Grade+1+Unit+3

=Grade 1 Unit 3=

Lesson Plan Unit 3 Book: Manners By: Aliki Lesson Plan for Grade 1 Cathy Hastings, St. Ignatius School

T: Manners

PO: Students will be able to list common manners and tell why they are important.

Standards: SL 1.6 Produce complete sentences when appropriate to task and situation.

**L 1.1 c, e, j ** Demonstrate command of the conventions of Standard English grammar and usage when

Writing or speaking.

c. Use singular and plural nouns with matching verbs in basic sentences

e. Use verbs to convey a sense of past, present, and future.

j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. <span style="background-color: transparent; color: #000000; font-family: times new roman; font-size: 16px; text-decoration: none; vertical-align: auto;">AN: Students will create a list of manners. Students will practice handwriting and correct sentence construction.

<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: auto;">P: <span style="background-color: transparent; color: #595959; font-family: 'Verdana','sans-serif'; font-size: 16px; text-decoration: none; vertical-align: auto;"> Read and discuss the book “Manners” with the students. Create a list of “lunchroom manners” using the book as a guide. Have the students dictate sentences and write them on sentence strips, chart paper, or smart board. As you write the sentences focus on the subject-verb agreement. Read the humorous poems about food and then as a follow-up to this lesson have the students create a humorous list of “lunchroom manners” and written in poetic form with the teacher on chart paper or on the smart board.

<span style="background-color: transparent; color: #595959; font-family: 'Verdana','sans-serif'; font-size: 16px; text-decoration: none; vertical-align: auto;">A: The students will copy one of the “lunchroom manners” onto paper and then draw a picture showing the manner in action.

<span style="background-color: transparent; color: #810081; font-family: times new roman; font-size: 16px; text-decoration: underline; vertical-align: auto;">[]

<span style="background-color: transparent; color: #810081; font-family: times new roman; font-size: 16px; text-decoration: underline; vertical-align: auto;">[]

<span style="background-color: transparent; color: #810081; font-family: times new roman; font-size: 16px; text-decoration: underline; vertical-align: auto;">[]


 * Lesson Plan for Common Core (Unit 3) Marguerite Jordan May 18, 2011 **

//Fables,// by: Arnold Lobel


 * Topic; Reading/ Language Arts **


 * Materials: **

· //Fables,// by: Arnold Lobel //( The Lobster and the Crab) (The Mouse at the Seashore)//

· Venn Diagram

· Seashore pictures

· Notebook on Smart Board


 * Core Curriculum Standards: **

· **RL.1.2** Retell stories, including key details, and demonstrate understanding of key message.

· **RL.1.3** Describe characters, settings, and major events in a story.

· **W.1.3** Write narratives in which they recount two or more sequenced events, include some details regarding what happened, use temporal words to signal event orders.

· **L.1.2** Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.

· **L1.2(b)** Use end punctuation for sentences.


 * Performance Objectives: **

· To analyze both fables for meaning and life’s lesson

· To retell fable in own words

· To compare and contrast the difference of the two fables

· To describe setting in fables

· To write narrative ordering events in one fable, and key message with details


 * Anticipatory Notes: **

· Read both stories to students and ask detailed comprehension questions.

· Ask students to explain message of each story.

· Utilize Notebook to create list of similarities and differences.

· Make a Venn Diagram on Smart Board.


 * Procedure: **

· Tap prior as to the meaning of a fable.

· Record responses collected from students and expand real definition.

· Read, //The Lobster and the Crab// discuss key details, setting and lesson.

· Read, //The Mouse at the Seashore// discuss key details, setting and lesson.

· Survey student’s responses and create a Venn Diagram.


 * Guided Practice: **

· Model for students how to compare and contrast.

· Use descriptive text to describe settings.

· Describe how to make a fold book with pictures and text.


 * Independent Practice: **

· After writing narrative students will share what they wrote with class.

· Using our readings students will discuss other lessons learned from these fables.

· Interpret seashore pictures.

· Draw two pictures side by side comparing settings from each fable.

· Compare and contrast the two fables.


 * Closure/Assessment: **

· Sequence events in the two fables.

· Check book for comparison of setting of the two fables.

· Formal assessment of narrative for, complete sentences, punctuation and end marks.

· Demonstrate command of conventions of standard English.

Lesson Plan for Core Curriculum (Unit 3) Diane Hamski (St. Andrew) May 16, 2011

Topic: Compare and Contrast

Materials:

Hello! Good-bye! Aliki

chart paper

markers

construction paper

Core Curriculum Standards:

RL.1.1 Ask and answer questions about key details

SL.1.1 Participate in collaborative conversations with peers in groups

L.1.1 Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking

Performance Objectives:

To ask and answer questions about details from Aliki’s Hello! Good-bye!

To generate a list of gestures used in place of the words hello and good-bye

To create a hand picture to describe words used in place of hello or good-bye

To learn to sing a hello/good-bye song

Anticipatory Note:

Teacher will explain that the words hello or good-bye can be said or gestured in many

ways.

Procedure:

Teacher will brainstorm with the class to obtain prior knowledge of these two words and gestures. Teacher will record results on chart paper.

Teacher will explain that the children are going to read a story about the words hello and good-bye. Children will note any similarities or additions to the answers recorded on chart paper. Teacher adds notations to chart paper.

Teacher divides children into hello and good-bye groups. In groups children share ideas and each child creates a hand picture. Children trace their hand on construction paper and label each finger with hello words or good-bye words.

Children share their hand pictures with the class and tell the class their hello or good-bye words.

Teacher hangs the hands on the door. One side is for hello hands to welcome visitors who enter the classroom and the other side of the door is for good-bye words for visitors leaving.

Assessment:

Teacher completes anecdotal records.

Teacher checks hands for understanding of concept.

Closure:

Teacher teaches the class a Hello/Good-bye song. E.g. Teacher could teach the children a shortened verse from the Beatles song “Hello Goodbye”.