Lessons and Bulletin Boards for First Grade
Being Thankful: Writing LessonLearning Goals: I want my students to understand the basic format of
expository/narrative writing. I want my students to understand what they are
thankful for and why we should be thankful.
Standards: CCSS.ELA-LITERACY.W.1.1- Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. |
Procedure: I will have students talk
about their favorite Thanksgiving Memory and why it is so important. Students will brainstorm
what thanksgiving is, and why we are thankful.
I will make a web on the whiteboard and record our ideas. Students will be told they are writing a published piece and this peice will be read and presented it to their families during our "Authors Tea" at the end of the year.
Essential Questions:
For independent practice, the students will receive a graphic organizer and will go to their seats and write their own narrative similar to the one we brainstormed. This will be their first draft or "sloppy copy." Student work will then be edited by the teacher and student will proceed to write their final copy on paper with turkeys on them and a blank space for an illustration. The final copy will be glued on to the construction paper and laminated to be "published."
Differentiated Instruction: During the independent practice, I will take two or three of my below level students and conduct a writers workshop to assist them write their narratives. I will also give sentence starters to provoke thoughts and ideas. For my above level students who finish their narrative before most, I will have students peer edit and read their first drafts to each other before the teacher edits.
Technology: SMART board for guided practice
Materials:·
Essential Questions:
- Why should we be thankful?
- How do we write a narrative?
For independent practice, the students will receive a graphic organizer and will go to their seats and write their own narrative similar to the one we brainstormed. This will be their first draft or "sloppy copy." Student work will then be edited by the teacher and student will proceed to write their final copy on paper with turkeys on them and a blank space for an illustration. The final copy will be glued on to the construction paper and laminated to be "published."
Differentiated Instruction: During the independent practice, I will take two or three of my below level students and conduct a writers workshop to assist them write their narratives. I will also give sentence starters to provoke thoughts and ideas. For my above level students who finish their narrative before most, I will have students peer edit and read their first drafts to each other before the teacher edits.
Technology: SMART board for guided practice
Materials:·
- SMART board- for graphic organizer
- White board- for brainstorming
- Graphic organizer worksheet
- Pencil
- Markers/crayons
- Writing Rubric
- Final Copy worksheet
- Construction paper
Do Unto Otters: Respect LessonLearning Goals: I want my students to understand the definition of
respect and how having good manner ties into it. I also want my students to know why having
manners is important in the classroom, at home, school, and in the community
and be able to express examples of each.
Standards: WORK.PK-4.9.2.4 C.2 – Select and use language appropriate to the situation. WORK.PK-4.9.2.4 C. 1- Develop positive social skills to interact with others. |
Procedure: The students will sit
down on the rug and I will lead a discussion about respect. I will say that respect is showing you care about how your words and actions
affect others and yourself. After that we will talk about
what that means. After we break it
down, I will have a poster about respect that will break it down into “first
grade language.” The last point of
respect will be “use good manners,” then this will bring me to the content of
the lesson.
I will read the book “Do Unto Otters” by Laurie Keller. During this book it talks about a rabbit wondering how his new neighbors, the otters, will be. The book is filled with good manners, and ways to be respectful. I will keep the students interested by making funny voices and be extremely animated. I will ask questions through out the book to check understanding. Students will turn and talk to their neighbors on the rug and at their desks to talk about different aspects of respect, and listing ways to use good manners. The students comprehend in different levels but my questions will be able to reach all the students to grasp “Do unto others, as you would like them to do to you.”
I will checking for understanding by bringing them back to their desks and I will ask them “how we can be respectful?” If they are stuck, I will ask them, “how would you like to be treated, would you want someone to listen to you when you talking?”
For independent practice the students will work to write their own thought bubble of respect/good manners. After this, they will make their own otter with some guidance from me coaching when they should do certain things (gluing, cutting etc.) to make their paper bag otter.
After the otter has been completed, I will bring the students to the SMART board rug and I will show them a 5 min “Brain Pop” video about “listening and speaking,” one aspect of respect. Then to close, I will ask them what does respect mean? I will also ask them ways we can have good manners to close out the lesson.
Differentiated Instruction: The students will have a choice of what they are going to write. The freedom of choice allows the students to write what they are comfortable with. Some students will write a phrase, a sentence, or multiple sentences depending on their writing/reading level.
Technology: 2 minute BrainPop video clip for closure.
Materials:
I will read the book “Do Unto Otters” by Laurie Keller. During this book it talks about a rabbit wondering how his new neighbors, the otters, will be. The book is filled with good manners, and ways to be respectful. I will keep the students interested by making funny voices and be extremely animated. I will ask questions through out the book to check understanding. Students will turn and talk to their neighbors on the rug and at their desks to talk about different aspects of respect, and listing ways to use good manners. The students comprehend in different levels but my questions will be able to reach all the students to grasp “Do unto others, as you would like them to do to you.”
I will checking for understanding by bringing them back to their desks and I will ask them “how we can be respectful?” If they are stuck, I will ask them, “how would you like to be treated, would you want someone to listen to you when you talking?”
For independent practice the students will work to write their own thought bubble of respect/good manners. After this, they will make their own otter with some guidance from me coaching when they should do certain things (gluing, cutting etc.) to make their paper bag otter.
After the otter has been completed, I will bring the students to the SMART board rug and I will show them a 5 min “Brain Pop” video about “listening and speaking,” one aspect of respect. Then to close, I will ask them what does respect mean? I will also ask them ways we can have good manners to close out the lesson.
Differentiated Instruction: The students will have a choice of what they are going to write. The freedom of choice allows the students to write what they are comfortable with. Some students will write a phrase, a sentence, or multiple sentences depending on their writing/reading level.
Technology: 2 minute BrainPop video clip for closure.
Materials:
- Poster about Respect
- “Do Unto Otters” by Laurie Keller
- Brain Pop (SMART board), “Speaking and Listening”
- Papers bags
- Brown construction paper for hands, feet, tail and nose
- goggly eyes
- thinking bubble papers
- glue sticks
- crayons