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Ms. Giovenco
Art-ELA
1st grade
40 minutes- 2 class periods
Comprehensionrequiresandenhancescriticalthinkingandis
constructedthroughtheintentionalinteractionbetweenreaderand
text
What is understood through the reading of Shel
Silversteins poem Sick?
What is the purpose of the poem?
What do you walk away with that you did not have
before?
How is this poem relatable?
What do we connect to?
Standard - CC.1.1.1.E
Objectives
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence
Readwithaccuracyandfluencytosupportcomprehension:Read
onleveltextwithpurposeandunderstanding.Readonleveltext
orallywithaccuracy,appropriaterate,andexpressiononsuccessive
readings.Usecontexttoconfirmorselfcorrectwordrecognition
andunderstanding,rereadingasnecessary.
Students will take what they have learned from the
poem and create their own illustration based on their
comprehension of the main ideas and inferences.
Students will choose one word to describe the poem
and their drawing.
This lesson will focus on all levels of Blooms Taxonomy
Students will utilize the Knowledge level to connect to
the poem and gain insight.
Students will rely on the Comprehension level to
illustrate what they have learned.
Students will use the Application level to create the
idea for their illustration.
Students will use the Synthesis level to create the
drawing.
As a class students will evaluate the drawings and
share thoughts.
For ELL Students
Speaking- Students will read and practice pronunciation
of words while reading and rereading the poem to their
group. Will also participate in choral readings with the
group.
Listening- Listen to myself and their peers, observing
different styles and TPR for understanding.
Writing- Students will observe the written poem and
use it to help write their one word description of the
CK
ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications
Explicit
Instructions
CK
Activating Prior Knowledge
Present the objective by asking a question or presenting
an entry task, ask the students what it feels like to be
sick.
For ELL students present the word sick with a
definition in their native language and then present the
English definition. Ask them a yes or no question about
whether they have ever been sick before.
Hook/Lead-In/Anticipatory Set
I will hook the students by reading Sick by Shel
Silverstein utilizing TPR and then ask the students to do
the same in their groups.
Have the ELL students read along with their peers and
then demonstrate words they know either physically or
in a Spanish translation
Big Idea Statement
I will read aloud the Big Idea and then ask the students
to repeat it to me- ELL students will show me that they
understand the Big Idea by identifying it on the board
and trying to repeat it back
Essential Questions Statement
I will identify the essential questions and ask the
students to observe them on their handouts. ELL
students will follow along with their peers as the
questions are read, hopefully participating in the
discussion through gestures
Objective Statement
I will explain what the task at hand is today and ask the
students to explain what an illustration is.
I will demonstrate the process of reading something and
then creating a simple illustration on the board as a
visual aid
Transition
Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs
Reading
Materials
Technology
Equipment
Supplies
Teacher
Self-reflection
NOTE: This lesson plan was taken from pdesas.org, Lesson plans for
4th grade, allowable by PDE.
Utilized some things from the website, a lot was personal. I picked the
standard and the activity from the website along with the objectives
and Big Idea.