Name: Karissa Revell

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Grade Level: First Timeframe: 1 hour

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Topic: Transition words

Description of Students: Most of the first grade students perform at the first grade level. The students are fluent with reading skills and have some knowledge of paragraph writing. However, the students are motivated and know I have high expectations and believe in them. The students are very body smart and learn through doing various activities. Essential Question: How can we use transition words to describe steps in our daily lives? Goal(s): By the end of the lesson, the students will use the four transition words (first, then, next, and finally) in sentences to show sequencing of events. Objective(s) 1 : The students will be able to sequence four pictures next to the correct transition words. 2 The students will be able to write a how-to paragraph about blowing a bubble with bubblegum, using the four transition words. 3 The students will be able to read their paragraph and perform the steps of the task. NYS/Common Core Standards: 1.W.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. 40 Developmental Assets: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 5. Caring School Climatechild receives warm, welcoming relationships with teachers, caregivers, and peers at school. 12. School Boundariesschools have clear, consistent rules and consequences and use a positive approach to discipline. 14. Adult Role Modelsparents and other adults model positive, responsible behavior and encourage the child to follow these examples. 22. Learning Engagementchild is enthused about learning and enjoys going to school. 24. Bonding to Schoolchild is encouraged to have and feels a sense of belonging at school. Empowerment Strategies: Self-Knowledge: The students can show the sequenced activities they perform in their daily lives. Strategies: The students can think/act out the task in order to figure out the steps. CONTENT

Name: Karissa Revell

COMPREHENSIVE LESSON PLAN

Involvement & Choice: The students will have a chance to present and perform.

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Belief in Self: I will allow the students to show the class they are experts with transition words by having them act out some ideas. Self-Advocacy: The students will be able to add additional sentences to their how-to paragraph if there are more than four steps. A list of transition words will be provided on the board Appendix E Anticipatory Set/"The Hook": I will ask the students how to do a certain tasks as they act them out. When they act out the task, I will say the steps using transition words. Then, I will ask the students what they notice in each step of the task. For example, I will have them demonstrate the steps in sharpening a pencil. Pre-Learning Activity/Graphic Organizer (i.e., Activating Prior Knowledge): The students will think-pair-share with a buddy. In their groups, they will think of two or more activities they perform daily that consists of steps in the process. After, we will share the ideas with the class. Materials (including technology): 2 sets of pictures (4 pictures with the different steps in building a snow man & 4 pictures with the different steps in making a PB&J sandwich) Appendix A & B Guided Practice Worksheet Appendix B Scissors Glue stick Dry-erase board/Chalkboard Dry-erase markers/Chalk Lined paper Example of the optional craftAppendix C Assorted colors of construction paper Balloons Bubblegum List of transition words Child RubricAppendix D

PROCESS

Name: Karissa Revell

COMPREHENSIVE LESSON PLAN

Procedures/Activities Grouping (size, feature) MI Smart Part(s) Targete d
W, N, Pe, B, Pi, S, Na, M, E

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Duration

Sensory Input(s)

Teaching/ Instruct. Strategy

Learning Strategy

Sensory Mod(s) for Output(s) Different Abilities

2 minutes

10 minutes

15 minutes

Input (including purpose) (I do): The students will learn how to write a structured paragraph with transition words. It is imperative to include transition words because it shows a connection to each step of the process. In our daily lives, we perform steps and do not realize. Modeling (I do): I will model using the four (4) transition words (first, then, next, and finally) using the pictures of making a sandwich (Appendix A). I will choose four volunteers to hold the pictures. As I state the steps, the students will hold up their pictures. I will write the steps on the dry-erase board using the four (4) transition words. In doing this, the students will understand how to write a how-to paragraph using sequencing skills. Guided Practice (We do): The students will practice placing pictures in sequence. On the worksheet (Appendix B), the students will glue the pictures of

Whole Group

See, Hear, Tch, Sm, Ta

See, Hear, Tch, Sm, Ta

Whole Group

W, N, Pe, B, Pi, S, Na, M, E

See, Hear, Tch, Sm, Ta

I will teach the students a mnemonic to remember the transition words for the assignment ( first, then, next, and finally= feel tonys nasty feet).

See, Hear, Tch, Sm, Ta

Whole Group

W, N, Pe, B, Pi, S, Na, M, E

See, Hear, Tch, Sm, Ta

To imagine performing the task in order to easily

See, Hear, Tch, Sm, Ta

Instead of cutting and gluing the pictures,

Name: Karissa Revell

COMPREHENSIVE LESSON PLAN

the snowman in the correct order, in the box with the correct transition word which would be used. This will be done as a class. I will write first on the board and the students will hold up the picture they think happens first, and so on. sequence the events to the correspondin g transition words.

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30 minutes

3 minutes

Independent Practice (You do): Independently, the students will brainstorm the steps on how to blow a bubble with bubblegum. To help, the students will be given a piece of bubblegum in order to think of the steps to blow a bubble. Then, the students will write detailed steps on a given lined piece of paper. Closure: The steps to blowing a bubble may be different for each child. Therefore, I will have the children go to the front of the class to read their steps and perform the task.

Independent

W, N, Pe, B, Pi, S, Na, M, E

See, Hear, Tch, Sm, Ta

the student can connect a line from the transition word to the picture. See, Hear, I will have Tch, Sm, larger Ta lined paper for the students to write on.

Whole Group

W, N, Pe, B, Pi, S, Na, M, E

See, Hear, Tch, Sm, Ta

See, Hear, Tch, Sm, Ta

The student is not required to read their paragraph. If they do want to read, the student can read it at their desk. Also, blowing a

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COMPREHENSIVE LESSON PLAN

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bubble is not necessary (some may not know how to). If extra time available (approx. 15 minutes) Extension Activities: If students finish the independent practice early, the student can craft a picture of themselves blowing a bubble like in the example in Appendix C. Many students like crafts and illustrations. Therefore, it will be a popular activity and they will be motivated to finish the paragraphs in order to do this task. Independent
W, N, Pe, B, Pi, S, Na, M, E See, Hear, Tch, Sm, Ta See, Hear, Tch, Sm, Ta

Informal Assessment/During-Learning Activity/Graphic Organizer (You Do): During the modeling activity, I will ask the students where they believe the different steps of making a sandwich belong. The transition word will be listed on the board and the student will stand under the word as they hold the picture. During the guided practice, I will ask the students questions regarding the sequence of the events. For example, I will walk around the room assisting those who need help and I will ask the students which transition word they will use next. In doing this, I will determine whether the students understand the assignments and if they know when to use each transition word. Informal Assessment/After-Learning Activity/Graphic Organizer/Ticket-Out-The-Door/Lesson Wrap-Up (You Do): In order for the student to do the extension activity, the student must have their how-to blow a bubble paragraph checked by me. In doing this, I will determine whether the student mastered the concept of using transition words to describe the steps in a process/task. If the student has not mastered the concept, the student will be asked to give me another example, verbally, and then the student can fix up the independent assignment.

PRODUCT

Name: Karissa Revell

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Formal Assessment That Encourages Involvement & Choice (You Do): The students will create a how-to paragraph on how to blow a bubble with bubblegum. They will have the choice of reading their paragraph or showing the class how to blow a bubble with their bubblegum. In doing this, the students will be actively engaged and enjoy the assignment. Formal Assessment/Alternative Assessment Rubric (see attached):

References: How to Blow a Bubble lesson http://lessonplansos.blogspot.com/2011_03_01_archive.html

Lesson Plan Commentary/Rationale: The purpose of the lesson is to inform the students that people perform tasks that involve numerous steps in their daily lives. Also, I want to show the students how to create a how-to paragraph for several reasons: 1) to introduce the students to transition words, and 2) to have the students really think about the amount of steps that are involved in certain tasks. I think the lesson is very beneficial to students in the first grade because they are starting to write paragraph that need a certain amount of detail. However, the detail needs to be carefully connected with transition words. This assignment allows the students to master transition words that show sequence of given events. It is a great way to start young students with writing detailed and connective sentences in a paragraph.

Name: Karissa Revell

COMPREHENSIVE LESSON PLAN

Appendix A

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Name: Karissa Revell

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Name: Karissa Revell

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Appendix B

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Name _________________________________________ Directions: Please paste the four (4) pictures in the correct order.

First, I will

Then, I will

Next, I will

Finally, I will

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Appendix B Continued

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Appendix C

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Name: Karissa Revell

COMPREHENSIVE LESSON PLAN Appendix D Name _____________________________________________ Score: /9 How-to Paragraph Rubric

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Criteria Transition Words

/3

Details

/3

Accuracy

/3

3 2 1 The student The student The student used all four used three of used two of transition the four the four words in the transition transition paragraph words in the words in the (first, then, paragraph. paragraph. next, and finally). The student The student The student used details to used some used very describe each details to little details to step of the describe some describe a process. steps of the couple of the process. steps of the process. The four steps Three of the Two of the are accurate in steps are steps are describing the accurate in accurate in process of describing the describing the blowing a process of process of bubble with blowing a blowing a bubblegum. bubble with bubble with a bubblegum. bubblegum.

0 The student used only one transition word in the paragraph.

The student did not use any details to describe the steps.

None of the steps are accurate in describing the process of blowing a bubble with bubblegum.

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Appendix E Transition Word Sequence: at first, first of all, to begin with, in the first place, at the same time, for now, for the time being, the next step, in time, in turn, later on, meanwhile, next, then, soon, the meantime, later, while, earlier, simultaneously, afterward, in conclusion, with this in mind,