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TRANSCRIPT
Title of Lesson: A Big Fish for Max
Teacher: Miss Elkins Date: 10-14-09
Subject: Reading Language Arts
Grade Level: 1st grade
Objectives:
At the end of this lesson, students will be able to:
Understand diagraphs “sh” and “th”
Understand the vowel sound in ball
Be able to make predictions on a story
Practice high frequency words
Read a story and be able to recognize the main idea and retell the story
West Virginia Content Standard Objectives:
RLA.O.1.1.02 Blend and segment the phonemes of most one-syllable words. RLA.O.1.1.04 Use basic elements of phonetic analysis to decode unknown words:
o sound-symbol relationships o beginning/ending consonants o short and long vowel sounds
o blends o digraphs o diphthongs
RLA.O.1.1.07 Understand level appropriate sight words and vocabulary (e.g., high frequency words, antonyms, synonyms, multiple meaning words). RLA.O.1.1.10 Determine and describe how print is organized and read (e.g., author, illustrator, difference between letters, words, sentences, purpose of capitalization or punctuation). RLA.O.1.1.13 Read first grade instructional level texts and use self-correction strategies (e.g., decoding, searching for clues, rereading). RLA.O.1.3.01 listen, recite and respond to familiar stories, poems, nursery rhymes, songs and stories with repeated patterns (e.g., retell in sequence, relate information to own life, describe character – setting – plot, engage in creative and dramatic play, imagine beyond the story).
A Big Fish for Max
National Standard:
Evaluation Strategies Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate
texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features.
Rationale:
This lesson is designed to continue teaching and practicing phonics, comprehension, and reading. This is day three in a five day lesson. This is a continuation of diagraphs and the introduction of the story.
Essential Question:
In the story ‘A Big Fish for Max’, Max’s family helps him get a fish to eat. Can you think of a time when your family has helped you? Why is it important to help out others?
Management Framework:
Students are first brought to the carpet, and then move to their desks.
Timeframe:
5 minutes warm-up/ review
10 minutes activity with sh, th, and vowel sound in ball
5 minutes background discussion
5 minutes prediction Worksheet (see attachment)
30 minutes read story and discuss
5 minute closure
Total time: Approximately One Hour (Can Vary) No special arrangements needed.
A Big Fish for Max
A Big Fish for Max
Strategies:
Auditory:
Discussion
Student Oral Response
Teacher-led review
Visual:
Graphic organizers
Visual examples
Written:
Student tasks
Student written response
Kinesthetic:
Project based
Student visual presentation
Procedures:
Introduction:
Warm up with student discussion
Review diagraphs learned
Ask what the students know about diagraphs
Body:
Review initial blends using the following words: plan, fresh, and trip
Have students say each word and tell what two constant sounds are blended together
Write shop and have students blend and segment the word /sh/ /o/ /p/
Other words to practice: thin, ship, wall, talk, fresh, path
Practice saying sh and th diagraphs
Use these words to practice: shop, dish, talk, thick, with, and mall
A Big Fish for Max
A Big Fish for Max
Do activity: o Have chart on easel with sh, th on one side and sound of ‘a’ in ball on the other o Have cut out words and tape o Let one student at a time come up and say the word o As a class, let the students decide which side to put the word o Allow the student to tape the word onto the chart o Continue on with another student until each has had a turn
See attachment for more details.
Allow students to return to desks
Build background of the story ‘A Big Fish for Max’
Lead discussion by asking questions like “Have you ever gone fishing?” “What do you need to go fishing?”
As students answer, make a web diagram on the board (see attachment)
Review high frequency words (catch, put, good, want, no)
Pass out prediction Worksheet (see attachment)
Have students write out their prediction on what will happen in the story based on what is known before reading the story
Discuss predictions briefly
Read story (let the students read one at a time)
Stop throughout story to check for comprehension
Re-read story (together as a class)
Discuss story and check for understanding by having the students retell the story
Closure:
Pass out fish paper
Ask students to write at least one thing they learned from the day’s lesson
Discuss responses
Take up all papers (fish and predictions)
End lesson
Assessment: Diagnostic: Student response to introductory questions. Formative: Student response to teacher questions and observations.
A Big Fish for Max
Summative: Written responses. A formal test will be given Friday on day 5. A grading rubric for story retelling is provided in attachments.
Materials:
Reading Books (Reading Street)
Diagraph words premade
Easel with chart prepared
Tape
Dry erase board with markers
Prediction Worksheets
Fish paper
Pencils
Informat Reflection:
The lesson went really well. The students were very well behaved and did everything asked of them. All topics were addressed. I do not know if all of the information really sunk in just yet, but tomorrow will be a reinforcement of the topics introduced today. Overall I think the students did enjoy the lesson and had a little more fun with my take on a Wednesday lesson.
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A Big Fish for Max
A Big Fish for Max
Diagraph sh, th, and Vowel Sound in Ball Activity
Prepared cut out words have been made. Before class, prepare the chart on the easel. The
following product should look something like this:
Sh, Th Vowel Sound of a in Ball
That Stalk
With Fall
Shut Talk
Fresh Salt
Ship Mall
Fish Call
Then Tall
Rush
Shell
Shop
Trash
Thin
Build Background Web Activity As the students discuss what a fishing trip is, make a web on the board with the students input.
In the center of the board write fishing trip. Ask the students what they would need for a fishing
trip and add to the web with their responses. Below is an idea of what the web may look like.
Grading Rubric for Narrative Retelling
4 3 2 1
Connections Makes
connections and
generalizes
beyond the text.
Makes
connections to
other events,
stories, or
experiences.
Makes a limited
connection to
another event,
story, or
experience.
Makes no
connection to
another event,
story, or
experience.
Author’s
Purpose
Makes
connection to
and elaborates on
author’s purpose.
Makes
connection to
author’s purpose.
Tells author’s
purpose with
little to no
connection.
Makes no
connection to
author’s purpose
and cannot tell
anything of
purpose.
Characters Describe the
main character(s)
and any character
development.
Identifies the
main character(s)
and gives some
information
about them.
Inaccurately
identifies some
characters or
gives little
information
about them.
Inaccurately
identifies the
character(s) or
give no
information
about them.
Setting Describes the
time and
location.
Identifies the
time and location
with no
description.
Omits important
details of time or
location.
Is unable to
identify time or
location.
Plot Describes the
events in
sequence using
rich detail.
Tells the plot
with some errors
in sequences that
do not affect
meaning.
Tells parts of the
plot with gaps
that affect
meaning.
Retelling has no
relation to the
story.
Summary of Lesson
This was the first lesson that I ever taught to a class before and I believe if
anything, I over planned. I was so concerned with getting this lesson perfect that I drove
myself crazy. Luckily I had an amazing cooperating teacher that helped me. We
discussed my lessons in advanced and decided that this first lesson would be modeled
after her style of teaching in order to give me a solid foundation to start with. However
she also asked me to take her lesson style and make it my own so that I could still be
creative and learn. We decided that I would teach on day 3 of a five day lesson, this is
where the story is first read and the students really get excited. She let me take home the
teacher’s book to prepare.
What worked the best was the student involvement. They loved getting to answer
questions and voice their thoughts. What did not go as well was the activity with the
diagraphs. I simply did not effectively manage my time. I thought that giving every
student the opportunity to come up and participate would be best, but they simply were
bored by the fifth or sixth person. Also Mrs. Berry asked me to throw in the big book
activity. This made me learn to keep my plans flexible because there will always be a
quick change of plans that I need to integrate smoothly.
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