Language Arts

[tshanpikephipps13]

Integrated Technology lesson plan...2013

Attachments:

[nicollafraser13]

Grade: Two
Subject: Language Arts
Area/Component: Grammar
Topic: Nouns
Subtopic: Proper noun
Age: 7-8 years
Ability: Mixed
No. of Students: 18 (10 boys) (8 girls)
Duration: 40 minutes
Approach: Integrated Approach
Materials: flash cards, charts, projector, laptop, video, (variety of items- clothing, stuffed animals, picture cards)
Prerequisite Knowledge: students know
• What are nouns.
• What are capital letters.
Objectives: students should be able to:
• Create appropriate proper nouns for given materials. ( expressive objective)
• Explain the use of proper nouns. ( cognitive objective)
• Identify all proper nouns in given sentences with 98% accuracy.
(behavioural objective)


Introduction: Students will be asked to say the days of the week and the months of the year. Teacher activates students’ prerequisite knowledge by asking them (by the show of hand) to define a noun. All students will then say the definition aloud. Individually, students will give one example of a noun. (SPEAKING)

Development
Step 1: Teacher will notify students about the topic of the day. Children will attempt to spell PROPER NOUN then use finger to trace each letter in the air. Teacher will then present individual materials to students and verbally state instructions. Example of materials: stuffed animals, bags, (flash cards- islands, streets), (uniforms- police, doctors, nurses). Children will creatively specify the object they are manipulating. (visually representing, viewing, speaking, reading)
Teacher will begin the activity… I am a teacher, my specific name is Ms. Fraser. Other students may stand in front the class and say: I have a bag, its specific name is Kipling, I have an island, its specific name is St. Kitts, I have a dog, its specific name is Lassie, I have a card that says a weekday the specific day is Friday etc. Responses will be recorded on the chalkboard.



Common name
(Specific name) Proper Noun
teacher Ms. Fraser
bag Kipling
island St. Kitts
dog Lassie
weekday Friday

Step 2: Teacher ask students what is noticeable and or differentiated among the words in the columns. Teacher then plays a video www.youtube.com/watch?v=XfkHRgqCn0M about Proper Nouns then have a discussion to elicit from students the necessity for capitalizing and generates a definition of proper nouns (viewing, listening, speaking)

Step 3: Teacher will display a chart on the board with examples and non- examples of proper nouns. All nouns will be in lower- case letters. Teacher will point on the word and students will call each word and state if it is a Proper noun or if it is not a proper noun. (reading and speaking).



Closure: Teacher asks review questions: Can you tell me what you did today? Can you tell me all that you learned today? Can you name any other proper noun? Teacher will write definition of proper nouns on the chalkboard and students will read aloud. (reading)
Application: Students will be given an application sheet to complete. (writing)
Circle all proper nouns in the given sentences
1. Henry plays games on his computer.
2. Mr. Pemberton runs in the park every Monday.
3. I live at Sandy point.
4. Our teacher Mrs. Williams took us to Brimstone Hill.
5. Charissa’s pet dog is named Max.
6. Christmas is in December.

Evaluation: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

[kishanamatthew13]

LESSON PLAN ON AN INTEGRATED LESSON

Grade: Three (3)
Age: 8-9 years old
Level: Mixed Ability
Number of Students: 25 (10 boys, 15 girls)
Duration: 40 minutes

Subject: Grammar
Topic: Pronouns
Sub topic: Personal Pronouns
Objectives: At the end of the lesson students should be able to:
 Define the term personal pronouns
 Identify the personal pronouns in each sentence
 Using the chart given, write a suitable personal pronoun that can be used to replace the nouns in bold typed
 Highlight all the pronouns in a newspaper article provided


Materials: sentence strips, computer, newspaper, projector
Pre-requisites: Students have done personal pronouns in previous lessons.
Introduction: Teacher will pass out newspapers and have students pick an article to work with. It should be at least 3 to 4 paragraphs. Students would work in groups of five’s where they would find and highlight all the words that were used instead of the name of someone or something.


Presentation
Step one: Teacher would elicit from students what name are given to the words that were highlighted. Teacher expects students to say pronouns.
Teacher would have students identify the two categories of nouns that were found. Teacher expects students to say subject and object pronouns

Step two: Teacher would have students explain what a pronoun is based on the previous discussion. A word used to replace a noun. .

Step three: Teacher would place a sentence on the board after which the students would read the sentence together.
Nicolla and Kamlyn live in Nevis.

Step four: Teacher would then elicit from students one word that can be used to replace Nicolla and Kamlyn
Expected answer: They

Step five: Students would read another sentence then identify the pronouns
While on our way to the zoo, we saw them standing by the cinema.

Step six: Teacher would place another sentence on the board and have students identify the pronoun that can be used to replace the underlined noun.
Example: Jamie and I decided that we will go by John and James on Wednesday. (them)

Closure: Teacher recaps the lesson by reviewing the first three slides www.e-learningforkids.org/Courses/EN/L0603/login.htm.

Application: Students will complete the exercise on www.e-learningforkids.org/Courses/EN/L0603/login.htm.


Evaluation:

[kishanamatthew13]

LESSON PLAN ON AN INTEGRATED LESSON

Grade: Three (3)
Age: 8-9 years old
Level: Mixed Ability
Number of Students: 25 (10 boys, 15 girls)
Duration: 40 minutes

Subject: Grammar
Topic: Pronouns
Sub topic: Personal Pronouns
Objectives: At the end of the lesson students should be able to:
 Define the term personal pronouns
 Identify the personal pronouns in each sentence
 Using the chart given, write a suitable personal pronoun that can be used to replace the nouns in bold typed
 Highlight all the pronouns in a newspaper article provided

Materials: sentence strips, computer, newspaper, projector

Pre-requisites: Students have done personal pronouns in previous lessons.

Introduction: Teacher will pass out newspapers and have students pick an article to work with. It should be at least 3 to 4 paragraphs. Students would work in groups of five’s where they would find and highlight all the words that were used instead of the name of someone or something.

Presentation
Step one: Teacher would elicit from students what name are given to the words that were highlighted. Teacher expects students to say pronouns.
Teacher would have students identify the two categories of nouns that were found. Teacher expects students to say subject and object pronouns

Step two: Teacher would have students explain what a pronoun is based on the previous discussion. A word used to replace a noun. .

Step three: Teacher would place a sentence on the board after which the students would read the sentence together.
Nicolla and Kamlyn live in Nevis.

Step four: Teacher would then elicit from students one word that can be used to replace Nicolla and Kamlyn
Expected answer: They

Step five: Students would read another sentence then identify the pronouns
While on our way to the zoo, we saw them standing by the cinema.

Step six: Teacher would place another sentence on the board and have students identify the pronoun that can be used to replace the underlined noun.
Example: Jamie and I decided that we will go by John and James on Wednesday. (them)

Closure: Teacher recaps the lesson by reviewing the first three slides www.e-learningforkids.org/Courses/EN/L0603/login.htm.

Application: Students will complete the exercise on www.e-learningforkids.org/Courses/EN/L0603/login.htm.

Evaluation:

[Raynelda Salters]

Subject: Language Arts
Area/ Component: Phonics
Topic: Intial Consonant
Subtopic: “Dd”
Grade: 2
Age: 7-8
Ability: Mixed
No.of students: 14
No.of Males:6
No.of Females:8
Duration: 9:05-9:40 am
Objectives: Pupils should be able to:
1. Decode the sound of the letter “d” with 100% accuracy
2. Identify the letter “d” using the alphabet chart
3. Draw the letter “d” on the board and pads
4. Give examples of words that begin with the letter “d”

Prerequisite Knowledge: Pupils possess the ability to decode words beginning with the sound of “d”.

Instructional Resources: pictures, writing pads, drum, radio alphabet chart, smart board

Introduction: Using a visual version of a jolly phonics story, shown below read aloud the following short story to learners. After the teacher has read the short piece twice. Have pupils read it on their own. If, help is needed teacher will scaffold learners. Teacher will ensure great emphasis is placed on the letter “d”. Sample of story below.
“ Darla and Daphne decided to go to the Dave’s birthday party. At the party they ate hot dogs, doughnuts and lots of delicacies and for dessert they had cake. Both of the girls gave Dave’s his present and ripped open the gift with such speed”.
Ask pupils which sound of a letter was prominently heard in the story. Expected Response: the letter “d”. Tell the sound of the letter being studied (d) and have learners make the same sound repeatedly to ensure that they enunciate the sound accurately. Have a student use the smart board and identify the “d’s used in the extract distinguishing between a common and capital “d”.

Presentation

Step 1: Have the class give the name of the letter being studied and its sound. Allow a student to identify the letter “d” on the alphabet chart. Have pupils identify other objects within their immediate environment that begin with the letter “d”. If any problems persist, probe them with clues to aid in accomplishing the task at hand.

Step 2: Distribute writing pads to learners. Ask pupils what will be printed on the pads? Which letter? Expected Response: the letter “d.” Teacher will orally decipher between common and capital “D”. Have pupils illustrate both of the “Ds” on their pads with little aid from the teacher. After pupils finish the exercise, teacher will draw both capital and common “d” and have pupils differentiate between them and state how they are used.

Step 3: Mention to pupils that they are going to a listen a song from the radio. Ask, do you know the song “This old man”? The song that is to be played has the same tune. Have pupils listen the song “ Drums” until they can sing along. Have them illustrate the action of drumming. Ask pupils what sound was most prevalent. Expected Response: “D”. Have a student makes the sound.

Step 4: Prior to the lesson teacher will have activities that would be administered to pupils.Using the smart board, teacher will allow learners to go individually to the smart board and place a ring around the items that begins with the letter “d”. Allow volunteers a chance to explore their emerging artistic skills through drawing animals that begin with a “d”.

Closure: Sing the song “Drums” that was sung in the earlier in the lesson. Have them exemplify the drumming as they sing. Have them all say the sound of the letter “d”.

Application: Activity will be done on the smartboard.

Evaluation: