Dragana Custic

Day 1 of 1

Grade: 1
Subject: Grammar

Date: December 4, 2015

Time: 20-35 minutes

Cognitive Level(s) of Lesson: Application

Objective:
Students will be able to:
Learning: Identify the correct capitalization of holidays
Behavior: by creating a booklet consisting of various holidays and cutting and pasting the
symbols that are linked to each holiday
Condition: after engaging in a Smart Board capitalization review activity.
NJCCCS Addressed:
RL.1.1
Ask and answer questions about key details in a text.
RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or
lesson.
RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.
RI.1.6
Distinguish between information provided by pictures or other illustrations and information
provided by the words in a text.
RI.1.7
Use the illustrations and details in a text to describe its key ideas.
SL.1.1
Participate in collaborative conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and larger groups.
SL.1.1.A
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a
time about the topics and texts under discussion).
Instructional Strategies
Opening:
Good morning boys and girls! Today we are going to be learning about the capitalization of
many holidays that we are familiar with. First, we will be reviewing the capit and then I will give
you a worksheet to work on where you will connect a part of the book to something in your life.
(Anticipatory Set)

Presentation:
1. The students are asked to come to the reading carpet row by row and sit in their
designated spots. (Classroom Organization)
2. The teacher will ask the students to look at the cover of the book and tell her what they
think they will be learning about pumpkins. Anticipated Responses: how pumpkins
grow how to make pumpkins
3. Next, the teacher will take the students through a picture walk and ask them what they
think is going on in each picture. The teacher will provide vague responses such as
Thats very possible or Are you sure about that? in order to keep the storyline
hidden until the book is read. (Checking for Understanding)
4. The teacher asks the students to share something they know about pumpkins.
(Assessment of Background Knowledge)
5. The teacher will begin the read-aloud of The Pumpkin Book by Gail Gibbons.
6. The teacher will stop on various pages to ask questions about what is going on in the text,
explain the meaning of certain words the students would not understand, and have
students talk to the person next to them when asking a complex question.
7. When the teacher is finished reading, she will remind the students that they have already
learned about plant seeds growing in their science video and today they learned about the
life cycle of a pumpkin. How exciting!
8. The teacher will call the students row by row and instruct them to return to their seats.
Guided Practice:
9. The teacher will tell the students to put their name and date on their worksheets.
10. The teacher will tell them that if all the tables have their name and date on their paper,
they will get a fuzzy.
11. The teacher will model her worksheet on the ladybug overhead projector for the students.
(Modeling)
12. The teacher will tell the students that on the left side of the first blank box, they will draw
a picture from a part of the book that they can relate to and in the box on the right, they
will draw the picture from their own life that relates to their previous picture. (Input)
13. The teacher will then tell the students to write about the part they drew a picture of and
then explain how it reminded them of something they do in their own life on the lines
starting with The part when. and Reminded me of underneath their pictures.
14. The teacher will then model her example as a visual for the whole class and any
struggling students. (Modeling)
15. The teacher will leave her visual up for students to look at to help them write their own
connections.
Closure:
16. The teacher will call on students to come up to the front of the class and share what they
have drawn and written with the rest of their classmates.
17. The teacher will ask the students to think back to the book and tell her what a pumpkin
seed needs to grow. The teacher will also ask if all pumpkins are the same size, shape,
and color. Anticipated Responses: Sunlight Water No They are all different
The teacher emphasizes that pumpkins start off as small little seeds which need sunlight
and water to grow, but as they grow, they change in size: there are small and big

pumpkins, they change in shape: they can be round, and they change from green to
orange in color. (Summary of Major Points)
18. The teacher will remind the students that it is important to know the life cycle of different
things. We all have our own life cycles. We are all people, but all of us do not look the
same. Every pumpkin is not the same either, they are all different. (Tying Coherent
Parts to a Whole)
Assessment:
Formative: The teacher will use an exit slip and ask the students to write down their favorite
thing about pumpkins.
Individual Measurability: The teacher will observe each student by walking around the room
and monitoring their work and help those who need assistance.
Summative: The teacher will give the students a test on life cycles.
Differentiation:
Varying Content: The book will be presented through both auditory and visual means.
Varying Process: The students will be able to connect something from the text to their own
lives.
Varying Product: The students who are struggling can draw the pictures and talk about how
they relate to their lives, instead of writing everything out.
Technology: Smartboard, Ladybug Projector
Materials:

Worksheets
The Pumpkin Book