Lesson Plan Topic: Science: Constellations Class: Grade 4 Date: March 18, 2010 Description of Lesson: In this lesson, Students will be read the When I heard the learn d astronomer and will be doing an activity around constellations. Objectives: -Observe and identify some of the patterns which stars make in the sky. Evaluation: -Students will be assessed with a checklist on their behaviour throughout the lesson Materials/Resources: - When I heard the learn d astronomer by Walt Whitman -graph paper -constellation information page -pencil -Overhead -overhead projector CEL s: [C, CCT] Prerequisite Learnings: -Students need to be able to be effective listeners -Students need to know a bit about stars Lesson Preparation: -Create constellations information page -Create overhead of graph paper -Photocopy graph paper -Graph constellations -set up overhead projector
Presentation: Set: -Brain break- partner students up and have them take turns thinking and writing a word on their partners back. The partner has to guess what that word is. -Read the book When I heard the learn d astronomer and ask questions throughout the book -Predict what book is about -What is happening in the book? -Where do you think he is? -What is he looking at and why? Development: -Ask students what constellations are? -Explain to students that we will be looking at about five constellations and drawing/graphing and learning about the history of them. -Hand out graph paper and ask them to get out a pencil. Once they have both items to put them up in the air. -Begin with the first constellation. Draw it on the overhead graph paper. -Ask students who knows the name of the Constellation -Ask them to draw it in the very top left corner of graph paper and label it -Give history of the constellation -Do the next constellation continuing with this same process for the next four constellations Management: -brain break -raise hand to answer -hand out paper to first person in each row Time: 10-12 25-30 Closure: -Have students put the graph in their science books (if they have one). Students can keep the graph. -Students tidy up for lunch -put graph in science book 2-3
Behaviour Assessment Checklist Student Name: Date: Behaviour Yes No Sometimes Puts up their hand to speak Listens to the teacher when speaking and giving instructions Puts effort into the work in the lesson Does not interrupt the lesson Works quietly when asked Listens when other students are speaking
Lesson Plan Topic: English: Free Form Poems Class: Grade 4 Date: March 19, 2010 Description of Lesson: In this lesson, Students will be learning about free form/ free verse s. They will learn about the form and then will be creating their own s. Objectives: -Students will write a with increasing confidence, clarity, and fluency. Evaluation: -Students will be handing in their worksheets for me to evaluate using a rubric on their quality of the. Materials/Resources: -Free Verse worksheet -pencil - Gorilla and Woulda-Coulda-Shoulda by Shel Silverstein CEL s: [C, CCT, IL] Prerequisite Learnings: -Students need to know about personification -Students need to be able to work independently -Students need to be able to know how to create a bit of poetry Lesson Preparation: -Photocopy free verse worksheet -Create personification activity
Presentation: Set: -Get students attention -Do an activity with students around personification -Put a few sentences on the board. One word is in parenthesis. Students need to change that word so the sentence becomes a personification. Development: -Read the Gorilla by Shel Silverstein -Ask students what they notice about the - Read Woulda-Coulda-Shoulda by Shel Silverstein -Ask Students what they notice is different from the first and this -What type of format is present -Explain to students that they are examples of free verse/form s -does not have a specific structure or rhyming pattern -rhythm used -language used to express an idea -can be as long as you want and as short as you want -Have students create their own free verse -Students need a minimum of five lines in their. Adding more lines will give a better mark and show that they put effort into it. -need to include personification in their and underline the line that has it -Hand out worksheets to students and go through it with them. -Let them start and help any who need help Closure: -When students are done, they need to look it over for spelling and to make sure they have personification in their. -Keep in corner of desk and read a book -Come around and pick up finished worksheets and then pick up rest of worksheets when time is up. Management: -clapping sequence -raise hand to answer -raise hand to answer Write explanation on the board -Write instructions on chart paper -pick up worksheets when students are done Time: 5-10 25-30 2-3
Free Form Poem Rubric Name: Date: Title of Poem: Criteria 4 3 2 1 Content Student goes beyond the required amount of lines needed in Student goes a bit beyond the required amount of lines needed in the Student meets the required amount of lines needed in the Student does not meet the required amount of lines needed in the Vocabulary Word choice is exceptional and vivid in many lines Many word choices go beyond basics Few word choices go beyond basics Word choices are simple and repetitive Use of personification Personification is used and used correctly. Student understands the term Personification is used and almost used correctly. Student somewhat understands the term Personification is used, but not used correctly. Student does not understand the term Personification is not used in the. Shows student does not understand the term Creativity Exceptional amount of creativity was put into the Good amount of creativity was put into the Little creativity was put into the No creativity was demonstrated in creating the Effort Great amount of effort was put into creating the Sufficient amount of effort was put into creating the Little amount of effort was put into creating the No effort was demonstrated in creating the
Lesson Plan Topic: Health: Self-Esteem Class: Grade 4 Date: March 19, 2010 Description of Lesson: In this lesson, Students will be doing many different activities around self-esteem. They will be learning about self- esteem, good and bad, and be introduced to the Hello World by Dan Coppersmith. Objectives: USC4.5 Examine how identity (ie.,selfconcept, self-esteem, selfdetermination) is influenced by relationships that are formed with others. Evaluation: Students will be assessed with a checklist on how well they participated in discussion and the activities. Materials/Resources: - Hello World by Dan Coppersmith -situations for role play -mirror -decorated box CEL s: [C, CCT] Prerequisite Learnings: -Students need to be able to know how to participate in discussion -Students need to be able to role play on the spot or try to Lesson Preparation: -Create overhead for Hello World -create situations for students to role play -decorate a small box and put mirror inside of it
Presentation: Set: -Have students come up to the front one at a time and quickly look in the box and then sit down and quickly draw what they saw. This will be done five minutes before SQUIRT ends. -Ask students what they saw in the box and what they drew -Ask what they thought was the point of the activity -Ask if they liked what they saw and if they did not like what they saw (don t have to put up hand if they don t want to) Development: -Ask if anyone knows what self-esteem is -Explain what self-esteem is -It is the way you feel about yourself -How you see yourself as a person -high self-esteem: feel good about yourself and have confidence -low self-esteem: feel bad about yourself and have no confidence -refer back to what they drew and how they see themselves -show the Hello world and how this can motivate high self-esteem -Take volunteers to role play some situations and after discuss the situations. Review expectations. -how did it affect the person s self-esteem -what is something that person can do to higher their self-esteem Closure: -Wrap up by asking what they learned in this lesson -regarding the mirror -discussions -role playing situations Management: -get student attention -raise hand to answer -raise hand to share -have students read parts of the -choose students to role play -raise hand Time: 10 30 2-3
Participation Checklist Name: Date: Criteria Yes No Participates freely in role play activity Participates in class discussion Follows the rules when participating in discussion Ex. raises hand Uses expressive language Shares insightful and useful information in the discussion Expresses thoughts, feelings and ideas freely Can role play according to their character well Puts effort into sharing and participating in the lesson Additional comments:
Lesson Plan Topic: Language Arts: Found Poems Class: Grade 4 Date: March 22, 2010 Description of Lesson: In this lesson, Students will be learning about found s and how to create a found. Students will create their own in the next lesson when doing stations. Objectives: -Write s with increasing confidence, clarity and fluency. Evaluation: -Evaluation will be done with a rating scale when students hand in their finished found s during the stations lesson. Materials/Resources: -Example of a found -examples of repetition -Poem One Inch Tall by Shel Silverstein CEL s: [C, CCT] Prerequisite Learnings: -Students need to know about repetition -Students need to know a bit about poetry and how to create it Lesson Preparation: -Find examples of repetition and write it on chart paper -Create an example of a found -Create overhead of words from Shel Silverstein s
Presentation: Set: -Brain break- Have students stand up and do ten jumping jacks and run in place for ten seconds. -Do an activity to review what repetition is. -Have students find the repetition in three different s. Development: -Explain to students that they will be learning about found s. -Ask if they can guess what found s are from the word found -Found s are created by a poet/writer cutting words from other sources, such as newspaper articles, songs and stories. -no format or structure -does not have to rhyme, but could -Show my example that I created of a found -As a class, we will create our own found using words from the One Inch Tall by Shel Silverstein -Students will be picking one word at a time -The words have to go together and make sense as well as the lines of the. -We will make a four or five line Closure: -Explain that they will be creating their own found s in the afternoon when doing stations with me. -Explain the poetry stations -There will be four stations, but the stations will be split into two groups so there will be eight different groups of three or four students -At each station you will be creating one different that you learned throughout this unit. -You will be asked to use one of the poetry terms in your s at each station -Each station will have a ziplock bag with instructions, and a white basket to put your work in that you did at each station. -You will have about 25 minutes at each station -Explain each of the four stations Management: -students sit when done and wait for instruction -raise hand to answer -raise hand to answer -will create if have time -students pick one word for the -write expectations on chart paper Time: 5-7 10-15 10-15
-Explain expectations -Stations is individual work and should not be done in partners unless it says in the instructions -You are expected to work and complete each of the tasks at each station. I will be marking you on your effort and your completed work. -You are to use indoor voices. If there is too much loud talking, it means that you are not working on what you are supposed to be doing. -If for any reason I have to talk to you twice, your name will be going up on the recess list and you will be staying in for recess. -I expect you to respect everyone in your group. If you do not then your name will be put on the recess list. -Remember these because I will be asking you about them in the afternoon -Ask if there are any questions
Found Poem Rating Scale Student's Name: Date: Title of Poem: Rating Scale: 1 2 3 4 5 Not Fully Achieved Achieved Criteria Originality/ Creativity Rating 1 2 3 4 5 Clarity 1 2 3 4 5 Effort 1 2 3 4 5 Manipulation/Use of words 1 2 3 4 5 Use of repetition 1 2 3 4 5
Lesson Plan Topic: L.A.- Poetry Stations Class: Grade 4 Date: March22, 2010 Description of Lesson: In this lesson, Students will be participating in four different poetry stations where they will be able to practice the s that they learned throughout the unit and the poetry terms. Objectives: - Write s with increasing confidence, clarity and fluency - Convey ideas using a variety of media - Share ideas, observations, and experiences in structured small and large group talk Evaluation: -Students will be evaluated on the found s with a rating scale -Students will be evaluated on each station with a rating scale on the final product and quality of each. Materials/Resources: -www.pbs.org/parents/creativity/ideas/haiku.html -computers -construction paper -baskets -pencil -newspapers -scissors -glue -white paper -ziplock bags CEL s: [C, CCT, IL, N, TL] Prerequisite Learnings: -Students need to know about cinquain, haiku, free verse and found s -Students need to know about personification, metaphor, repetition and imagery -Students need to know how to work independently -Students need to know adjectives, nouns and action verbs Lesson Preparation: -Find an interactive website -Create activities and instructions for each station -Gather all supplies for each station -Create groups for each station -Photocopy any worksheets for the stations -Setup the computers
Presentation: Set: -Have students get out the following things: -pencil -scissors -glue -pencil crayons and markers -Review expectations of the stations Development: -Show and go through the instructions of the stations 1.Go to your assigned station 2.Read the instructions carefully 3.Begin the activity 4.When finished, put your name on everything and hand it in the basket 5.Take an activity sheet and work on it until the time is up. Take it with you to each station. *You have about 25 minutes to complete each station -Show students their groups and which station they will be starting at. -Have students go to their stations and begin -Walk to each station and answer any questions that students may have. Make sure that each student is on task. -After 25 minutes are up, have students clean up their station, put their work in the basket and show them where their next station is. Closure: -Have students clean up all the stations and bring all of the supplies up to the front. -Have students get out their agendas and fill them in -hand out any notes or sheets to the students -Have students pack their bags and get ready for home time. Have them sit down when ready to go Management: -write what students need on board -have students repeat them to me -Put up chart paper of them -put up chart paper for instructions -have groups posted on the board -students go to assigned station -post before time is up - When I say go launch pad Time: 5 1hour 40 10
Poetry Stations Rating Scale Name: Date: Rating Scale: 4 3 2 1 Fully Achieved Not Achieved Station #1: Haiku Poetry (computer) -Effort 4 3 2 1 -Creativity/Originality 4 3 2 1 -Use of metaphor 4 3 2 1 -manipulation of words 4 3 2 1 -correct format used 4 3 2 1 Station #2: Found Poems -Effort 4 3 2 1 -Creativity/Originality 4 3 2 1 -Use of repetition 4 3 2 1 -Clarity 4 3 2 1 -manipulation of words 4 3 2 1 Station #3: Cinquain Poems -Effort 4 3 2 1 -Creativity/Originality 4 3 2 1 -Use of personification 4 3 2 1
-Correct format used 4 3 2 1 -choice of words 4 3 2 1 Station #4: Free Verse Poems -Effort 4 3 2 1 -Creativity/Originality 4 3 2 1 -Use of imagery 4 3 2 1 -Clarity 4 3 2 1 -choice of words 4 3 2 1