Ccss ela literacy rl 1.3

Final Project First Grade ELA

EDU-381 Curriculum and Instructional Design

First Grade ELA 2

First Grade ELA

Lesson 1

Grade Level Grade 1

Instructional Model I would use the Integrative model to framework my lesson plan. According to

Appendix D: Instructional Models - Teaching Content and Thinking Skills of the Albemarle County Public Schools, "In the Integrative Model, students develop a deep understanding of organized bodies of knowledge while developing critical thinking skills. The model is designed to teach combinations of concepts, generalizations, principles, rules, facts and the relationships between them, typically through the use of matrices which may be either teacher or student-generated, depending on student readiness (e.g. a chart comparing characters in a literary work in terms of personal attributes, conflict, and symbolism). Students are expected to do the following: describe, compare, and search for patterns; explain similarities and differences; hypothesize outcomes for different conditions; and generalize to form broad relationships"(Albemarle County Public Schools, Appendix D).

Standards

CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details in a text. CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a story, using key details. CCSS.ELA-LITERACY.RL.1.9 Compare and contrast the adventures and experiences of characters in stories.

Objectives Students will read, listen, and watch different versions of The Three Little Pigs(in whole group class setting) and compare/contrast their characteristics. Students will understand • There are similarity and differences in fiction literature. They will also know that

there are different versions of very similar stories with characters and plots in common.

Students will know • They will know that there are different versions of very similar stories with

characters and plots in common. • They will know the vocabulary related to comparing and contrasting. For

example same, alike, similar, in common, different, contrast, not the same. Students will be able to • Use a graphic organizer to illustrate comparing and contrast • Verbally retell key details and events of a story Assessment Plan

http://www.corestandards.org/ELA-Literacy/RL/1/1/
http://www.corestandards.org/ELA-Literacy/RL/1/2/
http://www.corestandards.org/ELA-Literacy/RL/1/3/
http://www.corestandards.org/ELA-Literacy/RL/1/9/
First Grade ELA 3

Formative: The formative assessment will be conducted by watching the students participation during the group reading and bubble graph to check for progress and understanding. The teacher will look for students to be participation by calling on students and asking questions. This assessment would be considered to be an observational time.

Summative: The summative assessment process will involve an independent bubble graph being completed by the students about two other works of fiction. Procedure

1. Review previously learned material No previous material

2.State objectives of the lesson I would then explain to the students that we were going to read some stories and see how they are alike and different. 3.Present new material

1. Hold up a copy of The Three Little Pigs and ask students what book is this? 2. Show another copy of story and ask students about it. Is it the same story? Do you

think they have any differences or similarities? 3. Ask the children to raise their hands and share with the class what they

remember about the three little pigs.

4.Guided practice 1. Read the first book to the students aloud.(on carpet in front of rocking

chair) 2. While reading ask questions of the students of the students to check for

understanding and participation. Examples: What do you think is going to happen next?

3. At the conclusion of the book, use volunteers to retell the story. Scaffold as necessary to help students.

4. Read the second book in the same manner except begin with questioning of what they think may be different.

5. After you have read both books use the whiteboard to illustrate the attached bubble map. This should be done as a group.

6. Take a bathroom/brain break 7. Read the other two books that are similar. 8. Have the students talk to their reading buddy to discuss the stories.

5.Independent practice During independent practice I would give the students a bubble map to complete on their own. I would still monitor the students for comprehension. I would use this time to do small group or one on one work for students who are struggling with the concepts.

First Grade ELA 4

Lesson 2

Grade Level 1stGrade

Instructional Model Student Centered Learning – This model best fits this lesson because as books are being read and presented to the students, they will be driving the interpretation and discussion around the meaning and parts of the story.

Standards CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details in a text. CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a story, using key details.

CCSS. ELA- Literacy RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

CSS. ELA- Literacy. RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

Objectives The students will read, and listen to the fable(in whole group class setting). They will describe the characters, plot, and setting and type of fiction read.

Students will understand •The difference between short story and fables as well as character, plots, and settings. They will also learn vocabulary associated with fables.

Students will know • character, plot, and setting as basic story elements

•“The Boy Who Cried Wolf” is fiction because it was made up to teach a lesson

Students will be able to • Identify the moral of the fable “The Boy Who Cried Wolf” • Identify the literary terms characters, plot, and setting, and explain those

terms as they apply to the fable “The Boy Who Cried Wolf” Assessment Plan Formative:

http://www.corestandards.org/ELA-Literacy/RL/1/1/
http://www.corestandards.org/ELA-Literacy/RL/1/2/
http://www.corestandards.org/ELA-Literacy/RL/1/3/
First Grade ELA 5

My formative assessment would consist of checking for understanding as I read aloud to students as well as share pair partner time. I will give students the opportunity to work together as a pair to answer and discuss questions.

Summative: My summative assessment will be when the students are asked to go back to their sits for individual work. They will draw and write about the plot, characters, and meaning of story.

Procedure

1.Review previously learned material Ask the children if they have ever read nursery rhymes or fables. Most likely they have covered them in some form during kindergarten. Ask about their favorites and if they remember the meaning behind fables and fairy tales.

2.Stateobjectivesof the lesson I would explain to the students that we are going to read a story and find the plot, setting, characters, and moral of the story.

3.Present new material 1. Hold up the book "The Boy Who Cried Wolf" and ask if anyone has ever read

the book? Explain that it is a fable and what fables are... 2. I would then flip through the books pictures and ask for some predictions. 3. Students would raise hands to answer the questions that are presented.

4.Guided practice 1. Read the first book to the students aloud.(on carpet in front of rocking chair) 2. While reading ask questions of the students of the students to check for

understanding and participation. Examples: What do you think is going to happen next?

3. At the conclusion of the book, use volunteers to retell the story. Scaffold as necessary to help students.

4. Allow students to explain what they think the moral of the story is? What is the lesson learned?

5.Independent practice 1. Students draw a picture of the setting and characters. They will then also write a

summary of what they learned from the book.

First Grade ELA 6

Lesson three

Grade Level 1stGrade

Instructional Model Role-playing, reenactment – Students will choose pieces of the stories we read and work together to role play and act out messages, interpretations and possible scenarios that the

Standards CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details in a text. CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a story, using key details. Objectives Students will read a book together aloud with teacher and then be able to reenact it with a small group in class. Students will understand

• characters, settings, and events fictional stories come from the author’s imagination Students will know

• How to Explain that stories have a beginning, middle, and end • folktales are a type of fiction

Students will be able to Retell the story of Cinderella Reenact a story in front of a class with a partner or small group

Assessment Plan Formative: My formative assessment will come from observation during reading as well as participation in group planning. I will look for things students are having difficulty with and I will ask clarifying questions to redirect the thinking of the students, on the spot. Summative:

My summative assessment will be based on the final project. It will be based on their participation and comprehension presented in their group performance. I will provide a rubric and the students will be aware of what I will be assessing during their performance-based assessment.

http://www.corestandards.org/ELA-Literacy/RL/1/1/
http://www.corestandards.org/ELA-Literacy/RL/1/2/
http://www.corestandards.org/ELA-Literacy/RL/1/3/
First Grade ELA 7

Procedure 1.Review previously learned material

Review with students that stories have a plot, characters, setting, and morals. Review the different types of literature fiction and non-fiction.

2.Stateobjectivesof the lesson I would explain to the class that we are going to read and act out our favorite part of a story.

3.Present material I would start by showing the book and then asking questions about what they might already know or predict happening.

4.Guided practice 1. Read the first book to the students aloud.(on carpet in front of rocking chair) 2. While reading ask questions of the students of the students to check for

understanding and participation. Examples: What do you think is going to happen next?

3. At the conclusion of the book, use volunteers to retell the story. Scaffold as necessary to help students.

4. Allow students to explain what they think the moral of the story is? What is the lesson learned?

5. Cooperative Learning I would have the students break up into small groups of three or four students and work together to act out a scene from the story. I would use this opportunity to go around and guide each group into the right direction. They will perform for their class at the end of the lesson.

First Grade ELA 8

The focus of my project would be for students to be able to identify settings, character,

plots, and lessons in stories. I would also want them to understand the similarities and

differences in fables. It is important for them to be able to retell a story through words,

drawings, graphic organizers, and reenactment.

I chose three forms of instructional models to make sure that I am presenting a

differential learning environment. Some students learn form direct instruction. Students are

receiving direct instruction through the classroom aloud reading of the stories. The direct

instruction also helps to introduce a subject or new information to students. It is also important

for students to get hands on experience. This is where graphic organizers come into play. They

allow students to take what they have heard and apply it. The reasoning behind my cooperative

learning was for students to build relationships and work together. This activity will prepare

them for the future when thy need to be able to present information in front of a group of people.

it also teaches the students to work as a team.

I would use several different modes of lesson for diverse learners. For my ELL I would

provide a alternate language version of the stories. I would use alternate graphic organizers for

diverse learners as well. And last but not least, I would organize the group with varied

development to offset weakness and strengths.

The assessments used in each lesson will show mastery of the objectives thorough

understanding and participation. I would use the graphic organizers, drawings, and writings to

assess for individual learning and comprehension of fables and their differences. I would also use

the group assessments to assess their ability to convert their thoughts into actions.The assessment

will guide me into future lesson plans. I will be able to see what information was received and

First Grade ELA 9

what information still needs to be learned. It will also help me to see what learning style or

model was most effective for my students.

I will evaluate my unit by the assessments. I will use the assessments to see if I covered

everything intended. I may have to go back into the lessons and tweak them if understanding of

the unit is not apparent. I might also have to go back in and reteach some part of the lessons if

the objectives where not meet. You cannot predict whether your lesson plans will be effective or

productive. It is more of a trial and error and you have to be prepared for both.

In conclusion, I am an amateur and still need plenty of practice and learning to be an

expert at lesson plans. I think that my weakness is experience. I think the more lesson plans I

write the better I will become. I think my strengths are my ability to be flexible and open minded

to new or changing ideas. Teaching is not something you learn overnight. It takes a lot of time

and dedication to get better and successful.

First Grade ELA 10

References Framework for Quality Learning. (n.d.). Retrieved September 14, 2015, from

https://www2.k12albemarle.org/acps/division/fql/Pages/Appendix-D-Instructional-Models---

Teaching-Content-and-Thinking-Skills.aspx

Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st

Century. Bridgepoint Education.

Read the Standards. (2015). Retrieved September 14, 2015, from

http://www.corestandards.org/read-the-standards/

https://www2.k12albemarle.org/acps/division/fql/Pages/Appendix-D-Instructional-Models---Teaching-Content-and-Thinking-Skills.aspx
https://www2.k12albemarle.org/acps/division/fql/Pages/Appendix-D-Instructional-Models---Teaching-Content-and-Thinking-Skills.aspx
http://www.corestandards.org/read-the-standards/
 There are similarity and differences in fiction literature. They will also know that there are different versions of very similar stories with characters and plots in common.