Download Author - Princeton ISD

Campus: Elementary
Author(s): Dawn Myers, Amanda McIntire,
Wendy Moody
Date Created / Revised: April 11, 2011
Six Weeks Period: 6th Six Weeks
Grade Level & Course: 1st Grade – Language Arts
Timeline: 5 Days (Week 2)
Lesson Unit Title: Adverbs, Editing Drafts
Which subject-specific TEKS are going to be addressed in the lesson unit?
 1.17D Edit drafts for grammar, punctuation, and spelling using a teacher-developed
rubric.

1.20A(iv) adverbs (e.g., time: before, next)
Which specific (TA) Technology Application TEKS are going to be addressed in the lesson
unit?



Stated Objectives:
TEKS Addressed in the
Lesson Unit

(Include TEK number
and (SE) student
expectation
description


1.A Use technology terminology appropriate to the task.
1.B Start and exit programs as well as create, name, and save files.
2.A Use a variety of input devices such as mouse, keyboard, disk drive, modem,
voice/sound recorder, scanner, digital camera, CD-ROM, or touch screen.
2.B Use proper keyboarding techniques such as correct hand and body positions
and smooth and rhythmic keystroke patterns as grade-level appropriate.
7.A Use software programs with audio, video, and graphics to enhance learning
experiences.
7.B Use appropriate software, including the use of word processing and
multimedia, to express ideas and solve problems.
Which specific Art TEKS are going to be addressed in the lesson unit?
Clarifiers:
1.2A Invent images that combine a variety of colors, forms, and lines

1.2C Increase manipulative skills, using a variety of materials to produce
drawings, paintings, prints, and constructions.
What specific concepts will be included that clarify the content and satisfy the goal of
the TEKS addressed in this lesson unit?
(Specific concepts to be
included to address the
TEKS)
Vocabulary Addressed




Use word order to help identify words and meaning
Use adverbs and adjectives
Write sentences with appropriate punctuation/ capitalization
What unfamiliar terms will be introduced to the students that will enhance their understanding
of the concept?
Period, capitalization, punctuation, edit, adverb, grammar
What activity will focus attention on the subject matter of the upcoming lesson unit,
establishing a mental set to pique the students' interest?
Anticipatory Set or
Introduction to Lesson
Unit


Find an object and place it at the front of the room. Have the students use words to
describe the object. List the words on the board.
Question of the week
How can we look at things in a different way?
Teaching Strategies
What specific teaching strategies are going to be used to teach this lesson unit? What
approach will be used to provide information (explain) the lesson unit to the students?
Read-aloud poems and stories, decoding, choral reading, word families, cooperative learning
predicting, guided reading skills (picture walk, illustrations, tracking print, comprehension)
Modeling
What modeling will take place to demonstrate what the students will do?

Model using word order to help identify words and meanings
 Model blending sounds together to make a word
 Model writing a sentence with appropriate punctuation/ capitalization
 Model how to use technology
What initial practice of lesson skill will be used under direct supervision of the teacher? What
practice of the skill concept of the lesson, without direct (step-by-step) adult supervision will
take place? (List for each day of the unit: Example: Day 1, Day 2, Day 3).
Day 1
Phonics
 Activity 1 – Introduce spelling pattern for the week is /ou/. Use Sound Spelling
Cards. Use student books pages 54-55 to identify words with the /ou/ sound in the
picture.
 Activity 2 – Ask students to get individual reading books out & turn to pg. 59 and
read ‘I can’ of the week. Students will highlight high frequency words from the poem
on student copy. Read poem ask student to tell what the words have in common in
this poem. Blend and segment words.
 Activity 3- Teacher selected spelling activity.
 Activity 4- Give students pre-spelling test
Skill
 Activity 1- Introduce adverbs. Watch P share: elementary: Language arts: adverbs:
Adverbs in the Desert. Brainstorm a list of verbs and then take one verb at a time
and make a list of adverbs that would describe the verb.
Activities
(Guided Practice and
Independent Practice)
(Include: Day 1, Day 2,
etc…)
Writing
 Activity 1- Review writing a perfect sentence. Have students write a perfect
sentence in their journals using the spelling words.
Day 2
Phonics
 Activity 1 – Introduce spelling pattern /ou/. Use Sound Spelling Cards. Use student
books pages 54-55 to identify objects that rhyme in the picture.
 Activity 2- Teacher selected spelling activity.
Skill
 Activity 1 - Students use individual readers turn to pg. 60-61. Read story Mole and
Baby Bird. Preview and predict story by a picture walk and chart responses on the
board. Set a purpose and read using guided reading skills, promoting
comprehension by using pictures. Follow with questions. Students read “Meet the
Author and Illustrator.” Teacher will review the jobs of author and illustrator by asking
questions about each.
 Activity 2- Brainstorm words(nouns, verbs, adjective, and adverbs). Put them in a
grid. Have students split into 2 teams. Play swat. You can decide if you want to
swat nouns, verbs, adjectives, and adverbs.
Writing
 Activity 1- Write some sentences on the board with grammar mistakes, capitals, and
punctuation problems. Have students correct the sentences as a class. After
corrections have been made, have students write the sentences in their journals.
Day 3
Phonics
 Activity 1- Students will read story from Readers and Writers Notebook A New
Home pgs. 531-532. Students will highlight /ou/ words and high frequency
words.
 Activity 2- Use page 533 from the Readers and Writers Notebook to identify /ou/
words.
Skill


Activity 1- Have students do an adverb worksheet.
Activity 2- Write a verb in the center of a flower. On each petal have the
students write an adverb. You can do this as many times as you would like.
Have students draw a flower in their journal and continue writing verbs in the
center of the flower and adverbs on the petals of the flower.
Writing
 Activity 1-Have students correct a story written as a class or individuals.
 Activity 2-Have students write sentences using the verbs and adverbs from the
flowers.
Day 4
Phonics

Activity 1- High frequency word activity- teacher selected activity.

Activity 2- Have students play sparkle or another fun game with spelling words.
Skills


Activity 1- Write adverbs on index cards. Have different students draw a card and
act out the adverb. (i.e. angrily, sneakily quietly, ect.)
Activity 2 – Decodable Reader pg 185 story 26c Time for Bed.
-Read story as a class
-Pair students and have them listen to each other read. Switch readers after each
page. Read again and have students switch who reads first so both students will
read each page.
Writing

Activity 1- Teacher selected worksheet on sentence corrections.
Day 5
 Assessment 1: Review spelling words and take spelling test
 Assessment 2: Choose an adverb page.
 Assessment3: Choose a punctuation or capitalization page.
What check(s) will be used to determine if learners have understood the material and
activities of the lesson?
Checking for
Understanding

Opportunities to
Relearn
(Reteach)
The teacher checks for understanding by monitoring (walking around room), asking
questions on level as well as higher level. The teacher models and explains expectations
before, during, and in closure of a lesson.
If necessary, what alternative teaching methods will be used to teach the same information
or skill? Consider teaching methods that address different learning styles, e.g., auditory,
visual, tactile, and kinesthetic.



Have students complete an adverb worksheet.
Have students make grammar corrections in a story.
Teacher made word sort for spelling words.
Technology Integration: Use various CD-ROMs in classroom
Accommodations for
Special Populations
What alternative instructional modifications and adaptations that address all learners' needs
are necessary, if any?
Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.
What additional teaching strategies will be used to accommodate the needs of English
Language Learners during this lesson unit?
Strategies for English
Language Learners
(ELLs)
Assessment or
Evaluation
(Formative and
Summative to Assess
Mastery)
Academic Language Scaffolding- Pre-teaching vocabulary
Cooperative Learning- Group interactions to accomplish goals
Total Physical Response: Have students act out relationship situations between siblings.
Language Focus & Framework- Teacher should understand language experience the child
has. Understand the differences in the sounds of letters in their language and the English
language.
Partner Work-Pair ELL child with a student with proficient English.
Realia- Have ELL students use magazine to create setting
Visual Scaffolding- Have students match pictures to make blends
Preview / Review – Complete a picture walk of story prior to reading.
Advance Organizers – Use graphic organizers to make connections to stories.
Learning Centers – Extend learning through hands-on practice.
Writing Workshop – Students choose their own writing topics and move through steps of the
writing process.
Multimedia Presentations – using audio, video, and computers.
Guided Reading – students reading in small group setting while teacher provides individual
coaching.
Word Walls – Display and organize words in classroom for easy access: alphabetical lists of
words created in the classroom for word study and vocabulary development.
What formal assessment that provides learning criteria and indicators through traditional or
alternative assessment means will be used? State what the learner will do to demonstrate
understanding and mastery of objectives (this should be directly tied to the lesson unit
objectives).
Questioning, classroom observations, weekly testing, six weeks testing.
What challenging instructional activities can be provided for students who demonstrate
academic proficiency of curriculum objectives? Focus on Application and Transference to the
"Real World". Make a connection between past and present.
Enrichment / Extension


Teacher will have stories written with mistakes. The student will highlight mistakes
and rewrite using correct convictions.
Have students make their own adverb game.
Technology Integration: Various CD-Roms in classroom, McGraw Hill Phonics CD, Kid Pix
Closure or Ending the
Lesson Unit
What very brief activity will take place that has students state or demonstrate the main
objective(s) of the lesson.
At the end of each day’s activities, the teacher reviews students on what was learned that
day.
What preparation must occur before the lesson is ready?
Materials: Preparation
and Resources
Read over Teacher Edition McGraw Hill for an overview of the week and knowledge of the
story for the week. Have student copies from the workbook and weekly test prepared. Look
at the six weeks test to better prepare yourself as well as the students of format.
What resources should be available to the instructor and learner to appropriately and
successfully complete the lesson unit’s stated objective(s), purpose(s) or goal(s)?
 Scott Foresman Reading Street. Unit 4 Vol. 2
 Spelling Sound Cards
 Readers and Writers Notebook
 Sentence correcting worksheets
 Teacher selected books
 Teacher made spelling activities
 Teacher made sentences activities for editing practice
 Index cards