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LESSON PLANNING GUIDE

Lesson Plan: Curious George at School - Cause and Effect Estimated Time of Lesson Plan: 90 minutes

Date: October 25, 2013

Grade/Subject: First Grade/Reading Language Arts

Organization of Student Learning: whole class and small group Learning Objectives and Assessment: Objective 1: The learner will retell the story with key details. I can tell what happens in the story. Standard:

Assessment:
Formative X Summative Students will be formally assessed on Friday through a multiple choice comprehension assessment. Formative X Summative

RF.1.2 The learner will retell stories and demonstrate understanding of the message or lesson.

Students will be assessed at the end of the lesson through a Screen Chomp illustration and recording.

Objective 2: The learner will analyze a story and tell the cause and effect of the story.

Standard:

Assessment:
X Formative Summative Students will be assessed throughout the lesson by observation and through their journal writing illustrations.

I can tell why the story happened and predict what will happen next.

RF.1.2 The learner will retell stories and demonstrate understanding of the message or lesson.

Leading Questions: Why is George so curious? What kind of trouble can being curious get both George and boys and girls into? Materials and Resources:

* Objective for the day * Ipads with Screen Chomp App * Sticks with each students name on one * Unit 1 Houghton Mifflin Journeys Reading Series * Dry-Erase board or Chart paper to create the class graphic organizer
Technology Use: I will use technology with Screen Chomp as part of my assessment.

Lipscomb College of Education, Fall 2012

Set: (Initiating Activity/Questions) TTW will hold up the book Curious George at School and ask students why do we call George curious? What kinds of things does George do in these stories that always get him in trouble? TTW tell students to turn to their partner and take a minute to talk about some things George does that gets him in trouble. Instruction: (Step by step presentation of the lesson) TTW read the story Curious George at School. TTW introduce the Cause and Effect graphic organizer on the dry-erase board at the carpet. TTW explain that today we are going to look at a problem in our story we just read. TTW ask students what George does in our story. (George mixes the paint a lot.) TTW take some student answers and write them on the board. Then TTW ask students to agree on the main thing he does in the story. TTW fill in the topic portion of the chart with the problem: George mixes the paint a lot. TTW then ask students Why does George mix the paint? (i.e. He was curious. He wanted to play with the paints. etc) TTW write down some of the answers and fill in the chart with a couple student responses. TTW ask students What happened after George mixes the paints? What did he do? TTW write down some of the student responses in the chart. TTW ask students to think about everything they know about Curious George. Think back to the story Ms. Tracy read on Monday about George and how his life outside of the zoo began. What do you think made George curious? (i.e. George was in a cage and never got to explore. George didnt know what things were and wanted to find out.) TTW let students take a minute to discuss this question in partners. Then TTW ask one student from each pair to tell the class why they thing George was so curious. TTW write down a couple student responses in the chart. TTW ask students to now think about what might happen next after this story ended. TTW write down a couple student responses and give guided questions if necessary such as, What will happen to George? Will he come back to the school? Will he still be curious? Did he learn a lesson? TTW then ask students to think back to this story and all the stories they have ever heard about Curious George. What always happens with George? TTW use guided questions to help students create a conclusion for George. (i.e. When George gets curious he always makes a mess of something, but he helps clean up his mistakes.) TTW ask students What kind of lesson does George learn in each of his adventures? Have you ever been curious like George and made a mess or mistake? Would you do things differently if you were George? TTW place students into three differentiated groups. TTW explain to students that they will each do three things: meet with teacher, iPad, and writing.

Guided Practice (meet with teacher): TTW give each student a cause and effect chart. TLW work together with the small group to create a cause and effect chart with the ideas and responses we came up with as a group from Curious George at School. TLW discuss with the group what effect they each think will happen after our story ends and why.

Independent Practice (two activities): Lipscomb College of Education, Fall 2012

TTW begin by explaining the iPad activity of Screen Chomp and how to illustrate a picture retelling the story and record their voice telling the a summary of the cause and effect of Georges day. TTW then explain that during writing time the students will get out their journals and draw a line in the middle of the paper to divide the paper into two pieces. TTW model how to think of a time when they were curious and made a mistake and draw a picture of it on the left side and label CAUSE. Then think of what happen because of what they did and draw a picture on the right side and label EFFECT.

Closure: TTW ask students to bring their journals and all come back to the carpet and sit down. TTW ask students create a circle on the carpet and one by one will share their journal entry about the time they were curious and what effect resulted.

Cross-curriculum Connections: This lesson involves multiple different reading, writing, and language common core standards. Differentiated Instruction: Differentiated instruction occurs within expectations and groupings for guided and independent practice. During Teacher Time, the expectations are raised for the advanced learners to complete the chart with complete sentences and details. For struggling learners, the expectations will be assisted help from the teacher to complete the chart using one or two words for each detail. ELL Modifications: ELL students will have modification and differentiation within partners and independent work. SPED Modifications: ELL students will have modification and differentiation within partners and independent work. Assignment: The students will take their reading books home and read the story independently and return to school the next day with one thing (item or idea) they are curious about. TTW give an example of something she is curious about to guide the students understanding of the task.

Lipscomb College of Education, Fall 2012