of
the students attended kindergarten and preschool at St. Marys which has helped to prepare them for first grade.
Previously demonstrated
academic performance/
ability:
% Above standard
Reading:_50%
Math: 55%
% Meets standard
Reading:_25%
Math: 30%
% Below standard
Reading:_25%
Math: 15%
Social Characteristics
- Including emotional,
attitudinal, motivational, etc.
Personal Characteristics
- Including physical, social,
individual experiences,
talents, language, culture,
family and community
values, etc.
Majority of the class includes students that are Caucasian and from middle class families. There are two students who
are Hispanic and two that are African American. All the students have a Catholic background and their faith is
important to each family. The students and their families are involved in the church. Some of the students are
involved in outside activities such as gymnastics or sports. There is one student who is currently taking vocal lessons
and she is a talented singer. All of the students speak English but one student can speak Spanish as well. There is high
parent involvement and they really want their children to succeed.
For the MAP Reading assessment there were 10 who were above standard, 5 who met the standard, and 5 who were
below the standard.
For the MAP Math assessment there were 11 who were above standard, 6 who met the standard, and 3 who were
below the standard.
The class gets along with each other very well. There has been little to no conflict between the students. They dont
try to tell on one another, which is usually common for this age. They are friendly and encouraging to each other.
They want to help one another out when needed. They are motivated to learn on their own but you have to keep them
engaged with hands-on activities. The students are also motivated by lessons that call for discussion and sharing. The
students can be pretty talkative a times. There is one student in the class that can become emotional and cry when she
doesnt reach a certain goal. The student that is on the IEP becomes emotional when he feels like the pace is too fast
or he doesnt understand a concept.
B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
When planning instruction for this class I will take into consideration the different levels and learning styles of the students. They are
motivated by hands-on activities so I will make sure to include those in my instruction. I will plan for activities that allow for discussion and sharing
because the students like to have the opportunity to give their input. An example would be to have them role play. Since the students get along well
and want to help one another I will plan for partner or team activities. That way they can learn for each other and help each other when needed. I will
accommodate the student on the IEP by providing him with visuals and manipulatives. I will challenge the higher level students by providing them
with enrichment centers and asking higher level thinking questions. I will do activities that allow for movement so the students dont become bored. I
will integrate technology in my instruction because the students are motivated by this.
SUBGROUP
or
FOCUS
STUDENT
Personal
The focus student was adopted at a young age. His family consists of his mom,
his dad, and his younger brother who was also adopted. His family is very
supportive and they know his strengths and weaknesses well. They are also
aware of his needs.
D. Narrative Implications for Sub-Groups/Focus Students Instruction (limited to 1 page)
Student #1 will need to be challenged academically. I believe that it will be easier for her to understand the concept. Therefore I will make sure to
provide enrichment activities for her and include questions that target a higher level of thinking. I will also need to provide activities in my lessons
that include social interaction. She is very social and I think that by including that interaction it will help her to be more engaged in the lessons.
Student #2 will need more assistance when it comes to understanding the concept. I will make sure to use visuals and concrete examples in my
lessons to help him. I will also make sure that I am not going at a pace that is too fast for the student because he will become frustrated and shut
down. I will make sure to remind him frequently to try his best and to ask for help if he needs it. I will encourage him by giving him compliments so
that he will stay motivated and engaged. I will adapt some of the assignments if need be by making them shorter.
B. State Objectives Here: Focus should be on student performance not activities. What will students know or be able to do? (limited to 1 page)
Obj.
No.
Unit Objectives
The student will understand sequence of events and describe the events in the correct order.
Level(s)
(e.g. Blooms
Taxonomy)
Comprehension
2
3
4
5
6
The student will use text evidence to analyze and evaluate while reading to aid comprehension.
Analysis
The student will be able to identify the narrator of the story.
Knowledge
The student will be able to recognize pronouns in the story to help identify the narrator.
Knowledge
The student will read and comprehend literature.
Comprehension
The student will ask and answer questions about key details in the story.
Comprehension
The student will read and understand a diagram.
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Comprehension
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The student will follow given directions and apply what they have learned to construct a drum.
Application
C. Identify State Standards Benchmarks Addressed by Unit Objectives How do objectives address these standards? (limited to 1 page)
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Teacher Work Sample
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First Grade Common Core English Language Arts (Reading Literature/Speaking and Listening/Foundational Skills/Informational Text)
The students will complete an assessment over comprehension based on the story that consists of 10 multiple choice questions
after the story is read aloud without discussing it. The test consists of 6 questions that address sequencing events in the focus story. The
The other 4 questions address the topic of the narrator in the focus story. They will complete the assessment individually with the
teacher monitoring the room.
Pre-Assessment:
Lesson
Date
10/13/14
10/14/14
10/15/14
10/16/14
T
R
I
TR
TR
TR
TRI
Summative Assessment:
Lesson
Objecti
ve(s)
1, 2
3,4
1,5,6
7,8
Instructional Activities/
Strategies
The first day of the unit I read the focus story
aloud to the students. Then to introduce the
concept of sequence of events I used sentence
strips for the students to sequence as a whole
group activity. Then I had the students
complete a worksheet independently that
involved sequencing events in the story to
assess the concept.
For this lesson I had the students help me to
fill in a graphic organizer (web) on the Smart
Board with examples of pronouns they could
look for to help identify the narrator. Then I
had the students use post-it flags to mark
pronouns used in the focus story on their
own.
After we read our focus story the students
had the opportunity to use the catch-aquestion ball. The ball includes
comprehension and sequencing questions.
Whatever question their hand landed on when
they caught it, they would have to answer
about the story. Then the students completed
a worksheet over sequencing events
independently.
The students read informational texts on how
to construct a drum. Then the students
followed step-by-step instructions to
construct a drum independently.
Formative
Assessment
(formal/informal)
Informal/formal
Informal
Informal
Informal
The students will complete an assessment that is the same as the pretest given at the beginning of the unit.
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Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)
Which
objectives Identify how the assessment will be
Describe the assessment to be Explain rationale for choosing
II. D, H, and K
does this
scored and/or the criteria to be
used
this assessment
assessment used for evaluation.
address?
Pre-Assessment
(Diagnostic)
Formative Assessment
- Informal
Formative Assessment
- Formal
Summative
Assessment
1, 2, 3, 5, 6
3, 4
1, 2
1, 2 ,3 ,5 ,6
I chose to sequence the lessons in this order because it was how they were introduced in the curriculum
guide and also based on how the standards are sequenced. I allowed for direct/ whole group instruction first
in each lesson and then independent practice.
II. F.
What learning strategies were incorporated
into this unit?
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I targeted my unit towards a variety of learning styles. For example, I provided visuals on the Smart Board
and used sentence strips for visual learners. I played examples of instrument sounds and showed a pronoun
video for audio learners. One of my lessons includes the use of the catch-a-question ball which appeals to
kinesthetic learners. I used a graphic organizer, which was a web, to identify pronouns.
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All of the whole group and independent activities address the objectives due to aligning them with the
Common Core Standards for reading comprehension.
Students will use problem solving skills when sequencing events in the story, identifying the narrator, and
determining key details in the text. I will ask the students how they arrived at their answers and to support it
with proof from the story. For example, when I have the students identify the narrator I will ask them how
they knew who it was and to provide examples of pronouns from the story that lead them to that conclusion.
As I am reading the focus story I will pose problems in the story and ask the students for ideas on how to
solve them.
II. I.
Explain the reading strategies that will be
used throughout the unit. Give specific
examples. (Remember that using text is not a
reading strategy)
How will technology be integrated within the
unit? Explain both teacher use and student
use.
How does the unit demonstrate integration of
content across and within content fields?
One reading strategy I will use in my lesson will be the use of a graphic organizer. I will have the students
fill in the web to help identify the narrator in the story. I will have the students partner read and help one
another during that time. I will use sentence strips to help students organize the events in the story in the
correct order. We will use the catch-a-question ball to help students identify key details and events in the
story.
I will use the projector when explaining directions to the students during the activities and to project the
story on how to make a drum. I will use the Smart Board to complete the graphic organizer. The students
will be invited to participate in filling in the web. I will use an Ipad to play instrument noises for the
students to guess what they are. I will use the computer to show a pronoun video on YouTube.
The unit demonstrates integration of content across and within content fields by including music arts. The
students will be exposed to subjects such as what is used to make a drum, the use of musical instruments,
and how to make a drum on their own.
II. J.
What specific adaptations or differentiated
activities were used to accommodate
individual learning needs for the whole class?
What specific adaptations or differentiated
activities were used to accommodate
individual learning needs for the identified
sub-groups / students?
I will provide the students with visuals to help them when sequencing events and identifying the narrator. I
will model for the students and provide them with examples. I will use the music video about pronouns to
reinforce the concept. In the lesson that involves the catch-a-question ball it will allow for movement to
help those who have difficulty staying on task.
Focus student #1 is a social learner and enjoys music so I have included the YouTube clip and allowed for
social interaction when discussing whole group activities and during partner reading.
Focus student #2 is at a lower level so for partner reading I paired him with a higher level reader to assist
him if needed.
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aloud. Then I told the students that we were going to be using a beach ball to answer questions about the story. The students did well
following directions during the activity and answering the questions. The students were excited about getting the ball thrown to them. I
enjoyed this hands-on way of answering questions but if I were to do it again I would like to break up the class into two smaller
groups to do the activity. After the activity the students completed a worksheet that involved sequencing the steps on how to make a
drum and a guitar. I projected the possible sentences for the students to choose from so they would have something to work with. I
thought by projecting it I would save paper but if I think I would have to print out a copy for each student if I did the worksheet again.
It was hard for some of the students to see and all the writing didnt fit on one page. Several of the students struggled with putting the
sentences in order so I had to give them assistance. They had to be reminded that when sequencing the sentences that it needs to make
sense. I look forward to tomorrow lesson where the students will actually get to make their own drums.
Day 4: October 16, 2014
Today was the last lesson of my unit. First we read informational text over how to make a drum. I borrowed a couple of drums from
the music teacher to use as an example for the students. I allowed a few volunteers to test out the drums. The students seemed to like
having the actual drums to see. Then I had the students make their own drums. They were very excited about making their own drums
and did a great job following the directions on how to make them. The students worked together well and helped each other if it was
needed. It was a little difficult for the students to get the balloon stretched over the top of the cup so I had to go around and help
several of the students complete that step. Then we went outside and marched around while playing our new drums. The students
enjoyed doing this. After the students were finished I had them relate the activity back to the focus story. I would like to use this lesson
plan again if I get the chance since it went over so well. It was a simple activity that allowed for hands-on learning and the students
really liked it. Tomorrow will be the post assessment so we reviewed some of the items we had covered throughout the week.
B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
Classroom Rules:
1. Follow directions quickly
2. Raise your hand to speak or stand
3. Respect others, yourself, and your school
4. Be safe, be kind, and be honest
5. Listen when your teacher is talking
In the classroom we use assertive discipline through the use of color cards. Each color represents the students behavior for that day. Everyone starts out at a green
card which means they are having a great day. If the student is asked to pull a card their next color would be yellow which stands for a warning. Then the next card
is orange which means the student will lose five minutes of their recess. Then the next card would be blue and that means the students will lose 15 minutes of
recess. The final color card is red and that means that the student will have to go visit the principal. The students dont like to have to pull a card and if you warn
them then they usually improve their behavior. The students can also earn a purple card which means that they are having an excellent day. Each day the color the
student received for the day is recorded in the take home folder for their families to view. The students are positively reinforced throughout the day through praise
and rewards. The students can earn pom-poms for the bucket for good behavior and jewels for their team.
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Preventative strategies used in the classroom include being prepared, being organized, the room arrangement, and praising positive behavior. We always try to
make sure that we are prepared by gathering supplies needed ahead of time and looking over the lessons. This helps to avoid pauses in the lesson to get your
materials around. We try to be prepared because students tend to get off task when you have to stop and organize materials in the middle of the lesson. The room is
arranged so that the students are not by another peer that they tend to talk to frequently. The students that need extra help sit towards the back closer to the teacher
so they can get assistance easier if need be. We do brain breaks which allow the students to get up and move around so that prevents them from becoming restless
and distracted.
The whole school recognizes positive behavior at awards assemblies that are held every nine weeks. There are seven awards given for each class. These awards in
include; the panther award (school spirit), mass participation, academic, manners, gifts of the Spirit, and behavior. The students who earn these awards get to leave
class for a few hours to participate in a fun activity and they also get a free dress day the next day. The students are reminded that we are looking for people to earn
the awards and this helps them to improve their behavior.
C. Student Interaction and Engagement(Strategies for promoting student to student interaction and sudent motivation) (limited to 1 page)
I strongly believe that students have to be engaged and active when learning. That is why I tried to make my lessons as hands-on as possible for the students. I
have learned that when the students arent engaged in the lesson they will become distracted and lose interest. I involved the students in my lessons by having them
use the catch-a-question ball to answer questions about the story. I used the Smart Board during my lessons and allowed the students to come up and use it as well.
I also let them construct their own drums which was a very hands-on way to learn about drums. Students interacted and helped each other to make the drums. The
students were motivated by the use of songs, the Ipad, and hands-on activities done in my lessons.
D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
The students in the classroom sit by a shoulder partner. Some students may have more than one shoulder partner depending upon where they are seated. This is
who they interact with if they need to discuss a topic or need help with something. For example, when constructing the drums I had shoulder partners work
together when stretching the balloon over the cup. Students also have the opportunity to read the focus story with a partner each week. I included this in my unit
as well. The students are divided into teams and they can earn jewels for positive communication and interaction with one another. The team to earn the most
jewels receives candy at the end of the week.
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The class average score on the pre-assessment was a 69%. Focus student #1 scored a 70% on the test as well as focus
student #2. For the pre-assessment I had the students answer ten multiple choice questions about the focus story for
the week, A Musical Day. The questions on the test assessed the students knowledge of sequence of events and the
narrator. My goal was to determine if the students knew how to sequence events in a story in the correct order and if
they understood the concept of a narrator.
After reviewing the assessment results I focused on teaching about the narrator and how to identify the narrator in a
story because the class didnt show mastery of this on the pre-assessment. The students have not had much experience
with the narrator so I was expecting this. The objectives include being able to know what a narrator is and how to
identify who it is.
From the pre-assessment data I knew that I needed to focus on the concept of the narrator. I knew that I needed to
make sure to enforce this concept through my activities planned. I also knew that I had to highlight the order of
certain events in the story due to some of the questions being missed over sequence of events.
I plan to differentiate by appealing to visual, tactile, and kinesthetic learners through my variety of activities.
F. Formative Assessment
Overall analysis of results.
Discuss the results in reference to
the learning objectives.
The average class score on the formal formative assessment was a 100%. I had the students sequence four main
events from the story in order. The students demonstrated that they really understood the concept.
All of the students were able to meet the learning objective of sequencing events in order with a 100%. From this
assessment I was able to see that the students had learned what I had intended for them to learn based on sequence of
events in the story.
Discuss any adaptations based on the of events and I just needed to continue to review it with them throughout the week.
results of formative assessments.
Identify differentiation needed to
help all students meet the goals and
objectives of this unit.
The lower level students may need to have concrete examples, such as sentence strips, to see the events in
the correct order. The higher level students may need to sequence more events in order rather than just the
four included on the formative assessment.
G. Summative Assessment
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The average class score improved from the pre-assessment to the summative assessment. The average score on the
pre-assessment was a 69% compared to the summative assessment which the average was an 87.5%. All of the scores
increased on the summative assessment except for three. Two of the students scores remained the same and one
students score went down. It surprised me that one students score decreased. Focus student #1 was able to increase
her score to a 100% and focus student #2 also increased his score to an 80%.
Majority of the students were able to master the objectives for the unit. There were several students who missed
questions related to sequence of events in the story. I feel like some of the students may have got in a hurry on the test
which caused them to miss a few of those questions. I think this because I feel like a good deal of the students had an
understanding of how to sequence events in the story based on their performance during activities done in class. The
objectives related to the narrator were mastered for the most part based on the assessment results.
The majority of the students in the class learned what was intended except for a few students. Overall, the students
mastered the main concept of sequencing events in order but just seemed to get off on a few questions related to this.
I am not sure if this was due to getting in a hurry to be done or not. Majority of the class also learned what was
intended based on the concept of the narrator. There were only a few questions missed related to this topic on the
summative assessment.
Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.
H. Visual Representation of Disaggregated Data
Chart/Table/Graphs of disaggregated data for the Pre-assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for the
Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.
Chart/Table/Graph of disaggregated data for the Summative Assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.
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Give more than one reason for each of the successes identified.
Even though there were several students who didnt answer this question correctly on the summative
assessment the majority of the students were able to do so. This also stood out as being so successful
because almost every student missed the question about identifying the narrator on the pretest. I was able to
see significant improvement through comparison of assessments on this objective. The students also
demonstrated their knowledge of the narrator through answering questions during class discussions and
answering questions correctly about the narrator during the catch-a-question activity.
The students demonstrated success based on this objective through the formative assessment that involved
sequencing major events in the story in order. All of the students were able to complete this activity with
100% accuracy. Although, some questions were missed on the final assessment related to sequence of
events majority of the students were able to sequence the main events in the correct order. The students also
showed there understanding during the whole group activity of using sentence strips to sequence the main
events in order.
Discuss at least TWO things to do differently in the future to extend these successes to continue students academic growth.
1. In the lesson that I used sentence strips to sequence events I would include pictures along with the sentences as a visual for the students to help them
remember the order. I would also include more than just the four main events.
2. When discussing the narrator I would try to give more examples of stories we have read as a class to help them practice identifying the narrator and to
relate it to something they would be familiar with.
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Several of the students struggled with this objective due to the fact of not being able to recall key points in
the story. This was evident on the final assessment when these students were asked about main events in the
story and they were not able to answer them correctly. Some of the students also struggled with this while
participating in the catch-a-question activity. When asked a question about a main point in the story they
needed prompting to answer it.
This objective was hard for some students which I believe was due to the fact that they havent had much
experience with pronouns. On the assessment several of the students werent able to use the pronouns in the
story to help them to identify the narrator. I also noticed that when the students were asked to use pronouns
to identify the narrator of an unrelated story previously read in class, only a couple knew the answer. When
highlighting pronouns in the story I had a couple questions just about pronouns in and of themselves.
Discuss at least TWO things to do differently in the future to improve students performance.
1. I would focus more on highlighting the important parts of the story for the students. I would use a graphic organizer to help the students recall main ideas
in the story and supporting details.
2. I would spend more time on pronouns themselves first and then have them use that knowledge about pronouns to help them identify the narrator. I would
incorporate identifying the narrator during daily read alouds to enhance the concept.
Date
Person Contacted
9/22/14
cooperating teacher
(Mrs. OBrien)
9/29/14
music teacher
Method of
Contact
Result or Impact on
Instruction
Follow Up
(if necessary)
face to face
We discussed
successes/possible
improvements and
data from the unit.
face to face
No follow up
necessary
No follow up
necessary
Daily lessons
10/7/14
librarian
face to face
10/13/14
students
face to face
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Date
10/13/14
Person Contacted
parents
Method of
Contact
newsletter
Result or Impact on
Instruction
Follow Up
(if necessary)
reinforced the
concept.
No follow up
necessary
Aspect 1: I would like to have included more hands-on activities to really get
I think it would be helpful to attend a workshop that discusses the use of handson activities in the classroom. That way I could gain creative and new ideas
from other professionals that have used them in their classrooms. I would be
able to get advice on which activities work well and ones that may not. I could
also talk with other teachers in my building about ways they have included
hands-on activities in their classrooms.
the students involved. I feel like I could have improved some of my lessons by
implementing some more interactive ways of teaching.
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REFERENCES
Kristen OBrien: Cooperating Teacher
Kansas State Department of Education website: http://www.ksde.org/
Fountas, I. (2014). Journeys Teacher's Edition-Common Core (Catholic Identity Edition)
(Unit 2). Orlando, Florida: Houghton Mifflin Harcourt Publishing Company
www.readinga-z.com (online story web and projectable story)
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APPENDIX A
St. Marys Elementary
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APPENDIX B
Lesson Description:
Title: Sequence of Events
Grade: First Grade
Author: Miss Murray
Domain, Cluster, Standard:
Common Core (Reading Literature/Speaking and Listening)
CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events
CCSS.ELA-Literacy.SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care,
speaking one at a time about the topics and texts under discussion).
Objectives:
The student will understand sequence of events and describe the events in the correct order.
The student will use text evidence to analyze and evaluate while reading to aid comprehension.
Assessment:
The students will complete the sequence of events worksheet by cutting out the events and correctly
sequencing them in order.
Materials:
1. Pocket chart
2. Sentence strips
3. Sequencing worksheet
4. Audio recording of focus story
5. Ipad
6. Scissors
7. Glue
8. Pencil
9. Student book (A Musical Day)
10. Pretest
Motivation or Anticipatory Set:
Play some recordings of musical instruments for the students on the Ipad and have them guess what
instrument it is. Then let them know that we will be reading a story about music.
Teaching Procedures and Learning Activities:
1. Introduce the story, A Musical Day, to the students. Explain that the story is realistic fiction and what
that means.
2. Play the audio recording to the students of the story.
3. Have the students complete the pretest over comprehension, based on the story.
4. Then by using sentence strips have the students help to sequence the events in order and display them in
a pocket chart.
5. Explain the directions of the worksheet to the students using the projector and model one example.
6. Students independently complete the worksheet.
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Lesson Description:
Title: How to Make a Drum
Grade: First Grade
Author: Miss Murray
Domain, Cluster, Standard:
Common Core (Reading Informational Text/Speaking and Listening)
CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text.
CCSS.ELA-Literacy.RI.1.5 Know and use various text features (e.g., headings, tables of contents,
glossaries, electronic menus, icons) to locate key facts or information in a text.
CCSS.ELA-Literacy.RI.1.10 With prompting and support, read informational texts appropriately.
CCSS.ELA-Literacy.SL.1.1.a Follow agreed-upon rules for discussions.
Objectives:
The student will read and understand a diagram.
The student will read informational text appropriately with support.
The student will follow given directions to construct a drum.
Assessment:
The students will follow the directions given and use the information from the story to construct a drum
independently.
Materials:
11. Student book (Drums)
12. Projectable story (How to Make a Drum)
13. Step by step directions on how to make a drum (displayed on Smart Board)
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APPENDIX C
Answer Key
Name: ___________________________
Directions: Cut out the sentence strips. Then paste the events in order in the box below based on the story, A
Musical Day.
1.
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Pre-Assessment/Summative Assessment:
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