Modified Madeline Hunter Lesson Plan Model ED 427 Teacher: Michaela Duggan Classroom Teacher: Mary LeClaire School:

Needham Elementary Grade Level:1st Number of Students: 21 Civics Unit Lesson Duration: 45-55 minutes Planning and Teaching = 50 points Planning

1. Content Objective: By the end of the session students will make predictions about, recall details and demonstrate understanding of the central message of the book Amazing Grace by completing the three part worksheet. Anti-bias Objectives: -Children will demonstrate appropriate skills for identifying and challenging misinformation and stereotypical ideas about race. (ABE Goal 3) -Children will recognize unfair or untrue messages (including invisibility) about gender roles. (ABE Goal 3)
2. Colorado State Content Standards:
Content Area: Reading, Writing and Communicating Grade Level Expectations: First Grade Standard: 2. Reading for All Purposes Concepts and skills students master: 1. Comprehending and fluently reading a variety of literary texts are the beginning traits of readers a. Use Key Ideas and Details to: i. Ask and answer questions about key details in a text. (CCSS: RL.1.1) ii. demonstrate understanding of their central message or lesson. (CCSS: RL.1.2) iii. X iv. Make predictions about what will happen in the text

3. Learning Targets:

I can make predictions about a story.

I can recall details from a story. I can understand the lesson in a story.

4. Key Vocabulary: Stereotype, self-esteem, determination, physical appearance, prediction, empowered, imagination, overcome 5. Essential Questions:

What is a prediction? How can the things other people say make us feel? Does our physical appearance change our abilities?

6. Materials:

Projector Trailer http://www.youtube.com/watch?v=YCNgBS6aJxw Read-aloud of Amazing Grace by, Mary Hoffman via youtube http://www.youtube.com/watch?v=fWzIfz5SKZQ PowerPoint 22 worksheets 22 sets of drawing materials(crayons/colored pencils)
10 minutes

7. Anticipatory Set:

Teacher will play trailer of Amazing grace. http://www.youtube.com/watch?v=YCNgBS6aJxw Teacher will ask students what they think will happen in the story, what their predictions are. Teacher will instruct students to think about their predictions, talk to their partner and then the teacher will call on a few students to share the ideas that they had.
Teaching
25 minutes

8. Input:

o Teacher will play video read aloud of the story Amazing Grace. 3 minutes o Teacher will stop the video at 3:02 and ask the students what they think Grace will do next. 3 minutes o Teacher will continue story and play through to the end. 4 minutes

o Teacher will ask the students to talk to their neighbor about a what they saw happen in the story, how it made them feel and if they had any connections regarding a time when someone made them feel the way Grace felt. 10 minutes o Teacher will go through PowerPoint presentation discussing vocabulary and how people can defy stereotypes. 5 minutes
9. Modeling: Highlighted in green 10. Checking for understanding: Highlighted in yellow 11. Guided Practice: Highlighted in blue 12. Assessment:
10-20 minutes

Students will then be given a blank page worksheet with lines for writing at the bottom; they will be instructed to each draw a picture while working with their partner of a connection they have to how Grace felt when the boys told her she couldnt play Peter Pan because of her skin color and because she was a girl. Their connection may be of something similar that theyve experienced personally, or something they have seen happen to someone else, or of a story theyve heard. Teacher will model this explicitly drawing a picture and writing two sentences. Students will also each write one or two sentences about their drawing using at least one of the vocabulary words in each sentence. The vocabulary words will be displayed on the projector for the students to refer back to. (I will print these out and tape them to the board)

13. Closure: At the end of the lesson we will discuss the things we saw in the story, and share some of our experiences. We will talk about some of the drawings and the way our experiences have made us feel.

14. Extension activities: Future literature activities in centers or independently using the same worksheet and the other Grace stories by Mary Hoffman.

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