Candidate’s Name: Karla Robles
Grade Level: 4
Title of the lesson: Describing characters
Length of the lesson: 1 hour
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Central focus:
•
Brainstorm different genres, based on prior knowledge.
•
Organize information in graphical format using CIRCLE MAPS (Thinking
Maps).
Exhibit good listening skills and use
appropriate vocabulary to identify genres to the teacher.
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Knowledge of students to
inform teaching:
An fundamental and basic
understanding that books are categorized by writing styles and interest.
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Common Core State
Standards:
2.IN.1 Understand appropriate procedures when
reading for enjoyment and information. 2.IN.1.1 Categorize books by their
genre characteristics. 2.IN.1.2 Summarize appropriate reading strategies when
reading for information.
3.IN.1 Apply strategies that are appropriate
when reading for enjoyment and for information. 3.IN.1.1 Use visual and
literacy cues to locate relevant information in a given text (e.g., bold
print, italics, bullets, etc). 3.IN.1.2 Compare the characteristics...
Goal 1: The learner will
EXPLORE sources and formats for reading, listening, and viewing purposes.
Objective 1.06: Identify
characteristics of various genres.
Goal 5: The learner will
COMMUNICATE reading, listening, and viewing experiences.
Objective 5.02: Produce media in
various formats (print, graphical, audio, video, multimedia) appropriate to
audience and purpose.
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Support literacy
development through language (academic language)
What is a genre? Can you
name a few?
Why do we categorize writing?
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Learning objectives
Sample:
1.
Will
understand the word genre means.
2.
Students
will know the different types of genres and how to categorize books based on
their content
3.
Discover their favorite genre
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Instructional procedure:
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The students will brainstorm types of genres.
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Selected students will write a genre in a circle already
drawn on the wipe-off board.
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Students will volunteer key words to identify the genre by
filling in the Circle Map for each genre on the wipe-off board.
•
Students will be instructed to wait until the media
specialist finishes reading the excerpt from the selected books before
guessing the genre.
•
The media coordinator / specialist will randomly draw from a
stack of disguised books by to read aloud excerpts to the class.
•
The students will volunteer to guess the genre. Upon
guessing the correct genre, the book will be unwrapped so students can see
the title and the title of the book will be added to the circle map for that
genre in the “frame of reference” section of the map.
The lesson will proceed as students
continue to identify the genres of the books from the reading of the excerpts
and as they add the titles to the circle maps matching the genre
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Instructional resources:
books
representing genres of: Poetry, Fairy Tale, Biography, Fiction, Nonfiction.
The
books will be covered in paper to hide the titles from the students.
Wipe
Off Board with Circle Maps drawn for each genre
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Reflection
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Candidate’s Name: Karla Robles
Grade Level: 4
Title of the lesson: Different types of soil
Length of the lesson: 2 hours
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Central focus:
•
Identify three types of soil: clay, sand and humus.
•
Know some characteristics of each types of soil.
Create a simile poem about one type of
soil that they have investigated.
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Knowledge of students to
inform teaching:
A basic understanding
that there are different types of soil that have different properties. Some
soils are used for different things like potting for plants or surfaces for
sports to be played on.
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Common
core standards:
3.L.2 Understand how plants survive in their
environments. 3.L.2.1 Remember the function of the following structures as it
relates to the survival of plants in their environments: Roots – absorb
nutrients Stems – provide support Leaves – synthesize food...
Goal
2: The
learner will conduct investigations to build an understanding of soil
properties.
Objective
2.01:
Observe and describe the properties of soil:
Color.
Texture.
Capacity to hold water.
Objective
2.02:
Investigate and observe that different soils absorb water at different rates.
Objective
2.04:
Identify the basic components of soil:
Sand.
Clay.
Humus.
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Support literacy
development through language (academic language)
What Is soil?
What can soil be used
for?
What are different types
of soil and what uses do they have?
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Learning objectives:
Students will understand that there
are different types of soil and they all have different uses, textures.
Certain soils can be found at certain
locations.
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Instructional procedure:
The
teacher will to ask the children to write everything they know about kinds of
soil in five minutes. The class shares and makes a class chart.
•
After the class has brainstormed what they know about types
of soil, put them in cooperative groups of four. Explain that they will be
investigating characteristics of three types of soil: clay, sand and humus.
Pass out trays with cups of each type of soil, balance scales, magnifying
glasses, hand microscopes, eyedroppers, and cups of water.
•
Ask the children what they can find out about the soil by
just using their senses. Make a class list. Ask the children to brainstorm
ways they can use the equipment to explore characteristics of the soil. Make
a list of these ways. Add to the class list.
•
Ask the children to use the list to explore the
characteristics of each type of soil. Make sure that the children talk about
how to weigh the same amounts of soil with the gram weights so that they can
make good comparisons. When they use the eye dropper and water, make sure
they know to put the same amount of water on the same amount of soil to get a
good idea of what happens with each type of soil.
Give each group of children time to explore
and write about the characteristics of each type of soil. Their observations
could be recorded on a Tree Thinking Map. At the end of the investigation
time, children may wish to share their findings with the group.
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Instructional resources:
•
three small cups
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clay, sand and humus to put in each cup
hand
microscopes or magnifying glasses for each student
bubble
map
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Reflection
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3)
Candidate’s Name: Karla Robles
Grade Level: 4
Title of the lesson: Night before xmas
Length of the lesson: 1 hour
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Central focus:
•
be able to discuss new vocabulary words.
•
be able to sequence the events of a story.
be able to retell a story from their
graphic organizer.
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Knowledge of students to
inform teaching:
All knowledge needed from
this lesson could be found in the reading “T’was the night before
Christmas” Students may use their
books to refer back to for information if needed.
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Common Core State
Standards:
2.L.6 Use words and phrases acquired through
conversations, reading and being read to, and responding to texts, including
using adjectives and adverbs to describe (e.g., When other kids are happy
that makes me happy).
Reading: Literature
2.RL.1 Ask and answer such questions as who,
what, where, when, why, and how to demonstrate understanding of key details
in a text.
2.RL.2 Recount stories, including fables and
folktales from diverse cultures, and determine their central message, lesson,
or moral.
2.RL.5 Describe the overall structure of a
story, including describing how the beginning introduces the story and the
ending concludes the action.
Speaking & Listening
2.SL.2 Recount or describe key ideas or details
from a text read aloud or information presented orally or through other
media.
Goal 2: The learner will
develop and apply strategies and skills to comprehend text that is read,
heard, and viewed.
Objective 2.06: Recall main ideas,
facts and details from a text.
Goal 3: The learner will make
connections through the use of oral language, written language, and media and
technology.
Objective 3.04: Increase oral and
written vocabulary by listening, discussing, and composing texts when
responding to literature that is read and heard. (e.g., read aloud by
teacher, literature circles, interest groups, book clubs).
Goal 4: The learner will apply
strategies and skills to create oral, written, and visual texts.
Objective 4.07: Compose first drafts
using an appropriate writing process:
planning and drafting.
rereading for meaning.
revising to clarify and
refine writing with guided discussion.
Objective 4.09: Use media and
technology to enhance the presentation of information to an audience for a
specific purpose.
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Support literacy
development through language (academic language)
What are some words from
the story “Twas the night before Christmas that were new to you but have
different names today or have different meanings?
vocabulary
terms to obtain the student’s prior knowledge: nestled, ‘kerchief, lustre,
coursers, dash, tarnished, soot, peddler, droll, encircled, broad, and
obstacle.
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Learning objectives
1. Learn new vocabulary words to enhance
reading comprehension and daily vocabulary.
2. Learn
how to sequence a book in proper order (beginning, middle and end)
3. Be
able to confidently retell a story.
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Instructional procedure:
•
Pass out a copy of “Twas the Night Before Christmas” to each
student. Discuss the meaning of the following vocabulary terms to obtain the
student’s prior knowledge: nestled, ‘kerchief, lustre, coursers, dash,
tarnished, soot, peddler, droll, encircled, broad, and obstacle.
•
On the computer, go to the Christmas Tree Farm Network
website and read aloud “Twas the Night
Before Christmas.”
•
Discuss the read aloud with the students to ensure they
understood what was read.
•
Pair the students and allow them to retell the story aloud
to each other.
•
Have each of the students complete the “Twas the Night
Before Christmas” Flow Map
•
Have the students take their own copy of the completed Flow
Map to their seats and retell their story on a sheet of paper, working
independently.
Have each student illustrate their story.
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Instructional resources:
•
copy of “Twas the Night Before Christmas”
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pencil
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writing paper
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copy of Thinking Map: Flow chart
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drawing paper
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crayons, markers or colored pencils
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