2012-2013 Learning Plan

Teacher: Caitlin Pessig Unit Title: Patterns Objectives: (SOLs and Local objectives) Enduring Understandings Patterns found in math, can also be found in poetry. Patterns in poetry refer to the rhyme scheme. Course: Grade 1 Lesson Plan Title: Im Filthy, Im Dirty Essential Questions What is the pattern found in the poem, through the rhyme scheme?

How will students demonstrate their understanding? Students will work as a whole for one of the stanzas, they will then work individually to find the pattern in the next stanza

Assessments-Formative and Summative Completion of the worksheet

Scope and Sequence of Learning Activities (Include Warm-Up, Strategies, Assessments, Closure/Reflection) I. Brief Review a) Have students think of an example of a pattern in math (i.e. ABABA or an actual example) b) Choose one student to tell the class their example c) Have students come up with a set of rhyming words (i.e. cat and hat) d) Choose 1-3 students to share with the class II. Introduction a) Explain how there are patterns in math and also patterns in poems III. Im Filthy, Im Dirty a) Hand out and read the story b) Work through the first stanza with the students on the board. Have students pick out the all the words that rhyme and color them one color, then introduce the AB pattern with the different colors c) Allow the students to then work individually to figure out the next stanzas pattern,

2012-2013 Learning Plan

while walking around to help student individually. d) Collect papers e) If time permits, have students who have completed the assignment create their own rhyming patterns Homework Activity None Strategies for Differentiation, Critical Thinking, Authentic Learning, Collaboration, StudentCentered Rigor Allow students who finish early to create their own rhyme scheme

Materials and Resources Poem Im Filthy, Im Dirty Promethean Board/Document camera Color pencils/crayons

21st Century Learning Look-Fors (Critical Thinking, Innovation, Problem Solving, Collaboration) Students successfully grapple with higher-order questions asked by teacher. Students articulate meaningful responses to so what (what if, why). Students generate higher-level questions. Students engage in authentic learning activities and/or create authentic work. Students defend positions with justification based on factual evidence and data. Students analyze and solve problems by generating a variety of ideas and solutions. Students recognize and pose problems inherent in a given situation. Students adapt learned knowledge to more complex/ambiguous situations. Students use and explain the right method of thinking (reasoning, decision making, problem solving, making judgments). Students evaluate and communicate their own thinking. Students make connections and predictions using prior knowledge. Students select, create, use and communicate effectiveness of a variety of tools, such as graphic organizers. (Bold/highlighted items are the look fors for the unit/lesson.)

Teacher Evaluation of Learning Plan (Notes for Future Use)