Lesson Plan for the week of November 16-20, 2020

Grade: One __________

Subject: Language Arts

Term: One

Unit: One

Duration: 1 week

Attainment Targets: Please see each day for the specific attainment targets.

Day 1

Strand: Speaking and Listening

Attainment target: Write sentences which are grammatically accurate and correctly punctuated,
using SJE and JC appropriately.

Objective: Students should be able to:

Speak clearly and concisely using vivid descriptions

Content:

I am a boy/girl. I am a male/ female. I am 6/etc years old. I am in grade 1. I love to play,

dance, sing and watch cocomelon. Etc.

Day 1

Engage:

Teacher and students will sing the following song together the students will be encouraged
to do the actions when their description is being sung

Words of song (sung to if you’re happy and you know it clap your hands)

Verse 1

If you’re happy and you know it clap your hands (rept.)

Verse 2

If you’re handsome and you know it stomp your feet ( rept)

Verse 3

If you’re pretty and you know it honk your nose

At the end of the song teacher will ask students what do they think the song is talking
about. Expected response: me or self.

Today we will be talking about self.

Explore:

Volunteered students and selected students will tell the class about themselves. The students will
use guided questions to speak about themselves. Example what do I look like (tall, short, slim,
and fat).Things I can do (sing, dance, run, clap). Encourage students to answer in sentences.

Students will listen attentively to hear how students in the class are alike or different.

Explain

Teacher will explain that although we are different we have similar interest and features.

Students will give a show of hands for those who love math, language arts, integrated studies,
and red, yellow, blue, football, chicken, birthday parties. Students will observe how many
students like the same things.

Extend:

Teacher will write sentences on the white board for children to read based on the information the
students gave in the explaining activity for example

I am a boy. I am a male. I love math.

Evaluate:

Students will draw and colour a picture of them and then choose sentences from the white board
and write a sentence about themselves.
Reflection:
Class Enrollment: Number of students present:

Objective: One – Speak clearly and concisely using vivid descriptions

Class score
Mastery:
Near Mastery:
Non-Mastery:
Action to be taken:
Re-teach Reinforcement Advance to next topic
Early Work
Homework

Additional comments:

Day 2
Strand: Grammar and Conventions
Attainment target: Write sentences which are grammatically accurate and correctly
punctuated, using SJE and JC appropriately.
Objective: Students should be able to:
Identify and use appropriately personal pronouns. (I, me, my), she/her, him/he
Content:
Personal pronouns stand in place of proper nouns. (I, me, my) are used when we speak about
ourselves. (She/her) are used to replace female gender names. (He/him) are used to replace
male gender names.
Key Vocabulary:
Pronoun, replace, I, me, my, he, him, she, her, proper nouns
Materials:
Pictures, word cards, objects for students to describe,
Engage:
Review with the students what we spoke about the day before. The keys words for emphasis
are boy, girl male female.
Teacher will display the following words (he, she) on white board, along with a male and female
picture. After identifying the words, children will determine to which picture each word
belongs
Explore:
Teacher will display four simple sentences on the white board from yesterdays lesson. These
sentences will include children’s names from the class. Example:
1. Shanoya loves to read.
2. Dequan climbs the tree.
3. shaquan loves to sing.
4. Hernando likes to write.
Teacher will allow the children to identify the proper noun then tell which word (he/she) will be
most appropriate in using in place of the proper noun.
Explain:
Teacher will explain that the words being used are called pronouns. Teacher will then explain
the concept of pronouns. Teacher will be sure to mention the pronouns used when talking
about self; (I, me, my).
Children will watch the following YouTube video about pronouns. ONLY THE FIRST 2 MINS.
https://www.youtube.com/watch?v=B2CO4TvynYA
Extend:
Students will be shown proper nouns for them to replace with a suitable pronoun. This will be
done in the form of a game. Teacher will arrange the students in a circle around the classroom or
outdoors. Place flash cards on the ground with the pronouns “she, he, it, they. The players in a
group can take turns. For each turn, write or show a sentence on the board or sentence strips,
with an underlined noun that must be replaced with the correct pronoun. In just five seconds, the
player must then jump on the right pronoun to earn a point for his group. Let the groups’ race to
10 points or any number of points you wish for them to achieve.
Evaluate:
The students will write the notes and complete the activity in their notebook.
Group 1
Pronouns take the place of a noun. Examples of pronouns are, I, me, my, she, he, it.
Circle the pronoun in each sentence.
I am playing bat and ball.
Tim has my blue bag.
Daddy buys me a new book.
She is happy.
It has big ears.
He plays football well.
Group 2
Pronouns take the place of a noun eg I, me, my, she, he, it
Underline all the pronouns in the sentences. (Give 3 sentences)

Reflection:
Class Enrollment: Number of students present:

Objective: One – Identify and use appropriately personal pronouns. (I, me, my), she/her,
him/he

Class score
Mastery:
Near Mastery:
Non-Mastery:
Action to be taken:
Re-teach Reinforcement Advance to next topic
Early Work
Homework

Additional comments:
Day 3

Strand: Comprehension

Attainment Target: Read for meaning, fluency and enjoyment of texts, using a variety of clues
to gain information and identify ideas and events.

Objectives: Students should be able to:

Use the QAR strategy to extract and process meaning from text.

Resource Materials: alphabet chart, video

Engage:

Students will clap to the song “there are 26 letters in the alphabet you better know them, you
better say them and this is the way we do them a, b, c, d etc

Today’s letter say Bb, Bb, Bb. The students will respond with the correct letter.

Explore:

Teacher will pre model letter Bb using playdough and set it aside. The teacher WILL display the
pre prepared LETTER Bb on the white board

Students will be asked to identify the upper case B and the lower case b. students will provide
words with the Bb sound. Teacher will write these words on white board.

Explain:

The teacher and students will read aloud the comprehension. The letter Bb worksheet is
attached.

Extend:

Teacher will ask the following questions

What is the title of the story?

What can you tell me about this bag?

To whom does the bag belong?

Evaluate:

Group 1 guided activity

Brady the brontosaurus

Write the b words from worksheet on the backside of your workwsheet.

Group 2

Bobby the bear

Home work

Name:

Subject: Language Arts

Place these in the order they happened.

____ the bag is big

____ the bag is blue

____ ben is a boy

___ Ben has a big blue bag

___ the boy has a bag

Reflection:
Class Enrollment: Number of students present:

Objective: One – Use the QAR strategy to extract and process meaning from text.
Class score
Mastery:
Near Mastery:
Non-Mastery:
Action to be taken:
Re-teach Reinforcement Advance to next topic
Early Work
Homework

Additional comments:

Day 4

Strand: Word Recognition and Fluency

Attainment Target: Establish a concept of print and use a range of word recognition clues, re-
reading and reading ahead to identify new words.

Objective: Students should be able to:

Use configuration clues to aid word recognition

Resource materials: letter tiles, white board, video.

Engage:

Teacher will erect the words at on the white. Students will tell what the letter a and t together
says. Students will say letter sound a and t together.

Explain:

We can add letters to “at” to create words. Students will watch a video of
https://www.youtube.com/watch?v=DkUunCjP3Hs and say the words they see.
Explore:

Students will use their letter tiles to form these words. Teacher will guide this activity. Or write
at on white and add letters to them to make words. C-at, b-at, m-at, s-at, f-at etc

Extend:

Students will be use these words to create verbal sentences. Teacher will write these sentences on
white board. Students will read these sentences. Listen to the video below
https://www.youtube.com/watch?v=HjJ4BTm8fdE.

Evaluate:

Name:

Subject: Language Arts

Write the “at” words in note book and write sentences

Reflection:
Class Enrollment: Number of students present:

Objective: One – Use configuration clues to aid word recognition

Class score
Mastery:
Near Mastery:
Non-Mastery:
Action to be taken:
Re-teach Reinforcement Advance to next topic
Early Work
Homework
Additional comments:

Day 5
Strand: Writing

Attainment Target: Develop clear and fluent handwriting.

Objective:
Select pieces of writing for sharing with peers.
Resource Materials: Notebook
Work sheet is attached. Do the activities on worksheet then paste in scrap book. Write a
sentence “I love birthdays”

Reflection:
Class Enrollment: Number of students present:

Objective: One – Select pieces of writing for sharing with peers

Class score
Mastery:
Near Mastery:
Non-Mastery:
Action to be taken:
Re-teach Reinforcement Advance to next topic
Early Work
Homework

Additional comments: