EDU203 – Literacy and Language<\/p>\n
Literacy Lesson Plan Final Project Example <\/p>\n
Early Childhood Literacy 5 Day Lesson Plan<\/p>\n
Day # 1 <\/p>\n
Subject Area: Social Studies, Reading, Writing<\/p>\n
Grade Level: 1st grade <\/p>\n
Lesson Title: We are Family<\/p>\n
Objectives: <\/p>\n
\u2022 Students will explore multiple family structures and be able to find similarities and differences between their family and their classmates.<\/p>\n
\u2022 Students will share their family to the class using their drawings and\/or writing.<\/p>\n
1st Grade Standards:<\/p>\n
CCSS.ELA-LITERACY.RI.1.3<\/p>\n
Describe the connection between two individuals, events, ideas, or pieces of information in a text.<\/p>\n
Materials and supplies:<\/p>\n
\u2022 Our Class is a Family picture book<\/p>\n
(Olsen, S., & Sonke, S. (2020). Our class is a family.)<\/p>\n
\u2022 \u201cLet\u2019s Compare Our Families\u201d worksheet<\/p>\n
\u2022 Our Class is a Family\u201d worksheet<\/p>\n
\u2022 Colored pencils<\/p>\n
Introduction:<\/p>\n
I will gather students in a circle on the floor and begin lesson by stating that family is a special thing and does not include just your relatives. It includes those you love and those who love you. Your friends and your classroom are family too. I\u2019ll explain that the classroom is a safe place where they can be themselves and it is okay to make mistakes. We must care for each other, and it is important to be friendly with one another because we are classroom family. <\/p>\n
After I get the children more familiar with the lesson, I will introduce the book for read aloud \u201cOur Class Is a Family\u201d.<\/p>\n
Procedures:<\/p>\n
1. Read \u201cOur Class is a Family\u201d to the students. <\/p>\n
2. Engage children in a discussion on what the author wants us to take away from the story. <\/p>\n
3. Children will complete worksheets.<\/p>\n
Guided Practice:<\/p>\n
Writing Center: <\/p>\n
During writing time children will complete \u201cOur class is a family questions\u201d.<\/p>\n
After questions have been completed, I will divide the students into groups of 2 at random and have them complete the diagram worksheet about what their families have in common and ways they are different. For example: siblings, traditions, sports they play, places they have visited, where they live etc.<\/p>\n
Student will then come up to the front of the class with their partners and share their information.<\/p>\n
Check for Understanding:<\/p>\n
I will evaluate questionnaire and presentations for understanding.<\/p>\n
Day #2<\/p>\n
Subject area: Reading, Writing, Speaking<\/p>\n
Lesson Title: Diverse Families<\/p>\n
Objectives:<\/p>\n
Students will create a drawing that celebrates each student\u2019s unique family structure.<\/p>\n
Students will be able to define what makes a family and describe a variety of families including their own.<\/p>\n
1st grade standards:<\/p>\n
CCSS.ELA-LITERACY.SL.2.1<\/p>\n
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.<\/p>\n
Material and supplies: <\/p>\n
Book: Same, Same but Different by Jenny Sue Kostecki-Shaw<\/p>\n
Kostecki-Shaw , J. S. (n.d.). Same, Same but Different.<\/p>\n
Chart paper, pencils, black permanent markers, coloring supplies (crayons, colored pencils, markers)<\/p>\n
(I will make sure to have lots of choices for skin tones and hair tones for students so that they feel included and respected)<\/p>\n
Introduction: <\/p>\n
I will make sure to educate myself about my students\u2019 lives before preparing lesson. <\/p>\n
Children will sit down on the floor for our daily circle time, and I will introduce our new lesson. I will begin to explain that as we learned the previous day, there are many things that make our families the same but we also have so much in common. I will tell my students that we all have different caring adults that love us and take care of us, and that makes each family different and unique. Some families are the same color, and some families are different colors. I\u2019ll talk to my students about different skin tones and textures of hair, and that it is one of the many reasons that makes our families different and beautiful. I will discuss that families can be different in many ways (adoption, blended, two moms\/ two dads, and biological differences like skin tone, hair texture, etc. I will also mention that some families share a house with other families, multigenerational, and some are experiencing homelessness. <\/p>\n
PROCEDURES<\/p>\n
After read aloud, students will complete a drawing to show what THEIR family looks like. Their drawings will be placed on a specific spot on the wall in the classroom for other children to seem, giving them a chance to get to know each other better. <\/p>\n
Guided or Independent Practice:<\/p>\n
Art Center:<\/p>\n
I will have students draw a picture of their family with a pencil. I\u2019ll encourage them to add lots of details that are special to their family hairstyles, clothing styles, etc.<\/p>\n
\u2022 Some students will need extra paper if they have large families or are drawing 2 pictures because of they are in joint custody and live in 2 places.<\/p>\n
\u2022 Some children will draw friends if they consider them their family<\/p>\n
Once children finish their drawings using a pencil, they can go over them using a permanent marker.<\/p>\n
When the outline is finished students can color the drawings in.<\/p>\n
Children will then write sentence about their family underneath their drawing.<\/p>\n
Check for Understanding:<\/p>\n
I will check family pictures for completion and neatness. I will end the lesson in a discussion on why it is important to treat everyone with respect.<\/p>\n
DAY #3<\/p>\n
Subject Area: Social Studies, reading, writing<\/p>\n
Title of Lesson: Different Types of Families<\/p>\n
Grade Level: First Grade<\/p>\n
Objective:<\/p>\n
Students will illustrate a picture of their family using buttons to show their family.<\/p>\n
Students will be able to identify that their family is different from other families.<\/p>\n
First Grade Standards:<\/p>\n
CCSS.ELA-LITERACY.SL.1.1.C<\/p>\n
Ask questions to clear up any confusion about the topics and texts under discussion<\/p>\n
CCSS.ELA-LITERACY.SL.1.5<\/p>\n
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings<\/p>\n
CCSS.ELA-LITERACY.SL.1.4<\/p>\n
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.<\/p>\n
Introduction:<\/p>\n
I will begin lesson by gathering children in a circle on the floor and introducing different types of families through a picture book called \u201cAll Kind of Families\u201d.<\/p>\n
Materials and Supplies:<\/p>\n
Book: All Kinds of Families<\/p>\n
Hoberman, M. A., & Boutavant, M. (2014). All kinds of families. McGraw-Hill Education.<\/p>\n
Pencils, crayons, markers<\/p>\n
Construction paper<\/p>\n
Buttons of different shapes, colors, and sizes<\/p>\n
Procedures:<\/p>\n
1. Read All Kinds of Families.<\/p>\n
2. Discuss different types of families that were in the book, or that the students bring up. Ex-plain to students that all families are different.<\/p>\n
Guided or Independent Practice:<\/p>\n
Writing Center:<\/p>\n
I will give students 15 minutes to write down the different types of families that were mentioned in the book and have children brainstorm the kind of families they know. For example, big families, small families, foster care families, adopted children, single parent families, families where children are raised by grandparents, same sex parents, stepdad\/stepmom, step sister and brother, and so on. Create a list on the board with what the students know about families. This may also include traditions, culture, feelings, and history.<\/p>\n
Art Center:<\/p>\n
In order to help children visualize the different kind of families, I will be giving children the opportunity to create their family out of buttons. For this activity, students will find buttons that represent their family members in some way and glue them to a piece of construction pa-per. Students will then describe why they chose the specific buttons. (for example, shape, color, size).<\/p>\n
Check for understanding:<\/p>\n
I will walk around the class and examine students\u2019 button pictures to see if they have created their family. I will evaluate their descriptions as to why their buttons were chosen. <\/p>\n
Day # 4<\/p>\n
Subject Area: Social Studies, reading, speaking<\/p>\n
Title of Lesson: Family Traditions<\/p>\n
Grade Level: First Grade<\/p>\n
First grade standards:<\/p>\n
CCSS.ELA-LITERACY.SL.1.1.A:<\/p>\n
“Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).<\/p>\n
Objectives:<\/p>\n
Given a discussion on traditions, students will understand traditions, and come up with and implement a classroom tradition.<\/p>\n
Introduction:<\/p>\n
I will begin the daily circle time by telling my students about what traditions are and why they are important. I will start off by telling the students about my own family tradition which we do during birthday gatherings. Before opening presents, we like to go around in a circle and share good qualities of the person we are celebrating. This can include their achievements during the year, ways they improved, or fun memories. I will have students think of traditions that they do with their families and ask volunteers to share theirs with the class. This will prepare them for the assignments. <\/p>\n
Materials and supplies: <\/p>\n
Book: When This Box is Full, by Patricia Lillie (illustrated by Donald Crews)<\/p>\n
Lillie, P., & Crews, D. (1999). When this box is full. Houghton Mifflin.<\/p>\n
Poster, crayons, markers<\/p>\n
Procedures: <\/p>\n
After discussing traditions, and which ones my students have in their families, we will brainstorm which tradition(s) we can implement together to use in our classroom.<\/p>\n
Guided or independent practice:<\/p>\n
We will brainstorm the list of ideas together as a classroom and children will vote on which ones are chosen. <\/p>\n
As a class, we will create a poster that will be a reminder of our tradition. Students will need to implement this tradition in the classroom.<\/p>\n
Check for Understanding:<\/p>\n
I will observe the effort children put in into our new tradition to identify those students understand traditions.<\/p>\n
Day # 5<\/p>\n
Subject Area: Reading, Writing <\/p>\n
Lesson Title: Family History<\/p>\n
Grade Level: First Grade<\/p>\n
First grade standards:<\/p>\n
CCSS.ELA-LITERACY.SL.1.1.A<\/p>\n
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).<\/p>\n
CCSS.ELA-LITERACY.SL.1.1<\/p>\n
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.<\/p>\n
Objective:<\/p>\n
Students will gain a deeper understanding of their family\u2019s history and heritage<\/p>\n
identify on a world map the countries from which their families originated<\/p>\n
Introduction: <\/p>\n
During our daily circle time I will begin the lesson by asking my students if they know their family history. I will let them know that family history includes events that have happened to our family throughout hundreds of years. I will tell the students about my family history and how I came to America. I will share where my grandparents worked and what they did for a living. After I will ask the students to share some of their stories. <\/p>\n
During our discussion I will introduce vocabulary words that the kids may not know. This will include words like ancestors, roots, genetics, relatives, heritage, legacy, etc. Children will have to write the words in their journals.<\/p>\n
Procedures:<\/p>\n
We will have a guest speaker for 30 minutes sharing their family history. Student will be able to ask questions. <\/p>\n
Student\u2019s will be able to identify where they are from using a world map<\/p>\n
Materials and supplies: <\/p>\n
Guest speaker <\/p>\n
Journals<\/p>\n
Paper<\/p>\n
Large Map<\/p>\n
Guided Practice:<\/p>\n
Writing Center:<\/p>\n
I will explain to the students that we will have a guest speaker from a different country and that they will need to choose and write down one question to ask our guest about their family history.<\/p>\n
Activity: <\/p>\n
Children will need to ask their family about where they are from. We will be pinning the countries\/states on the map.<\/p>\n
Check for Understanding:<\/p>\n
Examine students\u2019 writings or illustrations on their own family history to identify whether they understand what family history is.<\/p>\n
LET\u2019S COMPARE our Families <\/p>\n
LET\u2019S COMPARE our Families Day # 1 Worksheet<\/p>\n
OUR FAMILIES ARE DIFFERENT AND SIMILAR<\/p>\n
OUR FAMILIES ARE DIFFERENT AND SIMILAR<\/p>\n
Both families<\/p>\n
Both families<\/p>\n
________________\u2019s family<\/p>\n
________________\u2019s familyLesson #1 \u201cLet\u2019s Compare Our Families\u201d worksheet<\/p>\n
Day #1 Worksheet<\/p>\n
Our Class Is a Family Questions<\/p>\n
What is Our Class is a Family about?<\/p>\n
____________________________________________________________________________________________________________________________________________________________<\/p>\n
What does your family look like? ____________________________________________________________________________________________________________________<\/p>\n
How many people are in your family? How many people are in your class?<\/p>\n
____________________________________________________________________________________________________________________ <\/p>\n
What do you think makes a family?<\/p>\n
____________________________________________________________________________________________________________________<\/p>\n
How can families be the same but different?<\/p>\n
____________________________________________________________________________________________________________________<\/p>\n","protected":false},"excerpt":{"rendered":"
EDU203 – Literacy and Language Literacy Lesson Plan Final Project Example Early Childhood Literacy 5 Day Lesson Plan Day # 1 Subject Area: Social Studies, Reading, Writing Grade Level: 1st grade Lesson Title: We are Family Objectives: \u2022 Students will explore multiple family structures and be able to find similarities and differences between their family […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[10],"class_list":["post-91621","post","type-post","status-publish","format-standard","hentry","category-research-paper-writing","tag-writing"],"_links":{"self":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts\/91621","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/comments?post=91621"}],"version-history":[{"count":0,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts\/91621\/revisions"}],"wp:attachment":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/media?parent=91621"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/categories?post=91621"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/tags?post=91621"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}