Neighborhood Lesson on Firefighters- Day 2

Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9 Writing standard. W2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts on which they name what they are writing about and supply some information about the topic. Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9 The objective is for the students to produce a sentence or two concerning what they learned about the firefighter. Assessment: Formal and Informal Assessment. TPE: 2 & 3 What evidence will the students produce to show they have met the learning objective? The students will be given the opportunity to use labels in identifying the different parts of the firefighter on the pictorial input chart to assist them with making connections with different concepts of print. The students will also sing their song about the firefighter with kinesthetic movement to display their understanding of the material being presented. Lastly, the students will be asked to complete one to two sentences where they will be able to tell the teacher what they learned about the firefighter. What modifications of the above assessment would you use for language learners and/or students with special needs? For language learners, the use of songs and visuals will assist them in understanding the material being presented. Also to further assist them in knowing where each instrument and piece of clothing is, the students will be given the opportunity to work with a partner in placing their labels where they belong. For students with special needs, if they need extra assistance in completing the written assessment, then they will have the option of working with a teacher or teachers assistant. Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8 Prerequisite skills from prior school experiences The students have been talking about different members in the community where they have verbally discussed different places, activities, and jobs that people have in their neighborhood. In addition, the students have been working with GLAD strategies for quite some time now, so they understand what is expected of them and how to complete certain activities concerning the curriculum being presented. Strategy to connect school learning with prior experiential knowledge and/or cultural background The students will be asked to recall what was learned the day before concerning the firefighter. This will lead into a short discussion about some of the instruments and things that firefighters do. Pre-assessment strategy Before the students have a chance to label the different parts of the firefighter, what was learned the day before will be reviewed very quickly. Also, the students will be given the chance to demonstrate their understanding by completing their song and the pictorial input chart about the firefighter. Academic Language. TPE: 7 & 9 What content specific vocabulary, text structures, stylistic, or grammatical features will be explicitly taught? The students will be introduced to the following vocabulary: helmet, protective jacket, protective pants, tools, breathing mask, and breathing tank. Equity. TPE: 4, 5, 6, 7 & 8 How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language levels) Describe your differentiated instructional strategy. Whether a learner is a kinesthetic, musical, or visual learner, the students will have the opportunity to be exposed to different methods of learning about firefighters. From the pictorial input chart, to a song, to movements, all students will be given the opportunity to engage with the diverse array of activities being presented. Also, students will be exposed to words that may be mentioned in English (if need be) to ensure that all students understand the material.

Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10 What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, and 5) build metacognitive understanding.

List what the teacher will be doing and what the students will be doing. Time Teacher Students 03 min Teacher will ask the students to talk to their neighbor concerning what they learned about the day before. Teacher will ask the students to share what they talked about by raising their hand. 10 min Teacher will tell the students that he/she will be passing out different labels about the firefighter to every two students so that they can read it together and then come forward and paste their word on the chart. Words will be handed out to every two people. Students are talking to their neighbor about what they learned yesterday. Students are raising their hand to share what they talked about. Students are sitting on the carpet and listening.

Resources/ Materials

Pictorial Input Chart

Students are sitting on the carpet. They are waiting for their word labels quietly and patiently.

14 sentence strips with a specific word about the firefighter on it (mask, boots, pants, etc).

Teacher will tell the students to pair share with their partner the word that they have. Then the teacher will ask the students to come forward when their word is called so that they can stick their word on the pictorial input chart. 3 min Students will be thanked for listening and completing the pictorial input chart. Then they will be asked to stand up so that they can sing their firefighter song. The teacher will go over the movements that they learned and used the day before and then he/she will begin the song with the class. Questions concerning what is stated in the song will be asked after they sing it. 01 min 10 min The teacher will ask the students to sit on the carpet. Students will be asked to help the teacher in writing complete sentences about the firefighter. I like firefighters because________________. They wear _______________________ to ___________________. Once the sentence is done together as a class. The teacher will ask the students to share their sentence with their neighbor. They will also be reminded that they do not have to use the communication guide, but

Students are reading their word with their partner so that they know where their word is on the pictorial input chart. Students are coming forward when their word is called so that they can paste their word on the pictorial input chart. Students are sitting on the carpet. Then when the teacher says to stand up, they will all stand up to sing. Students are reviewing the movements from the day before and then the students will sing the song with the teacher. Students will raise their hand when they are asked different questions about the song. Students will find a spot on the carpet to sit. Students will assist the teacher in writing his/her sentence. White board, dry erase markers, and a white board eraser. song 14 small strips of tape, pictorial input chart, and labels.

Students are sitting and listening to instructions. Students are pair sharing their own sentences with their neighbor.

that it is there for them if they need it. The bell will be rung and the students will be asked to share their sentences with the class. The teacher will listen to at least 3-4 students sentences and then he/she will tell the student that they will now have a chance to write their sentences on paper. Instructions will be given (what they are doing and what they will do when done) and checking for understanding will be completed as a whole group. Then students will be handed their worksheet to begin. 10-12 min Students are working quietly and the teacher is walking around to help students. Time will be called- 8 min, 5 min, 3 min, 1 min. 1 min Bell will be rung. Teacher will ask the students to clean up, turn their paper in, and sit quietly on the carpet. Students stop working. After listening to instructions, they will clean up, turn their work in, and sit quietly on the carpet. When the bell is rung, the students will face the board and sit nicely and quietly. Then they will raise their hand to share what they wrote. Students are raising their hand to share their sentences. Bell

Students are listening to instructions.

28 papers

Students are working quietly.

28 pencils, and 14 sets of colored crayons.

Bell

5 min

Teacher will thank the students for working so nicely and quietly. Then she will ask the students to pair share what they worked on today and learned. Teacher will ask two students to share what we worked on and learned. This will be written on the board. Then the students will be asked on the count of three to say these two things. Teacher will end the lesson by thanking the students for their participation and for listening so nicely. She will also tell the students to keep thinking about different members in the community that help people because tomorrow we will learn about someone else.

Students are sitting on the carpet quietly. Students are completing their pair share with their neighbor. Students will raise their hand and share. All students will say what they learned about. Students are sitting on the carpet nicely and quietly while the teacher talks.