The performance arts integration activity, displayed in the portofolio image is highlighted

in blue below.
Thursday, March 10, Ms. Bazinet-Phillipss First Grade Language Arts & Social
2016 Studies Lesson Plan

Common Core RL.1.1 Ask and answer questions about details in a text.
Standards & Objectives: RL.1.2 Retell stories, including key details, and demonstrate
understanding of their central message or lesson.
RL.1.3 Describe characters settings, and major events in a
story, using key details.
RL1.7 Use illustrations and details in a text to describe its key
ideas.
RL1.10 With prompting and support, read informational
text appropriately complex for grade 1
RF.1.1 Demonstrate understanding of the organization and
basic features of print.
RF.1.4 Read with sufficient accuracy and fluency to support
comprehension.
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 Ask and answer questions in a text read aloud or
information or clarify something that is not understood.
L.1.2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing
Homework: Proper Punctuation Worksheet & Daily 6-Trait Writing
Homework
Morning Work (Fix-It Students will be instructed to walk in, place their book bags
Up Sentences) & and jackets on the back of their chairs, take out homework
Homework Check [10 from last night.
minutes]
During this time, I will go around and check-homework and
give tonights homework to students. Students without
homework will be reminded of the daily expectation of
preparedness and lose a dojo point.

After students put away their homework in their take-home

folders. Students will be instructed to take-out their sentence
packet, write the corrected sentence for the day and illustrate
the sentence silently for 3 minutes.

Following the 3-minute time, 2 students will be called to the

board, the 1st student will write the corrected sentence, the 2nd
student will illustrate the sentence.
 After the 1st student, writes his or her sentence on the board,
students will be instructed to fix the sentence and put their
packets away into their desk, sitting silently in a 5-star sit
ready for the morning stretch.
Morning Stretch Our morning stretch is an important tool used to wake our
(GoNoodle) & bodies up and get ready for the working and learning day.
Attendance [5 Minutes]
Daily Comprehension Thursday Students will be instructed to read the story
Common Core Practice independently for 2 minutes.
Journal
Following 2 minutes, the teacher will read the instructions for
Week 9 todays activity.

Students will have 3 minutes to complete this activity with

table partners.

After student-lead review, students will be instructed to put

daily comprehension notebooks away and sit silently in a 5-
star sit ready for D.E.A.R.
D.E.A.R. D.E.A.R. (Drop Everything and Read) during this time
Drop Everything And students work on reading fluency and learning independence.
Read Students are instructed to read for 15 minutes independently
and quietly.
Morning (Resource)
---------------------------------------------------------------------------
Afternoon (Brain Break)
Reading Comprehension Day 4
(15 minutes)
Teacher will pass-out reading comprehension worksheets and
Week 23: With instruct students to put their names on their worksheets and
Authors Purpose, 1st begin reading for the next 2 minutes.
grade readers identify
why an author wrote a Following 2 minutes, bell rings for student re-group, students Commented [JB1]: Teach 7. Implement routines to
story: to teach you will review this weeks reading comprehension skill with the maximize instructional time.
something (inform), to instructor.
change your opinion
(persuade), to tell a fun Recall with students the three stories read this week and the
story (entertain). reasons the authors wrote those stories. Emphasize the reasons
on chart paper. (Persuade, Inform, Entertain) Then direct
RL1.10 With students attention to the numbered steps of todays story.
prompting and Have students use the steps as a clue as to why the author
support, read wrote this story, instruct students to talk with their table for 40
informational text seconds and then ring bell for student re-group. (to tell how to
appropriately complex do something or Inform) Then read the instructions aloud. Commented [JB2]: Teach 1. Communicate Standards-
Based Lesson Objectives
for grade 1 Read the story, with the students reading along. After reading,
have students recap the story by explaining the illustration to a
 table partner. Then instruct students to take the next 3 minutes
to complete the reading comprehension questions and sight-
words activity with their table. Following 3 minutes, bell rings
for student re-group and we will review reading
comprehension responses and the sight-word activity. During
this time students should be making corrections on their
paper. Commented [JB3]: Teach 5. Check for Understanding
and provide specific, academic feedback.
Materials: Reading Comprehension Worksheet
Read-Aloud & Follow- Say: Today during read-aloud time we will be actors! We Commented [JB4]: In this lesson students use
Up Writing Activity will be reading Wilma Unlimited: How Wilma Rudolph performance art to demonstrate an understanding of key
details in the story.
(35 Minutes) Became the Worlds Fastest Woman By: Kathleen Krull.
And, before we come to the carpet today we will need to
Wilma Unlimited: How warm our acting bodies up and review our pre-reading
Wilma Rudolph Became vocabulary words. When I say go, walk to find a place in
the Worlds Fastest the room to stand silently with enough space for your
Woman arms to expand and not touch any other students. Go!
By: Kathleen Krull
Week 23: With ________________ is finding a space silently.
Authors Purpose, 1st ________________ is walking.
grade readers identify ________________ is standing silently. Commented [JB5]: Positive Narration Teach 9,
why an author wrote a Reinforce positive behavior, redirect off-task behavior,
and de-escalate challenging behavior.
story: to teach you Warm-Up:
something (inform), to Students will construct a personal space bubble to
change your opinion review pre-reading vocabulary.
(persuade), to tell a fun o Students will have 20 seconds to explore their
story (entertain). personal space bubble. Understanding in our
personal space bubble we do not touch any
other person nor does anyone touch us.
After personal space bubbles are constructed, students
will participate in a teacher led mirror activity and
then a student led mirror activity. Remind students that
mirrors are silent. Commented [JB6]: This warm-up is important for
acting, but also for early childhood students to develop
spatial awareness when working with other peers.
Activities that develop cooperation and concentration are
described in greater detail below.

Note: Activities that Develop Cooperation and

Concentration
Personal Space: This activity provides students with spacial
awareness of their bodies and helps them control their body
and the impulse to touch others.

Creating A Personal Space Bubble

Invite students to draw an imaginary bubble around them.
They move and explore this bubble to help them define
Personal Space.

Personal Space is all around us. In our personal space we do

not touch any other person nor does anyone touch us. No one
may enter another persons personal space unless invited.
Personal space is not near, on, by, or under any furniture. It
allows us freedom to move in a careful and controlled way.

Mirrors: There are many levels of Mirrors. They are great

activities to develop the skill of concentration and to build
cooperation and collaboration in the classroom. You can
continue to scaffold this activity so that it becomes more and
more challenging for the students, thereby deepening their
concentration. Mirror activities are done silently.

Level 1 Teacher As Leader:

1. Stand so all students can see you.
2. Ask the students to make your eyes their Point of
Concentration.
3. Focus on a point beyond the students heads. It helps if
you tell students what your point is so that you model
for them having a clear Point of Concentration.
4. The students follow all your movements as if they
were your mirror. They use their peripheral vision to
see your actions versus watching each movement. The
goal is to get them to focus on your eyes and follow
your actions.
5. Go slowly so they can stay with you.

Level 2 Same as above only it is led by students.

Once students bodies are warmed-up sintroduce the pre-

reading vocabulary words. Invite students to construct
motions to remember each vocabulary word as introduced.
Once a motion is chosen instruct students to repeat the motion
silently in unison.

Limited movement stopping at a certain boundary

Sickly getting sick over and over again
Triumphant showing that you are very pleased or
excited about a victory or success
Biography a book someone writes about someone
elses life
Commented [JB7]: Key vocabulary words or content
Unlimited endless amount of possibilities specific vocabulary words are acted out in this lesson to
ensure student understanding. The performance art is
another medium for students to express understanding.
Once students review the 5 pre-reading vocabulary words,
invite students to stand with their arms to their sides, eyes and
ears on the teacher and call on students individually to come
to the carpet and sit on a letter, criss-cross apple sauce peanut
butter hands, ready for read-aloud.

Studnets will use the motion sound and finding the characters
voice/body throughout the reading. Please find below a
detailed description of both listed activities.

Activities that Develop All the Acting Tools and Basic

Acting Skills & In-Text Formative Movement Assessments

Motion Sound: This simple activity is a good way for

students to begin to use their upper bodies and gestures to
express ideas, concepts, and emotions.
1.Students create a motion/gesture to correspond with a fact or
concept (e.g., words that start with a particular letter or blend
sound, seasons, landforms, homonyms, antonyms).
2.The teacher writes the list of facts on the board. The
students repeat/chant in unison all the motions/gestures and
facts.
3.Almost any list of basic facts (word walls) can be reviewed
in this way.

After the list is generated, the students can review the entire
list by chanting the words and doing the motions/gestures
simultaneously.

Finding the Characters Voice/Body I: This activity
introduces a step by step process to develop a character. It can
be used over and over as each character portrayed makes it a
different experience.
Commented [JB8]: Through this arts integration
activity students develop an understanding of characters
are people in a story, as classmates, peers, and teachers
embody different characters in the story.

Steps:
1.Select a specific moment in a story that includes tension,
conflict or focuses on a problem a character faces.
2.To deepen the experience, ask students to identify multiple
feelings the character is experiencing at this specific moment.
3.Explain to students that they will silently take on the body
of the character using their body and face to accurately show
the feelings of the character at this moment.
4.Provide students with a Point of Concentration that they will
use when the take their pose (as they get more experienced
they can find their own).
5.Cue students to take their pose with commands such as
Action! or Places!
6.Reflect on what you saw or have students self-assess.
7.Re-do the pose.
8.Discuss what the character might be thinking or saying at
this moment in time. Get at least 2 ideas.
9.Practice saying the line in the voice of the character.
10.Rehearse putting body and voice together. Cue students to
take their pose and then speak as the character with
commends such as Places! (pose) Action! (speak)
Curtain! (relax). Commented [JB9]: Student get excited to perform and
11.Reflect, revise, redo share their knowledge with classmates. This activity
rivals the favorite childhood game of make-believe and
12.Discuss how the Acting Tools and Skills were used. serves as an intentional learning activity for arts
integration.
Modification for students who have special needs:
Stress finding the body of the character and compliment the
good use of body
Write the sentence the character will say on the board of
chart paper
Model the activity first for all to see
Use a visual as well as a vocal cue for the students to know
when to stop.

Once all students are seated criss-cross applesauce, peanut

butter hands, and eyes and ears are on the book, read the title
and then invite students to turn to their partner to do a think-
pair-share for 40 seconds. Ask: Based on the illustration on
the cover of the book and the title, what do you think the
authors purpose is of writing this story?
Commented [JB10]: Teach 6. Facilitate student-to-
Bell rings for re-group. student interaction and academic talk.
Commented [JB11]: Teach 7. Implement routines to
Following 40 seconds, ask students to raise their silent hands maximize instructional time.

to share their responses. Call on (2) students. After students

respond, say: Today, we will be reading a story about
Wilma Rudolph who is an awe-inspiring African-
American athlete and one of the fastest women in the
world! The authors purpose of todays story is to teach us
or inform us about the amazing life of Wilma Rudolph.
Remind students to sit criss-cross applesauce peanut butter
hands, eyes and ears on the book and then begin reading.

Page 1
Ask: What does it mean to be limited?
Answer: movement stopping at a certain boundary
(Remind students of the correlating motion sound)

Invite a student to raise a silent hand to come to the book and

count Wilma Rudolphs siblings (19).

Page 2
Ask: What does it mean to be sickly?
(Remind students of the correlating motion sound)

Answer: getting sick over and over again

Page 3
Instruct students to sit with their left leg twisted inward to
demonstrate an understanding of Wilmas illness.

____________ is sitting with her left leg twisted inward.

____________ is sitting with his left leg twisted inward.

Instruct students to stand as if they are the doctor caring for

Wilma. Ask students (2) standing in character, what the
doctor is thinking and instruct students to repeat in unison.

Page 4
Instruct students to stand and move with their bodies to show
how Wilma kept her body moving despite her leg. (students
should be hopping on one leg)

Following this motion, instruct all students to take a seat back

on the carpet. Remind students to sit criss-cross applesauce,
peanut butter hands, eyes and ears on the book.

Page 5
Instruct students to stay seated and show how Wilma must sit
each day watching her brothers and sisters run off to school.
Then instruct (2) students to share Wilmas thoughts and
share both student responses in unison.

Page 6
Instruct students to act as if they are Wilma doing leg
exercises barely able to move their legs. Call on (2) students
to ask what Wilma is thinking and then repeat it in unison.
Page 7
Instruct students to unbuckle their brace and set it by the front
door, and take a deep breath.

Page 8
Say: When Wilma entered the church without her brace
she heard whispers. Now, whisper to your partner what
you think the people in the church were thinking.

Bell rings for re-group.

Ask (2) students to share their whispers.

Page 9
Instruct students to stand tall like Wilma walking down the
church aisle. Ask students in character: What do you think
Wilma is thinking at this moment in the text?

Call on (2) students and have students repeat student phrases

in unison.

Ask: What does it mean to be triumphant?

(Remind students of the correlating motion sound)

Answer: showing that you are very pleased or excited about a

victory or success
Commented [JB12]: Teach 4. Use evidence-dependent
Stop. questioning.
Instruct students to sit criss-cross applesauce peanut
butter hands ready to go back to their seats. Call on
students sitting criss-cross applesauce peanut butter hands
individually to head back to their chairs.

.
Today is Thursday, March 10, 2016. We read a book Wilma
Unlimited, the authors purpose was to
_____________________________ (persuade, inform or
enterain). [Have a student come to the board and fill in the
blank for other students on the board.] I know this because
our storybook is a biography. A biography is a book someone
writes about someone elses life. Commented [JB13]: Teach 1. Communicate Standards-
Based Lesson Objectives
Instruct students to take the next 10 minutes to write silently
and independently. Once students are done writing, instruct
students to illustrate their writing.
 Guided-Reading Guided-Reading: ZooTopia
News-2-You ZooTopia
(20 Minutes) Say: Today, we will be completing our guided reading.
And, this weeks News-2-You article is about the new
RL1.10 With movie ZooTopia ! First, we will match our word
prompting and definitions with our table groups and then we will be
support, read working with our guided reading groups to read and
informational texts complete our comprehension questions.
appropriately complex
for grade 1 First students in whole group are introduced to the word
definitions for this weeks News-2-You. Students are
instructed to complete the word definitions worksheet with
their table for 4 minutes. Following 4 minutes, students hear
the bell and then review the word definitions with the teacher.
After all important words are defined, students separate into
guided-reading groups.
Commented [JB14]: Teach 5. Check for understanding
and provide specific, academic feedback.
There are 3-guided reading groups in each 1st grade ELA
class: emergent, on grade level, and above grade level. This is
based on homogenous reading skill levels. Students are aware
of their groupings and will separate based on groupings to
complete each article and the comprehension questions that
follow.

Once students are done with guided-reading exercises as a

treat students will view the ZooTopia movie trailer and get
ready for lunch.
Materials: On-Level Readings or Texts
Commented [JB15]: Teach 6. Facilitate student-to-
student interaction and academic talk.
Commented [JB16]: Teach 3. Use strategies and tasks
to engage all students in rigorous work.

Brainbreaks found on GoNoodle will be included throughout learning time starting with
a morning stretch following homework check and during times of transition.