Common Core Connection and Introduction
This lesson allows me to use a book to determine meaning. I select certain excerpts for analyzing ahead to of time, because it allows me to make the lesson rigorous and focus on the skill. Using complex text is huge part of Common Core and to get the students to really comprehend the skill specific examples have to be presented from specific text. Certain texts are better for teaching skills.
I find that first graders do well with Transitions every twenty minutes, and working with Peanut Butter Jelly Partners (small groups). My groups are mixed ability to allow students to explain things to each other and take part in higher order thinking activities. To make grouping fun and organized I call the group members peanut butter and jelly. One person is the jelly and the other is peanut butter, so I might tell the peanut butter partner to read and the other write. This is a fun way to make the better reader read and model oral reading fluency for the other student.
At this time I try to activate my students thinking by allowing them to share what they already know about feelings. I listen closely because I am assessing their prior knowledge and hoping they talk about how people show they are happy, sad, or angry. Then I share that we are going to explore how illustrators and authors use text and words to make us have certain feelings.
Next I explain what we are going to be doing in the lesson so the students understand the flow of the lesson which seems to help them know what they are supposed to do. First, we use specific parts of the text for guided practice, and then we use other pages for partner work. To engage the entire class in the lesson goal I ask them to chant it three times as they move to the desks. I can identify the meaning of words or phrases in a story or song.
The first thing I do is read the text, My Five Senses, to my class. This just gets the learners familiar with the topic and the idea of expressing feelings certain ways. Then I project a few excerpts on the board. The students analyze the first excerpt and then the class engages in a discussion about the meaning. The excerpts I use are in the Senses PowerPoint. After the discussion, I write the students meaning on the board. The model of the Graphic Organizer I put on the Chart in the guided practice and use in the partner work section is in the resource section.
Next, the class read the second excerpt. They analyze the text for meaning by discussing the meaning with their peanut butter jelly partner. After several students share their ideas with the class, the class engages in a discussion about what is the best interpretation of the text. Then I add that to the board.
Last, the students read, analyze, and discuss the third excerpt with their peanut butter jelly partner. When the students are talking I am assessing their understanding. After their discussion, I write their interpretation on the board.
Before the students begin their own guided practice, I review the work we have created. I read each excerpt and ask the students to really focus on what words helped them determine the meaning. I do a mini review in my efforts to prepare the students to create their own analysis.
Next the students transition to the center tables and begin to analyze three more specific excerpts from the text. I put them on a chart to organize the material for the students. Each group writes how the excerpt suggest emotions and feelings. There is a video (Partner Work) g to make sure everyone can finish the task.
Now the class completes their last transition for this lesson and they move to the lounge. I review all of the rules for speaking, listening, and evaluating. This is my proactive approach to behavior management. I select two or three presentations (Presentation) to read their work to the class. Other students are expected to give feedback to their peers. They may add to or disagree with the work of their peers. This creates a higher order thinking activity for the entire class.
Now that the lesson is winding down I need to know what my students have learned so I can prepare future lessons. To assess their learning I ask the students to tell their partner one thing they learned about how people show emotions and feelings.
Then I explain that this is the end of our lessons on drawing meaning about feelings and emotions from the text. Last, the class will restate the lesson goal. I can identify how words or phrases in a book suggest feelings.