EDPC605, Week 9, Assignment 3, 5 Lesson Plans

Candidate’s Name: Christeen Edward

Lesson: 1

Subject: ELA

Title of the lesson: Reality and Fantasy

Length of the lesson: 2 full periods

Central focus: Visit to the Media Center to distinguish the difference between reality and fantasy. Key questions: ·         Difference between reality and fantasy

Prerequisite knowledge: Students should know the difference between something does exists or does not. By the end of the lesson, students will be able to identify the differences between reality and fantasy.

Standards: CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Support literacy development through language (academic language): We will review that reality can be described as objects or events that occur in real time. Things that actually exist are considered to be real while fantasy can be described as objects or events that are not found or do not occur in your everyday surroundings. It is an illusion that doesn’t exist in the real world, anything that can’t be felt, or seen with the naked eye and the strategies we use to distinguish between reality and fantasy are prior knowledge, facts and details from the text, certain vocabulary words such as, once upon time and questioning.

Objectives: Student will determine that fantasies are objects or events that do not exist or occur in the real world. Student will determine that reality is objects or events that occur in real time and can be touches and seen with the naked eye Student will learn the meaning of new vocabulary words.

Formal and informal assessment (including type[s] of assessment and what is being assessed): We will have a class visit to the media center. Students will take a brief tour around media center with media specialist pointing out and describing different areas. Students are instructed that they are to search the shelves and find an example of a book that has a story that "could really happen" (realism) and one where there is "no way it could really happen"(fantasy). Students will work in pairs to find books. Once two books are chosen, students have a seat. I and media specialist check the choices, discussing which book represents which type of literature and why the children think so. Once everyone has located two books, teacher solicits volunteers to share their choices with remainder of class. Students are to distinguish between fantasy book and realism book and tell others what their decisions were based upon. Students will also be given an assessment skill sheet to fill out for assessment. http://schools.liberty.k12.ga.us/MediaPage/Media%20Resources/Media%20Lesson/Documents/Fantasy_Realism_Assessment.doc

Instructional Procedure: I will bring a duck toy.  With expression I will read few sentences from the book such as, “Katy Duck is very excited. She can hardly believe it. What a dream come true! Tra-la-la! Quack! Quack.”  I will ask the students to predict what the story might be about. And to make a text-to-self connection by relating an experience in his life that he got on stage and what was his feeling about it? Did he got nervous or shy? I will introduce my students to the new vocabulary words such as: nod, starry, pitter, patter and flutter.  I will discuss what synonyms are and create a list of our new synonyms words.  We will use the new words in verbal context I will instruct my student to pay careful attention to the story during our shared reading and try to determine if the story is a reality or fantasy. Now we will begin our shared reading. I will ask both open ended and critical thinking questions such as, who is the main character in the story? What do you think is going to happen next? How does the Katy Duck feel? Why does she feel that way? I will ask my students if they have any questions or comments. I will review what we learned from the book and reinforce that reality can be described as objects or events that occur in real time. Things that actually exist are considered to be real while fantasy can be described as objects or events that are not found or do not occur in your everyday surroundings. It is an illusion that doesn’t exist in the real world, anything that can’t be felt, or seen with the naked eye and the strategies we use to distinguish between reality and fantasy are prior knowledge, facts and details from the text, certain vocabulary words such as, once upon time, and questioning. Theory/research:  Students learn more from hands-on activities and listening to a teacher’s lecture. Accommodations and modifications: Students who struggle with writing can do oral answers.

* Media center * Using Excel sheet http://schools.liberty.k12.ga.us/MediaPage/Media%20Resources/Media%20Lesson/Documents/Fantasy_Realism_Assessment.doc

Reflection: Do I think that most of my students were too familiar with this topic or no? Should I use more challenging questions during the group activities? Was the length of my lesson enough to cover everything I needed to?

Candidate’s Name: Christeen Edward

Lesson: 2

Subject: Social Studies

Grade Level: 4^th Grade

Title of the lesson: The Comanche Tribe

Length of the lesson: 2 full periods

Central focus: Compare and Contrast between the Beaver tribe from the novel of “The Sign of the Beaver” and other Native American tribe using Google search. Key questions: ·    What are the differences and similarities between the Beaver tribe and the Comanche tribe?

Prerequisite knowledge: Students should be familiar with the skill of comparing and contrasting. Students should be able to use Venn Diagram to draw a comparison.

Standards: CCSS, Standard 5. Reading  Describe the overall structure (e.g., chronology, comparison, cause/ effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. CCSS, Standard 2, A Writing  Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. CCSS for Social Studies, Standard 1. 3.1a, 3.1d, 3.1e  Individual Development and Cultural Identity. Role of climate, environment, animals, natural resources in the location and development of Native American cultures.

Support literacy development through language (academic language): Students will learn how Comanche tribe formed and the history of it. They also will find out the similarities and the differences between the Beaver tribe and the Comanche tribe. It is important for the students to learn about different Native American tribes and to compare them with other tribes and recognizing their culture, language, customs and their practice of religion.

Objectives: ·         Students should be able to draw a comparison between different tribes. ·         Students will work collaboratively with their partner during group work. ·         By learning about the Comanche tribe, students will be more open-minded and respectful for other cultures.

Formal and informal assessment (including type[s] of assessment and what is being assessed): * Students will work in groups of three or four to do a research using Google search to find another Native American tribe and comparing it to the Beaver Indians. * Students will have to include in their research culture findings about the tribe they chose, such as (clothing, food, role of men and women, etc.

Instructional Procedure: I will read aloud different parts of chapter two of The Comanche book, which is about how the Comanche lived. While I’m reading, I will stop periodically to ask questions or to give a prompt. *I will introduce vocabulary words that we will find in this chapter, such as bands, ceased, teepees. *I will talk about the Comanche work and their way of living. I also will mention the relationship between the grandfathers and sons of the Comanche tribe and the Beaver tribe from the novel and the similarities of their vision quests. *I will introduce the activity of the Venn diagram to my students to make a compare and contrast between these two different tribes and to find the similarities and the differences between them. I will ask the students if they remember the shape of it to refresh their memory in the beginning *I will use the Smart Board to draw the Venn diagram and ask the students different questions about the differences and similarities between the two tribes; then I will record their answers on the Smart Board. Theory/research:  Students learn more from hands-on activities and listening to a teacher’s lecture. Accommodations and modifications: I will group the students who are highly functioning with low functioning students during activity time.

* Using Smart Board * Using Google search

Reflection: Do I think that most of my students were too familiar with this topic or no? Should I use more challenging questions during the group activities? Was the length of my lesson enough to cover everything I needed to?

Candidate’s Name: Christeen Edward

Lesson: 3

Subject: Math

Grade Level: 3^rd Grade

Title of the lesson: Making bar graph

Length of the lesson: 2 full periods

Central focus: Using Microsoft Office to graph different information or data. Key questions: ·  Compare and contrast different information using bar graph?

Prerequisite knowledge: ·          Students should know how to collect data on a tally chart and how to read a pictograph. ·         Students should also know the counting skills and numbers.

Standards: CCSS: 3.MD.3.  Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one-and two- step “How many more” and “How many less” problems using information presented in scaled bar graph. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

Support literacy development through language (academic language): Students will learn how graph using parallel bars of varying lengths, as to illustrate comparative costs, exports, birth-rates, etc. and numbers to show information or data.

Objectives: ·         Students will be able to define the bar graph and know how to read the data, know parts of the bar graph. ·         Students will be able to draw and fill in the bar graph including all the parts of the bar graph as: title, labels and scale using Microsoft Office.

Formal and informal assessment (including type[s] of assessment and what is being assessed): ·         I will give my students a Google document that has different data about the number of students in sixth grade who failed ELA region exam for the last three years at our school. ·          Students will work in groups of three or four to do a bar graph and recording these information using Microsoft Office.

Instructional Procedure: I will model a bar graph to them on my Smart Board. 2-I will draw the axis segment lines. 3-I will explain to the students that I’m going to design my bar graph according to their eye colors. By using the student’s eye colors such as black, brown, green, blue and grey as my data. I will write down the students’ eye colors in the X line (horizontal). 4-I will write down the number of the students on the other side of the graph (vertical). 5-I will ask the students to raise their hands if they have black eyes, then I will count the number of students who have black eyes out loud. I will explain to the students that I will draw dots with black markers according to their number. 6- I will do the same for each color; ask the students first and then use the markers that match their eye color to mark the number of the students. I will explain to them that we are going to make a graph in which each box stands for one person. Theory/research:  Students learn more from hands-on activities and listening to a teacher’s lecture. Accommodations and modifications: I will group the students who are highly functioning with low functioning students during activity time.

* Using Smart Board * Using Microsoft office * Google Document

Reflection: Do I think that most of my students were too familiar with this topic or no? Should I use more challenging questions during the group activities? Was the length of my lesson enough to cover everything I needed to?

Candidate’s Name: Christeen Edward

Lesson: 4

Subject: Science

Grade Level: 3^rd  Grade

Title of the lesson: Animal adaption to their environment

Length of the lesson: 45 minutes

Central focus: Using Google search to find out how animal adapt to their environment Key questions: ·         How animal adapt to their environment in order to survive?

Prerequisite knowledge: ·         Students should know what the similarity between each animal (i.e. Giraffe known body part is its neck)

Standards: CCSS LE 3.1c ·         Describe structure and functions of how animals must adapt to their environment in order to live. ·         Different animals structure (e.g., wings, legs, fins, scales, feathers, fur, etc).

Support literacy development through language (academic language): We will learn about adaption which is the state of being adjusted to the environment. Students will learn a lot of new words and features that animals has which help them to adapt to their environment, such as scales, feathers, fur, etc.

Objectives: ·         Students will be able to identify different structures that animals have such as (wings, fur, feathers, scales, etc) and understand how these structures help an animal survive in its environment (traveling around, adapt to weather and eating).

Formal and informal assessment (including type[s] of assessment and what is being assessed): I will split my students into three different groups. One group will be searching how the desert animals are able to survive in desert, what features they have and give at least five different animals who live in desert as an examples. Second group will be doing a research about Safari animals, their features and giving examples also. Last group will be working on African animals, their features and giving examples of different animals.  I will ask all the groups to use Google search to get more information about their animal’s group. At the end, I will ask each group to give us summarize about their findings and share it with the rest of the class.

Instructional Procedure: I will introduce the vocabulary terms to the students. I will write the definitions on the Smart Board, as I discuss them with the students. We will discuss the definition, and application of the term Adaptation. I will discuss different parts from each book of the animals which lives in different environment. Then, we will discuss how each animal is different than the other animals in their structure, and characteristics to fit in with their environment. I will show the students different pictures on the Smart Board and discuss their features that help them to adapt to their environment, such as fish, birds, penguin, giraffe, etc I will play video that talks about animal adaption to different environments. Theory/research:  Students learn more from hands-on activities and listening to a teacher’s lecture. Accommodations and modifications: Students who struggle with using computer, I will give them different animal’s pictures to look at and find out their features that help them to survive .

* Using Smart Board. * Using You Tube * Using Google Search

Reflection: Do I think that most of my students were too familiar with this topic or no? Should I use more challenging questions during the group activities? Was the length of my lesson enough to cover everything I needed to?

Candidate’s Name: Christeen Edward

Lesson : 5

Subject: Art

Grade Level: 4^th Grade

Title of the lesson: Sketching Self Portrait

Length of the lesson: 45 minutes

Central focus: Sketching Self Portrait using MS Paint program. Key questions: ·         How to use MS Paint Program to sketch self-portrait?

Prerequisite knowledge: ·         Students should understand what is a portrait and the differences between a portrait and a landscape Students should understand that most of the portrait convey information.

Standards: CCSS.ELA-Literacy.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

Support literacy development through language (academic language): We will learn about sketching which means drawing or painting that is done quickly without concern for detail. A sketch might be made to capture the general mood of a scene, or to help the artist work out an idea for a finished composition.

Objectives: ·         Students will understand  the differences between a portrait and a skill life introduce to MS Paint program. ·         Students will learn the proper proportions of facial features necessary to create a portrait. Students will use color, and lines to convey expressions and emotions.

Formal and informal assessment (including type[s] of assessment and what is being assessed): I will ask my students to open Microsoft Paint (Start-Programs-Accessories-Paint). I will ask my students to experiment with the program and use the different icons and tools associated with it. I will ask the students to start out by writing their names as acrostic poem. Students will associate each letter of their name to something that describes their personality such as F is for fun, E is for energetic, etc. I will ask my students to apply the steps I demonstrated in front of them to MS Paint and be creative. After they finish creating their self portrait I will ask the students to save their work and print it.

Instructional Procedure: ·         I will demonstrate in front of my students the steps of creating a self portrait. I will ask my students to observe what I’m doing carefully because they will apply the same steps on MS Paint. I will Sketch a large, slightly egg-shaped oval for the head. I will instruct my students to leave only enough room below the oval to later add the neck and shoulders and to also leave room at the top of the paper for hair. I will then draw a vertical line through the center of the oval and  horizontal line halfway between the top and the bottom of the oval to find the center point of the eyes. I will draw a horizontal line halfway between the eye line and the bottom of the oval to place the nose. Then we will draw a horizontal line one-third of the distance below the nose line and the bottom of the oval for our mouth. We will then draw the ears and I will instruct my student to draw the top of the ears on each side of the head making them even with the eye line. And the bottoms of the ears have to be even with the nose line. Theory/research:  Students learn more from hands-on activities and listening to a teacher’s lecture. Accommodations and modifications: Students who struggle with using Microsoft Paint, I will ask them to draw on piece of paper.

* Using Microsoft Paint * Using computer and printer

Reflection: Do I think that most of my students were too familiar with this topic or no? Should I use more challenging questions during the group activities? Was the length of my lesson enough to cover everything I needed to?