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Name:
Teresa LaBianco
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Subject: Literacy- Health
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Date: Wednesday, July 17, 2013
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Grade Level: K-2 ASD Nest Summer Program
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Placement:
PS 68 at PS 111
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Description of Placement/Ratio: 11:2
plus 2 student teachers
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Goals
and Learning Objectives
Unit: Food Groups,
Nutrition, Fitness
Grade Level: K-2 ASD Nest Summer Program
Class
grouping: Large
Group- Introduction, Small Group- Independent practice, Large Group-
Group Share
Classroom
staff use:
Ms. LaBianco- run large groups, sit with one small group
Ms. Goldstein- sit around
children during large group, sit with one small
group
Ms. Reid- sit with
Josiah during large group, rotates around and check student’s finished work
Ms. Alexander- sit around
children during large group, sit with one small
group
Student’s
skill level range:
Group
A: End of 1st (Harder)
Demitrius
Frank
Shawn
Estrella
Group
B: End of Kindergarten
Hailey
Matthew
Kattyana
Josiah
Group
C: End of Kindergarten (Easier)
James
Donnell
Victoria
Orlainy
Goals, Learning
Objectives, and Standards
Common
Core Standards:
Writing: 2. Write
informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection,
organization, and analysis of content.
K.2: Use a combination of drawing,
dictating, and writing to compose informative/explanatory texts in which they
name what they are writing about and supply some information about the topic.
1.2: Write informative/explanatory texts
in which they name a topic, supply some facts about the topic, and provide some
sense of closure.
Language
K.:1 Demonstrate command of the
conventions of standard English grammar and usage when writing or
speaking.
1.1: Demonstrate command of the
conventions of standard English grammar and usage when writing or speaking.
Speaking and Listening
K.4: Describe familiar people, places,
things, and events and, with prompting and support, provide additional details.
1.4: Describe people, places, things,
and events with relevant details, expressing ideas and feelings clearly.
Goals: Students will
be able to independently identify and explain two new foods that make your
teeth “happy and sad”.
Objectives:
Cognitive: Students will
be able to determine foods that will make their teeth “happy or sad”.
Communication: Students will
be able to verbally share the foods they choose and why it makes the teeth
either “happy or sad” to the teacher/classmates.
Fine Motor: Students will be able to draw pictures and write
complete sentences about the foods that make their teeth “happy or sad”.
Materials
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poster
papers with teeth on it, one happy and one sad
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glue
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markers
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students
worksheets, with teeth and writing lines, three different sheets for
modifications
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pencils
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crayons
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pencil
grips
Lesson
Introduction:
·
For
the summer program, the class is focusing on a unit about food groups,
nutrition, and fitness. Based on
discussions with classroom teachers, I made a lesson about good and bad foods
for teeth because healthy teeth are an aspect of a healthy life.
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Teacher
will introduce lesson by activating prior knowledge from the students. “What are we learning about all summer?”
Correct answer being anything related to the food groups, nutrition, exercise,
and fitness. The teacher will ask
students to recall information the class has already discussed during the
unit. “What are ways we can keep our
body healthy?” “Why is it important to
keep our bodies healthy?”
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I
have a question: What do we need to be able to eat? (target answer: teeth) When I count to three I want everyone to make
a big smile and show me your teeth. And
when I clap my hands we will begin an activity.
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Teeth
are a very important part of being healthy.
Eating healthy also keeps our teeth healthy and strong. Today we are going to talk about foods that
are good and bad for our teeth. When we
eat good foods it makes our teeth happy and healthy, but when we eat bad foods
it makes our teeth sad and rotten. Does
anyone know what rotten means? Rotten
will be introduced as a vocabulary word, first the teacher will ask for a
couple of students to share the meaning then provide a more thorough meaning
based on students’ responses
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A
modeling activity will then begin about specific foods that make happy and sad
teeth. Two teeth will be up in front of
the students, one yellow with a sad face and one white with a happy face. There will be eight foods, four for each the
happy and sad teeth. The class will go
one by one going over if the foods will make the teeth happy or sad. The class will identify what the food is and
then be asked to put thumbs up if it will make happy healthy teeth or thumbs
down making sad rotten teeth. One
student will come up and help the teacher glue the food onto the tooth.
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The class will talk about what types of foods
make happy teeth and what types of food make sad teeth. Sugary foods make our teeth sad, while good
healthy food makes our teeth happy.
Independent
Activity:
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Friends,
we are about to go back to the tables and you will each have a chance to think
of other foods that will make our teeth happy or sad. When you return back to the tables you will
receive a worksheet that looks just like the teeth chart we made together as a
group. (Show paper) Give yourself a
thinking minute in your seat and think of two foods that would make your teeth
happy and two foods that would make your teeth sad.
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Now that we are at our seats, think about two new
good food and two new bad foods, draw them in the correct tooth, and write
about what your drew in your pictures. If
you need help ask a friend at your table or ask a teacher.
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During
the activity I will be assessing my small group on reaching the goals and
objectives by probing them on the work they have completed. While I give my small group a chance to work
independently I will also rotate around the rest of the class, asking the same
probing questions about their completed work.
Share and
Conclusion:
·
As
the students are done with their work the teachers will tell the students to
hold onto their papers at their tables.
Once the majority of the class is finished with the worksheet the
teacher will see which students are showing good sitting to go to the “carpet”
large group area.
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Once
the students are all together the class will review what we were
discussing. Ask around four students to share
their pictures with the class, preferably students that did not have a chance
to participate in the introduction to the lesson.
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The
students will take a pledge to eat foods that will make happy healthy
teeth. I want you to remember what you
eat for the rest of the day and tomorrow, during morning meeting, we are going
to talk about if the food you ate made our teeth happy or sad. Then we will also continue our food groups
and talk about which foods in which groups are best for our teeth and entire
bodies.
Assessment/Learner’s
Outcomes:
Adaptations:
Modification (Harder):
1.)
Students
will receive a worksheet that will have smaller lines to promote advanced fine
motor handwriting skills.
2.)
Students
will be able to identify three or more new foods that make your teeth “happy or
sad”.
3.)
Students
will be able to explain (verbally or written) in detail why the foods make the
teeth either “happy or sad”.
Modification (Easier):
1.)
Students
will receive a worksheet with bigger and dotted lines for more accessible
writing.
2.)
Students
that struggle with coming up with foods independently will be able to choose
foods previously discussed during the large group activity or will be given a
picture prompt of other new fruits.
3.)
Students
will be given pencils grips to assist on writing the sentences to describe
their pictures.
Individual Modification s:
Josiah: -Will have a teacher that will be assigned to
him to help redirect him throughout
the
activities.
- If necessary,
Josiah will have his personal activity schedule or a timer to refer to help
stay focused on the task at hand.
Estrella: Will be able to receive a break when she
asks for one. For example, having a
break in the
rocking chair before starting the small group activity.
Assessment
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Students will
be able to independently identify and explain two new foods that make your
teeth “happy and sad”.
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Students
will be able to determine foods that will make their teeth “happy or sad”.
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Students
will be able to verbally share the foods they choose and why it makes the
teeth either “happy or sad” to the teacher/classmates.
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Students
will be able to draw pictures and write complete sentences about the foods
that make their teeth “happy or sad”.
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Estrella
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Donnell
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James
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Matthew
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Orlainy
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Kattyana
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Shawn
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Frank
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Hailey
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Demitrius
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Victoria
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Josiah
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+
be able to achieve independently
+/-
be able to achieve with some assistance/prompting
-unable
to achieve, even with additional prompting
Date:
________________
Name: __________________________
Directions:
Draw two foods that are make your teeth happy and two foods that make your
teeth sad. |
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Directions: Write about
the two foods that make your teeth happy and two foods that make your teeth
sad.
Date:
________________
Name: __________________________
Directions:
Draw two foods that are make your teeth happy and two foods that make your
teeth sad. |
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Directions: Write about the two foods that make your
teeth happy and two foods that make your teeth sad.
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Date: ________________
Name: __________________________
Directions:
Draw two foods that are make your teeth happy and two foods that make your
teeth sad. |
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Directions: Write about the two foods that make your
teeth happy and two foods that make your teeth sad.
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