Fairy Tales UnitGrade OneCortney Wilms

Unit Overview

This thematic unit on fairy tales is designed for a grade one class. The unit will consist of 8 lessons, with each day focusing on a different fairy tales. This thematic unit on fairy tales will allow children to explore topics within science, math, health, social, language arts, arts educations and physical education.

Rationale

Student at this early age, need to use their imagination and step outside of the world in which they learn. Imagination can to easily be lost if young children do not participate in activities that foster just that. Fairy tales give this escape to the students. Students are able to leave the real world and enter into the world of fantasy and imagination.

This unit also serves to open the door for children to other cultures, as the fairy tales being shared are from various cultures. This brings a multi-cultural aspect into your classroom.

Fairy Tales are easily adaptable throughout all curriculum areas, the theme lends well to areas/topics in science, language arts, math, as well as many other subjects. Through the various lessons and links that we will share with the students, they will be able to better connect with what they read and learn in school to their everyday lives.

Foundational Objectives

Through this fairy tale unit, I would like my students to learn:

Science1. Students will look at the various parts of a plant.2. Students will learn the basic needs of a plant.

Language Arts

3. Students will listen to, read, and view a range of grade-level appropriate oral, print, and other media texts in a variety of situations for a variety of purposes; and speak, write, and represent to express their thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences.

4. Students will learn about and practise the skills and strategies of effective listeners, speakers, readers, writers, viewers, and representers.

Mathematics5. Students will understand the concept of time by using a 12 hour clock.6. Students will read measuring devices to measure the length in

centimeters.

Arts Education7. Students will begin to develop skills which will help them, in later

years, to depict people and objects accurately.Health

8. Students will begin to develop their ability to make decisions.9. Students will better understand the basic elements of social and

emotional well-being.10. Students will treat themselves and others with respect.

Physical Education11. Students will apply movement concepts and principles to the learning

and development of movement patterns and skills.12. Students will behave in ways that are personally and socially

responsible in physical activity settings.

ResourcesTeacher Resources

Dinio-Durkin, C. (1999). Easy math art projects and activities. New York, NY: Scholastic, Inc.

Goldish, M. (2001). 50 learning songs sung to your favorite tunes. New York, NY: Scholastic.

Forte, I. (1990). March Patterns, Projects, & Plans. Nashville, TN: Incentive Publications, Inc.

Print ResourcesCarpenter, S. (1998). The three billy goats gruff. New York, NY: Scholastic.

Craft, K.Y. (2000). Cinderella. New York, NY: Seastar Books.

Foreman, M. (1999). The little red hen. London: Andersen Press.

Marshall, J. (1989). The three little pigs. New York, NY: Dial Books for Young Readers.

Moore, L. (1987). The ugly duckling. New York, NY: Scholastic.

Pearson, S. (1989). Jack and the beanstalk. New York, NY: Simon and Schuster Inc.

Stevens, J. (1984). The tortoise and the hare. New York, NY: Holiday House.

Internet ResourcesEnchanted Learning website – www.enchantedlearning.com

Tooter 4 Kids website - www.tooter4kids.com/classroom/FairyTaleUnit.htm

Teaching Heart website - www.teachingheart.net/fairyideas.htm

Teacher Planet website - www.teacherplanet.com/resource/fairytales.php

Assessment and EvaluationTo benefit the students, I plan on using a variety of assessment and evaluation

techniques. All students learn differently, so a variety of assessment techniques is needed to get a clear picture of student’s learning a progress. I plan on assessing activities through observation, checklists, anecdotal records, etc.

Instructional ApproachesAlso to benefit more students, I will be using a variety of instructional approaches

when teaching my lessons. No two children learn the same, therefore in order to reach as many learning styles as possible; I will be trying to varying my teaching approach from lesson to lesson as much as possible. I plan on trying narrative, inquiry, games, role plays, co-operative learning, and concept attainment.

Aboriginal Content and Cross Cultural ConnectionAs for aboriginal content within this fairy tales unit, I have tried to incorporate in

a few different ideas. The students will be participating in a talking circle one day around the topic of sharing. We will discuss a bit about where talking circles originated and what the student’s role will be. One day I will be incorporating story telling into my lesson, instead of just reading the story from a book I will tell the story from memory. I will describe that story telling is a type of oral tradition that many first nation tribes participated in. They didn’t usually write their stories down, they past them on from generation to generation orally. Tanya will also be using First Nation version of Cinderella in one of her lessons, as well we will be making bannock with the students one day. Through learning and understanding the diversity of people in this unit (specifically in the Cinderella and the Little Red Hen lessons, students will become more accepting of differences and those different cultures around them. Also, fairy tales originate in a variety of different cultures. We will make the students aware of what culture each book originates from. The origins of the fairy tales used in this unit are as follows:

Cinderella - FranceJack and the Beanstalk - EnglandThe Little Red Hen - Holland The Three Billy Goats Gruff - NorwayThe Three Little Pigs - unknownThe Tortoise and the Hare - GreeceThe Ugly Duckling - Denmark

Adaptive DimensionAll students learn differently, at different rates or through different styles. As a

teacher it is my job to help children learn, in any way that I can. When I see that assistance it is my job to adapt the learning environment, the curriculum or the instructions to better suit the learner.

Professional DevelopmentDuring my time at the school for my professional development, I would like to

work on communication, classroom management, and instructional approaches, just to name a few.

Scope and SequenceCONTENT ACTIVITY LEARNING

OBJECTIVESASSESSMENT MATERIALS CELS CLASSROOM

MANAGEMENTDay One –Jack and the Beanstalk- Science- Planting beans- what do plants need to live- what are the different parts of plants-Instructional Strategy - Inquiry

We will be discussing what are the parts of a plant as well as what plants need to live. The students will then have a chance to plant their own bean plant

- Students will learn the different parts of a plant.- Students will identify what plants need to live.

- Observation/ conversation with class about what plants need to live.- Students will be creating a Sprouting bean workbook that covers the parts of a bean.

- bean seeds- soil- Styrofoam cups- my sprouting bean book/recording journal- Jack and the Beanstalk book

NumeracyCommunicationCritical and Creative Thinking

- allow students to ask questions and say what they think about the topic.- probe students- ask students what they think each part is and what it does.- monitor soil area, allow students to get their own soil with some assistance.- write the students name on their cup

Day Two –Tortoise and the Hare- Language Arts- rewriting the story ending-Instructional Strategy – Direct Instruction

I will begin by reading the story the Tortoise and the Hare. I will not finish the ending to the book. I will then discuss the possibilities and explain the student’s task. They will write their own

- Students will listen attentively to the story as I read it to them.- Students will write short informational text with pictures about how the story ends.- Students will read and share their writing with others.

- Conference and Conversation- Student will bring their story to me for checking.- Students will pair up and tell their ending to a partner.

- master - Tortoise and the Hare book

CommunicationIndependent LearningCritical and Creative Thinking

- Give an example up on the overhead.- ask students to raise hand if they need help or have a question.- keep moving around classroom to help students. - put words that students need help with up on whiteboard.

ending to the story, describing who wins and how. They will then draw a picture that goes along with the ending they have created.

Day Three – Cinderella- Math- telling time - o’clock-Instructional Strategy -

Each student will create their own clock. We will discuss some common times, breakfast, lunch, bedtime. Talk about the big hand and the little hand and what each means. Give the students some examples to try. Sing the clock song.

- Students will learn the difference between the hour hand and the minute hand.- Students will start to create the time on their own clock.- Students will identify when events occur.(school starts, breakfast, lunch)

-observation- I will create a rubric that focuses on 5 students. Do they understand the difference between the little hand and the big hand? Are they able to create the time I recite on their own clock? Are students able to identify when events occur? (Y,S,N)

- clock pattern- brads, yarn, beads- clock song overhead- Cinderella Book

NumeracyCommunicationIndependent Learning

Day Four – The Ugly Duckling- Arts Education- Duck art-Instructional Strategy -

The students will create their own duckling.

- Students will look at the size comparison between the duck they create and a real duck.- Students will begin to see that objects have volume.

- rating scale - Styrofoam cups- duck template- The Ugly Duckling book

CommunicationCritical and Creative Thinking

Day Five – The Little Red Hen- Health- Sharing/ Responsibilities-Instructional Strategy - Concept

I will begin the lesson by using a concept attainment strategy. We will talk about sharing and why it is important. End the lesson

- Students will reflect on what they know about sharing and how they feel about it.- Students will understand the importance of sharing.

- I will assess this lesson by taking anecdotal records

-situations /scenarios about sharing- The Little Red Hen book- talking circle object

CommunicationCritical and Creative Thinking

- remind students that they are not to talk unless they are holding the talking circle object.

Attainment by participating in a talking circle where the students will tell one time when they shared.

Day Six – The Three Billy Goats Gruff- Physical Education- Locomotion- Locomotion Tag-Instructional Strategy - Demonstration and Games

We will begin by talking a little bit about locomotion and what exactly that is before we walk to the gym. As a class, we will choose one locomotion pattern to use while walking to the gym. We will warm up, by exploring a variety of locomotion movements.

- Students will move safely within their personal space and general space, using a variety of locomotion movements (walking, running, galloping, skipping)- Students will participate in a simple game that focuses on locomotion movements.- Students will identify and follow rules, routines and safety procedures during the activity.

- A student self-assessment of how they feel they did during the Phys. Ed. lesson. (if they were cooperative, tried hard, participated, did their best).- A rating scale that looks at what developmental level the student is at within the BMP of locomotion specifically galloping.

- The Three Billy Goats Gruff book

CommunicationPersonal and Social Values and SkillsNumeracy

- use hands up signal- Students who are not following directions or are misbehaving will sit to the side a watch for a while.- Explain galloping using demonstration.

Day Seven – The Three Little Pigs- Language Arts- Story sequencing-Instructional Strategy - Narrative

I will tell the story of the Three Little Pigs through a paper bag book talk. The students will have the opportunity to sequence the story. They come and check the sequence with me; if

- Students will listen attentively to the story as I tell it through a book talk.- Students will retell stories by relating the sequence of the story events.

Students will bring their sequence story to me for checking. I will create a checklist/rating scale with all the student’s names.

- story sequence cards- Paper bag book talk- sequencing worksheet

CommunicationIndependent LearningCritical and Creative Thinking

- Students will bring their story sequence to me for checking. If in the correct sequence the booklet will be stapled. If not the students will be sent back to their desk to work through the sequence again.

correct they will begin to color their booklet. If incorrect they will work to make it correct.

Day Eight – Wrap-up- Students will finish up their bean booklets and complete assessment

- We will conclude our fairy tale unit by finishing up our bean booklet. And students will get to draw a picture of their bean and take their bean home

- Students will identify what plants need to live.- Students will learn to identify the different parts of a plant.

- Observation of the week’s activities.- Questioning/ Conversation- Students will complete a bean labeling worksheet for marking out of 5.

- Sprouting bean book/bean journal- Bean labeling worksheet

CommunicationCritical and Creative ThinkingIndependent Learning

- Work on white board, writing the word on the white board that the students are to write in their books.- probe students

Lesson #1Grade: One Subject: Science Date: February 1st, 2005Topic: Plants!

Learning Objectives:- Students will identify what plants need to live.- Students will learn to identify the different parts of a plant.- Students will take care of their plants, watering them when needed.

Assessment:- Conversation/questioning at beginning of lesson. Possible anecdotal records.- Students will hand in bean labeling worksheet.- Observation of daily morning activities through out the week. Do the students initiate water and taking care of the plants?

Lesson PreparationMaterials/ Aids:- bean seeds- soil- Clear plastic cups- spray bottle for water beans- Sprouting bean book/bean journal- Jack and the Beanstalk book

Advanced Preparation:- find bean seeds- copy sprouting bean book

Common Essential Learning (CEL’s):Numeracy – Students will be measuring the height of their bean on certain days and recording it in their bean journal.Communication – students will communicate their ideas on what the parts of a bean are, and what beans need to live during our set (inquiry) and discussion.

Critical and Creative Thinking – Students will be expected to come up with their idea of what I am holding in my hand really is and what it will grow into.

Prerequisite Learning:

Presentation Classroom ManagementSet: (Inquiry)- Question students on what they think the seed is? (What are there ideas)- What will it turn into?- Is it alive?- What do you think you do with it?

- circle time- allow call outs- probe students

Development:- discuss what plants need to live1) air2) water/food3) sunlight- discuss part of a plant1) seed2) root3) stem4) leaves- Complete first page in sprouting bean booklet.- Students plant their own beans.- hand out Styrofoam cups- have students fill their cups ¾ full of soil- have students poke a hole in the soil with their finger, allowing their finger to go into the soil up to their knuckle.- distribute bean seeds to everyone- have students place bean in the hole and cover with soil, making sure not to pack it hard into the soil.

-continue discussion at circle time.- probe students about what they think- Possible ask them what human and non-human animals need to live.- ask students what they think each part is and what it does.

- ask students to return to their tables. Allow one table at a time to retrieve their pencil boxes from the back.- Complete 1st page together, read sentence out load together and complete sentence together on overhead.- monitor soil area, allow students to get their own soil with some assistance.- write the students name on their cup

Closure: - ask students where they think the plants should be place and why?-Find a place in the classroom that is suitable for our beans to grow.- review what plants need to grow and the parts of the plant.(get students to list them)

- decide as a class where the plants should be placed and why?

- have students return to their tables for review.- ask for hands up to answer

Adaptive Dimension:- Within the bean book that they students are completing there are illustration on each page that go along with the sentence. Students who are having trouble reading

will be able to follow along.Lesson #2Grade: One Subject: Language Arts Date: February 2nd, 2005

Topic: Tortoise and the Hare – create our own ending

Learning Objectives:- Students will listen attentively to the story as I read it to them.- Students will write short informational text with pictures about how the story ends.

- Students will read and share their writing with a classmate.

Assessment:- Observation of students during the reading of the story.- Conversation/conference with the students, I will make sure the student is on the right track. (check spelling and formation of words) - I will create a checklist, yes students shared story, or no they didn’t.

Lesson PreparationMaterials/ Aids:- black line master – journal template- overhead of black line master- Tortoise and the Hare book

Advanced Preparation:-create journal template- copy overhead

Common Essential Learning (CEL’s): Communication – Students will communicate who they think won the race and why.Independent Learning – Students will complete this task independently working at their seat.Critical and Creative Thinking – Students will have to come up with a creative ending to the Tortoise and the Hare. They will answer who wins the race and why.

Prerequisite Learning:- some knowledge on spelling

Presentation Classroom ManagementSet: - Read the story – The Tortoise and the Hare – stop before end of story.- talk about the possibilities. If the hares wins (why) and if the Tortoise wins (why).

- circle time- scan students often to make sure they are paying attention. Ask those students who are having trouble to move closer to you.

Development:- demonstrate what I want the students to do. On overhead create an ending.The Hare won the race because the Tortoise stopped for pizza.- Have students following along on overhead and copy:The _____ won the race because _______.

- ask students to return to their tables. Allow one table at a time to retrieve their pencil boxes from the back.- ask students to raise hand if they need help or have a question.- keep moving around classroom to help students. - put words that students need help with up

- Have students check their ending with me before creating their drawing.- Once completed, students will share their ending with a classmate.

on whiteboard.

- make clear that story must be checked before illustrations can start.

Closure:- allow a few students to share their endings with the entire class. (Author’s chair)

- Only allow as many students as time permits.

Adaptive Dimension:- If students are having trouble getting started have them draw the illustration first and then write their sentence from the illustration.

Lesson #3Grade: One Subject: Math Date: February 3rd, 2005

Topic: Telling Time (introduction)

Learning Objectives:- Students will learn the difference between the hour hand and the minute hand.- Students will start to create the time on their own clock.- Students will identify when events occur.(school starts, breakfast, lunch)

Assessment:- I will create a rubric that focuses on 5 students. Do they understand the difference between the little hand and the big hand? Are they able to create the time I recite on their own clock? Are students able to identify when events occur? (Y,S,N)

Lesson PreparationMaterials/ Aids:- clock pattern- brads, yarn, beads- clock song overhead- Cinderella Book

Advanced Preparation:- copy clock pattern (1 per student)- collect beads, yarn and brads- copy clock song overhead

Common Essential Learning (CEL’s):Numeracy – the students will be working with clocks during this lesson. The will be learning about the parts of the clock (big hand and little hand) and how to read the time on a clock.Communication – the students will be expected to communicate their ideas during the lesson about what they know about clocks and how to tell time on a clock.Independent Learning – students will be working on their own to make their clocks as well as to display the time on their clock.

Prerequisite Learning:

Presentation Classroom ManagementSet: - Students will make their own clock to tell time on.- Each student is given a clock template.- Cut out clock and put together as a group, I will give directions and demonstrations.

- One table at a time to get pencil boxes from the back.- Make sure students don’t get too far ahead of directions.- Coloring the clock will be done when the students have free time.- Split up children at tables groups if problems are foreseen or when problems occur.

Development:- Question students about what they know about clocks.- What does a clock do? Why do we need clocks?- get students to identify when events occur. (breakfast, school starts, lunch)- introduce the big hand and discuss what it does (points to the hour)- have all students point to it and identify it- introduce the little hand and discuss what it does (points to the minutes)- have all students point to it and identify it- I will recite a time, as a class we will display that time on our clocks.

- if problems occur (playing with clocks) while instructions are being given or discussion about clocks, the clocks will be taken away.

- Write time on the white board to give students a visual as well.- have students pick some time to display.

Closure:- Students will learn a clock song to help them remember what the hands on a clock tell us and how to tell time.

- Put song on overhead so all students can see it.

Adaptive Dimension:

Lesson #4

Grade: One Subject: Art Education Date: February 4th, 2005

Topic: Ducks

Learning Objectives:- Students will listen attentively to the story as I read it to them.- Students will begin to see that objects have volume.- Students will learn and participate in the six little ducks song.

Assessment:- rating scale of attentiveness during the story.- rating scale of students participation in activity.- rating scale of participation in song.

Lesson PreparationMaterials/ Aids:- Styrofoam cups- duck template- The Ugly Duckling book- Six Little Ducks song

Advanced Preparation:- copy duck templates- collect Styrofoam cups- find duck song

Common Essential Learning (CEL’s):Communication – students will communicate their ideas on the elements of the story, The Ugly Duckling. We will talk about whom the characters in the story are, where the story takes place, what the conflict is and how it is solved.Critical and Creative Thinking – students will have to think critically to figure out the answer to these questions. Students will also have to think critically when creating their ducks.

Prerequisite Learning:

Presentation Classroom ManagementSet: - Read the story, The Ugly Duckling- talk about what a duck looks like.(color, shape, characteristics)- introduce that we will be making our own ducks.

- circle time- scan students often to make sure they are paying attention. Ask those students who are having trouble to move closer to you

Development:- create ducks- hand out duck template- color duck template- outlining in marker, coloring in pencil crayon- cut out pieces together- give specific directions for cutting.- give each student a Styrofoam cup- glue each piece on in the appropriate spot.

- ask students to return to their tables. Allow one table at a time to retrieve their pencil boxes from the back.- do not let students work ahead. Ask those students to wait until the class catches up. If they continue, activity is over for them.- give specific directions for cutting- give demonstrations on what to do- have glue ready (one at each table) for students to share.

Closure:- Students will learn a song called Six Little Ducks. They will have a chance to learn the actions and perform the song.

- any foolishness and activity will be stopped immediately.

Lesson #5Grade: One Subject: Health Date: February 7th, 2005

Topic: Sharing and Responsibility

Learning Objectives:- Students will understand what sharing is.- Students will reflect on what they know about sharing and how they feel about it.- Students will understand the importance of sharing.

Assessment:- I will take a few anecdotal records during the lesson, focusing on what the students think sharing is, what the students know about sharing, and if they contribute to the talking circle about sharing.

Lesson PreparationMaterials/ Aids:-situations /scenarios about sharing-Sharing book- talking circle object

Advanced Preparation:- create sharing scenario’s

Common Essential Learning (CEL’s):Communication – students will communicate their ideas on what sharing is and when they shared with someone or were shared with.Critical and Creative Thinking – students will be asked to think on an instance when they shared with someone or someone shared with them.Personal Social Values and Skills – students will be participating in a talking circle. They will have to wait their turn to speak and respect and listen to what others have to say.

Prerequisite Learning:

Presentation Classroom ManagementSet: - Use the scenario cards to introduce the topic of sharing. Have students decide under what category each card belongs.- I will read one example and one non-example of sharing and create 2 columns.Students will then have to try and decipher which column the next scenario goes under.

- Circle time- ask students to raise their hands if they want to answer.- Also ask those students who don’t have their hands up.

Development:- Read the story - Sharing-Discuss some of the questions that are raised in the book while you read it- List some of their ideas on the white board.- Create a talking circle with the students.- Briefly tell the students about the origin of the talking circle. (First Nations People)- Remind the students of Friday when they participated in a talking circle with Ms. Holland. Remind that that they are not to

- scan students to make sure that all students are listening and that all students can see. Give students a warning if they are disrupting. Move those students that continue to have trouble.

- remind students that they are not to talk unless they are holding the talking circle object.

talk until they are holding the object.- Ask the students to share a time, not to long ago, when they shared something with someone, or someone shared something with them.- Give the students an example. My example is last week when Colten shared his cookie with me at recess.

- encourage all students to share. But allow students to pass if they can not think of anything.

Closure:- Share bannock that we made as a class.

- make sure students clean up after themselves

Adaptive Dimension:- for a class, that doesn’t like to share, you could have them draw pictures or write a sentence about a time when they shared with someone or someone shared with them.

QuestionsWhat is sharing?How do you feel when someone shares with you?How do you feel when someone does not share with you?What are some things that you share?Why is it important to share?If you were in Ali’s position, how would you feel? Why?If you were in Kelly’s position what would you do?Do you think that it is important to share? Why do you think that?

Lesson #6Grade: One Subject: Physical Education Date: February 8th, 2005

Topic: Basic Movement Pattern – Locomotion

Learning Objectives:- Students will move safely within their personal space and general space, using a variety of locomotion movements (walking, running, galloping, hopping)- Students will participate in a simple game that focuses on locomotion movements.- Students will identify and follow rules, routines and safety procedures during the activity.- Students will assume responsibility for various roles during participation in physical activity.

Assessment:- A student self-assessment of how they feel they did during the Phys. Ed. lesson. (if they were cooperative, tried hard, participated, did their best).- A rating scale that looks at what developmental level the student is at within the BMP of locomotion specifically galloping.Rating scale:3 – above developmental level2 – at developmental level1 – below developmental level

Lesson PreparationMaterials/ Aids: Advanced Preparation:

Common Essential Learning (CEL’s):Communication – students will be expected to communicate appropriately throughout the lesson with peers and teacher. Students will also listen attentively to the instructions during the warm-up, skill development, culminating activity and closure.Personal and Social Values and Skills – Students will exhibit appropriate behaviour during the lesson. Students will be expected to work cooperatively with classmate. As well, students will be expected to show respect for themselves and others while participating in the lesson.Numeracy – students will have to keep track of the number of people within the “Troll” line. Once there are 6 students in the line, the line splits back into 3 players.

Prerequisite Learning:- Students will have experience with the BMP of locomotion.

Adaptive Dimension:

Presentation Classroom ManagementWarm-up: (5 min.)- Movement around the gymnasium exploring the locomotion’s that we covered last day. (walking, running, hopping)- Students will follow my directions.- Stretching (arms, legs, shoulders, neck)

- I will lead the activity- Students must stay behind me during warm-up- remind students to be careful.

Skill Development: Galloping (10 min.)- Demonstrate what galloping is.- Allow students to practice galloping- Have them gallop with a partner(holding hands)- Do a series of eight gallops with the same foot leading, then change to the other foot. Then change after four gallops. Then change after two gallops.

- Use ‘hands up’ to gain the students attention.- Give students specific cues to connect to the locomotion of galloping.- Explain galloping using demonstration.- Tell students when to change lead foot.- Gallop with students. Count out number of gallops out loud. Call out switch, when students are to switch lead foot.- Remind students not to interfere with others. Students must move safely within their personal and general space.

Instructional Cues:- Galloping is a forward motion- The movement should be smooth and graceful.- Keep one foot in front of the other.- Each foot should have a chance to lead.

Culminating Activity: (12 min.)Three Billy Goats Gruff Tag – three trolls stand in the middle holding hands. These students are it. All other students line up along the end line of the gym. They are trying to get across to the other end line with out being tagged by the trolls in the middle. Students must cross the playing area by galloping. Trolls in the middle will be holding hands, running together to catch the “billy goats”. When a billy goat is caught, he joins the line of trolls. Once the line reaches 6 trolls, the line breaks into 2 lines of 3.

- Use ‘hands up’ and ‘freeze’ to gain the students attention. - Explain game using demonstration.- I will pick the students to be it.- Students who are not listening or acting foolish will sit out for a certain amount of time.

Closure: (3 min.)- talk about possible animals that gallop.(horses, goats, dogs)- self-assessment (two thumbs up, two thumbs down, and one of each)

- Circle time- Ask students to raise their hands.

Lesson #7Grade: One Subject: Language Arts Date: February 9th, 2005

Topic: Story Sequencing

Learning Objectives:- Students will listen attentively to the story as I tell it through a book talk.- Students will retell stories by relating the sequence of the story events.

Assessment:- checklist / rating scale of sequencing of the story.

Lesson PreparationMaterials/ Aids:- sequencing worksheet (1 per student)- story sequence cards- Paper bag book talk

Advanced Preparation:- create sequencing worksheet for students- create paper bag book talk.

Common Essential Learning (CEL’s):Communication – Students will be expected to communicate during the paper bag book talk. As well, the students will be expected to explain their story sequencing to the teacher.Independent Learning – Students will be expected to sequence the story of “The Three Little Pigs” independently.Critical and Creative Thinking – Students will have to think back to the paper bag book talk or their own previous knowledge to sequence the story.Numeracy – students will be expected to put the story cards into the correct order.

Prerequisite Learning: - Students will need an understanding of what sequencing means.

Presentation Classroom ManagementSet: - I will tell the story of the “Three Little Pigs” through a paper bag book talk.

- Circle time- ask for students input in certain parts of the story only.

Development:- Students will receive a sequencing handout of the “Three Little Pigs” story. The students will cut out each square and sequence the story in the correct order.- Once put in the right order and checked by me, they will have a chance to color the booklet until the rest of the class is finished or until the end of class.

- Students will bring their story sequence to me for checking. If in the correct sequence the booklet will be stapled. If not the students will be sent back to their desk to work through the sequence again.

Closure:- I will go through the correct sequence of the story using the sequencing cards that I have created.

- circle time- have the students check their books as I go through the correct order.

Adaptive Dimension:- story sequencing pages could include words and pictures for the students to work with.

Lesson #8Grade: One Subject: Science Date: February 10th, 2005

Topic: Plants!

Learning Objectives:- Students will identify what plants need to live.- Students will learn to identify the different parts of a plant.- Students will take care of their plants, watering them when needed.

Assessment:- Conversation/questioning at beginning of lesson. Possible anecdotal records.- Students will hand in bean labeling worksheet for assessment.- Observation of daily morning activities through out the week. Do the students initiate water and taking care of the plants?

Lesson PreparationMaterials/ Aids:- bean seeds- soil- Clear plastic cups

Advanced Preparation:- create bean labeling worksheet- find bean seeds- copy sprouting bean book

- spray bottle for water beans- Sprouting bean book/bean journal- Bean labeling worksheet

Common Essential Learning (CEL’s):Communication – students will communicate their ideas on what the parts of a bean are, and what beans need to live during our set (inquiry) and discussion.Critical and Creative Thinking – Students will be expected to come up with their idea of what I am holding in my hand really is and what it will grow into.

Prerequisite Learning:- This lesson would occur at the end of the plant unit, as an assessment of what the students had learned.

Presentation Classroom ManagementSet: (10 minutes)- examination of beans- let each student have a good look at their bean.- allow students whose bean plants are not sprouting to look at someone bean plant that is sprouting.- get a few students to describe their bean plant and what it is doing.

- seat work- have the students, table by table, collect their pencil boxes from the back.

Development: (10 minutes)- work in bean book- complete last 3 pages.- Have the students go through the page with you and then copy the word at the bottom.- go through the bean book as a class, reading it from the beginning.- Students will complete the bean labeling worksheet. They will have to put the pictures in order of the beans life cycle.

- Work on white board, writing the word on the white board that the students are to write in their books.

- remind students that it is individual work.- collect and assess

Closure: (10 minutes)- On the last page students can draw a picture of their bean or the bean that they were examining if their bean had not come up.

- Students may draw and color the picture when every thing else is complete.

Adaptive Dimension:- I just used pictures for the students to sequence the life cycle but words or sentences could be added in as well.