Hana Dolan

Dr. Casey
ELD 307
4/21/15
Literacy Lesson
Grade:

First Grade

Rationale:

Introduction of pollution for Earth Day that the students will be

celebrating all week

Standard:

CCSS.ELA-LITERACY.RL.1.1-Ask and answer questions about key details

in a text.
CCSS.ELA-LITERACY.RL.1.3- Describe characters, settings, and major
events in a story, using key details.

Objective:

Students
Students
Students
Students

will
will
will
will

use the text to help identify what pollution is.

learn the definitions of ecology, conservation and recycle.
learn what they can do to help keep the earth clean.
learn how to advocate stopping pollution and then

making posters of their own to help advocate.

Procedure:

First the teacher will gather the students on the carpet and introduce
the title of the book and author to the students.

Then the teacher will ask the students to predict what the book is
going to be about just based off of the title of the book and the

illustrations on the front cover.

The teacher will begin to read, when the work pollution come up for
the first time the teacher will stop and ask what do you think pollution
is? after the students take a few guesses, the teacher will give them a

definition and write in on the white board.

Then the teacher will ask the students to give a few examples of

pollution that they have seen.

On the page where there are pictures of pollution, the teacher will ask
one or two students to come up and point out pollution that is shown in

the illustrations on that page.

Towards the end of the book, the definitions of ecology, conservation
and recycle are given and the teacher will write them on the white

board.
At the end of the book when the Berenstain Bears make advocacy
poster/banners, I will ask students to name of ideas that they would

want to put on their own banner.

Once the book is finished, the teacher will go over the definitions that

were talked about during the book

The teacher will then ask the students to go back to their tables and
individually make their own banners/posters to advocate stopping
pollution.

Material:

The book- The Berenstain Bears Dont Pollute (anymore) by Stan &
Jan Berenstain

Assessment:

After reading the book, the teacher will ask the students to repeat
definitions that were discussed while reading the book. Then the
students will be able to make their own banner/posters to show that
they understood different ways to advocate stopping pollution.

Differentiation:

If there is a student with a auditory problem, have that student in front

of the reading while reading the book.

If there is a student with visual problem, also have that student sit
closer up to the teacher while the book is being read.