SUBJECT/COURSE: Kindergarten Reading with Music Integration DATE: 31 May 2013
CONCEPT/OBJECTIVE: (What do you hope the students will know/understand at the end of the lesson?)
Explain who the two friends are in the book.
Summarize what happens in the illustrations.
Come up with 4 things that begin with the same sound and draw a picture of each.
Sing the chorus of Puff the Magic Dragon.
STANDARD(S) MET: (List school and/or state standards addressed by this lesson.)
LA 0.1 Students will learn and apply reading skills and strategies to comprehend text.
LA 0.1.2 Phonological Awareness: Students will demonstrate phonological awareness through oral activities.
LA 0.1.6.i Generate and/or answer clarifying questions (who, what, when, where, why, how), supporting answers using prior knowledge and information from the text
LA 0.1.6.m Respond to text verbally, in writing, or artistically
LA 0.3.1.a Communicate ideas orally in daily classroom activities and routines
LA 0.3.3.b Demonstrate conversation strategies (e.g., face the speaker, listen while others are talking, take turns talking, eye contact)
LA 0.3.3.c Participate in learning situations (e.g., small groups, show and share, cooperative problem solving, play)
Music: Singing, alone and with others, a varied repertoire of music.
MATERIALS NEEDED FOR LESSON:
(by you):
Puff the Magic Dragon Book with CD
Brown paper bags (lunch size)
White paper cut into fourths (4 cut pieces for each student)
(by the students):
Crayons
Colored Pencils
Markers
INTRODUCING THE LESSON (Bell Ringer):
I will begin the lesson by having the students listen to the song from the CD. After the song is over, I will ask them to picture the land of Honalee in their minds and have them share what it looks like. I will then ask them how they picture Puff. Finally I will ask them what their views are of Jackie Paper. After each question I will give them quite a bit of think time before choosing students to share their thoughts.
INSTRUCTIONAL PROCEDURE: (How will you conduct the lesson? Content, sequence of activities, etc.)
I will introduce the book to the students showing them the cover and telling them that the song actually comes from the book. I will read the book aloud to them, stopping along the way to point out some significant things such as: the elements of friendship, how does Jackie show his love for Puff? How does Puff show his love for Jackie? I will encourage the students to look at the illustrations to indicate the close relationship the boy and the dragon have. I will then explain the reasons why Jackie leaves Puff towards the end of the book but first I will ask them questions such as: Why does Jackie stop visiting his friend Puff? What do you think he is doing instead? Do you think the grown up man at the end of the book is actually Jackie? Who do you think the little girl is? After listening to the song again and going through the illustrations in the book at the same time, I will conclude the book by telling the students that the book doesn’t have a sad ending after all because Puff has a new friend to play with.
I will then point out the illustration that contains the bag of “strings and sealing wax and other fancy stuff,” and I will explain to the students that they strings and sealing wax both start with the /s/ sound. I will give them instructions that I want them to think of things they like to play with that start with the same sound, and draw a picture of those things. I will hand out pieces of paper that are cut into fourths and I will give them a bag to put their things in.
MODIFICATIONS FOR SPECIAL NEEDS STUDENTS: (includes high ability, low ability, physical limitations)
Students with visual impairments will be given a copy of the book to follow along and look at the pictures closer.
I will utilize a microphone for students with hearing impairments.
Students who have a learning disability will be allowed to utilize the book when creating their retelling of the story.
ASSESSMENT: (How will you assess students’ learning of the concepts/objectives?)
I will have the students share what they put into their bags when they are all finished. I will instruct them to let us know which sound the things in their bag start with. I will fill out a rubric as they share.
CLOSURE: (How will you close the lesson? i.e. will you review key points, summarize, assign homework, etc.)
To close the lesson I will teach the students, through rote learning, the chorus of the song: “Puff the magic dragon lived by the sea.” Once they have that part down we will go onto the next part: “And frolicked in the autumn mist in a land called Honalee.” Once they have the two parts down together we will continue by trying to sing both parts twice in a row. Once the students are comfortable we will listen to the song and sing along when we hear the chorus.
BACK-UP: (Your emergency plan - what will you do if you cover everything above and there is still time?)
If we cover everything and there is still time left, I will have the students illustrate their favorite part from the book and possibly share the illustrations, or just tell their favorite part, depending on how much time there is.
COOPERATING TEACHER’S SUGGESTIONS/COMMENTS:
Rubric for Presentation Lesson
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4
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3
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2
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1
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Task
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The student completed all four picture.
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The student completed 3 pictures.
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The student completed 2 pictures.
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The student completed 1 picture.
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Accuracy
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The 4 pictures started with the same sound.
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3 pictures started with the same sound.
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2 pictures started with the same sound.
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There was only one picture with a beginning sound.
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Oral Communication
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The student was able to say the sound all of the
pictures started with and say what each picture was that they drew.
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The student was able to say what each picture was
that they drew.
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The student was able to say what sound all of the
pictures started with that they drew.
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The student refused to share their work with the
class.
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