Emma Calogero

Riverheads Elementary School

1st Grade
Date to be Presented: November 4, 2020
Date to be Submitted: October 26, 2020

Type of Lesson Creative Art

Title of Lesson Thanksgiving Descriptive Writing

➔ After listening to a read aloud about a farmer saving his turkey on Thanksgiving
Day, the students will be able to identify the audience and purpose from the story.
They will then choose their own audience and write to them about what else they
should eat other than turkey on Thanksgiving. They will use descriptive writing.

Grade Level First Grade

Context of Lesson
● Throughout my time in this first grade classroom, I have experienced the differences that
have had to be made in order to follow COVID guidelines. I have followed along with
my teacher in the routine practices for each subject that she has created so that students
know what to expect and how to follow the classroom rules in order to stay safe and
healthy. Due to COVID and the changes that were made, there is little to none group
work. Each student works independently on most activities, except reading. Reading is
sectioned by advanced and lower levels. The classroom assistant takes half, and the head
teacher takes the other half. However, in these “reading groups”, the students are still
separated pretty far apart. This allows for less learning from peers to take place.

● While at my practicum every week and getting to know both the class as a whole and
each student individually, I have concluded what level of development each student is on.
Due to COVID, many of these first graders are at more of a Kindergarten level. Many of
the lessons that are taught in class are made a little bit easier so that these students can
understand since they are so behind. My teacher explained to me that these students
 missed everything you learn in Kindergarten from mid-March on. The first grade team of
teachers have had to adjust their lessons to make time for going back and “reviewing” but
end up sometimes having to teach it for the first time. Many of my students cannot read
and write at the level you should at the beginning of first grade. Only being in person
twice a week does not help them to advance any faster. This led me to adjust my lesson
to be more at a Kindergarten level of work, but challenging them to write the amount a
first grader would. Lately, I have seen this being done in my class so I knew it would be
age appropriate. Many of the times the teacher will give them a simpler activity but have
them write more or do more repetitions of the work for practice.

● This lesson is both first grade appropriate and this class appropriate because it is
completed in the same manner as they have for reading and writing in their daily routine.
I did this for those students who have a hard time or get anxious when the routine is
adjusted. With reviewing audience and purpose ahead of time, this allows for students to
understand what to pay attention to during the read-aloud. Then allowing for class
discussion as a brainstorm can allow students to better understand the directions through
the words of their peers. With a small class size, due to COVID, it actually allows for the
students and teachers to work more one on one if needed.

● The descriptive writing activity and writing their turkey story to their intended audience
allows for practice while also matching the standard that needs to be met during
November in first grade. They also have a purpose for their writing and a purpose to
practice writing, the way they hold their pencil, and capitalization, spelling, and
punctuation. This lesson also allows for students to use their creativity in their writing.
The read-aloud also shows the developmental stage the students are at. Making them
excited to bring in Thanksgiving activities while focusing on an activity that meets the
Virginia Standard can allow students to see why learning can be exciting and rewarding.

Learning Objectives
Students will be able to…
● Identify audience and purpose from the story
 ● Understand descriptive writing and the type of words that are used

● Write their own descriptive writing piece focused around Thanksgiving

● Practice writing for an audience and with a purpose

● Practice writing while holding their pencil properly

● Use fine motor skills to cut and glue

● Practice sounding out words to get the correct spelling

Standard(s) Addressed
Writing
1.12 The student will write in a variety of forms to include narrative, descriptive, and opinion.
a) Identify audience and purpose.
d) Organize writing to suit purpose.
1.11 The student will print legibly in manuscript.
a) Form letters accurately.
b) Space words within sentences.

1.13 The student will edit writing for capitalization, punctuation, and spelling.

b) Begin each sentence with a capital letter and use ending punctuation.
Reading
1.7 The student will expand vocabulary and use of word meanings.
a) Discuss meanings of words in context.
c) Ask for the meaning of unknown words and make connections to familiar words.
d) Use text clues such as words or pictures to discern meanings of unknown words.
e) Use vocabulary from other content areas.

Materials Needed
● Run, Turkey, Run! by Diane Mayr read-aloud recording
(https://www.youtube.com/watch?v=SSzMkEtlaVQ)
 ● Smart board (provided in the classroom)

● Scissors (student provided)

● Glue sticks (student provided)

● Pencils (student provided)

● Markers or crayons, if student desires (student provided)

● Turkey cutouts (personally provided)

● Journal Paper with prompt (personally provided)

Procedure
1. Discuss with students what audience and purpose is in a story.

a. Have them do “mirrors and words” pedagogy to practice understanding audience

and purpose.

2. Introduce the story that the kids will read. Explain what it is about and why we will be
reading it.

3. Play the read aloud recording and have students listen.

4. After the read aloud is done, talk to students about what the audience and purpose were
from the story.

5. Introduce the activity to students.

a. Allow students to choose a different food they would eat on Thanksgiving to save
the turkey, like in the story.

b. Explain to them they need an audience, even if it is a friend, relative, or teacher.

c. As a class, think of descriptive words to use to describe food. This allows for
students' minds to start thinking.
 6. Pass out the materials to each student with direction cards.

7. Review the directions as a class.

8. Allow time for students to write prompts.

a. Explain to students that they need to write their prompts before cutting and
glueing.

9. Allow time for students to cut and glue their turkeys together.
10. If students would like, they can present their stories to the class.

Differentiation
● Because of COVID, and the way the classroom is set up to meet health regulations, each
student will have to work independently. Reviewing the directions in advance as a class
can help students to focus and work independently at a reasonable pace.

● For those students with IEPs or who struggle to focus with activities, take the time to visit
them one on one after giving directions. This will help them to refocus directly on what
you are saying and begin working. Visiting them throughout time to see how they are
doing with staying on task helps them to make sure they are staying on track and working
diligently. For those students who have an aid with them, letting the aid know the lesson
in advance so they can work with those students during class time is helpful.

● The class I am in does not have any ELL students, however, if there were ELL students in
this time with COVID, I would work with them one on one to re-explain the directions
and answer questions if needed, similarly to the students with IEPs.

● Students who finish early can work on creating an image to go along with their prompt,
and begin preparing on how they will share to their classmates.

● Any student who does not finish will be allowed to finish during independent time later
in the day, or can take it home with them to finish. If they want to present to their peers
but have not finished, they can either explain what they have and what they will finish or
they can present during the morning meeting at the next class. Those students who are
 more likely to need extra time are those with the IEPs in the class. The students with
IEPs in the class come all four days, rather than every other. They can finish or share
with the other section of students if they would like.

What could go wrong and what would I do

● If the internet is down and we cannot listen to the read-aloud recording, I will make sure
to have a hard copy of the book ready to read to the class myself.

● If students are having trouble thinking of what to write, I will work with them one on one
during the independent work time to get their thoughts flowing. Asking questions can
help them to start thinking, like what is your favorite food you would like to eat on
Thanksgiving if you could, or what is a favorite meal in your family that you would eat if
you could, and similar questions.

● Students may want to go around to look at their peers' prompts or turkey cutouts, but with
COVID they need to stay in their marked off section at their desk or chair. If this were to
happen, I would remind students that they will get to share when everyone is done and in
order to stay safe and healthy, they need to go back to their seats.

Assessment

Students will be assessed through using the data collection chart. Presenting their work to the
class is another way to assess the student to make sure they understood the assignment and
learned from it.

References

Mayr, D., & Rader, L. (2009). Run, Turkey, run! New York, NY: Walker.
Assessment Data Collection

Objectives Identify Understand Write their Hold their Cut and Sound
audience descriptive own piece pencil glue words out
and writing properly properly to spell
purpose

Abagail

Gabby

Steele

Jayden

Cora

Cameron

Hanna

Treyton
(work with
aid for
assessment)