Bilangino+Literarcy+Lesson1


 * __ Writing Rhode Island __**
 * Goal:** //Students will gain knowledge about the state of Rhode Island and write a complete paragraph containing a topic and concluding sentence, complete sentences, and correct grammar and punctuation//.

Grade Level: 4 Length of Lesson: 45 minutes /1 day Literacy 1.  Students will demonstrate their understanding of __Welcome to USA Rhode Island__ by completing a web graphic organizer identifying five important aspects about Rhode Island. 2. Develop a well written paragraph which includes four facts they have learned about Rhode Island. || W–4–1.2 __Using the paragraph form: indenting, main idea, supporting details__ (State) =  = =   = =  W–4–2 In response to literary or informational text, students show understanding of plot/ideas/concepts by…  = W–4–2.2 __Summarizing ideas__ = W –4– 8   = = In informational writing (reports and procedures only), students demonstrate use of a range of elaboration strategies by …  = W – 4 – 8.1 Including __facts__ and details relevant to focus/__controlling idea__ (State) ||  ·  Writing Utensils || || 1.   Teacher will distribute semantic webs to each child. Teacher will explain to students that they will use these web graphic organizer to help them organize the information they will need to later write a paragraph on __Welcome to USA Rhode Island.__ 2.  Teacher will remind students that Rhode Island is the central theme, and therefore, should be written in the center circle. In addition, students will be asked to write five important facts that they find interesting about Rhode Island in the outer circle. || 2.   At the conclusion of the story, the teacher will ask students to take out their writing journals. The teacher will explain that students will now write a complete paragraph which will include four facts they have learned about Rhode Island. Students will be reminded that their paragraph should have a topic sentence, as well as, a conclusion sentence, and at least four other sentences stating important facts they have learned about Rhode Island. In addition, all sentences should be complete with correct punctuation and grammar. 3.  Students are given fifteen minutes to write their paragraphs. || || 1.   Students will be asked to share the paragraphs they have written with the class. 2.  The teacher will explain that tomorrow, each student will create an illustration to go along with their paragraph, which will be made into a class book. ||
 * ** Objectives ** || The student will:
 * ** Standards ** || ==W–4–1 Students demonstrate command of the structures of sentences, paragraphs, and text by… ==
 * ** Instructional Materials and Resources ** || For each pair:
 * __Welcome to USA Rhode Island__, by // [|Ann Heinrichs], [|Matt Kania] (Illustrator), [|Karen Eberhart]  //
 * Web Graphic Organizers
 * Student’s Writing Journals
 * ** Instructional Activities and Tasks **
 * Opening: **
 * ** Development: ** || 1.   The teacher will read students __Welcome to USA Rhode Island__ as students actively listen and complete the web graphic organizer.
 * ** Closing: **
 * ** Assessment ** || __Formative:__ Students will be assessed by completing a web graphic organizer on Rhode Island, which include five important facts from __Welcome to USA Rhode Island__. (Objective 1)

__Summative:__ Students will be assessed by writing a complete paragraph including four facts they have learned about Rhode Island. (Objective 2) (Rubric Attached) ||
 * ** Learner Factors ** || In this classroom, there is a hearing impaired student. For this child, I will write the instructions on the board, as well as wear a microphone during the lesson’s entirety. In addition, I will show the illustrations in the book, to offer this student a visual of what is being read.

There is also a student with ADD in this classroom. I feel that wearing the microphone will also help this student to stay actively engaged as I read the story. This student will be placed in the front row of the classroom, between two students whom are extremely focused and always on tasks. This student often looks to them for guidance. As students are writing their paragraphs, I will be sure to facilitate around the room to be sure this student, as well as all of the students are on tasks. I plan to do this by asking them probing questions. ||
 * ** Environmental Factors ** || Students will remain at their seats while I read Welcome the USA Rhode Island, as they will need to complete the semantic map at this time.

In the classroom, there will be a set of class dictionaries for students to refer to as they write their summary paragraphs.

When student share their paragraphs with the class, they can choose to sit at their seats or present at the front of the room. ||