Pete the-cat-lesson-1st

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Pete the-cat-lesson-1st

  1. 1. LESSON PLAN 1 & 2 Pete the Cat Takes a TourStudent teacher name: Miriam LarsonDate of lesson: October 1and October 9, 2012Cooperating teacher-librarian: Peggy BurtonGrade level: FirstSchool & City: Mattoon, ILLength/number of lessons: 2LESSON 1: COMPARE AND CONTRASTPurpose (“why” of the lesson; where and how does it fit in the curriculum?)Students will connect reading to prior knowledge of their school environment.Learning Outcome(s)/Learning Target (what will students be able to do/know by the end of thelesson?) Start with “Students will… “Students will be able to compare places in the book to places in their school.StandardsCommon Core State Standards for English Language Arts & Literacy • CC.1.RL.1 Ask and answer questions about key details in a text.AASL Standards for 21st Century Learner • 2.3.1 Connect understanding to the real world.Materials (list all materials and/or equipment you will need)Needed by you: Pete the Cat: Rockin’ in my School ShoesNeeded by students:Instructional procedures (outline your lesson so another person could teach it) • Focusing event: (how will you get the students’ attention?) • Input from you: (what are you teaching & how are you delivering the content?) • Guided practice: (application of knowledge by students) • Closure (how will you end the lesson?)Focusing Question: What are your favorite places in school?Input from Me: Read Pete the CatEncourage students to guess where Pete will go based on the clues given by the characterEngage students by teaching them Pete’s song6/8/12 glb
  2. 2. Encourage participation in other repeated phrases like the following: Teacher: “Was Peteworried?” Response: “Goodness, no!”Guided Practice:Ask students use the information in the beginning to recall scenes in the book:Did Pete take us to your favorite place?What other places did Pete not take us to in the book?Closure:Next week we will be tour guides like Pete and use a map.Can anyone point to a map in the library?Differentiation (indicate at least one change you could make to the lesson to accommodatediffering ability levels; identify the targeted learners for the differentiationMultiple Intelligences:Encourage kinesthetic learners to incorporate movement along with the singing.Assessment (what questions will you ask and/or which tools will you use to determine students’understanding?)Informal:As students identify whether their favorite place in school was shown in the book, assesswhether students were attentive. If students do not raise their hands to indicate their favoriteplace either was or wasn’t in the book, address them directly to assess the reason for their non-participation.What’s next? (another related lesson, review, end of unit?)Mapping favorite places.LESSON 2: MAPPINGPurpose (“why” of the lesson; where and how does it fit in the curriculum?)Students will extend their spacial understanding by identifying places on a map of the school.Learning Outcome(s)/Learning Target (what will students be able to do/know by the end of thelesson?) Start with “Students will… “Students will understand the over-head perspective of a map and be able to orient themselveson a map of the school.StandardsCommon Core State Standards for English Language Arts & Literacy6/8/12 glb
  3. 3. • CC.1.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.AASL Standards for 21st Century Learner • 2.3.1 Connect understanding to the real world.Materials (list all materials and/or equipment you will need)Needed by you: Pete the Cat: Rockin’ in my School Shoes, Handout: Map of School, PictureenlargerNeeded by students: Pencil, CrayonsInstructional procedures (outline your lesson so another person could teach it) • Focusing event: (how will you get the students’ attention?) • Input from you: (what are you teaching & how are you delivering the content?) • Guided practice: (application of knowledge by students) • Closure (how will you end the lesson?)Focusing Question: What favorite places in school did you mention last week? • Refer back to Pete’s book to remember Pete’s places.Input from Me: Model orientation and mapping • Explain that a map of the school is like a picture of the school from above with the roof taken off. • Turn map to place myself in the shoes. Have students close their eyes and imagine the school entrance. • Ask students where Pete went and write these places on the worksheet. • Then have students walk in their mind’s eye to the first place - the library. • Show the route that they walked by tracing a line on the projected map. • Ask the students where the “picture” of the school is taken from? Have students vote for one: from the side, from the back, from above?Guided Practice: • Hand out Map of School worksheets. • Students will circle 3 of their favorite places. • Students will draw a line between their favorite places. • Students may color the map if there is time.Closure: • If there is time, have several students share their maps.Differentiation (indicate at least one change you could make to the lesson to accommodatediffering ability levels; identify the targeted learners for the differentiation • Advanced students may create a longer tour.6/8/12 glb
  4. 4. • Students that struggle with the map may need to be provided with a map that has picture-indicators of each place in the school.Assessment (what questions will you ask and/or which tools will you use to determine students’understanding?)Informal: • Circulate and check whether students have used the hallways to draw routes between their favorite places. • Check whether students have identified the correct places on the map.What’s next? (another related lesson, review, end of unit?)Final lesson.6/8/12 glb

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