Spring 2013 Sem I-ECED372

LESSON PLAN OUTLINE JMU Elementary Education Program

Bethany Blount Mrs. Nair, Mc Swain Elementary School Performed on February 27, 2014 at 9:00am Created February 19, 2014

TITLE OF LESSON Learning about General George Washington; Make Your Own Paper Plate George Washington! / Read Aloud and Creative Art Lesson

CONTEXT OF LESSON

Prior to the reading and the creative art craft, students as a whole group will discuss and tell about what they already know about George Washington. The students have had a previous lesson on a few of presidents. As the students recall facts, the teacher will write these statements down on a large piece of paper modeling how to use correct sentence structure and the use of exclamation points. This activity is appropriate because it is directly following George Washingtons birthday as well as supplementing the current writing curriculum. The children are currently learning when and how to use exclamation points from question marks. Through the pre reading activity, students will be able to formulate their own statements and the teacher will model how to use and write exclamation marks. The reading will strengthen the students knowledge on President George Washington and the craft will give the students practice on formulating statements and questions with using exclamation points and question marks correctly
OBJECTIVES AND ASSESSMENT Developmental Objectives 1. The students will be able to write a statement using an exclamation mark and a question using a question mark on the topic of George Washington. Plan for Assessment The teacher will check to make sure each statement and question has the proper end punctuation. The teacher will determine if the child has learned about George Washington through his statement and question that he creates. This will assessment will be determined PRIOR to the students beginning to make their paper plate George Washington. The student will not be able to receive materials until this objective is assessed and met. The teacher will see that each student has created a paper plate George Washington WITHOUT looking at a model or refereeing back to the read aloud book. Each paper plate George Washington should be unique and the teacher will assess this by asking the student what makes his creation unique. The student will then verbally tell the teacher about his work.

2. The students will be able to draw George Washingtons face and hat, from their own perspective after a read aloud. The student must make his or her paper plate George Washington unique in some way.

COLLECTION OF ASSESSMENT DATA Teacher will use a checklist to asses if each student completed the writing portion of the assignment correctly and if the student can, in some detail, give a verbal explanation of his or her creation (i.e. I did this because, his hat says this because George Washington was a General in the Virginia Army).

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RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS (Preschool) Oral Language 1.1 The student will continue to demonstrate growth in the use of oral language. a) Listen and respond to a variety of electronic media and other age-appropriate materials. b) Tell and retell stories and events in logical order. c) Participate in a variety of oral language activities, including choral speaking and reciting short poems, rhymes, songs, and stories with repeated patterns. d) Participate in creative dramatics. e) Express ideas orally in complete sentences. 1.2 The student will expand understanding and use of word meanings. a) Increase listening and speaking vocabularies. b) Begin to ask for clarification and explanation of words and ideas. c) Use common singular and plural nouns. d) Use vocabulary from other content areas. 1.3 The student will adapt or change oral language to fit the situation. a) Initiate conversation with peers and adults. b) Follow rules for conversation using appropriate voice level in small-group settings. c) Ask and respond to questions. d) Follow simple two-step oral directions. e) Give simple two-step oral directions. Reading 1.5 The student will apply knowledge of how print is organized and read. a) Read from left to right and from top to bottom. b) Match spoken words with print. c) Identify letters, words, sentences, and ending punctuation. d) Read his/her own writing. 1.8 The student will expand vocabulary. a) Discuss meanings of words in context. b) Develop vocabulary by listening to and reading a variety of texts. c) Ask for the meaning of unknown words and make connections to familiar words. d) Use text clues such as words or pictures to discern meanings of unknown words. e) Use vocabulary from other content areas. 1.9 The student will read and demonstrate comprehension of a variety of fictional texts. a) Preview the selection. b) Set a purpose for reading. c) Relate previous experiences to what is read. d) Make and confirm predictions. e) Ask and answer who, what, when, where, why, and how questions about what is read. f) Identify characters, setting, and important events. g) Retell stories and events, using beginning, middle, and end. h) Identify the main idea or theme. i) Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful expression. Page 2

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1.10 The student will read and demonstrate comprehension of a variety of nonfiction texts. a) Preview the selection. b) Use prior and background knowledge as context for new learning. c) Set a purpose for reading. d) Identify text features such as pictures, headings, charts, and captions. e) Make and confirm predictions. f) Ask and answer who, what, where, when, why, and how questions about what is read. g) Identify the main idea. h) Read and reread familiar passages with fluency, accuracy, and meaningful expression. Writing 1.12 The student will print legibly. a) Form letters accurately. b) Space words within sentences. c) Use the alphabetic code to write unknown words phonetically. 1.13 The student will write to communicate ideas for a variety of purposes. a) Generate ideas. b) Focus on one topic. c) Revise by adding descriptive words when writing about people, places, things, and events. d) Use complete sentences in final copies. e) Begin each sentence with a capital letter and use ending punctuation in final copies. f) Use correct spelling for commonly used sight words and phonetically regular words in final copies. g) Share writing with others. History 1.2 The student will describe the stories of American leaders and their contributions to our country, with emphasis on George Washington, Benjamin Franklin, Abraham Lincoln, George Washington Carver, and Eleanor Roosevelt. 1.3 The student will discuss the lives of people associated with Presidents Day, Columbus Day, and the events of Independence Day (Fourth of July). Civics 1.10 The student will apply the traits of a good citizen by a) focusing on fair play, exhibiting good sportsmanship, helping others, and treating others with respect; b )recognizing the purpose of rules and practicing self-control; c) working hard in school; d) taking responsibility for ones own actions; e) valuing honesty and truthfulness in oneself and others; f) participating in classroom decision making through voting. 1.11 The student will recognize the symbols and traditional practices that honor and foster patriotism in the United States by a) identifying the American flag, bald eagle, Washington Monument, and Statue of Liberty; b) demonstrating respect for the American flag by learning about the Pledge of Allegiance. 1.12 The student will recognize that communities in Virginia a) have local governments; b) benefit from people who volunteer in their communities; Page 3

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c) include people who have diverse ethnic origins, customs, and traditions, who make contributions to their communities, and who are united as Americans by common principles. Visual Art Visual Communication and Production 1.4 The student will create works of art inspired by stories or poems, ideas, and themes. 1.7 The student will identify and use the following in works of art: 1. Colorprimary 1.10 The student will demonstrate the use of size relationships in works of art. 1.11 The student will create observational drawings of people and objects in the environment. 1.12 The student will use motor skills (e.g., cutting, modeling, molding, tearing, weaving) to create two- and threedimensional works of art. Art History and Cultural Context 1.14 The student will identify American cultural symbols and events depicted in art.

MATERIALS NEEDED George Washington, Our first President by Garnet Jackson-School Supplied (book) Large sheet of isle paper School Expo marker- School Paper plates (cut in half) I will supply Crayons, pencils-Students Glue-Students Cotton Balls- I will supply Note Cards or large-lined writing paper- I will supply

PROCEDURE 1. The entire group of students will sit on the reading rug 2. I will ask the students what statements they already know about George Washington. 3. When 4-5 students recall and say aloud the statements, I will write what they say on the large paper and model how to use correct sentence punctuations and exclamation marks. 4. I will begin reading the story to the whole group of students, stopping at various pages to ask questions to prompt alertness and review facts that were read on the current page. Questions/explanation prompts: Who do you think the baby in the illustration may be? How long ago was George Washington born? From the picture, where do you think George Washington lives, the city or rural country? How many brothers and sisters did George Washington have? When the siblings played, what role was George Washington given? When playing with his friends at school, what does George Washington do? *After explaining what surveying is further, why does he survey land for the farmers? How old was George when he became a Major in the Virginia Army? What do you think helped George become a great leader? *After explaining that the French and the Native Americans were against the English, Who did Colonel George Washington, lead during the war? (Which side) Where did George Washington and his wife, Martha Custis live? Page 4

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What was the reason for the war against England? *Explain that George Washington moved up in ranks within Virginia the army. Recap that the war lasted for eight years and that after the 13 colonies then became the United States of America. Who do you think the leader of the country should be? As a president, what did George Washington do? 5. After the reading, ask the students what they learned. As in prior to the reading, write down their statements of the large sheet of paper, again modeling proper punctuation and sentence rules. 6. Ask the students if they have any more questions about George Washington. Write 3 of these questions down on the large piece of paper modeling how to formulate a question and the use of a question mark. 7. Explain the Make Your Own Paper Plate George Washington activity while the students are together on the carpet. Explain that he or she needs to write one statement using an exclamation mark and one question that he or she may personally have or that he can ask someone else about George Washington. 8. Once all the students return to their desks and write up the cards, hand out the paper plate halves and other materials. (Hand the materials out AFTER the note cards are completed. The teacher should check to see that the student has mastered the skill of formulating a statement and question while using an exclamation point and question mark appropriately). 9. The students will then use their own creativity to draw a face on the half of a paper plate that has already been pre-cut. 10. Students will decorate the hat that is made from the construction paper (pre-cut), using crayons. 11. Students will past the hat onto the top edge of the paper plate. 12. Students will then glue cotton balls to the bottom half of the hat to resemble George Washingtons wig. (Great learning opportunity to explain this is a wig, not his actual hair). 13. Once the entire Paper Plate Washington is complete, students will glue their note cards to the back of the plate or the hat. 14. Once project is complete, students will proceed to clean their desks. PREPARATION OF THE LEARNING ENVIRONMENT On the tables and desks where the students will be completing the assignment the student will first be given a lined piece of paper to complete their writing. After the writing is assessed and is satisfactory, give the students the materials to make the paper plate George Washington.

INTRODUCTION AND ORGANIZATION Children will still be seated on the carpet after the read aloud. Teacher will then explain the activity by asking what is a statement and when do we use an exclamation mark. The teacher will ask a few students to give one or two examples of a statement about George Washington that they just learned from the book. The teacher will then review what a question is and repeat the process of asking a few students to make up and say questions they Page 5

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may have from the reading. Once the students are refreshed with how to write a statement with an exclamation mark and a question, the teacher will explain the paper plate George Washington activity. The teacher will tell students that all students must complete the writing portion and have it checked prior to receiving the rest of the supplies. Once the writing has been approved, the student can begin drawing Georges face, then cut out his hat, glue his hat to the top edge of the plate, glue on cotton balls for his hair and then finally glue his or her writing to the back of the paper plate. IMPLEMENTATION when the students are writing their statements and questions, if their writings are too vague I will prompt them to go into greater detail and think about what makes George Washington so important. When the students are creating and cutting out Georges hat I will prompt them to think about the difference in hats they have learned about from the readings. Abraham Lincoln has a distinct hat that he always wore and so does George Washington. When the students are pasting on the cotton balls that resemble hair I will explain how in that era many of the men in the army wore wigs and that the white hair that is shown in pictures is actually a wig. CLOSURE Students will explain to the teacher what makes his or her paper plate George Washington special. Students will share their sentences with a partner and ask the partner the question that was made about George Washington. Children will then return to the carpet so that as a group we can discuss some of the things we know about George Washington. Once the discussion is completed, students that are quite and have been respectful during share time will be able to get their lunch and line up to go to the cafeteria. CLEAN-UP Children will throw away trash when called upon by group of desks. Children will put away their own coloring materials in their desks. By desk group, when called upon, the students will return scissors and glue sticks to the assigned basket on the counter top. I will wipe down desks with a wipe to ensure all glue is cleaned up. DIFFERENTIATION There are no major needs amongst any of the students that will hinder one from completing this activity. Some students (few) may need prompting on formulating a question. If this is the case, I will model asking a question that is not relevant to George Washington. I can explain to the student that he or she can think of a statement that he knows about George and put it in a question sentence to ask a friend. Example: The student knows from the read aloud that Georges favorite animal is a horse. A question could be, did you know George Washingtons favorite animal is a horse? Some students may not be able to write on the think spaces provided on the notecards. In this situation I will have large spaced paper available for these students to use. They will simply glue the paper to the back of the plate or glue to notecard to be glued to the plate. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? Students may be confused on formulating a question. They may not understand that they can come up with a question that they may still have, or come up with one to ask someone else. This may require prompting from the teacher. If this occurs I will model asking questions not relevant to George Washington to help them formulate their own relevant to the topic. The cotton balls may not dry as fast as needed and create frustration. In this case, I will have some tape or tacky glue handy to assist the students in gluing down the cotton balls/ hat to plate. The note cards may not have big enough line spaces for the children to write on. I will use large lined paper and glue it onto a notecard to assist their writing if this is the case. A COPY OF THE DATA COLLECTION INSTRUMENT MUST BE ATTACHED TO THIS DOCUMENT. Page 6

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