Danielle and I prepared by talking to one another about the rules of the classroom and what the consequences would be, then we discussed who was going to do what but we were still thought on our toes because not everything goes how you plan especially in a first grade classroom. Our lesson is below this post and in my opinion, our objectives were measurable for a first grader and the assessments met with the objectives. Our lesson was a little different than that on the plan because “the students” somewhat started their behavior at once and it threw me for a loop personally, I didn’t expect it all to happen at once but I tried my hardest to adapt to the situation. The most important thing we tried to teach our students was how to be a good friend; the lesson would be better suited for a first or second day of school. In my opinion it could’ve been better but it wasn’t terrible. I learned that a bunch of six year olds or in our case “six year olds” will not act the way you want or expect them to act; you have to explain your rules and stick to them. If I could’ve changed anything about our lesson, I would’ve acting more assertively and made the closure reflect more of the anticipatory set. I could’ve made the lesson more effective by having the students work in groups to keep them more occupied and they’re more likely to display friend-like qualities to one another. Also I would’ve had the students write vocabulary words to assist them in completing their links for the chain. Overall it was a good lesson; this was our first lesson plan for this class and we were also the first pair to peer teach.
_________________________________________________________________________________
Danielle
and Nicole
Language
Arts Lesson Plan
Topic:
Meaning of “friendship”
Grade
Level: 1st grade
•
Standards:
W.1.5. With
guidance and support from adults, focus on a topic, respond to questions and
suggestions from peers, and add details to strengthen writing as needed.
Objectives:
Students will be able to discuss the characters from the book, “The Rainbow Fish”
Students will be able to connect ideas from the story to their own lives
Students will be able to create a “friendship chain”
Students will be able to discuss the characters from the book, “The Rainbow Fish”
Students will be able to connect ideas from the story to their own lives
Students will be able to create a “friendship chain”
Materials:
“The Rainbow Fish” by Marcus Pfister
Stapler (for teacher use only)
Crayons/Markers (one box per table)
Strips of construction paper (one per student)
Extra construction paper (in case of mistakes)
“The Rainbow Fish” by Marcus Pfister
Stapler (for teacher use only)
Crayons/Markers (one box per table)
Strips of construction paper (one per student)
Extra construction paper (in case of mistakes)
Anticipatory Set:
Students will listen to the song “True Friend” by Hannah Montana (http://www.youtube.com/watch?v=XYI_vUIO5OE).
The class will talk about the song and the meaning behind it. Teacher will
explain to the students that they are going to read a book about what it means
to be a good friend.
Procedure:
1.
Students will sit on the “reading rug” and teacher will ask the
students what they think will happen in the book.
2.
Teacher will read the story, “The Rainbow Fish”
3.
After reading the story, the teacher will ask the students what
it means to be a friend. And what words they think describe being a friend.
4.
Teacher will explain to the students that they will be making a
“friendship chain”. He/She will ask the class if anyone knows what a
“friendship chain” is. He/She will have an example already made to show the
students.
5.
Students will be split up into “AREAS” and 3 students at a time
will come to the drawing table with the teacher.
6.
Students will be given a strip of construction paper (color of
their choice) and crayons/markers.
7.
After the students are done making the chains, teacher will
staple the strips of construction paper into a circle, linking all the parts of
the chain together.
Closure: As a
class, the students will discuss where to display the chains in the classroom.
Assessment:
Formative: Ask students about book during the reading. Have a discussion about the characters and feelings
Summative: Completing the artwork with limited help from teacher.
Formative: Ask students about book during the reading. Have a discussion about the characters and feelings
Summative: Completing the artwork with limited help from teacher.
Accommodations:
based on 504 Plans and IEP’s changes will be made.
Example: Nichole has ADHD; she will work with the teacher one-on-one.
Example: Nichole has ADHD; she will work with the teacher one-on-one.
Behavior Plan:
-
First warning: teacher will write name on board.
-
Second warning: teacher will put a check next to the name.
-
Third warning: Silent recess.
Reward System:
-
If a student who has their name on the board without a check,
excels in behavior their name will be removed and if they have a check, a check
will be removed.
-
A student who behaves all day will get a sticker at the end of
the day.
