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LESSON PLANDate: May 7 th 2012 School: Nueva Urbana ElementaryTeacher: Mrs. González Grade: 1rst

I. Theme: I am a Bug!II. Phase: ___ Exploration ___Conceptualization _X_ApplicationIII. Integration: ________________________________________________IV. Standard(s) and Grade Level Expectation:

Content Standards 1th Grade ExpectationsLISTENING/SPEAKING:

The student uses the English language to interpret oral input, construct meaning, interact with confidence both verbally and nonverbally, and express ideaseffectively in a variety of personal, social, and academic contexts.

___L/S.1.1 Listens and responds to basic commands, instructions, and routine questions during story time using expressions to demonstrate engagement.___L/S.1.2 Develops and demonstrates phonemic awareness and auditory discrimination to identify distinctive sounds.___L/S.1.3 Uses basic vocabulary and language patterns to identify and describe familiar concepts related to self, to family, and to interact with peers.___L/S.1.4 Offers and responds to greetings and farewells using the appropriate courtesy expressions.___L/S.1.5 Uses both verbal and nonverbal forms of communication to express feelings, needs, experiences, and reacts to pictures and simple language cues after listening to read aloud.

READING:

The student uses reading strategies, literary analysis, and critical thinking skills to construct meaning and develop an understanding as well as anappreciation of a variety of genres of both fiction and nonfiction.

_X_R.1.1 Recognizes letter-sound relationships to decode words and phrases fluently.___R.1.2 Uses phonemic awareness strategies to manipulate sounds and form new monosyllabic words._X__R.1.3 Uses context clues and illustrations to identify details and to determine the meaning of unfamiliar words; demonstrates an acquisition of grade level vocabulary.___R.1.4 Identifies the main character(s) and uses picture cues to identify similarities and differences between characters within narrative text._X_R.1.5 Identifies story organization of beginning, middle, and end within narrative text.

WRITING:

The student effectively communicates to a variety of audiences in all forms of writing through the use of the writing process, proper grammar, and age appropriate expressive vocabulary.

___W.1.1 Recognizes and writes the letters of the alphabet; writes initial and final consonants in CVC (consonant-vowel-consonant) pattern words.___W/1.2 Writes name correctly; copies words and simple three word sentences using left to right, top to bottom progression; applies appropriate spacing between letters and words; uses phonemic awareness and phonics strategies to spell words.___W/1.3 Identifies a complete sentence using capitalization; recognizes ending punctuation.___W.1.4 Writes to describe a picture, person, or object; writes sentences of two or three words in length.___W.1.5 Uses a picture dictionary as an aid to the writing process.

V. Depth of Knowledge: _X_ L1 Recall _X_ L3 Skills/Concepts _X_ L2 Strategic Thinking _X_ L4 Extended Thinking

VI. Objectives: Conceptual: After reading the story the students will be able to identify the story organization.Procedural: After reading the story the students will be able to organize the story in terms of beginning, middle and end in a given handout.

Attitudinal: The students will be able to share their opinions about their

Vocabulary Words:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Guide Questions:

favorite part of the story.VII. Materials:

a. Curriculum Material: Readings Good Times We Shareb. Teaching Devices: Pictures / Flash cardsc. Technological Materials: Radio

VIII. Procedure: a. Initial Activities:

1. _X_ Greetings 2. _X_ Date 3. _X_ Attendance4. _X_ Review on: Vocabulary Words

5. Motivation Act.: Role Play Sleeping Bunnies 6. Other Activities:, Diversity, Creativity, Leadership, and Soc. Trans. Captain of the Day! 7. Statement of Aims: Story Organization

b. Developmental Activities: The students will collectively recall and retall the story. The students will identify the story organization by using pictures, then by using text and pictures and then only using sentences.

c. Closing Activities: The students will individually start working with the story organization in a given handout.

IX. Assessment Techniques:__ reflective diary __ collage __ summary __ conceptual map__check list __ rubric __ interview __ group discussion__ concrete poems __ debate __ drama __ graphic organizer__ comic strips __ projects __ illustration __ painting/drawing__ portfolio __ games _questionnaire __ anecdotic record__oral reports __ skit X_ Observations

X. Homework: Look around your yard and identify the bugs, Be ready to share your findings with your classmates.

XI. Special Accommodations offered: Individual help was provided.

I. Teacher’s Reflections (material, method, and objectives): Today I was able to meet my objectives, I had the students read the story one more time to refresh their minds then we started to work on the story organization.

II. Values:___ integrity ___self-esteem _X_friendship ___discipline ___equality ___loyalty ___tolerance ___sincerity ___sharing ___dignity ___love ___courage ___honesty ___courtesy ___solidarity ___caring ___justice ___respect ___compassion ___responsibility ___ OTHER:

Prepared by: Dr. Carlos Báez Moctezuma 2011

Reflection:Reading Comprehension outstanding lesson

I consider that this plan is an outstanding example of reading

comprehension because it revolves around understanding the story I am a

Bug. In this lesson the students had to recall and retell the story in order to

place the events in the correct sequence. In this class I went from using

concrete examples to abstract examples. At first the students recall and

retell the story, and then they place the events in sequence by using

pictures. The second step was to place the events in sequence but by using

text and picture and for the last step was using just the text. I consider that

this is great because were leading the students to work with the four levels

of depth of knowledge. I like to develop my activities collectively so that the

students can have immediate feedback from the classmates and from the

teacher. Then I like to have the students work individually in activities that

contain the same reading comprehension skill to acknowledge if the students

really understand. During this class we had a wonderful time working

collectively and also the students were able to demonstrate reading

comprehension.