Houston Baptist University Department of Education and Kinesiology Lesson Plan Format _____________________________________________________________ Modifications: Special Education Students Subject: Language Arts and Reading Grade Level: 1st Grade Bilingual Time Estimate: 1 hr Unit: Things I like to do Topic: Things I like to do: Imagine Goal(s): The students will appreciate the importance of making predictions. The students will learn the open syllables with p. Objective(s): TLW name the characters in the short story. TLW explain what is occurring in the story. TLW demonstrate what is occurring in the story in small groups. TLW infer what will happen next various times throughout the story. TLW combine different parts of the story with their previous knowledge in order to support their predictions. TLW recall the open syllables with m. TLW explain in their own words how the open syllables with m and p look alike. TLW pronounce the open syllables with p and list words with the syllables in the second transparency. TLW will look at the words in “El dia de papa” and copy the words that have the open syllables with p. TLW name the vowels. TLW identify the vowels in different words presented by the teacher. TLW say in his own words the directions of the worksheet to ensure understanding. TLW demonstrate understanding by completing the worksheets about vowels. TEKS: 128.12 1A,B,D; 3A, B, E (i); 4A,B; 9; 22A,F; 27 Materials/Resources/Technology needs: Lectura, Guia del maestro con multimedia Grado 1 volumen uno by Scott Foresman Pictures of dog, cat, bird, horse, and rabbit “La travesura de mi mascota” p. 40 “El dia de papá” and modified books with highlighted words Vowels worksheets from Cuaderno de práctica p. 3, 4, 6 Modified worksheets for Special Needs Students Projector Transparency of open syllables with p Instructional Procedures Focusing Event: Display pictures of animals that could be pets: dog, cat, bird, horse, and rabbit. Ask students if they have any pets as the ones displayed on the board. As some will probably not have one, tell them that today they are going to “imagine” or pretend that they have one for the next part of the lesson. Teaching/ Learning Procedures: Reading: 1. The teacher reads the title of the short story: “La travesura de mi mascota” and ask students what they think or imagine will be the mischief of the pet. 2. Make sure that special needs students are sitting closer to the teacher than others. The teacher will have to read slower than normal and often ask students to review what just occurred to develop their listening comprehension. Then read the story, but make the necessary pauses as marked in the text to allow students to guess what will happen next in the story. 3. The students will be asked to identify the characters. 4. Have students in each group to demonstrate what the pet is doing and how the owner of the pet would react. 5. Tell students that as they guess what will happen next in the story is called predicting. As the students say their predictions ask them “Why do you think__ ?” so that they can justify their ideas. Phonics: 6. The teacher will ask students to recall the open syllables with m by showing them the transparency of open syllables with m (but cover the top of the transparency so they are not able to see the syllables). 7. The teacher will write the open syllables with m (ma, me, mi, mo, mu) on the board, and right below them write the open syllables with p (pa, pe, pi, po, pu). Ask students for the similarities between the two. 8. Present to students the transparency for open syllables with p and ask students to name the pictures. Demonstrate to students how they can insert the syllable from the top line into the word to complete the word. 9. Ask students for other words that they can think of or see around the room that have the open syllables with p. 10. As the students name the words ask them to categorize under what column it would go under. 11. Ask students to take out their phonics book, “El dia de papá,” and look through it to copy any words with the syllables in their notebook. The books for special needs students will have the words they need to copy highlighted and bolded, which will make it easier for them to recognize. They will not be required to copy all the words, as each student will have a different requirement based on what they are able to do. 12. After giving them about 4-5 minutes to do this, ask students to share the words. 13. Write all of the words on the board, and then ask students to categorize them as the teacher writes them on the transparency. Phonemic Awareness: 14. Ask students to name the vowels and write them on the board. 15. The teacher writes words on the board and asks students to identify the vowels in the words. The words can include: mochila, lápiz, borrador, pizarrón, maestro, hola, mamá, papá, libro. 16. Show students the worksheets that they will work on and after having a student helper pass out worksheets, ask students to explain the directions with their seating partner. The special needs students will receive different worksheets with fewer questions, yet with the same directions so that they can still interact with their seating partner. 17. After they have discussed, the teacher does the first question together with the students. 18. As the students work on the worksheets, the teacher walks and monitors. Pass out to the students the take home worksheet for homework. Formative Check(ongoing or specific): 1. As the students give ideas of their prediction, question them and ask them to elaborate and justify their ideas. 2. As the students work on the worksheets, the teacher monitors their progress. As she does this, she will keep an eye on the progress of special needs students. If they are not working, the teacher can orally ask them the question they might be stuck on to make sure that they comprehend the content. Reteach (alternative used as needed): 1. When teaching predictions have a visual representation of the story and have possible events that the students can choose from to help them in predicting. 2. If there are problems with learning the open syllables with p, provide more examples. 3. If there are problems with learning and identifying vowels, provide more words as examples. Closure: 1. Ask students why imagining or predicting is important. Assessment/Summative Evaluation: The worksheets will be taken up to check their understanding of vowels. The assessment of special needs students includes the oral and written answers, their overall progress on their IEP goals, and gains made during their tutoring sessions. Modifications/Notes: For those students with disabilities, have a tutoring session to review vowels and open syllables with m and p.