CTSE 130 Final Project: Patrice Harvey

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CTSE 130 Final ProjectPatrice Harvey

• University of Southern California

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The Accelerated School

• General Information
• School type Charter School
• Location Los Angles, CA 90011
• Phone [phone]
• Grades K-8
• District Los Angeles Unified

• Demographics

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In the Classroom

• Teacher Ms. Ellman
• Grade 1st
• Number of Students 20
• Classroom setup
• Seats are arranged in four groups of five
• A small library and rug
• Posters including standards on wall along with
  student work.

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Lesson 1 English 1st grade

• Standard 3.1 Identify and describe the elements
  of plot, setting, and character(s) in a story, as
  well as the story's beginning, middle, and
  ending.
• Objective Have students explain what a plot and
  setting is in a story. Be able to identify
  characters in a story whether it is a person,
  animal, etc.

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Lesson 1 Continued

• Motivation Students will be able to draw and
  color their own plot, setting, and characters.
• Input of Information Read a story as a class.
  Then have the students pair up with a student
  and read the book one more time. The aide that
  will be used are the pictures in the book. Teach
  them what a plot, setting, and characters are in
  a story.
• Technology Enhancement Power point with
  definitions of a plot, setting, and examples of
  characters in a story

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Lesson 1 Continued

• Checking Comprehension Ask the students
  questions about what happened in the story.
  Discuss possible answers for the plot and
  setting. Also discuss who played a significant
  part in the story.
• Structured Practice Have the students do a
  worksheet, which consists or six sections. For
  example one section (or box) will be titled
  Plot they will then have to write a sentence of
  what the plot is in the story we are discussing.
  So it will not be too formal for the students,
  they will also provide a drawing along with the
  sentence.

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Lesson 1 Continued

• Guided Practice After the students are done with
  their worksheet we can discuss their answers as a
  class. They will then have to tell the class how
  and why they thought their answer for the plot,
  setting, characters, etc. in the story is
  correct.
• Technology Enhancement Overhead projector-Fill
  in blanks for the correct answers
• Closure Do an overview of what a beginning,
  middle and ending will be in a story. Also how
  they can recognize the plot, setting, and
  characters in any story

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Lesson 1 Continued

• Formal/Informal Assessment Homework Have the
  students complete the same worksheet that they
  produced in class at home, but they will pick
  their own book to read. For the book that the
  students read they can also draw and color their
  own pictures to each section.

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Lesson 2 English 1st Grade

• Standard 2.1 Write brief narratives (e.g.,
  fictional, autobiographical) describing an
  experience
• Objective Be able to write complete sentences
  when writing their story about their experiences.

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Lesson 2 Continued

• Motivation After the stories are complete the
  students will be able to share their experiences
  with the class and bring in an artifact that
  reminds them of that experience. They will then
  share their artifacts with the class and say why
  they choose to bring it.
• Input of Information Review with the students
  that their story must have a beginning, middle,
  and an end. There also needs to be a plot,
  setting, and characters to make up the story
• Technology Enhancement Power point-It will have
  a story of my experience as an example for the
  students

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Lesson 2 Continued

• Checking Comprehension First have the students
  think of their experience and describe the plot,
  setting, and characters that make up the
  experience
• Structured Practice To insure that they
  understand the process have the students write a
  complete sentences that incorporates the plot,
  setting, and characters.

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Lesson 2 Continued

• Guided Practice Each student will convey to me
  what experience they are going to write about to
  make sure that their story consists of enough
  sentences to make their story complete and
  readable.
• Closure Tell students how many sentences are
  expected in order to fully convey their story.
  Also how many sentences each student should have
  each day as a guide to their progress.

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Lesson 2 Continued

• Formal/Informal Assessment HomeworkContinue
  writing their stories and look for artifacts from
  their experience to bring in and show the class.

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Lesson 3 English 1st Grade

• Standard 3.2 Describe the roles of authors and
  illustrators and their contributions to print
  materials.
• Objective To describe who writes and draws in
  books and how the process of getting a book
  published works in real life.

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Lesson 3 Continued

• Motivation Have the students put a cover sheet
  and binder on their stories as though it were
  just published.
• Input of Information With the stories that the
  students wrote about their experiences teach them
  that they are authors and illustrators of their
  story because they drew a picture along with it.
  Then we will read a book as a class.

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Lesson 3 Continued

• Checking Comprehension Ask various questions to
  the class about the author and illustrator of the
  book in which they would have to identity.
• Technology Enhancement Overhead
  project-Questions and fill in the blank with the
  students answers.
• Structured Practice Students will pair up. One
  student will be the author in which they will
  have to make up a few sentences describes what
  they like to do (e.g. play at the park). The
  other student will be the illustrator and draw a
  picture to match the story.

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Lesson 3 Continued

• Guided Practice Have the students present to the
  class their roles as authors and illustrators
  telling the class about their story and pictures.
• Closure Again explain the role of authors and
  illustrators and how the students can be an
  author or illustrator by writing a story and
  drawing a picture.

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Lesson 3 Continued

• Formal/ Informal Assessment Homework Students
  will complete a series of questions that will ask
  them to identity the author and illustrator of
  the book that is read at home.

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Appendix I

• Threaded Discussion
• I can tell you put a lot of thought into your
  lesson plans they are intricate and detailed.
  Lesson 2 has a fun motivation. Lesson 3 seems to
  be a little shorter that the others try to come
  up with a more active Guided Practice.- Alison
  Kerr
• Having show and tell with lesson 2 is a great
  idea. Kids love that stuff. Lesson 3 has a
  great motivation, something they can take home to
  their family, Nice ideas for lesson plans
  activities to go along with them.- Lauren Chin

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Appendix II

• References
• California Content Standards http//www.cde.ca.go
  v/board/
• Ed-Data Website
  http//www.ed-data.k12.ca.us/
• Clipart http//www.barrysclipart.com