1. Reading/Writing Lesson Plan with Technology

Reading  and Writing Lesson Plan

Professor Marianella Rodriguez

First Grade English Students

Basic Plan

Micro Lesson: https://www.youtube.com/watch?v=rUSeMe-Zabw&t=7s

Business/Materials	Lesson Objectives
-Big Book: The Very Hungry Caterpillar by Eric Carle -Board Diagram the Butterfly Cycle -Vocabulary Representative Toys and Flashcards -Sequence Charts -Story Map Charts -Electronic devices	General Objective: The child will be able to organize story sequence of The Very Hungry Caterpillar. Specific Objectives:          -The child will be able to identify story vocabulary.         -The child will be able to organize the stages of the butterfly cycle      -The child will be able to write their own story using the stages of the butterfly cycle as story sequence.
Warm-up and Objective Discussion
Class Circle Singing Warm up To activate prior knowledge the children will sit in a circle with the teacher and sing along to topics that appear in the story: -Days of the Week Song -Numbers Song 1 to 5 -Fruits Flashcards -Colors Board Warm up Game Activity Tech Inclusion- Play game of Worm eats Fruits and Colors Application.  (This is a Substitution of a traditional paper and pencil worksheet activity.)  Students will identify colors and fruits vocabulary.
Instruct and Model		q  R	q  W	q  L	q  S
Demonstration the Butterfly Life Cycle The teacher will use a diagram on the board to explain the butterfly life cycle.  The teacher will use TPR and the diagram visuals to assist the children to follow through.  To close the teacher will explain to the children that The Very Hungry Caterpillar is a story that narrates the Butterfly Life Cycle.
Guided Practice		q  R	q  W	q  L	q  S
Read a Long The Very Hungry Butterfly As emergent readers a guided read a long is a great initial practice. The teacher reads a page with great inflections and pauses. The children repeat the sentence right after the teacher as a group. Children may practice as if they are chanting, different class levels are prominent at this point since the students are emergent readers.  Following along will help reinforce phonics, sight words, grammar structures, etc. Each time we reach a vocabulary word teacher will pause to show an image or toy that represents the word. Grammar Point -Introduce students to past tense. -Review the story with students and pause each time we find a regular past tense verb. -Write the words on the board.  -Explain that the next series of activities will involve writing and that students can decide to use past tense in their writing if it helps their narration. Writing Activities Pre-writing Activity Students will fill out a chart about a butterfly cycle and in the chart write simple notes about their own butterfly cycle story.  The students will choose their own characters and think of story mapping as they tie it in to and extend the butterfly cycle narrative Model on the board an example of the activity.  Draw a butterfly cycle on the board and add story ideas around it.  In Teacher´s model the caterpillar´s name is Anna.  Anna will become a caterpillar and her friends will become very scared by her transformation.  At the end of the story, Anna´s friends will realize it is still her but now she is a butterfly. Give a story map chart to each student so they can fill out their new ideas. Writing Activity To help students create a story sequence have them start with illustrations of the five most important moments of the story.  Have the students write their new ideas down and pair up with a classmate to share ideas about their stories.  After ten minutes each student will return to their desk and start writing! Make sure to walk around the classroom to help students out! Assessment Post-Writing Activity Students will make an oral story presentation to the class.  Students can select to present the story in different ways as they prefer using their own creativity: Examples: using PowerPoint, puppets, an actual book he or she creates, etc.
Independent Practice		q  R	q  W	q  L	q  S
Read on Your Own -Teacher will have each child read the story independently to her.  If the child is not able to read yet, the child will read a long with teacher and remember the story and vocabulary. -While Teacher works one on one with each child, the rest of the group will work in reading zones/center activities independently
Assessment		q  R	q  W	q  L	q  S
Sequence Charts Each child will fill out a sequence chart identifying the beginning, middle and end of the story. If the child is not writing yet, the child can draw the story sequence.

Micro Lesson: