| Teacher Name-: Emily
Werner |
Date-: September,
2005 |
| Grade Level-: 2 |
Subject-: Language
Arts |
| Title-: A
Happy Time |
Unit-: Writing |
| Period-: 3 |
|
| Title--: |
Language Arts |
| Rationale-:
| Communication is an essential
part of growing up and this is difficult for many children. In order
to teach our students about communication, we must first help our
students to identify feelings. Feelings are expressed in words, facial
expressions and our entire body. This lesson is intended to help students
understand that feelings are a part of our daily lives and that it's
ok to feel sad or happy or lonely, etc. Through the use of literature,
children will see pictures of facial expressions that communicate
what we feel. Students will hear about "good days" and "bad
days". They will share their own feelings and ultimately write
about a specific feeling. This is important to our students since
they do not have the skills to cope with many feelings at this age.
Hopefully, they will become more comfortable as the lesson proceeds
and use words to express those feelings. |
| Learning Outcomes/Goals-:
| Students will listen to
stories about feelings.
Students will identify their own feelings at specific times in their
lives.
Students will express their feelings in words and through writing. |
| Curriculum Standards-:
| NL-ENG.K-12.3 EVALUATION
STRATEGIES
Students apply a wide range of strategies to comprehend, interpret,
evaluate, and appreciate texts. They draw on their prior experience,
their interactions with other readers and writers, their knowledge
of word meaning and of other texts, their word identification strategies,
and their understanding of textual features (e.g., sound-letter correspondence,
sentence structure, context, graphics).
[SOURCE]
NL-ENG.K-12.4 COMMUNICATION SKILLS
Students adjust their use of spoken, written, and visual language
(e.g., conventions, style, vocabulary) to communicate effectively
with a variety of audiences and for different purposes.
[SOURCE]
NL-ENG.K-12.5 COMMUNICATION STRATEGIES
Students employ a wide range of strategies as they write and use different
writing process elements appropriately to communicate with different
audiences for a variety of purposes.
[SOURCE]
NL-ENG.K-12.6 APPLYING KNOWLEDGE
Students apply knowledge of language structure, language conventions
(e.g., spelling and punctuation), media techniques, figurative language,
and genre to create, critique, and discuss print and non-print texts |
| Performance Indicators-:
| • understand the literary
elements of setting, character, plot, theme, and point of view and
compare those features to other works and to their own lives
• use inference and deduction to understand the text
|
| Materials/Resources-:
| Feelings, by Aliki
My Many Colored Days, by Dr. Seuss.
Graphic Organized to plan a story about "A Happy Time".
Writing Paper
Chart Paper for brainstorming
Overhead projector and transparency of graphic organizer |
| Procedures-:
| Students will gather on
a rug area to begin this lesson. This closeness will allow students
to feel "safe" as they express their feelings. Teacher will
have the two literature books displayed and a chart available for
brainstorming. |
| Anticipatory Set-:
| The teacher will begin by
telling a story about a time in his/her life, when there were strong
feelings involved. Then the students will be asked to "think",
giving them time to recall a strong feeling that they had. After a
few seconds, give them time to turn to their partner and tell them
about this feeling. After regaining their attention, ask the pairs
to "share" each others' feelings. |
| Demonstration/Explanation-:
| Teacher will have pictures
of children with various expressions on their faces and ask for identification
of these feelings. The teacher will then read Aliki's book, Feelings.
By this time the students will more easily know feelings that are
being expressed in the book. The students will be asked "A Happy
Time" in their lives and focus on this feeling. The teacher will
use an overhead projector to demonstrate how to use the graphic organizer.
Paragraph writing would have been taught in a previous lesson and
a quick review will be necessary. An outline for paragraph writing
should be posted in the classroom and used as a rubric for this activity. |
| Activity-:
| Now students will be given
their own graphic organizer with the title "A Happy Time"
in the center. Questions to be asked are: Where were you? Who was
with you? What happened? What else happened? This will outline what
the students will write about. Now they can begin to write about their
experience in paragraph form. They should be able to write at least
two paragraphs. |
| Closure-:
| This lesson may have to
extend to another day to complete. Teacher will gather children together
at the end of the lesson to review what they learned today. Students
may want to share what they have written. In closing the lesson, the
teacher will read My Many Colored Days by Dr. Seuss. This should reinforce
that our feelings are OK, but we need to express those feelings in
words to an adult, at times. They must know that feelings are meant
to be communicated properly. |
| Accommodations for Special
Needs-:
| Teacher will have to be
very attentive to students who have difficulty with writing. Some
students may be asked to illustrate their feelings and an aide or
a volunteer can assist them. Students who need to be challenged can
use the computer to type story and use graphics. They can print the
story later. |
| Evaluation / Rubric-:
| The students will be evaluated
on their attention and participation while stories are being read
and students are sharing.
Their writing will be evaluated by the chart containing the essentials
to good paragraph writing. |
| Teacher Reflection-:
| Teacher has to be aware
of the timing of this lesson. In second grade the students' attention
should be fine with this lesson, but the paragraph may have to be
finished independently. If necessary, continue this the next day.
Was enough prior knowledge and experience presented through the two
books that were used? Were they a good choice? Did the students relate
to them? Did the teacher help students to transition into the writing
with ease? |
