Name: Julianne Liberati

Date: April 2, 2013

Lesson #, Lesson Title: Oh, The Places Youll Go! Writing Grade Level & Class Title: Kindergarten- Language Arts There are 18 students in this class, 11 boys and 7 girls. Two students have IEPs. The students come from a variety of socioeconomic backgrounds. Period or Block: 1 Standards & Objectives Content Standards: W.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or name of the book they are writing about and state an opinion or preference about the topic or book Learning Objectives: Students will respond to a writing prompt about their favorite place to go through writings and drawings with 95% accuracy. Academic Language Objectives: Opinion, writing prompt, Instructional Strategies and Learning Tasks to Support Learning:
Time Learning Activities and Purpose
Orientation/Engagement/Motivation: The teacher will begin by reading Oh, The Places Youll Go. He/she will review the vocabulary terms from the previous day. He/she will be sure to ask about the author and illustrator and identify the front and back covers of the book.

10 minutes

8 minutes

Presentation/Explicit Instruction: The teacher will begin by discussing what an opinion is. He/she will tell the students that an opinion is when you think something that others might not agree with. The teacher will give them examples like, My favorite food is tacos or I would love to visit Australia someday.

8 minutes

Structured Practice/Exploration: The teacher would then hold up sentence strips with opinion sentences on them. However, each sentence would be missing the important words that would create what the opinion was about. The teacher would read them out loud and call on students to pick what goes in the blanks.

10 minutes

Guided Practice/Feedback: Each student would receive an arrow (all of the arrows would be different colors and sizes). Each student would have to write the name of a place that they either want to visit or a place they have been to and loved. In the front of the room, there would be a long strip of paper to put all of the arrows on. Each student would take turns going to the front, telling the class the place they wrote, and putting it onto the paper pole.

Independent Practice/Application: The students would be given the writing prompt of My favorite place to go isbecause and

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10 minutes 5 minutes

they would need to fill in the blanks and draw a picture that goes along with what they wrote.

Closure: To close the lesson, the teacher would also for volunteers to share what they wrote and drew.

Accommodations: The teacher would wear a microphone to amplify what he/she is saying for the students who have trouble hearing. Also, the teacher would be sure to be repetitive and say everything out loud to help students. The lower level students would also get more support on some activities when necessary. Some of the students would get more support during the guided and independent practices. The lower students would get adult help with writing their sentence and coming up with ideas for what they should write about. Instructional Materials and Support: Oh, The Places Youll Go, sentence strips with opinion sentences, paper for independent practice with sentence starter, paper arrows and pole, tape, crayons, pencils, markers Assessment
Description and Purpose of Assessment Activity. Evaluative Criteria. Feedback to students.

Instructional Lesson Assessments a) Process The students will be assessed throughout the entire lesson based on their participation and efforts. b) Product The students will be assessed based on their ability to write a coherent sentence with a matching picture.

The students will be evaluated Feedback will be given based on their efforts and immediately throughout participation during the the entire lesson. explicit instruction, structured practice, and guided practice. Feedback will be given while the students are doing the independent practice, as well as the next day once the teacher has looked over their work.

The students will be evaluated based on their ability to respond to a writing prompt about their favorite place to go through writings and drawings with 95% accuracy.

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Name: Julianne Liberati Lesson #, Lesson Title: Horton Hears A Who- Writing

Date: April 2, 2013

Grade Level & Class Title: Kindergarten- Language Arts There are 18 students in this class, 11 boys and 7 girls. Two students have IEPs. The students come from a variety of socioeconomic backgrounds. Period or Block: 1 Standards & Objectives Content Standards: W.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or name of the book they are writing about and state an opinion or preference about the topic or book RF.1 Demonstrate understanding of the organization and basic features of print

Learning Objectives: The students will state an opinion using proper mechanics (capital letters, punctuation, spacing) and word choice about the book Horton Hears A Who by creating and writing with 95% accuracy. Academic Language Objectives: Opinion, capital letter, punctuation Instructional Strategies and Learning Tasks to Support Learning:
Time Learning Activities and Purpose
Orientation/Engagement/Motivation: The teacher will begin by reading Horton Hears A Who to the class. As he/she is reading, he/she will point out all of the vocabulary words from the previous day and review what they mean with the students. The teacher will also review author, illustrator, front and back covers. Presentation/Explicit Instruction: The teacher would review proper mechanics (capital letters, punctuation, spacing) with the students. As a class, they would sing Every Sentence Starts With A Capital. The teacher will write different sentences from the book onto the board. He/she will underline the capital letter, circle the punctuation, and count the spaces in each sentence.

10 minutes

5-8 minutes 5-8 minutes

Structured Practice/Exploration: The teacher will write examples and non-examples of well-written sentences on the board and have the students give thumbs up or thumbs down if the sentences are written correctly. For the ones that are incorrect, the teacher will call on a student to say what needs to be fixed.

10 minutes

Guided Practice/Feedback: Each student will then be given the materials necessary to create their own Horton. Once each student has made their own elephant, the teacher will write the sentence A persons a person no matter how small. on the board. The teacher will review the correct mechanics from that sentence with the students. They will be asked to write down that sentence onto the top part of their elephant.

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10 minutes

Independent Practice/Application: The teacher would then give the students a lined piece of paper with the prompt If you were a Who, what would you tell Horton? The students would then need to respond to this question on the paper using the correct punctuation, capital letters, and spacing. They would then paste it onto the other part of their elephants.

1.5 hours

Closure: To close the lesson, the teacher would show the class the movie Horton Hears A Who.

Accommodations: The teacher would wear a microphone to amplify what he/she is saying for the students who have trouble hearing. Also, the teacher would be sure to be repetitive and say everything out loud to help students. The lower level students would also get more support on some activities when necessary. The lower students would receive help with writing their sentence from an adult. They would be given a paper to trace the letters for the sentence to copy off of the board. Instructional Materials and Support: Horton Hears A Who, paper plates, paper, markers, crayons, pencils, lined paper with prompt, movie, glue Assessment
Description and Purpose of Assessment Activity. Evaluative Criteria. Feedback to students.

Instructional Lesson Assessments c) Process Throughout the explicit instruction and structured practice, the teacher will be observing the students to see how much they are participating and how well they understand what is being taught.

The students will be evaluated based on their participation and efforts during the explicit instruction and structured practice.

The teacher will give the students immediate feedback throughout the entire lesson.

d) Product The students will be assessed based on two sentences (one copied from the teacher and the other done independently). The teacher will be checking that their sentences are coherent and have the correction capital letters, punctuation, and

The students will be evaluated based on their ability to write coherent opinion sentences with the correct mechanics (capital letters, punctuation, and spacing) with 95% accuracy.

The students will receive feedback the next day after the teacher has looked over their work, as well as while he/she is walking around during the independent practice.

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spacing.

Name: Julianne Liberati

Date: April 2, 2013

Lesson #, Lesson Title: Green Eggs and Ham- Word Identification (Rhyming) Grade Level & Class Title: Kindergarten- Language Arts There are 18 students in this class, 11 boys and 7 girls. Two students have IEPs. The students come from a variety of socioeconomic backgrounds. Period or Block: 1 Standards & Objectives Content Standards: RF.2a Recognize and produce rhyming words Learning Objectives: The students will be able to recognize and produce rhyming words with the word families am, -ox, ee, -ouse and through matching pairs of rhyming words with 95% accuracy. Academic Language Objectives: Word Families, rhyming, pair Instructional Strategies and Learning Tasks to Support Learning:
Time Learning Activities and Purpose
Orientation/Engagement/Motivation: The teacher would review the book Green Eggs and Ham that was read the previous day with the students. He/she would ask questions about what happened in the story to refresh the students memory.

3 minutes

7 minutes

Presentation/Explicit Instruction: The teacher would introduce word families am, -ox, -ee, and -ouse. He/she would go through the book and point out the different rhyming words. The teacher would explain to the students that words that rhyme has the same endings, or word families and that their endings sound the same. The teacher would continue to give examples from the book until the students seemed to be grasping the concept.

8 minutes

Structured Practice/Exploration: The teacher would randomly flip through the book and pick one of the rhyming words on the page. He/she would say a word out loud and then call on a student to say a word that rhymes with the first word that the teacher said. The teacher would then ask the whole class what the word family was that caused the two words to rhyme.

10 minutes

Guided Practice/Feedback: The students would each be given a plastic egg with a word family on it. They would need to rotate the egg, making all of the possible words, and writing the words down on a green piece of paper. They would then have to read all of the words to the teacher as she was coming around to give the students assistance.

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10 minutes

Independent Practice/Application: The students would each get a rhyming paper with the word families am, -ox, -ee, -ouse. They would have to cut out the words on the bottom and paste them into the blanks. It doesnt matter where the words go, as long as they are in sets of rhyming words. The students would then turn it into the teacher for an assessment.

5 minutes

Closure: To close the lesson the teacher would once again review the paper that they just completed to make sure that each student was on the right track.

Accommodations: The teacher would wear a microphone to amplify what he/she is saying for the students who have trouble hearing. Also, the teacher would be sure to be repetitive and say everything out loud to help students. The lower level students would also get more support on some activities when necessary. Some of the students would get more support during the guided and independent practices. Instructional Materials and Support: Green Eggs and Ham, Green Egg Rhyming Words, Cut and Paste assessment paper, scissors, glue Assessment
Description and Purpose of Assessment Activity. Evaluative Criteria. Feedback to students.

Instructional Lesson Assessments e) Process Throughout the explicit instruction and guided practice the teacher will be observing the students and how much they are participating. f) Product The students will be assessed based on their ability to match up the correct green egg rhyming words and to tell those words to the teacher. In addition, they will be assessed based on their completion of the independent practice rhyming activity that the teacher will collect.

The students will be evaluated based on their efforts and participation during the explicit instruction, and structured practice.

This feedback will be given immediately, as necessary, throughout the entirety of the lesson.

The teacher will provide The students will be evaluated immediate feedback as the on their ability to match pairs students are presenting of rhyming words with 95% their work. Also, the accuracy. teacher will give the students feedback for their final work by the end of the next school day.