Lander University Teacher Education Lesson Plan
Teacher Candidate: Karisma Cruell
Subject/Grade: ELA/First Grade
Learning Objective:
Rev. 2013
Lesson # 1
Date and Time of Lesson: 10 AM February 17, 2014
Students will be able to accurately identify and use common nouns, verbs, and adjectives in sentences with 100%
accuracy when given sentences and writing sentences.
Alignment with Standards:
National Common Core ELA standards
1. CC.ELA.1.L.1.b
a. Use common, proper, and possessive nouns.
2. CC.ELA.1.L.1.c
a. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
3. CC.ELA.1.L.1.f
a. Use frequently occurring adjectives
Developmental Appropriateness or Cross-curricular connections:
The learning objective is appropriate because it aligns with the standards and because the students know the
meanings of nouns, verbs, and adjectives from previous instruction. Once students know what something
means they should be able to identify them accurately.
Assessment(s) of the Objectives:
Lesson Objective(s)
Students will be able to
accurately identify and use
common nouns, verbs, and
adjectives in sentences with
100% accuracy when given
sentences and writing
sentences.
Assessment(s) of the
Objective(s)
Pre-Assessment: Review the
definitions of verbs, nouns, and
adjectives. Have them explain
what they mean (as a class).
During: I will read the book,
Maisy Big, Maisy Small, aloud
and remind them to pay
attention to the different words
as I go along.
Post-Assessment: Ask them to
recall some of the words that
were used in the book. I will
write the words on the board
and we, as a class, will
determine which words are
nouns, verbs, or adjectives.
Accommodations:
There are no students with challenges or IEPs but I will still be sure to speak loudly and clearly and try to give every
student a chance to speak and participate. Also I will make sure every student can see the book (pictures, words, etc.).
Materials: Maisy Big, Maisy Small, and Prezi.
Lander University Teacher Education Lesson Plan
Rev. 2013
Procedures:
Introduction to Lesson:
I will start the lesson off with an introduction of questions: 1. Who can tell me what a noun is? 2. Does anyone know
what a verb is? 3. What about adjectives, what is an adjective?
Once they have answered the questions I will direct their attention to the book
During Assessment and Activities
I will introduce the book Maisy Big, Maisy Small by Lucy Cousins. I would ask them what they think the book would be
about and why. I would let them share their thoughts aloud to the class. I will remind them to pay attention to the all of
the different words and how they are used because they will need some memory of the book for the activities.
Once I am done reading the book I will ask them what they thought was important about the book.
I will ask them to recall some of the words (recall about 10 words) that they heard in the book and I will write
them on the board.
Next, I will go through each word one-by-one and we will determine if these verbs are nouns, verbs, or
adjectives.
I will introduce the different sentences from the Prezi and we will go over them and determine where the noun, verb, or
adjective is located in the sentence.
Close Out with Review
Go over the review questions on the Prezi: 1. What is a noun? 2. What is a verb? 3. What is an adjective? Can we use
nouns, verbs, and adjectives in the same sentence?
Go over one last sentence (from the Prezi) and have them return to their seats.
Activity Analysis:
The two activities I am using are the book (read aloud), which is also my during-assessment, and the review sentences
and words from the Prezi slideshow.
The read aloud supports the lesson objective because it includes nouns, verbs, and adjectives in short sentences.
The Prezi supports the lesson objective because it includes the review of what was expected to be learned.
This group of students really enjoy read aloud activities and being able to have class discussions where they do
not always have to raise their hands for the answer because they all know the answer/s.
I am using a Prezi for the review of words and sentences, and using nouns, verbs, and adjectives in sentences
because. I will be operating the Prezi because it is only being used in slideshow form.
References:
Cousins, L. (2007). Maisy Big, Maisy Small. Cambridge, MA: Candlewick Press.
http://prezi.com/ccck2zyh22cc/?utm_campaign=share&utm_medium=copy&rc=ex0share
Lander University Teacher Education Lesson Plan
Teacher Candidate: Karisma Cruell
Subject/Grade: Social Studies/ First Grade
Learning Objective:
Rev. 2013
Lesson # 2
Date and Time of Lesson: Thursday February 27, 2014
Using examples of natural resources, students will be able to compare natural resources in South America and North America,
through drawings, with 100% accuracy.
Alignment with Standards:
Standard 1-1.4: Compare the ways that people use land and natural resources in different settings around the world.
Developmental Appropriateness or Cross-curricular connections:
The learning objective is important because it aligns with the standard and the first graders at Ninety Six are starting a new
unit on the seven continents. Each classroom is assigned a continent and all six of the first grade classes will study
Antarctica; my class is assigned to South America.
I am incorporating a drawing activity for comparing the two continents, and part of a YouTube video for cross-curricular
connections.
Assessment(s) of the Objectives:
Lesson Objective(s)
Using examples of natural
resources, students will be able
to compare natural resources
in South America and North
America, through drawings,
with 100% accuracy.
Assessment(s) of the
Objective(s)
Pre-Assessment: I will explain
the meaning of natural
resources and talk about how
they impact us (North America)
and South America. Show part
of a video, and a Prezi with
pictures of different natural
resources.
During: I will draw a chart on
the board, with one side labeled
North America and the other
side labeled South America,
and have them call out some
natural resources to me.
Post-Assessment: I will have
them draw examples of a
natural resource of their choice
in a map of South America and
North America (two drawings).
Accommodations:
There are no students that are challenged or have IEPs. I will have early finishers write anything of their choices in their writing
journals while waiting for everyone to complete their drawings. For slower-paced learners, I will be walking around the room to help
them and answer any questions.
Materials: A YouTube video, Prezi presentation, and Paper (with blank maps of North and South America printed on them).
Lander University Teacher Education Lesson Plan
Rev. 2013
Procedures:
Introduction to the lesson:
Probing questions:
o What are natural resources?
o How do we use natural resources daily?
o Who can tell me why natural resources are important?
Next, I will help them by giving another, more in-depth, definition of natural resources (A natural resource is something that
is found in nature and can be used by people.).
Then, I will show the YouTube video (which I will be following along with so they will understand exactly what the video is
explaining) and a Prezi of different pictures and examples of natural resources.
During the Lesson:
I will have them go back to their seats and draw a chart on the board with natural resources of North and South America on
opposite sides. I will let them call some out to me as I write them.
After the Lesson:
I will pass out the maps and have them draw the natural resource of their choice in both maps (South and North America).
At the end I will let them share what they decided to draw and tell why.
Activity Analysis:
The two activities I am using for this lesson are the video and Prezi, and the drawings (which are also the Post-Assessment)
The video and Prezi support the learning objective because they give a more realistic view of what natural resources are in
the two continents.
This group of students can get off-task very easily so the video will definitely grab their attention and give them some
background information on the continents. The Prezi is good for them because it gives in-depth pictures and the design also
keeps them interested. This group of students also loves to do hands-on work so the drawings will be a great activity to help
them create a good memory of learning about natural resources, and remembering them.
I am using a Prezi presentation to show them pictures of different natural resources. I will be operating the Prezi since it
is only being used in slideshow form.
References:
(2012). North America. Infoplease. Retrieved from
http://www.infoplease.com/encyclopedia/world/north-america-resources-economy.html
(2014). Natural Resource. In Britannica Junior Encyclopedia. Retrieved from
http://kids.britannica.com/elementary/article-9399553/natural-resource
Cafariello, J. (2013). Natural Resources of South America. Wealth Daily. Retrieved from
http://www.wealthdaily.com/articles/natural-resources-of-south-america/3999
North America: Resources. (n.d.). National Geographic: Education. Retrieved from
http://education.nationalgeographic.com/education/encyclopedia/north-america-resources/?ar_a=1
Prezi: http://prezi.com/9_yenwkrsnf6/?utm_campaign=share&utm_medium=copy
YouTube Video: http://youtu.be/knsx2XeT5cQ
Lander University Teacher Education Lesson Plan
Teacher Candidate: Karisma Cruell
Subject/Grade: Math/ First Grade
Learning Objective:
Rev. 2013
Lesson # 3
Date and Time of Lesson: Monday March 3, 2014
Students will be able to solve double-digit addition math problems with 100% accuracy, using links (manipulative) as
counters.
Alignment with Standards:
Common Core State Standards for Mathematics
Numbers and Operations in Base Ten 1.NBT
Standard 4: Add within 100, including adding a two-digit number and a one-digit number, and adding a
two-digit number and a multiple of 10, using concrete models or drawings and strategies based on
place value, properties of operations, and/or relationship between addition and subtraction: relate to
the strategy to a written method and explain the reasoning used. Understand that in adding two-digit
numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
Developmental Appropriateness or Cross-curricular connections:
The learning objective is appropriate because they just started double-digit addition and they will soon start
double-digit subtraction. This lesson will be a great review of what they already know and it will allow them to
practice so that they can move-on.
Also, the hands-on activity could also be used in art (addressing cross-curricular connections).
Assessment(s) of the Objectives:
Lesson Objective(s)
Students will be able to solve
double-digit addition math
problems with 100% accuracy,
using links (manipulative) as
counters.
Assessment(s) of the
Objective(s)
Pre-Assessment: Review of onedigit addition and explanation
of how to solve double-digit
addition correctly (which will
also be review).
During: Write a problem on the
whiteboard and explain that
tens line with tens and ones line
with ones when adding doubledigit numbers. Go over 5-10
practice problems on the white
board and allow them to come
up and work them out.
Post-Assessment: Give each
students 20 links and a
worksheet with 10-15 problems
and work them out as a class,
using the links as counters. The
final assessment will be a small
quiz (five questions) with
double-digit addition problems
for them to solve.
Lander University Teacher Education Lesson Plan
Rev. 2013
Accommodations: I do not have any students with IEPs so accommodations will only be for early finishers and slowpaced learners. We will be doing this lesson as a class so no one should fall behind but I will be walking around watching
to make sure they are doing their work correctly. For the quiz, early finishers can draw on the back of their worksheet and
I will be walking around for the students who are slower-paced, in case they need my help.
Materials: White board, links (as manipulatives/counters), worksheet, and quiz sheet.
Procedures:
Introduction:
Probing Questions:
What do we know about adding double-digit numbers? (An example of an answer would be: We solve the left
side first.)
How do we solve problems like this? (10+16=__)
Who can show me how to work out this problem? (It will be written on the board. Ex. 6+4=__)
I will then explain (while demonstrating on the board) that the number in the tens place line up with tens and the
number in the ones place line up with ones.
During the lesson:
I will write 5-10 double-digit addition problems on the board and let them come up and solve them.
Next, I will explain that everyone will get 20 links a-piece and we will go over the worksheet together as a class, while
using the links as counters.
Close out with an activity & quiz:
The worksheet will have 15-20 double-digit addition problems and as we work them out we will count out the answers
using the links.
Last, I will pass out a five-question quiz for them to work on individually for some extra review. I expect all of the
questions to be answered correctly.
Activity Analysis:
As the activities, I am using the practice problems that I will write on the white board for different students to come up
and solve, and the worksheet using the links as counters.
The practice problems support the learning objective because they are providing extra practice solving doubledigit addition problems. The activity with the links supports the learning objective because the objective aligns
with the standard and the standard states using concrete models or drawings
This group of students enjoys partaking in hands-on activities and they enjoy doing things where they can come
up and write on the board. Also, the extra practice (problems on the white board) is a necessity for them since
they have been having a hard time working from left-to-right, instead of right-to left.
I am not using technology for this lesson because I am doing an activity with manipulatives and I want them
to focus on math more than anything else. Also, math is better understood through practice (writing it down).
References:
None.
Lander University Teacher Education Lesson Plan
Teacher Candidate: Karisma Cruell
Subject/Grade: Science/ First Grade
Learning Objective:
Rev. 2013
Lesson # 4
Date and Time of Lesson: Wednesday April 2, 2014
Students will be able to demonstrate knowledge of facts about plants by writing them as a group and sharing them with the class
with 80% accuracy.
Alignment with Standards:
EEDA Standard
o Standard 4: Students will demonstrate a positive attitude toward work and the ability to work together.
Standard 1.L.5A.1: Obtain and communicate information to construct explanations for how different plant structures
(including roots, stems, leaves, flowers, fruits, seeds) help plants survive, grow, and produce more plants.
Developmental Appropriateness or Cross-curricular connections:
My learning objective is appropriate because the students will be working in groups for the majority of the lesson and they will have
to communicate and work together, which aligns with the EEDA standard. Also my learning objective is appropriate because they are
learning about plants and they are required to know facts about plants based on the standard.
I will be incorporating a YouTube video for them to sing and dance along for cross-curricular connections.
Assessment(s) of the Objectives:
Lesson Objective(s)
Students will be able to
demonstrate knowledge of facts
about plants by writing them as a
group and sharing them with the
class with 80% accuracy.
Assessment(s) of the Objective(s)
Pre- I will ask them questions
about what they already know
about plants and discuss different
facts.
During- I will show a Prezi
presentation about many facts
about plants (including flowers,
leaves, and trees). Next, I will show
the YouTube video and let them
have some dancing time. After
instruction and the video I am
going to make a chart on the
board and have them name some
of the facts they learned from the
Prezi. Finally, I will put them into
groups (4) and pass out four large
flowers for them to write their
chosen facts on as a group.
Post- After going around the room
helping each group finish up their
work, I will allow each group to
stand and present their flower to
the class.
Accommodations:
There are no students who are challenged or have IEPs. The students will be placed in groups and I have slower-paced learners
grouped with early finishers. I will also be circling around the room helping each group come up with different facts.
Materials: Smart board, Prezi, white board, and large flowers
Lander University Teacher Education Lesson Plan
Rev. 2013
Procedures:
Introduction:
Probing Questions:
o What do you all know about plants?
o Can somebody give me a fact about plants?
o Why do you all think that it is important that we learn facts about plants?
Next, I will tell them why plants are important (because they are a necessity of the environment and most plants are natural
resources; we need most of them for healthy survival) Afterwards, I will go through them the Prezi and show them the YouTube
video.
During the Lesson:
I will have them sit back in their places on the carpet and go over the facts by making a chart on the white board. Next, I will split
them into four groups and give them designated places in the classroom to sit with their group.
After the Lesson:
I will pass out the flowers to each group and explain to them that they are responsible for writing five facts about plants on their
flower (as a group) but they can write more if they want to. I will explain to them that they all have to work together and let everyone
in the group share ideas and that everyone in the group is required to participate.
After letting them work for about 15 minutes, I will allow each group to stand up and present their facts, and why they chose their
facts, to the class.
Activity Analysis:
The two activities that are included in my lesson are the YouTube video and the group/large flower activity. The YouTube video
supports the lesson objective because it is a song about the different parts of plants (facts) and that is included in the standard. The
group activity supports the lesson objective because it includes group work and the objective included writing the facts as a group
and sharing them with the class, which also aligns with the EEDA standard.
These activities are great for this class because they are interested in songs and videos. They also love to communicate with their
peers so the group work is a great fit for them.
I will be using YouTube (the internet and the Smart board) for the video activity. I will be operating the Smart board because it will
only be used for navigations (starting the video and clicking through the Prezi).
References:
(2006). Biology of Plants. Retrieved from http://www.mbgnet.net/bioplants/
(2006). Making Food. Retrieved from http://www.mbgnet.net/bioplants/food.html
(2006). Plants and Life on Earth. Retrieved from http://www.mbgnet.net/bioplants/earth.html
(2006). Plant Parts. Retrieved from http://www.mbgnet.net/bioplants/parts.html
(2006). Starting to Grow. Retrieved from http://www.mbgnet.net/bioplants/grow.html
Prezi: http://prezi.com/fsu_-inp-nte/?utm_campaign=share&utm_medium=copy
YouTube Video: http://www.youtube.com/watch?v=sXrnHff2Kjc&feature=youtu.be
Lander University Teacher Education Lesson Plan
Rev. 2013
Teacher Candidate: Karisma Cruell
Lesson # 5
Subject/Grade: ELA/ First Grade
Date and Time of Lesson: Wednesday April 9, 2014 at 10:00 AM
Learning Objective:
Using a worksheet, students will be able to identify the title, author, illustrator, title, setting, characters, problem and
solution in the story with 100% accuracy.
Alignment with Standards:
National Common Core ELA
CC.ELA.1.RL.3
Describe characters, settings, and major events in a story, using key details
SSCA
Bullying & Intimidation
Developmental Appropriateness or Cross-curricular connections:
The learning objective is appropriate because students are encouraged to read and they need to understand parts of a
story in order to progress to higher levels of reading. They will eventually have to break down parts of novels and this will
help prepare them for future reading.
Also, the hands-on activity could also be used in art, and they will be filling in blanks which can be used in writing or
spelling (addressing cross-curricular connections).
Assessment(s) of the Objectives:
Lesson Objective(s)
Using a worksheet, students
will be able to identify the
title, author, illustrator, title,
setting, characters, problem
and solution in the story with
100% accuracy.
Assessment(s) of the
Objective(s)
Pre-Assessment: Go over the
Prezi and review of the
worksheet with the meanings
of the literary elements used
(characters, title, setting, etc.).
During: Read the first story
(Hooway for Wodney Wat)
aloud.
Post-Assessment: We will fill-in
the blanks as a class but I will
give them more than one way
to write their answers (to give
their papers more
individuality). Next, I will have
them glue each sheet
(definition sheet, and
worksheet) on construction
paper and I will go around the
classroom staple them together
as they finish, creating a
personal booklet.
Accommodations: I do not have any students with IEPs so accommodations will only be for early finishers and slowpaced learners. We will be doing this lesson as a class so no one should fall behind but I will be walking around watching
to make sure they are doing their work correctly. For the individual work, early finishers can start gluing their work to the
Lander University Teacher Education Lesson Plan
Rev. 2013
construction paper.
Materials: White board, Promethean board, construction paper, glue, worksheets, and Hooway for Wodney Wat.
Procedures:
Introduction:
Probing Questions:
What do we know about parts of a story?
What is included in a story?
First, I will then explain that the author, illustrator, title, characters, setting, problem and solution all make up parts of a
story and I will go over the Prezi (which tells the definition of each).
During the lesson:
I will read Hooway for Wodney Wat aloud and, afterwards, we will talk about the different things that happened in the
story.
Next, I will pass out the Parts of a Story worksheet for them to complete.
Close out with individual work and creating a book:
We will go over the parts of the book, as a class and they will fill-in the blanks on their Parts of a Story worksheets.
Next, we will go over them as a class, and I will give other possible answers.
Last, I will pass out two sheets of construction paper to each student and have them glue their two sheets individually to
a sheet of construction paper. I will go around with the stapler and, once they are done gluing, I will staple their pages
into their own personal booklets.
Activity Analysis:
As the activities, I am reading a book aloud and allowing them to put their work on construction paper and create a
booklet
The read aloud supports the learning objective because the objective includes identifying parts of a story so it
would be helpful to read a story to them so that they can identify the parts while the story is still new in their
memory. The art work supports the learning objective because creating a book about the parts of a story will
help them to remember the meanings of the literary elements used; they can always refer back to their booklet if
needed.
This group of students enjoys partaking in hands-on activities and they enjoy being able to create things. Also,
they love read alouds; they usually read stories from the promethean board and they like when the teacher
changes it up and reads to them from an actual book.
I will be incorporating a Prezi into my lesson for the technology aspect. I will be operating the Prezi because it
is only being used for informational purposes.
References:
(2011, June 21). Story Elements. Retrieved from http://www.flashcardmachine.com/story-elements.html
Lester, H. Munsinger, L. (1999). Hooway for Wodney Wat. New York, NY: Houghton Mifflin Company.
Prezi: http://prezi.com/0_jmhsm_7hr3/?utm_campaign=share&utm_medium=copy
