Individual Lesson Plan Presentation

Individual Lesson Plan Presentation

Janelle Pinskey Matson

Individual Lesson Plan Presentation

Janelle Pinskey Matson

I. Lesson Topic: Students will be able read, write, and describe, story sequence. This will occur through observation, hands on processes, games, music and crafts. Additionally, students will follow multi-step directions, make predictions, give simple explanations, and retell key story and process details. The unit will cover 2 weeks. The first week will focus on sequencing and story telling. The second week will focus on history and innovation. This lesson plan will focus on week one.

II. Lesson Overview

A. Concept: The Big Idea is to make peanut butter as an illustration of sequence, which is an important skill in pre-reading, comprehension and writing. Additionally, students will study the use of peanuts and the innovative importance of George Washington Carver. Making peanut butter along with stories of non-fiction and fiction, crafts, digital games, music, and interactive process will allow students to:

Describe events in the story-using key sequencing words.

Retell the key details in the story.

Ask and answer questions to determine or clarify the meaning of the words and phrases in the text, songs and finger-plays.

Add drawings or other visual displays to descriptions when appropriate in order to clarify ideas, thoughts, and feelings.

B. Objectives

Students will identify and match sequencing order and verbalize what happens first, second, third and fourth in the story. Students will then demonstrate learning by creating a 4-part sequence story of their own in a small group setting.

Students will describe why putting events, ideas and objects in order are important, and demonstrate how sequencing is part of daily life.

After hearing the Peanut Butter and Jelly song students will show gross motor skills to act out the song.

Students will recognize rhyme and repetition when singing Peanut Butter and Jelly lyrics.

After hearing the story, students will list the ingredients in a peanut butter and jelly sandwich.

The students will make predictions about what happens next in the story while being read the story.

Students will weigh peanuts in a scale; predict how many peanuts it will take to make a jar of peanut butter and then make peanut butter based on their predictions. Students will then make a graph organizing and concluding their predictions and charting their results. Students will retell the sequence for making peanut butter.

Students will use descriptive language to describe how their sandwiches taste.

Students will survey each other in pairs and list on a chart how many students like grape jelly, strawberry jelly, apple jelly, or completely dislike jelly. Students will classify their results.

Students will survey each other, record and list in their writing Journals how many students liked crunchy peanut butter and how many students liked creamy peanut butter.

Students will, with the teachers guidance combine the data from the groups and make a class chart in order to analyze the data.

Students will write a short analysis report comparing how many students liked each category represented.

C. Standards: Language Arts

Language Arts

Standard 1.

Uses the general skills and strategies of the writing process

Level I (Grade K)

5.Uses strategies to organize written work (e.g., includes a beginning, middle, and ending; uses a sequence of events)

Standard 6.

Uses skills and strategies to read a variety of literary texts

Level 1 (Grade K)

1. Knows the sequence of events (e.g., beginning, middle, and end) in a story

Level I (Grade K-2)

2.Knows setting, main characters, main events, sequence, narrator, and problems in stories

Standard 8.

Uses listening and speaking strategies for different purposes

Level I (Grade K)

10.Retells a story with attention to the sequence of main events

III. Materials:

Sequencing cards laminated for each student in pairs

Worksheet How to make a PB&J Sandwich

Flip chart for T chart

Markers and crayons

Lyrics: Peanut Butter Jelly

CD and printed lyrics for: How do you move through peanut butter

Peanut and Jelly Big Book

Peanuts

Whole Wheat Bread

Scale

Peanut Oil

Food Processor

Plastic plates, spoons, spatula, napkins

Jelly assortment.

Scales for weighing peanuts

IV. ProceduP

V. Procedures

Gather students on the carpet.

Review prior learning, created lists and charts using sequence words.

Review previous subject matter and how it relates to the topic.

Check for prior learning by asking students about their favorite foods and if they have made cookies or other foods.

Ask students what they know about how peanut butter is made and what they wished they could know about peanuts. Show students pictures of various peanut butter creations.

Introduce the topic of sequence

Introduce the books they will be reviewing, introduce books in the listening and book centers

A. Introduction

Sing the Peanut butter and jelly song with movements.

Show children how to make a T chart. Survey students who like creamy and crunchy peanut butter or both. Question and answer. Teacher makes a list.

Teacher reads the story peanut butter and jelly.

The teacher hands out sequence cards to each student and ask them to hold up the card that shows what comes first in a story. The teacher proceeds through 4 steps of sequence.

The teacher asks why it is important to put things in order. Teacher asks if there are other things that happen their day that they can be put in a certain order.

Introduce and sing Peanut/Butter and Applesauce song. The teacher will sing through the song once, modeling the actions, students will join in the second time through.

Students return to their seats to work in pairs on a short sequence story by putting pictures in the correct numeral order.

Students act out the story as PB & J representatives. One will PB, one will be jelly, one will be bread, one will be the knife, and one will be the narrator. The narrator will describe what the students are doing. The students will shift around as their classmates direct them to through the narrator.

B. Instructional Strategies

Show students the book Peanut Butter and Jelly. Ask them what they think the book is about.

Check for food allergies

Check for prior knowledge. Where and how do we get PB?

Gather the students in a circle and read the PB & Jelly Book

Stop at each page asking students what is happening.

At the end of the story make a chart of what comes first, second third and fourth. Record on the chart all of their answers.

Explain to the children they have just created a sequence. Explain that a sequence is when different steps are put in a specific order, starting with what comes first. If the steps to make the sandwich werent in a correct sequence or order, a person wouldnt make the sandwich correctly.

R

SSSSSummary

Read the story again, have the children read it out loud with you

Have students preform short interactive play with sequencing.

Introduce the next part of the process: Making Peanut Butter!

Ask the students what tools are and ingredients are needed to make peanut butter.

D. Extensions

Identify the correct sequencing for other tasks, such as brushing your teeth, getting dressed for winter, getting ready for school, making toast and planting a seed.

Use the attached worksheets for more complex sequencing practice

VI. Assessment:

Students will demonstrate competence through: 1) putting the peanut butter story in sequence 2) demonstrate how to make a peanut butter and jelly sandwich by making one 3) listing the ingredients needed to make a PB&J sandwich 4) using the correct vocabulary when writing short sequence stories. Teachers will assess journals, portfolios, and observe sandwich making through group observation and individualized time to check for comprehension and subject integration.

VII. Differentiation

Students with more skill:

Play games: Digital sequence games

Students may write a short story of a personal experience with sequence.

Students may study other inventors and how their inventions changed society.

Students with less advanced skill:

Play games: Digital sequence games

Students may take home the classroom Sequence game

Students will have one on one instruction with the teacher and by playing a matching game.

A. How is your lesson plan age-appropriate?

The Peanut Butter lesson plan is age appropriate for first-graders in Language and Literacy:

Topic: Language Arts, Literacy

Kindergarteners are building their knowledge by making a list of ingredients for peanut butter sandwiches. This will help them to make sense of, and increase their general knowledge of how to order events in their environment.

Kindergarteners will write or draw pictures in their personal journals as a way to practice their writing skills as independent writers. Kindergartens will use sight recognition of the posted sequence words, which will increase their awareness of print and help with identifying alphabet letters when they are out of orde