KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT PROFESSIONAL SEMESTER PROGRAM

Teacher Candidate:

Cialey Pintande

Date: March 12, 2014 Coop. Initials:

Cooperating Teacher: Mrs. Jennyfer Oswald Group Size: 28

Allotted Time: 10:00-10:30am (30min.) Grade Level: First Grade

Subject or Topic: Phonics, Writing, and Reading: Writing with describing words
Section: 390-065 STANDARD(S) PA Common Core: Reading CC.1.1.K.B: Demonstrate understanding of the organization and basic features of print. Follow words left to right, top to bottom, and page by page. Recognize that spoken words are represented in written language by specific sequences of letters. Understand that words are separated by spaces in print. CC.1.1.K.C: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Recognize and produce rhyming words. Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single-syllable spoken words. CC.1.4.1.G: Write opinion pieces on familiar topics. CC.1.4.1.T: With guidance and support from adults and peers, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. CC.1.5.1.E: Produce complete sentences when appropriate to task and situation. PA State Standards: Arts area: Visual Arts 9.1.3.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Dance: move, perform, read and notate, dance, create and choreograph improvise Music: sing, play an instrument, read and notate music, compose and arrange improvise Theatre: stage productions, read, and write scripts, improvise, interpret a role design sets, and direct Visual Arts: paint, draw, craft, sculpt, print, design for environment, communication, multi-media

I. Performance Objectives: The first grade students will be able to properly match rhyming words, write using describing words, and label pictures by completing their own People House based off of Dr. Seusss book, In a People House. II. Instructional Materials: Pencils (35) Crayons (30 boxes) Glue sticks (30) Scissors (30) Large construction paper (30) Question paper (30) Elementary appropriate magazines (8-10) In a People House by Dr. Seuss (as Theo. LeSieg) III. Subject Matter/Content: A. Prerequisite skills Understand and know the letter sounds (phonemes). Understanding rhyming words and how they sound. Know how to write using shape, size, and color describing words. Understand the parts of a sentence; begins with a capital, ends with punctuation, has an action and a subject. B. Key VocabularyC. Big Idea- The students will be creating a People House as a summative assessment using the skills taught and practiced throughout this unit. IV. Implementation: Introduction1. Hook: Read the book, In a People House by Dr. Seuss on the carpet to the students. 2. Ask the students questions about the story, What happened?, What did the mouse and the bird see? 3. Ask the students to think about some things they see in their homes and think about some things that may have rhyming names that they may see within their homes. 4. Dismiss the students from the carpet based on their behavior, the students sitting quietly on their bottoms should be dismissed first as a model to the students who are not following all of the carpet rules. Development1. Announce to the students that today they will be creating their own People Houses. Each student will receive a large piece of Construction paper (precut into a house shape). 2. Pass out the construction paper houses

3. Ask the students to watch you as you show them how to fold the square part of your paper hotdog style and then again hamburger style. 4. Instruct the students to fold their papers just as you did. 5. Ask the students to unfold their paper, flip it over, write their name on the back, and then flip it back to the front. 6. Explain to the students that each of the four squares is a room, maybe a bedroom, a kitchen, a living room, and a bathroom. 7. Ask the students to give you examples of rooms in a house, write them on the board as they shout them out to you. 8. Ask the students to take out their black crayon. 9. Model how you would choose four room names and label your house. 10. Instruct the students to choose four of the rooms from the list and write one in each box using their black crayon. 11. Once all of the students have labeled their four rooms inform them that they will be using magazine photos, drawings, and newspaper photos to put two pictures in each room. At least two of their pictures must have names that rhyme. 12. After they have glued their pictures into the proper room they must write the name of the object beside it. 13. The final step they must do is write three complete sentences in response to the following questions about their house. 1. What does your house look like? 2. Where is your house? 3. How many things are in your house? 14. Announce to the students that once they have finished gluing their pictures and naming them they may come to the front table and pick up the questions paper. 15. Write the steps on the board for the students as you explain each one. 16. Go over the steps with the students again while pointing to the list on the board. 17. Ask the students have any questions, answer them to the best of their ability. 18. Instruct the students to take out their scissors, crayons, and glue sticks. Closure1. Ask the students to turn in their houses to the front table, along with their questions paper. 2. Tell the students to clean-up their scissors, glue, crayons, and scraps. V. Accommodations/Differentiation: 1. Gifted Students- If the student finish early on the activities ask them complete a Dr. Seuss coloring page, math page, or read a Dr. Seuss book. 2. Struggling Students- Will be given additional time to complete the assessment.

VI. Assessment:

Formative- Students will be evaluated through informal observation, the thumbs up thumbs down check, check lists, and their papers from the book activity. Summative- None

VII. Reflective Response: A. Report of Student Performance-

B. Remediation Plan-

C. Personal Reflection1. How effective was my planning on delivering the lesson to fit the allotted time?

2. To what degree were my activities engaging for all learning styles? (Kinesthetic/tactile, auditory, and visual)

3. How can I improve this lesson?

VI. Resources:

Childrens Literature: Seuss, Dr. and Geisel, A.S., In a People House. Beginner Books; Random House, Inc.. New York, NY, 1972. Print.