Melissa Burch- Lesson 1 NON-KPTP Lesson Plan Southwestern College Spring 2013 Topic Selected Language Arts/Science Curriculum

Standard Addressed CCSS.ELA-Literacy.RL.K.1- With prompting and support, ask and answer questions about key details in a text. CCSS.ELA-Literacy.RL.K.6- With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. CCSS.ELA-Literacy.RF.K.2d- Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.) STANDARD 6: SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES Grades K-2 Benchmark 1: The student will demonstrate responsibility for their own health. Indicator 2: Discuss healthy foods. Lesson Objectives The students will demonstrate knowledge and understanding of the words energy and healthy. The students will order objects in sequence The students will identify initial phonemes in words. Students will accurately identify the parts of the book, the author and the illustrator Connection to Student Background Knowledge Having a whole class discussion will give me an idea of the students prior knowledge about what it means to be healthy, and where our food comes from. Assessment for lesson objectives The students will be assessed in regards to lesson objectives through observation and discussion. Model(s) of instruction used Whole class discussion- guided practice-teacher center-student centered Level of Understanding (e.g. Blooms Taxonomy) Blooms Taxonomy X Knowledge / Pre-assess prior knowledge X Comprehension / discuss material read by the teacher. Giving examples X Application / Writing X Analysis / Sequencing and predicting X Synthesis / Creating in labs X Evaluation / Group discussion

Differentiated Instruction This lesson is appropriate for learners of various levels; however, my students will be grouped by varying abilities. Students who are reluctant to participate will be prompted in answering questions and encouraged to participate in activities. Reading Strategy I will read aloud, and students will think-pair-share when appropriate. I will ask comprehension questions during and after reading to ensure students understanding. Prompting will be provided for reluctant students. Technology Use Elmo Instruction Computer Smart Board

Community Resources Local newspaper (Food Ads) Materials Vocabulary word cards for healthy and energy Book- Gregory the Terrible Eater Plastic foods

Procedure: Pre-assessment discussion regarding prior knowledge about what it means to be healthy. Show the students the vocabulary word cards, and discuss the words. (healthy and energy) Write daily message on the white board. Our bodies need healthy food for energy, to make us grow, and to keep us well. What are some foods that you think are healthy? Think-pair-share 4. Teach students rhyme A Healthy Treat. (They will listen for rhyming words) 5. Show students the cover of the book Gregory the Terrible Eater. (Where is the cover? Where is the title page? ) 6. What does the author do? The illustrator? 7. Make predictions, and use Think-pair-share and whole group response to engage students in an ongoing discussion about the story. 8. Students will listen for beginning sounds in words from the story. When they hear the specified sound they will give thumbs up. 9. The students will use sequencing cards to put the story in correct order. 10. Students will sort foods into a healthy pile, and a not so healthy pile. 1. 2. 3.

Melissa Burch Lesson 2 NON-KPTP Lesson Plan Southwestern College Spring 2013 Topic Selected Language Arts/Science Curriculum Standard Addressed ELA-Literacy.W.K.2. - Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. CCSS.ELA-Literacy.RF.K.2- Recognize and produce rhyming words. CCSS.ELA-Literacy.RF.K.4- Read emergent-reader text with purpose and understanding. ELA-Literacy.SL.K.1a. - Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). ELA-Literacy. SL.K.2 -. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. STANDARD 6: SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES Grades K-2 Benchmark 1: The student will demonstrate responsibility for their own health. Indicator 2: Discuss healthy foods. Lesson Objectives The students will demonstrate knowledge of rhyming words in text, and produce rhyming words when directed. The students will correctly use writing strategies when writing in their journals. The students will accurately follow along and demonstrate knowledge during group reading. The students will demonstrate an understanding of text and information presented orally. Connection to Student Background Knowledge A whole class discussion will take place in which students will demonstrate their prior knowledge about healthy and unhealthy foods, and what it means to take care of our bodies. Assessment for lesson objectives The assessment will be done through observation, class discussion, and their participation in asking and answering questions.

Model(s) of instruction used Teacher centered Student centered Guided practice

Level of Understanding (e.g. Blooms Taxonomy) Knowledge / Pre-assess prior knowledge Comprehension / Group discussion Application / Writing Analysis / identify healthy and unhealthy foods Synthesis / Create a shopping list Evaluation / Group discussion/journal writing Differentiated Instruction This lesson is appropriate for learners of various levels; however my lowest level learner will be given more one on one direction in completing their journal. Students will be working with partners for discussion. This will maximize learning for all students. Students who are reluctant to participate will be prompted in answering questions and encouraged to participate in activities. Reading Strategy Reading Strategies: Teacher will ask comprehension questions to ensure students understanding. Prompting will be provided for reluctant students. Think-pair-share While writing in their journals the students will use strategies such as drawing pictures, making lines, and using resources around the room for words they cannot spell. Technology Use Elmo-Instruction Community Resources Computer (Healthy Foods video)

Materials Procedures: 1. 2. 3. 4. 5. 6. Pre-assessment discussion regarding prior knowledge about foods that are healthy and unhealthy, and what our bodies need to be healthy. Story retell- Gregory the Terrible Eater. What happened? What was the problem? How was it solved? Recite rhyme, A Healthy Treat using I say, you say. Students will listen for rhyming words. Students will be given words and they will produce rhyming words. Read emergent reader to students, stopping to ask questions. Talk about the author, illustrator, and purpose. Students will choral read the book as a class, and again with their partner. The students will write a shopping list in their journal. They will use writing strategies that include, a line________________, a picture, resources around the room, and letters that they hear. The students will share their journal and pictures with the class.

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