Cat Stem Group Lesson Plan

Oral Conversation/ Listening and Reading/Stem/Grammar Lesson Plan Teacher Name:

Steven Ernsky

School: Nash

Topic: Grammar (Stem) Class: 1st Grade ELL Class Population Description: 25 English Language Learner students including two students in Special Education. These special education students also attend Speech. The language level of my students ranges from Pre-Emergent to High Intermediate. Time Frame: Friday, March 15, 2019; 12:50-1:55

Preparation

Life Sciences: 1.I.1U1.6 Observe, describe, and predict life cycles of animals and plants. “Plants and animals have predictable characteristics at different stages of development. Plants and animals grow and change. Adult plants and animals can have young.” Crosscutting concepts: Cause and effect; structure and function; stability and change. 1.12U2.7 Develop and use models about how living things use resources to grow and survive/ “Animals depend on their surroundings to get what they need, including food, water, shelter, and a favorable temperature. Animals depend on plants or other animals for food. They use their senses to find food and water, and they use their body parts to gather, catch, eat, and chew the food.” Content Objectives: Students will be able to provide oral representation as to how cats grow and change. Language Objectives: 1. By the end of the lesson, students will be able to use their prior knowledge to determine how cats grow and change over time. Learning Strategies: 1. Active listening: group, discussion, and classmate sharing. 2. Opportunity to ask questions to clarify learning task. 3. Opportunity to work collaboratively with classmates.

Key Vocabulary: Cats, Kittens, Growing, Changing, Food.

Oral Conversation/ Listening and Reading/Stem/Grammar Lesson Plan Materials: Cat book (two levels dependent on group), Adding “es” to word ending sheet. Pencil pouch, “telephones.” Spelling tiles.

Instruction Instructional Objective: The lesson is being taught to help my students utilize their observation skills and prior knowledge to help determine how cats change and grow over time. The second part of the lesson is to let students practice adding “es” endings to words they know. Lesson Introduction of objective: “So first, we are all going to start out by reading a story about cats and how they change and grow. I want you all to first do a picture walk of the story and then we can discuss what we think we are going to learn from the book. Description of task: Teacher 1. 2. 3. 4.

Teacher will have a group of students come over to the horseshoe table. Teacher will introduce the lesson, Teacher will hand out “Cats” book. Teacher will explain to the students that first, they will all do a picture walk of the story and that the teacher wants the students to think about what the story is going to teach us. 5. After the picture walk, the teacher will ask the students what they think the story is going to teach us. 6. Teacher will listen to a few student responses. 7. Teacher will have the students read the story out loud at the same time. 8. Teacher will ask the students if what information the book taught us about cats. 9. Teacher will ask students to read the story one more time to themselves using their telephones. 10. Teacher will collect books and hand out “Adding es” worksheet. 11. Based on group, teacher may or may not demonstrate first question. 12. If students have completed both sides of their worksheet and if there is spare time. The teacher will have the students play a spelling game with tiles. Students: 1. 2. 3. 4.

Students will come to the horseshoe table. Students will listen to the teacher introduce the lesson. Students will receive “Cats” book. Students will listen to the teacher explain what will be doing.

Oral Conversation/ Listening and Reading/Stem/Grammar Lesson Plan 5. Students will do a picture walk and talk about what they think the story is going to teach us. 6. Students will share their responses. 7. Students will read aloud the book a second time altogether. 8. Students will talk about what information they learned about cats and how they change and grow. 9. Students will reread story a third time to themselves, while using telephones to listen to themselves. 10. Students will hand over books to teacher. 11. Students will get “Adding es” worksheet and listen to teacher give instructions. 12. Students will complete both sides of worksheet. Assessment/Evaluation: Assessment will be done during the time of the activity. Teacher will be making sure that students understand what they are doing by promoting welcoming thoughts to their ideas. Modifications: (What extensions and modifications will you use to meet the needs of all students?) I will prompt students with “How do you think the cat changed and grew over time.” “What other things did the cat need?” “What else does the kitten do as it grows up?” I will give students more time to read the story. I will allow students to speak among themselves to help each other with ideas. I will demonstrate the first question of their worksheet. I will help students with words and sentences on the back side of their worksheet. Other Group Activities: Group 2: Will be working on an animal environment poster. Group 3: Will be working on oral fluency by putting together a St. Patrick’s Day song we have learned and practiced in class.