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Goals/Objective(s):
Comment: I would think about your verbs. We want to hold our students to higher order skills. Check Blooms and how you effectively push students in their literacy development.
CCSS.ELA-Literacy.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
CCSS.ELA-Literacy.SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
CCSS.ELA-Literacy.SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.
The Beastly Feast by Bruce Goldstone Chart Paper Large marker 6 (4) List templates Crayons 6 (4) Pencils
Students will be arranged at a circular table, with teacher sitting alongside them. There will be a chart placed next to the teacher for recording the class grocery list.. When students discuss their lists with one another, we will have to monitor for distraction. During the wrap up portion it will be important to give everyone a chance to add to the class list.
Plan
Introduction: 5 min. Before the reading, we will discuss the title and the word feast. We will ask probing questions. What is a feast? What do people do at a feast? Do you ever have feasts with your family and friends? When? What do you love to eat at your feasts? Read-Aloud: 15 min. We will begin the lesson by reading The Beastly Feast by Bruce Goldstone. The book is about a group of animals who have a feast together. It is structured as a litany of rhymes, pairing different animals with rhyming foods. As we read, we will point out the foods in the pictures, to prime students thinking about food asking questions like: What do you think the mosquitos needed to make their burritos? Stopping at certain points to ask questions like Weve seen a lot of foodwhat do you think would be on the animals grocery list?.
Demonstration: 5 min We then introduce the idea of throwing our own feast. To throw our own feast, well need to get the food at the grocery store! So well make a grocery list. Do you know what a grocery list is? Have you ever written one? What do they look like? Making Grocery Lists: 20 min. We will set up a piece of chart paper and talk about how the students are going to make their own lists. We introduce the parts of the list and make a mock grocery list together, writing Groceries at the top of the page and with our name adjacent. First, Teacher will brainstorm aloud foods items that they eat at their family feasts (ideally items that begin and end in consonants): e.g.: What do I eat on Thanksgiving? I love turkey, so Ill write turkey. But my sister is a vegetarian, Ill include some beans for her. When spelling out the words, teacher will sound out first and last letters of each word with the class.
Children will turn to their partners and discuss what foods they eat when they have feasts with their family. Each student will then receive blank template and create their own grocery list. On the blank list children will draw a picture of each food and write its name adjacent. Each child will think of three food items. Group Share: 10 min. The group will come back together and each child will share their favorite food on their own list. We will chart these items on a 3rd list of three items and the children will participate in writing the words on the chart and constructing the list. Spelling of these words will be guided by teacher. Students will then interact with chart by writing first and last letter of word, while the teacher writes the rest of the word (i.e. for hot dog teacher will cue student to sound out h and g.). The finished chart will be available for future reference when writing food words.
Comment: This may be too limiting. What if students hear more sounds than the initial and final consonants? How could you phrase your directions to allow for your students varying levels of phonics development?
Deleted: Students will interact with chart by writing first and last letter of word
Students invented spellings and observation of the spelling process will be used to assess student proficiency with phonics.
Students construction of the final lists structure will demonstrate understanding of the conventions of a list.
Students may think of food names that are difficult to spell for their proficiency level. We would encourage them try these words, demonstrating sounding-out techniques like word stretching and using your mouth to feel each letter. If students are struggling we will sound
out words with them highlighting phonemes for them to focus onfor example, choosing the word watermelon and focusing on W, R, M, N Students may get off topic during pair sharing. It will be important to clearly define the task during that portion of the lesson. We will model sharing prior to the activity, demonstrating appropriate/ inappropriate discourse. For examples, we might share and say, I chose pickles because my grandpa loves pickles. I drew them in a jar or we might respond by giving a complement or making a personal connection: My grandpa likes pickles, too. We will encourage student input on how this conversation sounded and what they noticed about how we listened to one another and were supportive.
Students may also get caught up in perfecting their pictures and spelling. It will be important to be clear about time limits and to warn students before their time runs out.
Accommodations:
Students may not be familiar with what a grocery list is, which might make the task too abstract for them. In this case, we might bring in experienced students to explain what a grocery list is and use the demonstration as an introduction to the genre and the term groceries, working with unexperienced students to construct an understanding of the grocery list through the model list itself.
For students who are proficient with the task or finish early:
Students might make a list of other things we would need for the feast and explore different reasons for making a litany-style list. Alternately, some students could make a more advanced kind of list, using ordinal numbers to notate the order in which something is done (for example, the order in which we will prepare things at home to get ready for the feast.) This extension would explore the function of a list as a set of instructions. This would also invite them to compose sentences to describe the instructions.