Lesson Plan Guide

Teacher Candidate: Jordyn Ballard Grade and Topic: Kindergarten Language Arts Mentor Teacher: Kimberlee Fair Josey Date: February 2, 2014 Length of Lesson: 50 minutes, 2 days School: University of Memphis- IDT 3600

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA: This lesson is part of a unit plan on sequential order. LESSON OBJECTIVE: Given a comic strip, students will recall a memory, describe the memory, and express the overall emotion during the memory in the comic strip in sequential order with 100% accuracy. Given crayons, the students will illustrate the memory on the comic strip with 100% accuracy. Given a laptop capable of Microsoft Word, students will type a short sentence describing each illustration and conclude the comic strip with the overall emotion expressed with 100% accuracy. STANDARDS ADDRESSED:
CCSS.ELA-Literacy.W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Illustrate and communicate original ideas and stories using digital tools and media-rich resources.
A strip of colored construction paper An assortment of crayons Laptop with Microsoft Word Glue Sticks Scissors

MATERIALS:

BACKGROUND and RATIONALE: By the end of the lesson, students should know to how to accurately form, describe, and illustrate a story in chronological order. Academic language will be addressed in methods courses and is not addressed in IDT 3600. Previously, students have expressed their imagination and story-telling through illustrations. Students have also previously learned how to type on the computer and are applying those skills in this lesson. Ultimately, the students will apply this skill by learning how to put a disoriented story in sequential order. In addition, the students will eventually be able to use Microsoft Word for at home projects. The lesson or technology use will be modified to meet the needs of diverse learners. PROCEDURES AND TIMELINE: Introduction: The lesson will begin by giving the students a story topic to create a different piece of a story aloud. Each student will continue from the previous students addition to allow the story to flow in a sequential manor. By doing so, the students would have learned how to properly connect a story piece by piece in order to show chronological order.

Procedures: Day 1: Teacher Procedures 1. After the introduction, students will be given a choice of different colored comic strips to choose from. Ask each child to think about a memory to draw in chronological order. Pass out a collection of crayons to each table and allow the students to begin their illustrations. The comic strips will be separated into four sections, each section demonstrating the next component of the story. Student Procedures 1. Students will choose their choice of colored comic strip paper. 2. Students will think about a memory to illustrate within the four sections of the comic strip. 3. Students will use crayons to illustrate their memory in chronological order. Day 2: Teacher Procedures 1. As students think about how to describe their illustrated comic strip, individually, students will be called to be assisted with typing their brief description of each section of their comic strip. The individual pages will be printed out and given to the students. Student Procedures 1. Students will be asked to define their illustrations into four separate sentences to describe each section of their comic strip. 2. Individually, students will be called to express their sentences and be assisted with typing the descriptions. 3. Students will be handed the printed copy and be expected to cut each sentence out and glue it to the back of the appropriate section of the comic strip.

Closure: Students will be called on individually to present and discuss their comic strip. Peers will comment on the comic strip by expressing their opinion of the overall emotion held in the illustrations. The students will hand their comic strips to the teacher as each student finishes their presentation. After all of the comic strips have been collected, the students will reflect on the assignment and ask any additional questions pertaining to chronological order.

ASSESSMENT EVIDENCE:
A Presenting a colorful, well thought illustration of a memory while clearly and accurately describing the section in correct chronological order. Pasting the sentences with the correct illustration with 100% accuracy. B Presenting a well thought illustration of a memory while needing assistance in describing the sections and pasting the descriptions in chronological order. Student will receive a lesser grade letter by having a slight mix up in sentence order. C Presenting a poor illustration of a memory without following directions. Student does not accurately paste sentences to correct comic sections. D Student applies little effort to present comic strip illustration. Student refuses to cooperate with the class discussion. Student does not follow directions in placing the sentences in the correct section. F Student refuses to present comic strip, participate with class discussion, and cooperate with the given instructions.

MODIFICATIONS: I am aware that modifications will be made for students who did not master the objectives and for those ready for enrichment. However, modifications are not covered in this course and are not part of this particular lesson.