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Lesson Plan Activities:
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Teacher Candidates
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I. FOREWORD 3
II. LESSON PLANS First Grade:
English Language Arts and Reading
Friendship and Community 4
Health Education
Pride 7
III. REFERENCES 10
IV. APPENDIX 12
Diagram 1. My Pyramid Color Food Groups 13
Diagram 2. My Pyramid Food Groups Template 14
Diagram 3. Staying Healthy Goal Card 15
Table of Contents
3
FOREWORD
These lesson plan activities were designed for parents and teachers by UH, College of Education, Department of Curriculum & Instruction, QUEST1 students attending classes at UHSSL2. As a tribute project to the Sugar Land and surrounding Fort Bend communities, these home‐grown activities combine child‐centered themes with local community resources. As such, being aligned to the TEKS3 and in using educational objectives in the cognitive, affective and psychomotor domains4, these lesson plans are both functional and innovative for children and adults, alike.
It is my privilege to say the lesson plans showcased here were assignments in my Second Language Acquisition class which my students modified to local community happenings. Since these lessons were designed for ESOL5 students in content area classrooms, QUEST students gave emphasis to affect –student attitude, interests and values – in consideration of any learning challenges.
The end result is a collection of lesson plans with humanistic themes (adapting to weather, community, cultural heritage, friendship, healthy choices, identity, pride and reaching destinations). Some of the QUEST students decided to adapt their lessons to different grade levels, creating a wider breathe to their work; while others chose to delve deeper into their lessons for a particular grade level, producing more in‐depth activities. All in all, these activities are fresh ideas coming from aspiring teachers who have all types of children in mind. These child‐centered lesson plans will be presented at the Fort Bend Community Conference, on October 23, 2009.
Diane Jerome, M.Ed., Program Manager, QUEST Program (in Sugar Land), University of Houston at the UHSSL.
A sincere thank you to Kathy Rose (Director of Development, UHSSL), Patricia Pollicoff (Communications Director, City of Sugar Land) and Pamela Shaw (VIPS Coordinator, Fort Bend ISD) for their partnership, without whom this community project would not have been possible.
1 Q.U.E.S.T. – Quality Urban Education for Students and Teachers 2 U.H.S.S.L. – University of Houston System at Sugar Land 3 T.E.K.S. – Texas Essential Knowledge and Skills 4 Krathwohl, D., Bloom, B.S., & Masia, B.B. (1964). Taxonomy of educational objectives: The classification of educational goals. Handbook II: Affective domain. New York, NY: David McKay Company, Inc. 5 E.S.O.L. – English Speakers of Other Languages
4
LESSON PLANS
Content /Grade English Language Arts and Reading – 1st Grade
Theme Friendship & Community
Students will explore traits, feelings, and relationships through characters in the book, Charlotte’s Web, and art.
Rationale Build a stronger community and help students become more culturally aware of their peers by exploring friendships around them. Friendship is important to students because they need to feel accepted by their peers.
Objective The students will learn the meaning of friendship, culture, and community. They will be able to demonstrate this by creating a page to put in the classroom book based on: friendship, culture, and community. Measurable objective:
Cultural Exemplars Pictures of many different types of farm animals, explaining to the students that each animal represents a different culture. The teacher will also have pictures of these farm animals working together. For example, a dog herding sheep, even though each animal is physically different and they live differently they still get along and need one another.
Instructional Input Read aloud the book, Charlotte’s Web.
Dialogue Questions Ask the child what they know about farm animals and what they want to know about farm animals. For instance, ask the child questions, such as, “What do you want to know about farm animals? What kind of work do farm animals do? Do some farm animals work together? Which farm animals make good friends? Why do you think so? Which farm animals would you want to be friends with?’ Also ask the child what they know about friendship, what does it mean to them? What do they want to know about friendship? What do they want to learn about friendship? Finally you would want to ask the child what they know about community, what does it mean to them? What do they want to learn about community?”
Independent Practice After reading Charlotte’s Web, have the students put together a short presentation of, “Show & Tell”. The students will be given certain guidelines to go by such as: include different things about their friends, family, culture, and different things they have done or experienced in their community (Sugar Land/Fort Bend area).
English Language Arts and Reading – First Grade
5
LESSON PLANS
Materials The book, Charlotte’s Web.
TEKS CORRELATIONS §110.3. English Language Arts and Reading, Grade 1.
(2) Listening/speaking/culture. The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to:
(A) connect experiences and ideas with those of others through speaking and listening (K‐3)
(4) Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words. The student is expected to:
(B) use vocabulary to describe clearly ideas, feelings, and experiences (K‐3); (C) clarify and support spoken messages using appropriate props such as objects, pictures, and charts (K‐3)
(5) Reading/print awareness. The student demonstrates knowledge of concepts of print. The student is expected to:
(B) know that print moves left‐to‐right across the page and top‐to‐bottom (K‐1) (C) understand that written words are separated by spaces (K‐1); (D) know the difference between individual letters and printed words (K‐1); (F) know the difference between capital and lowercase letters (K‐1); (G) recognize how readers use capitalization and punctuation to comprehend (K‐1); (H) understand that spoken words are represented in written language by specific sequences of letters (K‐1); (I) recognize that different parts of a book such as cover, title page, and table of contents offer information (K‐1); (J) recognize that there are correct spellings for words (1); and (K) recognize the distinguishing features of a paragraph (1)
(16) Reading/culture. The student reads or listens to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to:
(A) connect his/her own experiences with the life experiences, languages, customs, and culture of others (K‐3); and (B) compare experiences of characters across cultures (K‐3).
§113.3. Social Studies, Grade 1 (12) Citizenship. The student understands characteristics of good citizenship as exemplified by historic figures and ordinary people. The student is expected to:
(A) identify characteristics of good citizenship such as a belief in justice, truth, equality, and responsibility for the common good
English Language Arts and Reading – First Grade
6
LESSON PLANS
(15) Culture. The student understands the importance of family beliefs, customs, language, and traditions. The student is expected to:
(A) describe various beliefs, customs, and traditions of families and explain their importance
ESOL Correlations B5. Pictures, B13. Video, D2. KWL (Know/Wants to Know/Learned), B3. Chart, E26. Question‐Answer Relationship (QAR)
Community The student will create a “Show & Tell” presentation to share with their classmates about their friends, family, culture, and different things they have done or experienced in their community (Sugar Land/Fort Bend area).
Resources Country Fair: http://www.fbcfa.org/ Libraries: http://www.fortbend.lib.tx.us/ Local Parks: http://www.co.fort‐bend.tx.us/getSitePage.asp?sitePage=5719 Museum: http://www.fortbendmuseum.org/education/school/ Town Square: http://www.sugarlandtownsquare.com/events
Created by Alycia Taylor, teacher candidate attending the University of Houston System at Sugar Land.
Celebrate
English Language Arts and Reading – First Grade
7
LESSON PLANS
Content Health Education ‐ 1st Grade
Theme Pride
By exploring the different components of the food pyramid, students will discover which foods are needed to stay healthy, thus creating pride within themselves.
Rationale How do our eating habits affect the way we, as human beings, develop? The goal of this lesson is to examine how the individual views their personal health.
Objective The students will learn how to take care of their own bodies. They will develop a sense of pride of their bodies by understanding and reconstructing the food pyramid. Measurable objective:
Cultural Exemplars Use pictures of foods from several different cultures, and have them name which food(s) group each dish belongs to.
Instructional Input Show students a power point presentation or diagram of the food pyramid (see Appendix, Diagram 1), describing sections, and describe the nutritional value for each section.
Dialogue Questions Ask students, “What does it mean to stay healthy? What can we do to stay healthy? What kinds of foods help us stay healthy? Should we eat a lot of sweet foods or snacks? Why or why not? What is a fruit? What is a vegetable? Do you ever think about what you are putting in your bodies before eating something?”
Independent Practice
1. Give the child one piece of construction paper, newspaper ads and/or magazines.
2. Using a diagram (see Appendix, Diagram 2) or picture of the pyramid as a guide, the child can draw their own pyramid on the construction paper.
3. The child will then use the newspaper ads and magazines to cut out a few pictures of different food items for each section of the food pyramid.
4. The child will glue the pictures of foods in the corresponding section. 5. After completing this activity, the child will draw and color a healthy meal of
their choice.
Health Education – First Grade
8
LESSON PLANS
Materials Construction paper, scissors, glue, pencils, the food section of a newspaper and/or magazine ads containing food items, and crayons, food pyramid (see Appendix, Diagram 1), food pyramid diagram (see Appendix, Diagram 2) and “score card” (see Appendix, Diagram 3).
TEKS CORRELATIONS TEKS: §115.3 Health Education, Grade 1. (1) Health behaviors. The student understands that personal health decisions and behaviors affect health throughout the life span. The student is expected to:
(A) describe and practice activities that enhance individual health such as enough sleep, nutrition, and exercise.
ESOL CORRELATIONS A7. Activating Peer Knowledge, B3. Charts, B5. Pictures, B11. Computer/software, B16. Labeling, E26. Question‐Answer Relationship (QAR)
Community Resources: http://www.squaremeals.org/vgn/tda/files/983/1034_NonFoodRewards.pdf
Provides great alternatives to using food as a source of fundraising and rewards.
http://www.squaremeals.org/vgn/tda/files/2348/3963_NUT%20Scorecard2.pdf An interactive “score card” to print out and have children use to keep track of their fruits, veggies, and physical activity for the week (see Appendix, Diagram 3). Homework Activity: Ask students to visit with their family or an adult: New Indian Grocers, Whole Foods Market, and La Michoacana to explore different foods for food groups from various cultures. Locations New Indian Grocers
445 FM 1092 Murphy Road @ Ave. E, Stafford, TX Whole Foods Market 15900 Southwest Freeway, Sugar Land, TX La Michoacana 112 Avenue F, Stafford, TX
Health Education – First Grade
9
LESSON PLANS
Created by Marilyn Woody, teacher candidate attending the University of Houston System at Sugar Land
Celebrate
Health Education – First Grade
10
References
City of Sugar Land. 2000‐2009. Retrieved July 29, 2009:
http://www.sugarlandtx.gov/sugarland/about_us/history_presentation.asp
Clean water was driller's passion. Houston Chronicle (Houston, TX). 2007. Retrieved July 30, 2009 from
accessmylibrary: http://www.accessmylibrary.com/article‐1G1‐159463124/clean‐water‐driller‐
passion.html
Developers plan to preserve piece of history at Imperial Sugar refinery site. Houston Chronicle (Houston,
TX). 2005. Retrieved July 30, 2009 from accessmylibrary:
http://www.accessmylibrary.com/article‐1G1‐128914772/developers‐plan‐preserve‐piece.html
Fort Bend ISD Board Briefs. Retrieved August 3, 2009:
http://www.fortbend.k12.tx.us/board/boardbriefs/2001September10.cfm
Google Earth. 2009 Google. Retrieved July 31, 2009: http://earth.google.com/
Guide to Texas Outside. 6 April 2009 Texas Parks and Wildlife Department. Retrieved July 30, 2009:
http://www.texasoutside.com/easttexas/brazosbendsp.htm
Krathwohl, D., Bloom, B.S., & Masia, B.B. (1964). Taxonomy of educational objectives: The classification
of educational goals. Handbook II: Affective domain. New York, NY: David McKay Company, Inc.
Musical Exhibit. Museum of Southern History. Retrieved July 29, 2009:
http://www.museumofsouthernhistory.org/Music.asp
NC State University, The Center for Universal Design. The Center for Universal Design (1997). The
Principles of Universal Design, Version 2.0. Raleigh, NC: North Carolina State University.
Pape, J. (2009). Sugar Land Looks to Reclaim Title of ‘Fittest City’. FortBendNow.com. Retrieved July 29,
2009: http://www.fortbendnow.com/2009/02/03/35390.
Sugar Land, Texas. Wikimedia Foundation, Inc. 27 July 2009. Retrieved July 29, 2009:
http://en.wikipedia.org/wiki/Sugar_Land,_Texas
Texas Essential Knowledge & Skills (TEKS). Texas Education Agency. Retrieved August 4, 2009:
http://ritter.tea.state.tx.us/ssc/teks_and_taas/teks.htm
11
Texas Radio Stations. 1998‐2006. US Newspaper list. Retrieved August 4, 2009:
http://www.usnpl.com/radio/txradio.php
The Nation; Sweeter Times Barely a Memory in Texas Town; A sugar plant, once ‘the core of this
community,’ shuts down after 160 years. The Houston suburb now relies more on the energy
industry. (2003). Los Angeles Times. Main New; Part A, National Desk. 3 June 2003.
Utah State Music Core. Utah State Office of Education, Fine Arts Division
http://www.schools.utah.gov/curr/FineArt/Core_Curriculum/General/songbook/Title‐Intro.PDF
Welcome to the Sugar Land store. 2000‐2009. Whole Foods Market IP, L.P. Retrieved July 30, 2009:
http://www.wholefoodsmarket.com/values/corevalues.php#caring
Whelan Ariza, E.N. (2006). Not for ESOL Teachers: What every classroom teacher needs to know
about the linguistically, culturally, and ethnically diverse student. Boston: Pearson.
Evaluation: When these character education rubrics are used together, they become a useful way
to measure affective qualities (caring, citizenship, fairness, respect, responsibility and trustworthiness) that form the basis for socialization skills, self‐concept, self‐esteem, and awareness of or attitude towards physical and social surroundings.
Rubric: Demonstrating the Six Pillars of Character http://charactercounts.org/pdf/Teaching-Tool_Six-Pillars-Rubric.pdf Rubric: Study Habits http://charactercounts.org/pdf/Teaching-Tool_Vinton-Shellsburg-Study-Habits-Rubric.pdf
Source: http://charactercounts.org/resources/index.html
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APPENDIX
13
Diagram 1. My Pyramid Color Food Groups R
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Diagram 2. My Pyramid Food Groups Template ReproducibleteamnutritionEPRODUCIBLE.usda.gov
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Diagram 3. Staying Healthy Goal Card R reproducible P R O D
U C I B L E