Mrs.

Joyas Art Written Lesson Plan

Each of your lesson plans should contain the following components:
Basic Information: 1st Grade, ELAR, 20-30 minutes, October 15, 2015,
Location: in Classroom
Summary of the Childrens Characteristics and Needs

1-Child with Down Syndrome (delay of five years)

1- child has Dysgraphia that affects handwriting and putting thought on
paper

1- ELL child has been identified gifted and especially creative, however has
limited social skills

1- ELL child broke their leg yesterday

1-ELL child came in today with a cast on their arm
1- ELL forgot his/her glasses
1- Child has a visual impairment can only use part of one eye to see
anything

1- ELL Child has been identified gifted an reads four graders above his/her
current grade level

1- immigrant child is homeless and very quiet

1- Child is Muslim and wears her Hijab headdress to school. Child does not
speak english.

1- Child has two mommies and discusses it in class

1- Child is a Jehovah Witness and does not celebrate holidays, birthday or
the pledge. Child is very verbal about his/her beliefs.

1- Child speaks limited English at school but the family speaks another
language at home

1- African American childs mother is in jail and lives with grandmother.

Child is very shy.

1- Child lives with single dad who has drug and alcohol problems. Child
often comes to class sleepy and very distracted

4- struggle in writing
3-struggle in reading
7-struggle in math
6- on grade level

Accommodations

Dysgraphia student will be accommodated by reducing the impact that writing has by
expressing knowledge, and will remediate instruction and opportunity for improving
handwriting by using pencil grippers/primary pencils)
Accommodations for this lesson include: using manipulatives, pictures and clay for tactile
learners and ELLs.
Games and movement for kinesthetic learners and ELLs.
Student that forgot his/her glasses will be sat closer to the book, and will have pictures on his
desk.
Small cooperative groups for activities to support differentiated instructions and have
leadership positions for the shy and quiet students.
The student with Down Syndrome will be in a cooperative group and will get assistant from
student aide/paraprofessional.
A mini quick game of Introduce Game, yourself to your group; have students introduce
himself/herself to everyone else in the group as follows: Hi, my name is ______. (extend
his/her hand) to each person in the group. Everyone else will respond Im ____. (followed
by a hand shake)
Connection to Theory

Principle 1: Domains of Learning: All domains of development and learning-physical

(movement game), social (introduce yourself mini transition game, cooperative groupings,
clay activity), and emotional (Students identify community nouns), and cognitive (prior
knowledge of nouns for searching, cutting, and pasting).(All domainsphysical, social,
emotional, and cognitiveare related. Development in one domain influences and is
influenced in other areas. )

Principle 3: Varying rates: Cooperative groups (ELLs, shy kids, dysgraphia student will use
primary pencils) By using cooperative groups each student whether struggling in writing,
Ells, and reading will get some help from their peers. Development and learning vary from
child to child across different learning areas.

Principle 7: Relationships: Social experiences and culturally transmitted knowledge. By having

students in a cooperative group, the students who are struggling may get a helping hand. The
student that is shy can build relationships with peers; build self-esteem. The student that are
ELLs can build relationships and share they language while incorporating english language in
the cooperative group setting.

Principle 8: Social and Cultural contexts: By having them work in a cooperative learning
setting, students will get socialized among peers will both social and share cultural contexts
and by having multicultural literature introduce to the other students, causing a melting pot.

 Principle 10: Play: Students will play games, activities and participate in a clay activity to help
incorporate what nouns are, promoting languages, cognitive, and social competences.

Prior Knowledge

In Kindergarten ELAR, students would have been introduced to

nouns in singular or plural. The student is expected to use prior knowledge to
categorize and separate a noun from everyday in our community.

Multicultural and Anti-bias*

The lesson will be given in English, Spanish mom mam, father padre, home
casa, a few Arabic words will be attached to pictures such as mom ommee,
father abee, person . The lesson will be tailored by the interests of the
students and everyday nouns they come in contact with in their community.

Intended Outcomes (objectives/standards & benchmarks)

TEK:

1.ELAR.6.A
(6) Reading/Vocabulary Development. Students understand new vocabulary and
use it when reading and writing. Students are expected to:
(A) identify words that name actions (verbs) and words that name
persons, places, or things (nouns);

The student will be able to separate and label what makes a noun is a person, place or thing 7
out of 10 times.
Materials and Resources
Books:

Whoever You Are by Memb Fox

A Rainbow of Friends by P.K. Hallinan

Franklin Storybooks by Paulette Bourgeois, illustrated by Brenda cLARK

Audio/visual of the Franklin theme song

pictures and/or objects of persons, places, and things (labels in spanish, english,
arabic)

three large gift bags labeled Person, Place and Thing (spanish, english, arabic)

Head Banz Game (labeled in spanish, english, arabic)

Handmade turtle shell for teacher to wear

bell timer

clay

pond decorations

Pictures that students prior brought to school (a favorite place, people/person-a

picture of mom or/and dad, an a favorite object-thing)

The materials and resources are developmentally, culturally and linguistically appropriate for a
first grade. By having culturally literacy instruction and multicultural literature and other reading
materials to which the student can personally relate. The book Whoever You Are, A Rainbow of
Friends all talk about multicultural differences but everyone has something that ties them
together; a smile, a heart; love; blood. Franklin Storybook goes with the theme of nouns. The
students will create a masterpiece work of clay art that they will indicate in which category of a
noun it represents.
Developmentally Effective and Culturally Relevant Approaches

The teacher will model how to use clay, read the books, and model the Head Bandz Game.The
students will use oral language communication, use manipulatives, and have a hands on art
activity. The students will be in cooperative learning groups.
Guidance Routines and Learning Environment In preventing challenging and
unproductive behaviors during this lesson:

Students are to sing the Noun Song two times, by the third time, everyone should be sitting
down in their groups, singing and modeling the hand motions.

Materials were handed by assigned students who are in charge of passing out materials.
Accommodations for ELLs students, students struggling in reading, writing, students with
physical disabilities, and student without glasses were addressed. The students that were shy,
were given leadership positions; to be build self esteem.

The Introduce Game to help in transition and shy students who struggle to socialize with peers.
Student aide for student with down syndrome as well as peer help.
Students are reminded of the rules and procedures, and contracts that were signed before
participating in any activity on the second week of school.
Instructional Procedures (5 E Lesson)

Engage:
An audio/visual of the Franklin theme song, will be playing as students walk in. Teacher(s)
will be wearing turtle shells and the room will be decorated like the habitat of a water
turtle. Some pictures will be displayed in front of the room; nouns: a person (man/female),

place (building/home), thing (rock/flag). Question: Good afternoon first graders. Can
anyone tell me how I (we) am/are dressed today?

Students will socialize among themselves wondering why the teacher is wearing a turtle
shell.

Students should respond: (turtles) Yes, (we) I am wearing a turtle shell just like a turtle.
Teacher will ask, Does anyone know what a noun is? (no) Today we are going to learn
about the part of speech that we call nouns. A noun is a person, place and thing.

A picture of a turtle, explain to students that a Franklin is the main character and we know
that he resembles a turtle, and a turtle is a type of animal. Explain Did you know that the
name turtle is also called a noun? A turtle is a thing, a thing is something you can hold.
Place the turtle on the bag that says Things. A noun is a person, place and thing.

the book, Whoever You Are, have pictures of different places; homes, explain to students
that homes are also called nouns. A home is a place, and a place is a noun. Place picture on
the bag written Place. A noun is a person, place and thing.

the book, A Rainbow of Friends, have pictures of different friends (physically disabled,
biracial children, different ethnic backgrounds-pictures from the book) Explain to the
students that people are also known as nouns. Put the pictures on the bag labeled
person/people. A noun is a person, place and thing.

Transition to cooperative group, students as a whole class sing the Noun Song, two times.
By the third time the song is being sang everyone should be sitting down and doing the
hand motion. In a singing voice, Song: A noun is any person you may know (shake you
hands together), anywhere that you may go (extend you hands in an outer motion), or
anything that you may hold in your hand. (cup your hands in front as if your holding
something in your palm)
Explore (a week prior the teacher asked for pictures from students: person/people, a
favorite/memorable place, a favorite object/thing)

Cooperative group of 3-4 students.

Pass out pictures according to individual student of nouns; person, place, and thing.
Have each student, in every group place their pictures of nouns, placing each picture in the
appropriate bag.

Repeating a noun is a person, place, and thing.

After everyone in that group is done, they will sing the Noun Song three times softly.
If anyone finishes earlier than expected, they are to come up with three nouns by looking in
the newspapers/magazines (as a group); one from each: a person, a place, and a thing. (one
that has not been chosen in the pictures)

Teacher goes around to address and clarify misconceptions about nouns.

Explain
Open Ended Questions: Teacher :

What examples can you give me about nouns?

If your friend still doesnt understand what a noun is, what would you tell your friend that
a noun is?

Would you explain what a noun is?

Game: Head Bandz Game: Teacher will model the game. Place the head band on, place a
picture (labeled in spanish, english and arabic) of different nouns and ask the class to
describe the picture that they can see but the teacher does not. The person wearing the
headband must guess if its a person, place or thing. The whole class will help to identify by
shouting it has hair on it! it has four legs! you can walk it! Teacher will make
guesses such as is it a cat? a dog? (dog) Students reply, yes! What kind is it?!
Teacher responds, Thing.

Set timer for six minutes and let groups collaborate and play Head Bandz Game.

Expand: Clay Art Master Piece of Nouns Language Arts Implementation

Teacher will go over rules for handling clay. Assigned students will pass out materials.
Cooperative grouping, mixed abilities of 3-4 students will either choose a noun: a person, a
place, or a thing.

Create a clay art representation of a noun.

If students are struggling, they may choose one from the three books already read.
For student that have a cast on their arm, they may seek help from peers.
For the student that has a broken leg, the group will come to him/her.
The child with a visual impairment, pictures will be enlarged and things will be at arms
length.

Teacher will go around asking questions about art piece, giving praise, and addressing
misconceptions or helping students in the right direction by asking questions of their
favorite places, people/persons, or things.

Evaluate:
Assessment

A checklist was used to assess groups as individuals about nouns. 2 out of 20 students did not
understand what nouns are.

The teacher will ask each student to come up with a noun:person, place or thing makes up a
noun.

The clay art, will demonstrate if students understand what a nouns is.