1 st Grade Content Area: Language Arts 30 45 minutes Describing Characters in a Story GOALS Content Standard: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. o Use illustrations and details in a story to describe its characters, setting, or events (1.RL.7). ESOL Goal (Function): Describing people, places, and things o Using nouns, pronouns, and adjectives students learn to understand and generate oral and written language with nouns, pronouns, and adjectives.
OBJECTIVES Content Objective: o Students will be able to write two sentences describing a character in the book Marcel the Pastry Chef. ESOL Objectives (Forms): o Students will be able to write two sentences describing a character in the book Marcel the Pastry Chef, using the following sentence frames. EI: __________ is _________. Marcel is hard-working. EA: __________ is _________, but __________ is _________. Marcel is kind, but the chef is greedy. Targeted Language Skills: o Reading: Students will read the sentence frames in order to complete their sentences. o Writing: Students will write two sentences to describe a character in the book Marcel the Pastry Chef. o Listening: Students will listen to the read-aloud and listen to their partners. o Speaking: Students will speak using the provided sentence frames.
Learning Strategies: o Describing o Self-Assessment
PRE-REQUISITE KNOWLEDGE/SKILLS o Students will already have the vocabulary necessary to describe the pictures. o Students will have experience working with the sentence frames. o Students will have experience finding and working in A/B Partners using the 4 Ls (Lean toward partner, use a Low voice, Look at partner, and Listen to partner).
MATERIALS o Copy of the book Marcel the Pastry Chef o Sentence Strips o Markers o Poster Paper or White Board to Make Word Bank o Paper o Pencils o Students Writing Journals
PROCEDURE Anticipatory Set: o Before showing students the book and in order to hook the students, play a quick game of 20 questions. Tell them that you are going to read a story about an animal that is a chef, but first you want them to guess what kind of animal it is. o Have students take turns asking yes/no questions for the teacher to answer to see if they can figure out what kind of animal the book is about. Teaching: o Read the book Marcel the Pastry Chef to the students. o As describing words are mentioned in the text, with students helping to identify them, create a word bank to be used with the sentence frames. It may be helpful to color code them by the character they are describing. o After reading the bank, introduce the sentence frame. Have it taped to a white board so you can write beneath each line. Under the first line, write the names of the characters that students can describe. If color coding words in word bank, use the same colors to write the names of the characters. o Once the list of characters is complete, demonstrate completing the sentence frame to describe a character. A sample sentence may be: Marcel is sneaky. Have students echo the sentence. Guided Practice: o In A/B partners, students will practice the sentence frames. Tell students beforehand that each partner needs to talk about a different character. Additionally, ask students to practice the first sentence frame at least once each and then if they feel comfortable try the harder one. Also, encourage them to work together to complete the EA sentence frame. o Remind students of the 4 Ls of partner work. o Provide students about three minutes to practice and share their sentences with their partners. If students finish before the three minutes is up, encourage them to give the other sentence frame a try or share more information about their characters. o As students are working in pairs, the teacher should be circulating the classroom listening for students using the sentence frames accurately, providing support, praise and encouragement. o Once the 3 minutes is up, bring the group back together. o The teacher can now use The Talking Stick and have a couple students share their sentences. o If students use words that arent yet on the word bank, add them. Independent Practice: o As a ticket out the door, students must choose one character to write two sentences about in their writing journals. o Reminds students that the word bank is a resource they can use to complete their sentences. o Remind students that their sentences should start with capital letters, have finger spaces, and proper punctuation. o Once students are finished writing their sentences, have them use the My Writing Rubric to make sure their sentence begins with a capital letter, has finger spaces, and has punctuation at the end. o If students finish before classmates, they can draw a picture of their character or write more sentences. Closure: o Students will participate in Give One, Get One to orally share their sentences with classmates.
DIFFERENTIATION ESOL strategies are highlighted.
ASSESSMENT Informal: Listen for accurate use of sentence frames in A/B partners. Formal: In a future lesson, students will be able to write a paragraph describing a character that includes an introductory sentence, two descriptive sentences, and a concluding sentence (will be heavily scaffolded).
REFLECTION o Note what students learned in relation to the lesson objective o Were any changes made to the lesson as it was being taught? o If teaching the lesson again, what changes should be made? o After teaching this lesson, what direction should be taken next?
Literacy and ELD Lesson Plan Rubric
Section Points possible Self- assessment (First submission) Instructor assessment (First submission) Self- assessment (Revised submission) Instructor assessment (Revised submission) Comments Lesson planning fundamentals Lesson plan contains all required components/sections as listed on the WOU Lesson Plan Template Description
0.75 0.75 0.75 .75 ELD and literacy goals This lesson contains an ELD goal that states a language function students will learn. In the ELD lesson plan, it is the primary focus of the lesson. The literacy lesson plan contains an English language arts goal that is related to the ELD goal. In the literacy lesson plan, it is the primary focus of the lesson. The goals are taken from the Oregon state standards
0.75 0.75 0.75 .75 ELD and literacy objectives This lesson contains an ELD objective that directly relates to the ELD goal. In the ELD lesson plan, it is the primary focus of the lesson. The ELD objective is measureable and states specific language forms that students will use in this lesson (i.e. sentence frames). In the ELD lesson plan, it is the primary focus of the lesson. At least two proficiency levels have language forms (i.e. sentence frames) stated. Example sentences/responses are provided for each sentence frame. A literacy objective is stated for the literacy lesson plan. It is measureable and directly relates to the ELD goal/objective as well as the literacy goal. In the literacy lesson plan, it is the primary focus of the lesson.
2 2 2 2 Section Points possible Self- assessment (First submission) Instructor assessment (First submission) Self- assessment (Revised submission) Instructor assessment (Revised submission) Comments Lesson structure Anticipatory set: Students will become engaged in the lesson through this "hook" Teaching/modeling ("I do"): Students have opportunity to see the ELD/literacy objectives explicitly modeled (including language forms). Teaching/modeling is engaging and appropriate for student development. Guided practice ("We do"): Students have opportunity to practice what was modeled. Guided practice directly relates to the ELD/literacy goals and objectives. The procedures are clear and would meet the needs of students. Objectives are reinforced via progression of comprehensible input (i + 1) and scaffolding Independent practice ("You do"): Students have opportunity to independently practice what was previously taught in this lesson. The independent practice is appropriate for student development levels. The procedures are clear and the practice leads towards the assessment. It is directly related to the ELD/literacy goals and objectives. Objectives are reinforced via progression of comprehensible input (i + 1) and scaffolding Closure: Lesson contains a closure component for students to be able to reflect on or review their learning.
See the note about how to know which sentence frame to use.
4 4 3.9 4 Assessment Contains and addresses the purpose of all of the following parts of the WOU template: Informal assessment of Literacy and ESOL objectives Specific plans for formal assessment that include literacy and ESOL objectives Criteria specified for assessment(s) to describe what exactly students should achieve
1 1 1 1 ESOL strategies Appropriate ESOL strategies are made explicit (highlighted or underlined) throughout the lesson Strategies are appropriate for all of the designated levels At least one structured oral practice routine is incorporated At least two other areas of literacy are purposefully practiced (reading, writing, and/or listening)
2 2 2 2 Editing, presentation, and timeliness All lesson plans are edited for spelling and rules of English language Format specifically follows the WOU Lesson Plan Template Lesson plan is easy to follow in both content and presentation Lesson is turned in on time Brief reflection (at the end of this rubric) is insightful and demonstrates a deep level of thoughtfulness Self-scored rubric and lesson information page is also included
.5 .5 .5 .5 Section Points possible Self- assessment (First submission) Instructor assessment (First submission) Self- assessment (Revised submission) Instructor assessment (Revised submission) Comments Materials Additional materials, worksheets, readings, etc. are submitted with the lesson plan All materials are appropriate for the grade level and language proficiency levels of students All materials and lesson ideas are properly cited to give the authors credit All materials needed listed in the lesson plan
.5 .5 .5 .5 Lesson revision Lesson was revised using peer and instructor feedback. A copy of the first draft of the lesson plan was included.
.5 n/a n/a .5 Total 12 11.5 11.4 12
Brief (2-3 sentences) reflection on your revised draft (e.g. What went well, what questions you have, etc.): Because I only had to fix one thing, it was pretty easy to fix and presented a good question. I think it would be good to have all students complete the sentence frame, and then challenge everyone to try the second sentence frame although it may be too difficult for some students. Hopefully, with their partner, they could complete the sentence frame or maybe with a little guidance from the teacher.