Ms. Horwood's Lesson Plan

Kindergarten English Language Arts  Under the Sea - Lesson Plan

Describing and Presenting Characters

Submitted by: Carolyn Horwood

10/17/2012 Introduction:      For my activity, I am going to read “Rainbow Fish and the Big Blue Whale” to my students. My students will be expected to compare the two main characters of the story. They will be provided a worksheet with two different bubble maps on it: one for the Rainbow fish, and the other for the Big Blue Whale. Each bubble map is going to have four circles branching out and the students will be expected to fill in four traits to describe the character in each of the circles that are surrounding the name. After they have completed the worksheet, the students will orally explain the characteristics they have written for both characters.       In my class, I have a female student who has dyslexia. Dyslexia is a reading disability, however it does affect writing as well. To meet her special needs, I plan to pay special attention to her writing and give her the support she will need when participating in this activity. I will: make sure she is partnered up with another student get her to draw a little drawing after she writes her words so that when she goes to present her work, instead of reading them, she can look at the picture she has drawn and know what to say make sure she is motivated when she is writing, and make sure she is interested make sure she is spelling her words right Title of Lesson: Describing and Presenting Characters Subject Area: Language Arts Grade Level: Kindergarten Integrated Subject Area: Science Outcomes: begin to engage in oral presentations begin to demonstrate basic concepts of print including book handling, orientation, directionality, space, letter and word describe people, places, things (including their size, color, and shape), locations, and actions   students are actively engaged in beginning to explore how their world works. They explore, observe, ask questions, discuss observations, and seek answers use writing and other forms of representation to generate and organize language and ideas, and explore how and what they learn Lesson Objectives:        After teacher explanation, modeling, and guided practice, students will be able to describe four characteristics for each character in at least three or four boxes. They will also improve their speaking skills by presenting both of their character descriptions to the class. Teacher Materials:       Curriculum guides, a copy of Rainbow Fish and the Big Blue Whale by Marcus Pfister, chart paper, markers, bubble map handouts, assessment checklists, handouts with the song Little Color Fish. Student Materials:       Web worksheet, pencil. Procedures Activating Prior Knowledge:       I will activate my students’ prior knowledge by reviewing what was learned last class about items that can sink or float. I will then ask questions such as “What are some animals that live in the ocean?”, “Why can some animals swim and others cannot?”, “What are some similarities between animals that live on land and animals that live in the ocean?”, and “What are some differences between animals that live on land and animals that live in the ocean?”. These questions will get the students thinking about aquatic life and how they are different and similar to life on land. They will then be prepared for what is to come and will become motivated to learn. Motivation:       Our unit is Under The Sea and today I am going to read Rainbow Fish and the Big Blue Whale (below) and then you are going to create two bubble maps, describing two characters in the story. When we are finished our bubble maps, we are going to present them to the class. Teacher Explanation:        We are going to create two bubble maps. Bubble maps are made of a center circle and a number of circles or squares that are around that circle. The circle in the center is the main topic and the circles around it are words that describe the topic. To clarify this, together we are going to create our own bubble map. I am then going to read Rainbow Fish and the Big Blue Whale, and you will create a bubble map for each of the two main characters in the story. I will provide a worksheet with two bubble maps on it and you will fill them in with at least three descriptions each of the Rainbow Fish and the Big Blue Whale. When your bubble maps are completed, you will share your work with the rest of the class. Teacher Demonstration:       After explaining what a bubble map is, I will make a bubble map myself on chart paper (below). This way they will be able to visualize how a bubble map is created and they will understand the process. Guided Practice:        I will ask the students different topics we can use to create a bubble map together. I will write their suggestions on the board and then the class will vote for which topic they would like to use. Together we will construct our own bubble map (below). This will benefit all children and will help them understand and visually see what a bubble map looks like. I will remind students to think about ways we can describe the topic. I will do this by reminding them to ask themselves questions like “where does it live?” , “what does it look like?”, “what does it like to eat?”, “what does it like to do?”, “what noises do it make?”, “is it big or small?”, etc. This bubble map will contain several circles around the topic because I will make sure to include all the students’ suggestions and ideas. After we have finished creating a bubble map together, I will read Rainbow Fish and the Big Blue Whale. Check for Understanding:       To make sure my students are understanding the story I am reading, I will make sure to pause and ask questions about the book such as, “where does the Rainbow Fish live?”, “What does he eat?”, “Who are his friends?”, “Where does the Big Blue Whale live?”, “What does he eat?”, and “Who are his friends?”. I will also have them practice their speaking and listening skills and make sure they understand what happened in the story by having them retell the story to a partner. I will ask them what is in the center circle of the map and make sure all students know it is “the main topic”. I will then ask them what goes in the circles around the center circle and make sure they know that the right answer is “descriptions”. Lastly, I will make sure everyone understands and ask if there are any questions. Independent Practice:       The students will create two bubble maps of their own on the sheet of paper provided (below). Assessment:        While the students are working independently, I will walk around and make sure that every student is understanding and succeeding. I will make sure they are forming their words right and will help them spell their words correctly. I will also make sure everyone is focused on their work and no one is distracted. I will help the students who need it and will provide positive feedback.      My students will be assessed both with a worksheet and orally on whether or not they can describe the characters of the story. I will assess my students’ learning by using a rubric (below). They will be expected to orally explain the characteristics of both characters with 100% accuracy (100% meaning they have explained both of the characters and 50% meaning they have explained only one of them). These rubrics will be kept in a folder together and will be kept in my filing cabinet. That way I can haul them out any time I want to see how they are improving. These rubrics will be seen by me and the students’ parents only during parent/teacher meetings. Closure:       I will end my lesson by passing out the handouts I have created with the song Little Color Fish (below). I will read the song to the class and have them follow along and then have the students sing it along with me. I will finish by telling them that fish are everywhere in the ocean and they are many different sizes, shapes, and colors. I will remind the students that next class they will be presenting their work. I will then tell them that after everyone has presented, the bubble maps will be displayed on the classroom wall in the back so if they wanted to draw a picture they can.  BIBLIOGRAPHY Government of Newfoundland and Labrador. (2011). Kindergarten English Language Arts                      Curriculum Guide. Retrieved October 12, 2012, from Department of Education: http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/english/kindergarten/5_K_ELA_Section_2_Curriculum_Outcomes.pdf