EDU203 – Literacy and Language

 

 

 

 

 

 

 

 

 

 

Literacy Lesson Plan Final Project Example

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Early Childhood Literacy 5 Day Lesson Plan

 

Day # 1

 

Subject Area: Social Studies, Reading, Writing

 

Grade Level: 1st grade

 

Lesson Title: We are Family

 

Objectives:

• Students will explore multiple family structures and be able to find similarities and differences between their family and their classmates.

• Students will share their family to the class using their drawings and/or writing.

 

1st Grade Standards:

CCSS.ELA-LITERACY.RI.1.3

Describe the connection between two individuals, events, ideas, or pieces of information in a text.

 

Materials and supplies:

• Our Class is a Family picture book

(Olsen, S., & Sonke, S. (2020). Our class is a family.)

• “Let’s Compare Our Families” worksheet

• Our Class is a Family” worksheet

• Colored pencils

 

Introduction:

1. I will gather students in a circle on the floor and begin lesson by stating that family is a special thing and does not include just your relatives. It includes those you love and those who love you. Your friends and your classroom are family too. I’ll explain that the classroom is a safe place where they can be themselves and it is okay to make mistakes. We must care for each other, and it is important to be friendly with one another because we are classroom family.

2. After I get the children more familiar with the lesson, I will introduce the book for read aloud “Our Class Is a Family”.

Procedures:

1. Read “Our Class is a Family” to the students.

2. Engage children in a discussion on what the author wants us to take away from the story.

3. Children will complete worksheets.

Guided Practice:

Writing Center:

1. During writing time children will complete “Our class is a family questions”.

2. After questions have been completed, I will divide the students into groups of 2 at random and have them complete the diagram worksheet about what their families have in common and ways they are different. For example: siblings, traditions, sports they play, places they have visited, where they live etc.

3. Student will then come up to the front of the class with their partners and share their information.

 

Check for Understanding:

I will evaluate questionnaire and presentations for understanding.

 

 

 

 

 

 

 

Day #2

 

Subject area: Reading, Writing, Speaking

 

Lesson Title: Diverse Families

 

Objectives:

· Students will create a drawing that celebrates each student’s unique family structure.

· Students will be able to define what makes a family and describe a variety of families including their own.

 

1st grade standards:

CCSS.ELA-LITERACY.SL.2.1

Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

 

Material and supplies:

· Book: Same, Same but Different by Jenny Sue Kostecki-Shaw

Kostecki-Shaw , J. S. (n.d.). Same, Same but Different.

· Chart paper, pencils, black permanent markers, coloring supplies (crayons, colored pencils, markers)

· (I will make sure to have lots of choices for skin tones and hair tones for students so that they feel included and respected)

 

Introduction:

I will make sure to educate myself about my students’ lives before preparing lesson.

Children will sit down on the floor for our daily circle time, and I will introduce our new lesson. I will begin to explain that as we learned the previous day, there are many things that make our families the same but we also have so much in common. I will tell my students that we all have different caring adults that love us and take care of us, and that makes each family different and unique. Some families are the same color, and some families are different colors. I’ll talk to my students about different skin tones and textures of hair, and that it is one of the many reasons that makes our families different and beautiful. I will discuss that families can be different in many ways (adoption, blended, two moms/ two dads, and biological differences like skin tone, hair texture, etc. I will also mention that some families share a house with other families, multigenerational, and some are experiencing homelessness.

 

PROCEDURES

After read aloud, students will complete a drawing to show what THEIR family looks like. Their drawings will be placed on a specific spot on the wall in the classroom for other children to seem, giving them a chance to get to know each other better.

Guided or Independent Practice:

Art Center:

1. I will have students draw a picture of their family with a pencil. I’ll encourage them to add lots of details that are special to their family hairstyles, clothing styles, etc.

• Some students will need extra paper if they have large families or are drawing 2 pictures because of they are in joint custody and live in 2 places.

• Some children will draw friends if they consider them their family

2. Once children finish their drawings using a pencil, they can go over them using a permanent marker.

3. When the outline is finished students can color the drawings in.

4. Children will then write sentence about their family underneath their drawing.

 

Check for Understanding:

I will check family pictures for completion and neatness. I will end the lesson in a discussion on why it is important to treat everyone with respect.

 

 

 

 

 

DAY #3

 

Subject Area: Social Studies, reading, writing

 

Title of Lesson: Different Types of Families

 

Grade Level: First Grade

 

Objective:

· Students will illustrate a picture of their family using buttons to show their family.

· Students will be able to identify that their family is different from other families.

 

First Grade Standards:

CCSS.ELA-LITERACY.SL.1.1.C

Ask questions to clear up any confusion about the topics and texts under discussion

CCSS.ELA-LITERACY.SL.1.5

Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings

CCSS.ELA-LITERACY.SL.1.4

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

 

Introduction:

I will begin lesson by gathering children in a circle on the floor and introducing different types of families through a picture book called “All Kind of Families”.

 

Materials and Supplies:

Book: All Kinds of Families

Hoberman, M. A., & Boutavant, M. (2014). All kinds of families. McGraw-Hill Education.

· Pencils, crayons, markers

· Construction paper

· Buttons of different shapes, colors, and sizes

 

Procedures:

1. Read All Kinds of Families.

2. Discuss different types of families that were in the book, or that the students bring up. Ex-plain to students that all families are different.

 

Guided or Independent Practice:

Writing Center:

I will give students 15 minutes to write down the different types of families that were mentioned in the book and have children brainstorm the kind of families they know. For example, big families, small families, foster care families, adopted children, single parent families, families where children are raised by grandparents, same sex parents, stepdad/stepmom, step sister and brother, and so on. Create a list on the board with what the students know about families. This may also include traditions, culture, feelings, and history.

Art Center:

In order to help children visualize the different kind of families, I will be giving children the opportunity to create their family out of buttons. For this activity, students will find buttons that represent their family members in some way and glue them to a piece of construction pa-per. Students will then describe why they chose the specific buttons. (for example, shape, color, size).

 

Check for understanding:

I will walk around the class and examine students’ button pictures to see if they have created their family. I will evaluate their descriptions as to why their buttons were chosen.

 

 

 

 

Day # 4

 

Subject Area: Social Studies, reading, speaking

 

Title of Lesson: Family Traditions

 

Grade Level: First Grade

 

First grade standards:

CCSS.ELA-LITERACY.SL.1.1.A:

“Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

 

Objectives:

· Given a discussion on traditions, students will understand traditions, and come up with and implement a classroom tradition.

 

Introduction:

I will begin the daily circle time by telling my students about what traditions are and why they are important. I will start off by telling the students about my own family tradition which we do during birthday gatherings. Before opening presents, we like to go around in a circle and share good qualities of the person we are celebrating. This can include their achievements during the year, ways they improved, or fun memories. I will have students think of traditions that they do with their families and ask volunteers to share theirs with the class. This will prepare them for the assignments.

 

Materials and supplies:

Book: When This Box is Full, by Patricia Lillie (illustrated by Donald Crews)

Lillie, P., & Crews, D. (1999). When this box is full. Houghton Mifflin.

· Poster, crayons, markers

Procedures:

After discussing traditions, and which ones my students have in their families, we will brainstorm which tradition(s) we can implement together to use in our classroom.

 

Guided or independent practice:

1. We will brainstorm the list of ideas together as a classroom and children will vote on which ones are chosen.

2. As a class, we will create a poster that will be a reminder of our tradition. Students will need to implement this tradition in the classroom.

Check for Understanding:

I will observe the effort children put in into our new tradition to identify those students understand traditions.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Day # 5

 

Subject Area: Reading, Writing

 

Lesson Title: Family History

 

Grade Level: First Grade

 

First grade standards:

CCSS.ELA-LITERACY.SL.1.1.A

Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

CCSS.ELA-LITERACY.SL.1.1

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

 

Objective:

· Students will gain a deeper understanding of their family’s history and heritage

· identify on a world map the countries from which their families originated

 

Introduction:

During our daily circle time I will begin the lesson by asking my students if they know their family history. I will let them know that family history includes events that have happened to our family throughout hundreds of years. I will tell the students about my family history and how I came to America. I will share where my grandparents worked and what they did for a living. After I will ask the students to share some of their stories.

 

During our discussion I will introduce vocabulary words that the kids may not know. This will include words like ancestors, roots, genetics, relatives, heritage, legacy, etc. Children will have to write the words in their journals.

Procedures:

1. We will have a guest speaker for 30 minutes sharing their family history. Student will be able to ask questions.

2. Student’s will be able to identify where they are from using a world map

 

Materials and supplies:

· Guest speaker

· Journals

· Paper

· Large Map

 

Guided Practice:

 

Writing Center:

I will explain to the students that we will have a guest speaker from a different country and that they will need to choose and write down one question to ask our guest about their family history.

 

Activity:

Children will need to ask their family about where they are from. We will be pinning the countries/states on the map.

 

Check for Understanding:

Examine students’ writings or illustrations on their own family history to identify whether they understand what family history is.

 

 

 

 

 

 

 

Day # 1 Worksheet

LET’S COMPARE our Families

 

Lesson #1 “Let’s Compare Our Families” worksheet

OUR FAMILIES ARE DIFFERENT AND SIMILAR

Both families

________________’s family

 

 

Day #1 Worksheet

Our Class Is a Family Questions

 

What is Our Class is a Family about?

____________________________________________________________________________________________________________________________________________________________

What does your family look like? ____________________________________________________________________________________________________________________

How many people are in your family? How many people are in your class?

____________________________________________________________________________________________________________________

What do you think makes a family?

____________________________________________________________________________________________________________________

How can families be the same but different?