lssnplns

	Sample Lesson Plans
	Home
	Math Lesson Plan Date: November 30, 2007
	Grade Level: First CELDT level: Beginning ELD
	Subject: Measurement of Objects and Pictures Using Linking Cubes
	Content Standards: 1.0 Listening and Speaking Strategies 1.1 listen attentively 1.2 ask questions for clarification and understanding Number Sense 1.1 Count, read, and write whole numbers to 100 Measurement and Geometry Students use direct comparison and nonstandard units to 1.0 describe the measurement of objects. 1.1 Compare the length of two or more objects by using direct comparison or a nonstandard measurement.
	Rationale: Students enjoy doing hands on activities. I am trying to make sure that students of all learning styles will be accommodated in this activity whether they are visual, auditory, or kinesthetic learners.
	Links to Prior Knowledge or Experience: Students know how to count various numbers of cubes. Students know that objects are various sizes and shapes. I will have modeled for the students how to measure during this lesson
	Performance Objective(s): Students will successfully measure various objects as a group using linking cubes. Students will successfully measure various pictures by themselves using linking cubes.
	Assessment/Evaluation: I will ask the students to tell and show me the lengths of some objects using the manipulatives I will know the students understand the lesson if their answers on the worksheet demonstrate their understanding of how many linking blocks long some pictures are, and which pictures are longer or shorter.
	Scaffolds for English learners & Children with Special Needs: Lesson includes activities which are suitable for visual, auditory, and kinesthetic learners: Read-a-loud, explanation of measurement and accompanied modeling of measurement, and use of manipulatives.
	Materials Ladybug on the Move by Richard Fowler Yarn to measure the distances traveled by the lady bug Objects for students to measure within the group Linking cubes Worksheet with pictures to measure with linking cubes
	INSTRUCTION: Procedures & Activity/Activities: I will Read-a-loud the story Ladybug on the Move by Richard Fowler and then model measurement by using yarn to measure the distance the lady bug traveled from place to place in the book, then I will take the cut yarn and use linking cubes to show how many linking cubes long the pieces of yarn are. I will give the students linking blocks to practice measuring objects I give to them while we are still together as a group. I will give the students a worksheet with various pictures on it for them to measure by themselves using linking cubes. As students work I will monitor their progress and explain measuring further to any students who need more help.

	Language Arts Lesson Plan Date: November 6, 2007
	Grade Level: First CELDT level: Early Intermediate
	Subject: Writing: Introduce yourself
	Content Standard(s): English Language Arts Writing Strategies: 1.1 Select a focus, organizational structure and point of view based on purpose, audience, length and format. 1.3 Penmanship, print legibly and space letters, words, and sentences appropriately 1.10 Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating and rearranging text Written and Oral English Language conventions 1.5 Use a period, exclamation point, or question mark at the end of sentences. 1.6 Use knowledge of the basic rules of punctuation and capitalization when writing. Applications 2.3 Write information reports: b. Include facts and details English Language Development Early Intermediate: Follow a model given by the teacher to independently write short paragraphs of four sentences Write and increasing number of words and simple sentences appropriate for Language Arts and other content areas.
	Rationale: Students enjoy writing about themselves. Students will be motivated to do drafts of their work to make it their best work because the projects will be posted around the classroom.
	Links to Prior Knowledge or Experience: (Background knowledge gained outside school or in school/skills) Students know information about themselves, I will give sentence structures to help the students, I will show students how the project is done by completing these sentences about me: My name is_____ , I like to _____ , My favorite TV show or book is________ , My favorite food is _______ , I have _____ hair and ______ eyes, I will also review what the students have already been taught about end of sentence punctuation, capitalization rules, Penmanship, and spacing letters.
	Performance Objective(s): Students will write sentences with help from teacher given sentence structures about themselves. Students correctly use end of sentence punctuation,capitalization rules, Penmanship, and spacing of letters. Students will edit and revise their first draft by checking for accurate use of end of sentence punctuation, capitalization rules, Penmanship, and spacing of letters. Final draft will be completely written by students, they will copy the sentence structures and what they had written within those sentence structures on higher quality paper and draw a picture of themselves above what they wrote.
	Assessment/Evaluation: The first and final drafts of the students writing will be used to evaluate students’ writing. Student’s first draft will be checked for accurate use of end of sentence punctuation, capitalization rules, Penmanship, and spacing of letters. I will help them decide how to edit their final drafts. Student’s first drafts will be kept in their portfolios to show the progress in their work throughout the year. Second draft will contain the necessary corrections that teacher and student decided there should be.
	Scaffolds for English learners & Children with Special Needs: Use of sentence frames: My name is_____ , I like to _____ , My favorite TV show or book is________ , My favorite food is _______ , I have _____ hair and ______ eyes Word bank: key words will be recorded on chart paper during the class brainstorming activity; pictures or drawing may accompany Teacher and student editing.
	Materials Writing paper with the sentence structures, final draft paper, crayons, pencils, erasers; chart paper and pens for word bank, picture file for possible unknown vocabulary
	INSTRUCTION: Procedures & Activity/Activities: (Time: Approximately 45 minutes) 5- 10 min I will introduce the project my showing a complete introduction of myself to the students. My name is Mrs. Balkind . , I like to go to the park. , My favorite [TV show] or book is Good Eats! , My favorite food is cheesecake! , I have blonde hair and blue eyes. I will record words and terms on chart paper as students brainstorm ideas for their own projects. For example names of TV shows, activities, and foods that may not be familiar will be recorded. I will draw pictures next to words to scaffold. 5-10 min I will review what the students have already been taught about end of sentence punctuation, capitalization rules, Penmanship, and spacing letters. I will remind students how to edit and revise their drafts using what they remember about sentences or the information about sentences posted in class. The student and I will work as the final editor before the final draft is made. 15-25 min. Students begin the writing process. I will walk around and provide feedback on first drafts. Students write final drafts and draw a pictures of themselves. As they finish, students will individually read their final draft to me and I will post them around class.
	Closure: 2-4 min Papers will be posted around the classroom. At the end of the week they will be made into a book about the people in our class. Ask: what did we learn about today about sentences?
	Reflections: Students: Do you feel your writing is improving? How does it feel to have your work put up for everyone to see? What other types of things would you beinterested in writing about?
	Reflections: Teacher Were students interested in the topic of this assignment or were they bored? Were they engaged in the writing process? Did students meet the objectives?