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A lesson called Growing and Changing that has connections in Social Studies and Math

Subject:

Language Arts  

Grade:

1  

   Language Arts
Growing and Changing
by Lori Sherman
Grade 1
Source:
  

Adapted from Houghton Mifflin’s Invitations to Literacy program “Growing and Changing: A Class Time Capsule.”

Focus:

Language Arts lesson with connections to Social Studies and Math.

Supports Connecticut State Department of Education Language Arts program goals for students to:

· read, write, speak, listen and view to construct meaning of written, visual and oral texts;

· read with understanding and respond thoughtfully to a variety of texts;

· create works using the language arts in visual, oral and written texts; and

· employ the language arts for lifelong learning, work and enjoyment.

Student Objective:

1. Students will be able to name examples of how things change.

2. Students will be able to sort / categorize items and make a graph.

3. At the end of the year, students will be able to give examples of how they have changed.

Pre- Assessment:

Students should have prior experience with sorting, categorizing and making graphs.

Materials:

· Big Book – An egg is an egg, written by Nicki Weiss. Reference bibliography attached for additional choices.

· Independent reading books. Reference bibliography attached for related books by varying reading ability.

· “My favorite things” activity worksheet

· Graph paper, markers and tape

· Camera and film

· Time capsule

· Additional activity to connect lesson to Growing and Changing theme (e.g., Circle of life – caterpillar to butterfly)

Initiation:

1. Show children the Big Book you have selected to read aloud;

2. Ask children to predict what they think the story could be about;

3. Tell children the book is about how things change; and

4. Tell children they will be making a time capsule so they can see at the end of the year how they have changed.

Procedures / Development of Lesson:

1. Read Big Book – “An Egg is an egg”. Make sure to include questions on prediction and allow children to participate in repeated phrases (e.g., nothing stays the same, everything changes).

2. Check for understanding by asking students how things changed in the book (e.g., egg to chick, branch to stick, seed to flower, block to tower, water to tea, you to we, day to night, baby to boy).

3. Tell children that they are going to make a class time capsule to see how they grow and change during the school year. Brainstorm with children the kinds of things to include in the time capsule. Children may want to include things such as pictures of themselves, stories they’ve written, facts about themselves, and a daily class schedule.

4. Distribute copies of “My Favorite Things”, read it aloud, and have children fill out only the top part. Explain that they will complete the sheet at the end of the year. Establish and give children a timeframe to complete activity.

5. Monitor children^Ã’s understanding by walking around the room and answering / asking questions.

6. Math Extension: Divide the class into four groups and have each group use the information on “My favorites things” worksheet to make a graph about one of the topics on the form. Ask children questions based on their graphs (e.g., how many children liked the color blue?, how many more children liked the color blue than red?) Have children place the survey forms and the graphs into the time capsule.

7. Connection to theme: Allow a few days for children to collect or create other things they want to include in the time capsule. Then, with children, seal it and choose a date near the end of the school year to open it. You can extend math connection throughout the year by asking how many more days until we can open the time capsule?

8. At year-end: When you open the time capsule, have children complete “My Favorite things” worksheet. Have groups make new graphs, using the new information. Then have children read their completed sheets and graphs to see how they have changed as individuals and as a group. If children drew pictures of themselves at the start of the year, they may want to draw a new picture of themselves. If you included photos of the children, take new photos for comparison. Whatever information children initially included, they should revisit it to see what changes may have occurred. Repeat math connection and compare graphs.

Check for understanding / Evaluation:

· After shared reading, ask children for examples of change from the book read.

· Monitor students progress on “My favorite things” activity by walking around the room, answering and asking questions as appropriate.

· Review graphs as they are being completed and ask comprehensive questions (e.g., how many children liked the color blue, how many more liked the color blue than red?)

Closure:

· Ask children what they learned about change.

· Tell students that they will see how a caterpillar changes to a butterfly by learning about the circle of life.

Post Lesson Notes / Reflections:

   Worksheet

MY FAVORITES THINGS

Name:

BEGINNING OF THE YEAR:

Color
Food
What I like most about school:
These are a few of my favorite things:

END OF THE YEAR

Color
Food
What I like most about school:
These are a few of my favorite things:

GROWING AND CHANGING

How have I changed?
What did I learn?
  

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