Lesson Plan : ABC

Teacher Name:
 Heidi Wheeler
Grade:
 Grade 1
Subject:
 Literature Activities

Topic:
 The ABC book is to help the students recognize that they can write sentences and also that they know more about there surroundings and how to use the internet than what they thought of. In the ABC book the students will be taking items out of classroom and using them in there book and how it incorporates the ABC”S into their daily learning. By using the digital camera to capture what they have done, it gives the student gratification for a job well done!!
Content:
 Since the students will be concentrating on ABC’s it will be important for the students to know their ABC’s. They will also be learning the appropriate sentence structure. The students will also be learning how to navigate on the internet and also use Kid Pix. A program designed for students to use. After the students have composed there books they will also be watching me demonstrate the composing of a web quest in which they will be able to access from their homes.
Goals:
 The students will learn how to use appropriate sentence structure. The student will know how to use the correct letter of the alphabet. The student will learn how to use kid pix program to display their sentences. The student will understand the format of making a book. Standards: State Standard 1 Listening and Reading Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations and using knowledge from oral written and electronic sources. Students -make use of appropriate and effective use of strategies to construct meaning from print such as prior knowledge about a subject structural context clues and an understanding of letter sound relationships to decode difficult words. Standard 2 For literary Response Listening and reading for literary response involves comprehending interpreting and critiquing imaginative texts in every medium drawing on personal experience and knowledge to understand the text and recognizing the social historical and cultural features of the text. -read aloud accurately and fluently using phonics and context cues to determine pronunciation and meaning. Standard 3 Language for critical analysis and evaluation Speaking and Writing Speaking and writing for critical analysis and evaluation requires presenting opinions and judgments on experiences, ideas, information, and issues clearly, logically, and persuasively with reference to specific subject criteria on which the opinion is judgment. Standard 4 Language for Social Interaction Listening and Speaking Students: Listen attentively and recognize when it is appropriate for them to speak. Take turns speaking and respond to others ideas in conversation of familiar topics. National Standards NL-ENG. K-12.6 Students apply knowledge of language structure, language conventions, media techniques, figurative language, and genre to create critique and discuss, print and nonprint text. NETS Technology Foundation Standards for Students 1. Basic operations and concepts • Students demonstrate a sound understanding of the nature and operation of technology systems. • Students are proficient in the use of technology. 2. Technology productivity tools • Students use technology tools to enhance learning, increase productivity, and promote creativity. • Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. 3. Technology communications tools • Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. • Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
Objectives:
 Given a diagram on the alphabet the students will be able to distinguish letter and sound relationships of initial constants with no prompts. Given a worksheet on sentence starters the students will create sentences on their own using the alphabet four consecutive times. Given several objects from the classroom the students will be able to make the connection between the object and the alphabet. Given all of the students work on the ABC’s connected with objects in the room; the students will create a book from A-z with no errors.
Materials:
 Several objects from the classroom Kid Pix program Microsoft word Digital camera Construction paper ABC book from previous year Sentence starter EX_________ has an apple. Apples grow on trees.
Introduction:
 Wow!! Look at this book that my other first grade did. They did a really great job and they were even learning while they did. I wonder what they were doing? (Show the book to the students) Can anyone tell me what they were doing? Today we are going to learn about our ABC’s and how we can make connections with the letters in the alphabet to items that we have in our classroom.
Development:
 As we begin our lesson I am going to show the students the copy of the book that the other class had made. This will allow the students to have some input and guidance for what they are going to be doing. After we read a copy of another class’s book we are going to go over how to make and create a sentence. I am going to stress to the students that all of our sentences begin with capital letters and they all end with a period, exclamation point, or question mark. After the students are allowed to exam the book I am going to show the students how each student will be given a letter of the alphabet. Since I am going to go first I am going to explain that I will have “A.” After I do this, I am going to explain to the students that I am going to pick out something from the classroom that starts with the letter “A.” I choose an apple. I am going to explain to the students that we are always going to use our names when writing our sentence about our objects. Then once we have our sentence written we are going to get our picture take with the object. Then as they wait for me to print out the picture they will be using already cut construction paper to draw a picture of their object and write their sentence. After each sentence has been examined and looked at the students will go on to kid pixs and be able to write there sentence. After each student has completed each sentence we will then take their picture and start composing our book on the ABC’s.
Practice:
 After the students understand what is being asked of them, they will all start to construct their sentences from the book. I will give each of tem their designated letter and they will return to their seats and create their sentence. I will go around and guide and monitor each student. This will help make sure each of the students are on track and on task.
Accommodations:
 There are several children with additional needs. One student has a visual impairment. For this student all worksheets, papers, and handouts will be enlarged. There are several gifted students in the class. They will help the student with visual impairment. The students will also help the other students with their sentences and any other additional help.
Checking For Understanding:
 I will be begin by asking the students why we need to know the alphabet. Then I will ask the students why is it important that we know when to use these letters? I will also ask how these letters contribute to creating sentences and also how we talk?
Closure:
 Upon closing of this lesson, I will explain to students how important that it is that we know our ABC’s and how they help us understand words and letters. Our ABC’s can help us become better readers and writers. I will also explain to them how if we did not know our ABC’s we would not be able to read each other’s names or even or addresses.
Evaluation:
 Upon closure of the lesson, the students will go through there own designed books with another member of their class. In which they will both take turns making sure they understand the designated knowledge about ABC’s. The students will also receive a short worksheet at the end of the lesson, about sentences and their ABC’s.
Teacher Reflections:
 I think that the students enjoyed taking their picture and giving themselves some satisfaction on their work. I also think that the students enjoyed working with another student and describing the ABC book. I think that in the development it might have been a little too chaotic for them to grasp and to handle.

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