Creative+standard+based+literacy+activites

Design A Literacy Center



Submitted By: Brittney Quirk, Partner: Tania Davis EDRL 442 / Nevada State College – Fall 2011 Karen Powell
 * Title of the lesson plan **: Where are they now?


 * Summary of the lesson plan **: After reading “The puddle” by David McPhail, the students will do an activity in which they will choose an animal from the story and write about where it is and what it is doing now that it is no longer at the puddle.

First Graders
 * Target Population: **
 * Above average students
 * Average students
 * Below Average students


 * Details of the Literacy Center **


 * Objective: **1 L 2.b Use end punctuation for sentences.


 * Procedure: **


 * <span style="font-family: 'Book Antiqua','serif';">1. **<span style="font-family: 'Book Antiqua','serif';">The student will get their assigned level folder containing directions
 * <span style="font-family: 'Book Antiqua','serif';">2. **<span style="font-family: 'Book Antiqua','serif';">The student will choose an animal from the story to write about
 * <span style="font-family: 'Book Antiqua','serif';">3. **<span style="font-family: 'Book Antiqua','serif';">Using provided paper the student will complete the writing prompt answering, “where are they now and what are they doing now that they are no longer at the puddle”
 * <span style="font-family: 'Book Antiqua','serif';">4. **<span style="font-family: 'Book Antiqua','serif';">Student will illustrate their story in the space provided on given paper
 * <span style="font-family: 'Book Antiqua','serif';">5. **<span style="font-family: 'Book Antiqua','serif';">Student will turn in complete assignment to the “All done” basket


 * <span style="font-family: 'Book Antiqua','serif';">Assessment: **<span style="font-family: 'Book Antiqua','serif';">The teacher will check for correct usage of end punctuation.

<span style="font-family: 'Book Antiqua','serif';">The students will need knowledge of correct usage of end punctuation, in addition to general sentence grammar and structure and correct spelling of words. <span style="font-family: 'Book Antiqua','serif';">Before assigning this activity the teacher would be responsible for teaching the usage of end punctuation and sentence structure. <span style="font-family: 'Book Antiqua','serif';">My partner and I found this activity within the trophies book and thought it would be a fun activity to plan, in addition to being able to find an adequate objective to support the lesson plan <span style="font-family: 'Book Antiqua','serif';">It is the students responsibility to turn in their completed assignment into the “all done” basket. The teacher will be aware of any students who have not turned in their assignments during the grading process. <span style="font-family: 'Book Antiqua','serif';">The assessment of this center will be based on the correct completion of the assignments, to include correct usage of end punctuation, grammar, sentence structure and spelling. <span style="font-family: 'Book Antiqua','serif';">As a teacher upon graded the assignments, I would pick out the most common mistakes and go over them as a class to make sure that all the students learn from each other, without pointing out who made the mistakes. <span style="font-family: 'Book Antiqua','serif';">For those students who are having a hard time grasping the concepts I might try vocal cues to help them better understand what type of end punctuation is needed for a certain sentence. <span style="font-family: 'Book Antiqua','serif';">The only concern I have about the center is the students causing a disruption to their peers because of rowdiness at the center. <span style="font-family: 'Book Antiqua','serif';">The most difficult part was trying to determine appropriate assignments for the different levels of students. <span style="font-family: 'Book Antiqua','serif';">I LOVED working with Tania! It is a great blessing to have her in two of my classes. We worked equally picking the assignment, finding the objective, writing the lesson plan and procedure. Tania made the adorable pictures of the animals and provided the paper for the students assignment; while I supplied the materials for the board, such as the board itself, folders, glue and other decorating supplies.
 * <span style="font-family: 'Book Antiqua','serif';">Reflection: **
 * <span style="font-family: 'Book Antiqua','serif';">What skills do students need in order to be successful with this center?
 * <span style="font-family: 'Book Antiqua','serif';">How will you ensure students are ready for this center?
 * <span style="font-family: 'Book Antiqua','serif';">Why did you plan this activity?
 * <span style="font-family: 'Book Antiqua','serif';">How will students be held accountable for completing this center?
 * <span style="font-family: 'Book Antiqua','serif';">How will this center be assessed?
 * <span style="font-family: 'Book Antiqua','serif';">How will you follow up or extend this lesson?
 * <span style="font-family: 'Book Antiqua','serif';">What can you do for students who don’t grasp the concepts?
 * <span style="font-family: 'Book Antiqua','serif';">Where do you anticipate having problems with this center?
 * <span style="font-family: 'Book Antiqua','serif';">When you were developing this center, what was the most difficult part for you?
 * <span style="font-family: 'Book Antiqua','serif';">How did you work with your partner? How did you split the workload?
 * <span style="font-family: 'Book Antiqua','serif';">Materials: **
 * <span style="font-family: 'Book Antiqua','serif';">Paper
 * <span style="font-family: 'Book Antiqua','serif';">Student edition of trophies textbook
 * <span style="font-family: 'Book Antiqua','serif';">Crayons and Markers



<span style="color: black; font-family: 'Book Antiqua','serif'; font-size: 64px;">Writing a Lesson Plan <span style="font-family: 'Book Antiqua','serif'; font-size: 48px;">Brittney Quirk

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 32px;">

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 24px;">EDRL 442: Teaching Literacy 1 <span style="font-family: 'Century Gothic','sans-serif'; font-size: 24px;">Nevada State College - fall 2011 <span style="font-family: 'Century Gothic','sans-serif'; font-size: 24px;">Instructor: Karen Powell

<span style="font-family: 'Book Antiqua','serif'; font-size: 21px;">Summary: <span style="font-family: 'Book Antiqua','serif'; font-size: 21px;">Within this lesson plan our aim will be to assist our students in determining or clarifying the meaning of unknown and multiple-meaning words and phrases using sentence-level context clues.

<span style="font-family: 'Book Antiqua','serif'; font-size: 21px;">Lesson Plan: <span style="font-family: 'book antiqua','serif'; font-size: 21px;">Objectives: This lesson plan focuses on Language Standard 1.4 a <span style="font-family: 'book antiqua','serif'; font-size: 21px;">Procedure: Using the story My Robot by Eve Bunting, we will be focusing on Day 2 of the Trophies book page 145c. We will be focusing on the Grammar portion using describing words: colors, size, and shape. <span style="font-family: 'book antiqua','serif'; font-size: 21px;">The first thing suggested for your classroom is to review with your students some describing words, reminding them that describing words give us more information about something. Remind them that we can use describing words to tell us the color, size, and shape of people, places, animals, and things. <span style="font-family: 'book antiqua','serif'; font-size: 21px;">The teacher might want to first try to get the children to use themselves as an example with the usage of describing words such as are you tall or short? What color is your hair, are just a few examples. <span style="font-family: 'Book Antiqua','serif'; font-size: 21px;">Using the picture on page 128 of “My Robot”, modeling how to use color, size and shape words to tell about Cecil. For example: there are many words I can use to describe Cecil such as he is silver and blue. I can tell you about what shape his head and body are. <span style="font-family: 'book antiqua','serif'; font-size: 21px;">Generate describing words: Have children draw their own picture of a robot, using geometric shapes, and then have the children describe their robot to a fellow student, making sure they use color, size and shape. <span style="font-family: 'Book Antiqua','serif'; font-size: 21px;">Assessment: You may ask a few students to share their descriptive sentences with the class, and record the sentences on the board and ask the rest of the class to point out the describing words in the sentences. Insert these words into the chart that was created on day one. <span style="font-family: 'Book Antiqua','serif'; font-size: 21px;">Reflection: <span style="font-family: 'Book Antiqua','serif'; font-size: 21px;">Which part of the lesson do you think will be the easiest to teach? <span style="font-family: 'book antiqua','serif'; font-size: 21px;">I believe the easiest part of the lesson would be the usage of describing colors present on an image, person or place. <span style="font-family: 'Book Antiqua','serif'; font-size: 21px;">Which part of the lesson do you think will be the most challenging to teach? <span style="font-family: 'book antiqua','serif'; font-size: 21px;">I believe the most challenging would be the describing of shapes; this is because you are relying on the fact that the previous teacher has previously instilled in them the knowledge of shapes, or the ability to point out these describing words in sentences. <span style="font-family: 'Book Antiqua','serif'; font-size: 21px;">How will you follow up or extend this lesson? <span style="font-family: 'book antiqua','serif'; font-size: 21px;">The follow up or extension of this lesson would take place both at home and within the classroom. At home you can encourage your students to take their favorite book or television show and write down all of the describing words present within that book or television show. Within the classroom, we can continue this lesson within the classroom by using this same lesson with other stories or even different subjects such as science using describing words to describe bugs or states of matter. <span style="font-family: 'Book Antiqua','serif'; font-size: 21px;">What will you do for students who don’t grasp the concepts? <span style="font-family: 'Book Antiqua','serif'; font-size: 21px;">To help those students who do not grasp the concepts you might try taking their descriptions of themselves and ask them to point out the describing words within their own description of themselves. <span style="font-family: 'Book Antiqua','serif'; font-size: 21px;">Which part of the lesson, if any, do you think might need to change? <span style="font-family: 'Book Antiqua','serif'; font-size: 21px;">I honestly think that this lesson plan would work great just as it is written. <span style="font-family: 'Book Antiqua','serif'; font-size: 21px;">When you were writing this lesson plan, what was the most difficult part? <span style="font-family: 'Book Antiqua','serif'; font-size: 21px;">The most difficult part of creating this lesson plan for me was trying to figure out a way to help whose students who didn’t grasp the concept right away to be able to learn the lesson.