Lesson 4 Gabrielle Gregorie

Lesson 4 Chrysanthemum, Name Garden, & Graph: Swing Into Spring!

Candidate: L#: Gabrielle Gregorie 00089529 Date and Time of Lesson: Grade Level: Wed. March 20th, 2013 8:55a.m. 4K School: Cooperating Teacher: Early Childhood Center Cecelia Shelley Subject: Lesson Title: Writing and Mathematics Chrysanthemum, Name Garden, & Graph: Swing Into Spring! 1. Curriculum Standards Addressed: Good Start Grow Smart Standards1. Language and Literacy Reading II. Understanding and Using Informational TextsStandard K2: The student will begin to read and comprehend a variety of informational texts in print and non-print. IndicatorELA-4K-2.7: Begin to understand graphic information which he/she has participated in creating.

Writing IV. Developing Written Communication Standard K-4: The student will begin to create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of conventions of written Standard American English. IndicatorELA-4K-4.4: Understands that each person in the class has a first and last name. 2. Mathematics VI. Data Analysis and Probability Standard K-6: The student will demonstrate through mathematical process an emerging sense of organizing and interpreting data. 2. Cross Curricular Connections: Good Start Grow Smart StandardsLanguage and Literacy Writing V. Producing Written Communication in a Variety of FormsStandard K-5: The student will begin to access and use information from a variety of sources. IndicatorsELA-4K-5.2: Uses drawings, letters, or some words to create narratives about people and things in their environment. ELA-4K-5.3: Represent familiar people and experiences through art and language.

Lesson 4 Gabrielle Gregorie

3. Instructional Objective(s) Criteria: After reading the book Chrysanthemum and having class discussion about the first day of spring, students will be able to make a name garden of flowers. Students will be able to successfully identify how many letters are in their name, write their name correctly, and graph classroom data to one hundred percent accuracy. 4. Assessment(s) of the Objectives:

-Pre-assessment: On a day of class before the lesson, have all students write their first name down on a piece of paper. This gives you proof of which students can spell and write their names 100% correct. On a pre-assessment checklist, gather data about the students. Prior to the lesson, identify which students can do the following: 1. Spell their name correctly 100% of the time. 2. Write their name correctly 100% of the time. Record anecdotal notes and comments regarding the students previous knowledge. -During-assessment: Prepare a during lesson checklist that asks the following questions: 1. Is the student engaged and focused during the story? 2. Is the student able to complete My Name worksheet? 3. Is the student able to successfully create their name flower? 4. Can the student accurately graph how many letters is in their name? And any additional comments regarding the students during the lesson. -Post-assessment: After the lesson, view the finished product of the class graph and flower garden. The finished copy of the assignments is proof that the students were able to successfully complete the lesson. Take pictures to document the evidence and check students name of post-assessment checklist to show completion. 5. Materials/Resources: - Picture of a real Chrysanthemum flower - Chrysanthemum by Kevin Henkes - My Name worksheet from Teachers Pay Teachers - Pencils - Pre-painted grass and flower stems for each student (19 students, Chrysanthemum, Mrs. Shelley, Mrs. Tuck, and myself = 23 flower stems) on white butcher paper - Different color flower petals and centers on cardstock paper - Black markers - Glue - How many letters are in our names? class graph on white poster board - Stickers for students to graph - Lesson plan - Pre, post, and during assessment checklist 6. Prerequisites (Prior Knowledge): In order to participate in activities, students must have some prior knowledge on how to correctly spell and write their first name. Most students in the class can spell their name, however not all can. Also, not all students correctly write their names.

Lesson 4 Gabrielle Gregorie

They must be able to properly use classroom materials, such as markers and glue, and behave appropriately during a lesson. Students do not have much previous knowledge on graphing information, so this lesson will be new to most. It will help review writing and spelling their names for everyone. 7. Procedures: 1. On the morning of the lesson, gather the students on the rug for circle time. 2. Begin discussion by asking students if they know what the importance today is- the first day of spring. Ask students what types of thing happen in the spring such as flowers, animals born, etc. Ask students if they know what a Chrysanthemum is- show a picture of a Chrysanthemum flower. 3. Explain to students that you will be sharing a story about a girl named Chrysanthemum, and show them the book. Ask students what type of animal Chrysanthemum is. 4. Read aloud Chrysanthemum by Kevin Henkes. 5. Ask the students about what happened in the story- why was Chrysanthemum sad? What happened at the end of the story? 6. Give students directions on what we will be doing for the rest of the lesson. Students will break up into their small groups of five. Have your duringassessment checklist to record data and comments of the students during the lesson. 7. First, have students complete the My Name worksheet. This allows students to see how many letters are in their name, and how many petals will be on their name flower. 8. Allow students to choose a color petal they want, and gather the correct number of petals for their name. With a black marker, have students write their name one letter per petal. 9. After they have written their name, assists students in gluing their petals down to create a name flower. Add a center to the flower and glue pedals down around it. 10. After the student had completed their name flower, show them the graph of How many letters are in our names? Give each student one sticker to graph how many letters they had in their name. 11. When they are finished, rotate groups and repeat activity until everyone has participated. 12. After everyone has finished, show the students the class graph of How many letters are in our names? Discuss data and finding with the students. 13. Take pictures of graphs and name garden, to document which students could successfully participate in the lesson. 8. Accommodations: In order to accommodate students, the lesson must be adjusted to meet every childs needs. Provide guidance to students who struggle to spell and write their names, glue appropriately on the activity, and provide accurate data on the graph. For students who are unfocused, fidgety, and talkative during the story, redirect their

Lesson 4 Gabrielle Gregorie

focus or move them closer to keep their engagement and minimize distraction to themself and other students.

9. References: - Chrysanthemum by Kevin Henkes - Teachers Pay Teachers My Name worksheet - Good Start Grow Smart Standards