UCLA TEP ELEMENTARY LESSON PLANNING TEMPLATE, 2013-2014
Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9 Common Core State Standards Kindergarten, Writing Standards (CCSS.ELA-LITERACY.W.K.3): Use a combination of drawing, dictating, and writing to narrate a single event. Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9 With the guidance and support from the teacher, students will contribute ideas to a list that they can use for their brainstorm map. Students will be able to make and use a brainstorm map as a form of graphic organizer. Students will be able to represent their ideas on their brainstorm map with drawings. Assessment: Formal and Informal Assessment. TPE: 2 & 3 What evidence will the students produce to show they have met the learning objective? Teacher will ask students to share their ideas for remaking the read aloud book And to Think that I Saw it on Mulberry Street and will generate a list of ideas that they can use for their brainstorm map. Teacher will walk around while students are talking in pairs to ensure that students are sharing their ideas to their peers. During the first independent activity, students will be drawing their ideas on a piece of square paper. Teacher will gather their pieces of paper and randomly select 5 ideas to create a model of the brainstorm map. During this time teacher will assess whether or not students are representing their ideas through their drawings. Students will complete their own brainstorm maps and teacher will use these brainstorm maps to assess that students have used the brainstorm map to represent their ideas through multiple drawings. What modifications of the above assessment would you use for language learners and/or students with special needs? This lesson will have a significant amount of visual aids and visual representations to ensure students understanding of instructions and expectations. Language learners will be encouraged to ask the teacher and their peers to seek further understanding of instructions if needed. Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8 Prerequisite skills from prior school experiences Students are familiar with contributing their ideas to a list written by the teacher. Students are familiar with graphic organizers and are aware of its purpose and function in writing. Students have previous experience participating in group and pair share discussions. Strategy to connect school learning with prior experiential knowledge and/or cultural background Teacher will start the lesson by talking to the students about Dr. Seuss, the author of the read aloud book, and an author that the students all know. Teacher will connect school learning with prior experiential knowledge by asking students to create their own stories of what they see on their way to school, an experience they engage in every day. Pre-assessment strategy During the read aloud, teacher will be implementing pair share to ensure students understanding of the text and ability to retell details from the story. While the students are working on their first independent activity, teacher will walk around and ask students to share what they are drawing to ensure that their idea is represented in their drawing. Academic Language. TPE: 7 & 9 Language Function: Interpreting an authors purpose, message, and use of setting, mood, or tone. Teacher will engage students in a discussion regarding the setting of the story. Teacher will ask specific questions to reinforce students understanding of the authors whimsical and playful ideas and tone. Students will demonstrate understanding of the authors tone through their brainstorm map. Vocabulary: Setting, brainstorm map Equity. TPE: 4, 5, 6, 7 & 8 How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language levels) Describe your differentiated instructional strategy. The purpose of the powerpoint slides is to spark the interest and excitement of all students through acting and projecting pictures. The powerpoint slides will also serve as visual aids for English Language Learners and provide sentence frames for oral language. Teacher will have opportunities for individual, pair, and whole group discussions. Teacher will differentiate questions throughout the course of the lesson in order to create opportunities for all students to participate in whole group discussions. During the independent activity, students will be given the option to have more ideas on their brainstorm maps than the required amount.
Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10 What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, and 5) build metacognitive understanding.
List what the teacher will be doing and what the students will be doing.
Time
2-3 mins
10 mins
2 mins
5-7 mins
Teacher
Teacher will briefly ask students if they know which famous authors birthday is coming up. Teacher will inform the class that they will be participating in a read aloud using one of Dr. Seuss books. Teacher will briefly review vocabulary words character and setting prior to the read aloud.
Read aloud: Teacher will introduce the book And to Think That I Saw it on Mulberry Street to the students. Teacher will read the book and ask questions to check for understanding throughout the read aloud. Teacher will implement pair share for students with certain questions.
After the read aloud, teacher will ask students to share some details they remember from the book.
Opening Move: Teacher will inform students that she is going to pretend like she is the character from the story but that this time she will be creating her own story with her own ideas. Teacher will tell the students what the name of the street that the school is on. The teacher will put on a backpack and pretend as though she is thinking about what her story would be if she were the character walking to school. The teacher has prepared powerpoint slides that will be projected on the wall. The first slide will read, Ms. Students
Students who volunteer will answer that it is Dr. Seuss birthday. Students will share what character and setting means to them.
Students will be actively listening as the teacher reads the book And o Think That I Saw It on Mulberry Street. Students will work in pairs when teacher asks students to discuss a certain question about the book. Students will occasionally share out with the group about what they discussed in pairs.
Students will remember and retell the details they remember from the book.
Students will actively listen and be engaged as the teacher reenacts her own version of the story.
Kim was on her way to LP* Elementary School when! During this slide the teacher will pretend as though she is walking to school while saying the sentence written on the slide. The next powerpoint slide will have a picture of a dragon and the teacher will say, she saw a dragon! The following powerpoint slide will read, And to think that I saw it on O* Boulevard. This process will repeat using pictures of a dinosaur, pizza, and astronaut.
Teacher will ask students what the teachers story was and what the teacher said she saw on her way to school. Teacher will then tell students that they too can create their own stories and have their own ideas. Teacher will then ask the students to pair share with their elbow partner ideas they have for their story. Teacher will ask students to share out their ideas that they have talked about and will generate a list on the whiteboard.
Teacher will inform students that they will be given a square piece of paper and will ask the students to draw the idea that they would want in their story. Teacher will give an example by explaining that she would draw an idea from her story that she shared with the class (dragon, dinosaur, pizza, astronaut). Teacher will check for understanding.
Teacher will gather students back to the rug. Teacher will introduce students to the brainstorm map they will be making. Teacher will inform students of what the brainstorm map entails and its function. Teacher will collect students squares and place them in a box. Teacher will randomly select five squares to create a
Students will share what they remember from the teachers story. Students will pair share to their elbow partner ideas that they have for their own story. Students will share out their ideas that they have discussed with their elbow partner to the class.
Students will actively listen to the teachers instructions. Students will demonstrate understanding of instructions. Students will return to their desks and draw one idea that they would want in their story on a square piece of paper.
Students will gather back to the rug and will put their square in the box.
Whiteboard, Whiteboard marker
Square pieces of paper, crayons
Box, Brainstorm map
*Pseudonym
15 mins
5 mins
Total: 60 mins model brainstorm map. Teacher will emphasize that all the squares represent a different idea.
Teacher will pass out 3 more square pieces of paper to the students and explain that they will be drawing 3 more ideas on the squares. Teacher will check for understanding. Students who have finished all four of their drawings will be given their brainstorm map. Teacher will give additional square pieces of paper for students who have completed their brainstorm maps early.
Closing: Teacher will ask students to share the ideas that they on their brainstorm map to their elbow partner. Teacher will review what a brainstorm map is and how it helps with writing.
Students will actively listen to the teachers next set of instructions. Students will demonstrate understanding of instructions. Students will return to their desks and draw three more ideas on the square pieces of paper they received. Students will then be given the brainstorm map and will glue the square pieces of paper onto the brainstorm map where the teacher has instructed.
Students will share their ideas on their brainstorm map to their elbow partner. Students will answer the teachers questions regarding the brainstorm map.
Square pieces of paper, brainstorm maps, glue sticks, crayons,
Brainstorm maps with drawings
Lesson 2, Day 2
UCLA TEP ELEMENTARY LESSON PLANNING TEMPLATE, 2013-2014 Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9
Common Core State Standards Kindergarten, Writing Standards (CCSS.ELA-LITERACY.W.K.3): Use a combination of drawing, dictating, and writing to narrate a single event.
Kindergarten, Language Standards (CCSS. ELA-LITERACY.L.K.2): Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.L.K.2.A: Capitalize the first word in a sentence and the pronoun CCSS.ELA-LITERACY.L.K.2.B: Recognize and name end punctuation. CCSS.ELA-LITERACY.L.K.2.C: Write a letter or letters for most consonant and short-vowel sounds (phonemes). CCSS.ELA-LITERACY.L.K.2.D: Spell simple words phonetically, drawing on knowledge of sound-letter relationships. Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9 Students will be encouraged to write simple words phonetically in order to label their drawings on the brainstorm map. Students will be able to engage in oral language with the aid of sentence frames to prepare them for writing sentences that are representative of their ideas on their brainstorm map. Students will be able to demonstrate understanding of the conventions of taught Standard English in their rough draft writing. Assessment: Formal and Informal Assessment. TPE: 2 & 3 What evidence will the students produce to show they have met the learning objective? During a whole group lesson, after the teacher models the first example, students will be asked to stretch out words and use sound-letter correspondence to phonetically write and label pictures from the teachers brainstorm map. Teacher will be able to assess students understanding of sound-letter correspondence when students indicate what sounds they hear when the teacher stretches out the words. Teacher will use the labeled brainstorm maps and students rough draft writing as forms of formal assessments. What modifications of the above assessment would you use for language learners and/or students with special needs? This lesson will have a significant amount of visual aids and visual representations to ensure students understanding of instructions and expectations. Language learners will be encouraged to ask the teacher and their peers to seek further understanding of instructions in their native language if needed. Teacher will provide additional scaffolding and repetition of instruction for students as needed. Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8 Prerequisite skills from prior school experiences Students are familiar with stretching out words and using sound-letter correspondence to write and spell simple words. Students are familiar with using sentence frames and oral language to support their writing. Students have been taught conventions of standard English such as capitalizing the first word in a sentence, putting a period at the end of a sentence, and creating spaces between words. Strategy to connect school learning with prior experiential knowledge and/or cultural background All students have participated in the teachers powerpoint presentation from the previous days lesson. Teacher will be using the pictures from the powerpoint and incorporate them into teaching students about capitalization, punctuation, and spacing. Pre-assessment strategy Teacher will be able to check to see whether or not students can recognize the words I saw a on the pocket chart in order to create a sentence frame for oral language practice. Teacher will write a sentence on the board that will not follow the conventions of standard English. Teacher will write an incorrectly written sentence on the board and ask students to correct the sentence according to the taught conventions of standard English. Teacher will be able to gauge students understanding of these conventions according to their responses. Academic Language. TPE: 7 & 9 Language Function: Interpreting an authors purpose, message, and use of setting, mood, or tone. Teacher will engage students in a discussion regarding the setting of the story. Teacher will remind students of the authors whimsical and playful ideas and tone. Students will demonstrate understanding of the authors tone through their brainstorm map and writing. Vocabulary: Brainstorm map, sounding out, capital letter, period, spacing, rough draft Equity. TPE: 4, 5, 6, 7 & 8 How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language levels) Describe your differentiated instructional strategy. Teacher will model what is expected of students during the independent activity and will repeat or rephrase instructions to students as needed. Teacher will have students practice oral language prior to their writing activity to provide additional support especially for English Language Learners. Teacher will provide all students with access to tools such as the picture of dinosaur and pizza and astronaut spacers to remind students of the conventions of standard English and aid their writing. Teacher will have opportunities for individual, pair, and whole group discussions. Teacher will differentiate questions throughout the course of the lesson in order to create opportunities for all students to participate in whole group discussions. During the independent activity, students will be given the option to write about more than one idea from their brainstorm map.
Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10 What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, and 5) build metacognitive understanding.
List what the teacher will be doing and what the students will be doing.
Time
2 mins
3 mins
10 mins
Teacher
Teacher will review the brainstorm map that the students worked on during the previous days lesson. Teacher will ask students to turn to a partner they have not pair shared with and share the ideas that are on their brainstorm maps.
Teacher will have students sit in a circle for sharing circle time. Teacher will draw popsicle sticks with students names on them to randomly select students to share their ideas on their brainstorm map to the class.
Teacher will model for students the next independent activity. Teacher will have her brainstorm map that has pictures of her ideas from the powerpoint slides (dragon, dinosaur, pizza, and astronaut). Teacher will model stretching out a word and using sound- letter correspondence to phonetically write and label the first picture on her brainstorm map. Teacher will then ask Students
Students will pair share with a partner the ideas that are on their brainstorm maps.
Students who are randomly selected will share their ideas on their brainstorm map to the class during sharing circle time.
Students will actively listen to the teachers instructions on stretching out the words and using sound-letter correspondence to phonetically write and label the drawings that are on the brainstorm map. Students will then participate by indicating what sounds they hear when the teacher stretches out each word.
Resources/ Materials
Brainstorm maps with drawings
Brainstorm maps with drawings
Teachers brainstorm map, marker
10 mins
5 mins
3 mins
20-25 mins
students to help the teacher write and label the remaining drawings by indicating what sounds they hear when the teacher stretches out each word.
Teacher will ask students to return to their desks and start their independent writing activity. Teacher will encourage students to stretch out their words to hear all the sounds and draw on their sound-letter correspondence to phonetically write and label the drawings that are on their brainstorm map. Teacher will check for understanding.
Teacher will gather the students back to the rug. Teacher will use a pocket chart to provide a sentence frame for oral language. Teacher will tell the students that the pocket chart will help with their writing. Teacher will orally say, I saw a and will randomly select students to come up to the pocket chart and find the words on the pocket chart. The teacher will take pictures from her brainstorm map and have the students orally say the sentence I saw a with the respective picture.
Teacher will pass out a sticker to each student and instruct the students to put the sticker on their favorite idea that they want to use for their story. Teacher will ask students to use the sentence frame to practice oral language using the idea that they have chosen.
Teacher will write a sentence written incorrectly on the board (isawadragn). Teacher will ask students what they find wrong about the sentence. Teacher will bring out her friends that will help her write the sentence correctly. (Pizza helps by allowing the teacher to
Students will demonstrate understanding of instructions. Students will return to their desks and begin their independent writing activity. Students will stretch out their words to hear all the sounds, draw on their sound-letter correspondence to phonetically write and label the drawings that are on their brainstorm map.
Students will gather back to the rug. Students who are chosen at random will come up to the pocket chart and find the words I saw a. Altogether, the students will practice oral language using the sentence frame on the pocket chart and the pictures from the teachers brainstorm map.
Students will put a sticker on their favorite idea that they would like to use for their story. Chosen students will use the sentence frame to practice oral language using the idea that they have chosen.
Students will inform teacher what they find wrong with the sentence written on the board. Students will demonstrate understanding the pizza, dinosaur, and astronaut friends role in helping with their writing. Students will demonstrate understanding of instructions. Students will return to their desks to write their sentence on the paper provided by the teacher. Students who have completed writing about their favorite idea will be
Brainstorm maps, pencil
Pocket chart, word cards, pictures from teachers brainstorm map
Stickers, Brainstorm Maps, Pocket Chart, Word Cards
Whiteboard, Whiteboard marker, picture of pizza and dinosaur, astronaut spacers, papers with picture of
2 mins
Total: 60 mins borrow an olive to use as a period at the end of the sentence. Astronaut helps by serving as a spacer when writing words in a sentence. Dinosaur helps by stretching out his neck and reminding the teacher that she needs to capitalize the first word in a sentence). Teacher will inform students that they will begin writing about their favorite idea. Teacher will explain that the dinosaur and pizza friend are on their paper to remind them to capitalize their first letter and to put a period at the end of the sentence and the astronaut friend will help create spaces between their words. Teacher will check for understanding and pass out the papers and astronaut spacers to students.
Closing: Teacher will ask students to read the sentence they have written down to their elbow partner.
asked to write about the other ideas on their brainstorm map.
Students will read the sentence they have written down to their elbow partner. pizza and dinosaur, brainstorm map, pencil
Writing paper Lesson 3, Day 3
UCLA TEP ELEMENTARY LESSON PLANNING TEMPLATE, 2013-2014 Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9
Common Core State Standards Kindergarten, Writing Standards (CCSS.ELA-LITERACY.W.K.3): Use a combination of drawing, dictating, and writing to narrate a single event.
Kindergarten, Writing Standards (CCSS.ELA-LITERACY.W.K.5): With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9 Students will be able to respond to questions and suggestions from their peers as well as the teacher to strengthen their writing for the final draft. Students will be able to demonstrate understanding of what the Kindergarten Writing Rubric entails and its purpose for the final draft. Students will be able to demonstrate their ability to draw, dictate, and write their own versions of the read aloud story during the process and completion of their final draft. Students will be able to apply the taught conventions of Standard English (capitalization, punctuation, and proper spacing) in their final draft. Students will be able to demonstrate that they have written about their favorite idea from their brainstorm map on their final draft. Students will be able to demonstrate neat handwriting in their final draft. Assessment: Formal and Informal Assessment. TPE: 2 & 3 What evidence will the students produce to show they have met the learning objective? Teacher will listen to students when they offer suggestions to their partners about how their partner can make their sentence better. Teacher will also listen to students as they share out the suggestion they heard from their partner. Teacher will use students rewritten sentence to assess how well students were able to apply the feedback they were given by their partner and the teacher. Teacher will ask students questions about what a writing rubric is, how it helps with writing, and the different criteria in the writing rubric. Students will be given the opportunity to assess their own sentence on their writing rubric. Teacher will be able to assess how well students were able to evaluate their own sentence using the writing rubric. Teacher will use the final drafts as a form of formal assessment. What modifications of the above assessment would you use for language learners and/or students with special needs? Teacher will be working with students in small groups and will be able to guide students during their pair share if needed. Teacher will also provide multiple opportunities for students to rewrite their sentence with the given feedback and suggestion if needed. This lesson will have a significant amount of visual aids and visual representations to ensure students understanding of instructions and expectations. Language learners will be encouraged to ask the teacher and their peers to seek further understanding of instructions in their native language if needed. Teacher will provide additional scaffolding and repetition of instruction for students as needed. Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8 Prerequisite skills from prior school experiences Students are familiar with pair sharing and have had some opportunity to offer and listen to suggestions in the past. Students understand the criteria from the writing rubric from the previous days lesson. Strategy to connect school learning with prior experiential knowledge and/or cultural background Students will share what they see on the way to school and will use the experience they engage in every day to aid their drawing on the final version. Pre-assessment strategy Teacher will ask students what each of the pictures on the rubric represents to gauge students understanding of the criteria on the writing rubric. Teacher will ask students what setting means, a vocabulary word that was used in a previous lesson and will ask students what the setting of their story will be. Teacher will ask students what they think the final version of the paper should look like (ex: doing your best with drawing, neat hand writing etc) to ensure students understand what is expected of them. Academic Language. TPE: 7 & 9 Language Function: Interpreting an authors purpose, message, and use of setting, mood, or tone. Teacher will engage students in a discussion regarding the setting of the story. Teacher will remind students of the authors whimsical and playful ideas and tone. Students will demonstrate understanding of the authors tone through their brainstorm map, writing, and the completed final draft template. Vocabulary: Brainstorm map, capital letter, period, spacing, handwriting, writing rubric, setting, edit, rough draft, final draft, publish Equity. TPE: 4, 5, 6, 7 & 8 How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language levels) Describe your differentiated instructional strategy. Teacher will model what is expected of students during the independent activity and will repeat or rephrase instructions to students as needed. Teacher will differentiate instruction by working with students in groups according to their needs demonstrated on their writing rubric. Within these small groups, teacher will be able to confer with students individually if needed. Teacher will provide all students with access to tools such as the picture of dinosaur and pizza and astronaut spacers to remind students of the conventions of standard English and aid their writing. Teacher will have opportunities for individual, pair, small group, and whole group discussions. Teacher will differentiate questions throughout the course of the lesson in order to create opportunities for all students to participate in whole group discussions. For students who have fulfilled all of the criteria on the writing rubric, teacher will offer those students the option of adding detail to their writing through the use of describing words (ex: big dinosaur). Students will also be given the opportunity to complete a final draft of a different idea if they finish early.
Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10 What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, and 5) build metacognitive understanding.
List what the teacher will be doing and what the students will be doing.
Time
5 mins
5 mins
Teacher
Teacher will review with students what they have done so far. Teacher will post a poster size version of the Kindergarten writing rubric on the board. She will explain that this rubric will help the students to see what their writing needs in order to make it better. Teacher will review the pictures on the rubric: Dinosaur-capitalization Pizza-punctuation Astronaut-spaces Star Sticker-writing reflects the students favorite idea Letters-neat handwriting
Teacher will give instructions for the independent activity. Teacher will explain that they will be working on their drawing and will need to draw the setting and their idea. Teacher will review what the word setting means, explain that the Students
Students will explain what the pictures on the rubric each represent.
Students will actively listen to the instructions for the independent activity. Students who volunteer will explain what the word setting means, what the setting of their stories is, and what the setting of their stories look like. Students will demonstrate understanding of instructions.
Resources/ Materials
Poster size version of the Kindergarten Writing Rubric, Whiteboard
Whiteboard, Whiteboard marker, Example of completed final
2 mins
30-40 mins
setting of their stories is the street that the school is on, and ask students to share what the setting of their stories look like (ex: road, houses, trees). Teacher will have an example of a completed final draft to model what is expected of the students final draft. Teacher will explain that their final versions will become a book and that the students should draw the best that they can for the readers who will be reading their book. Teacher will check for understanding.
Teacher will explain that she will call students to come to the back of the classroom to work on the final version of their writing.
Teacher has previously grouped students according to similarities reflected on the Kindergarten Writing Rubric. Teacher will briefly review the criteria on the writing rubric and ask students to pair share with their elbow partner one way their partner can make their writing even better. Teacher will ask students to share out a suggestion they heard from their partner. Teacher will then: 1. Pass out the rubric that the teacher has filled out for each student. 2. Ask the students to see which criterion of the writing rubric is missing a sticker. 3. Pass out a strip of paper and explain to students that they will be rewriting their sentence keeping in mind both the teachers feedback from the rubric and the suggestion their partner has made. 4. Have students show their strip of paper with their rewritten sentence and ask students to put stickers on the students
Students will listen and once more explain the criteria on the Kindergarten Writing Rubric. Students will have an opportunity to look at their partners writing and offer one suggestion to their partner. Students will share out the suggestion they heard from their partner. Students will then: 1. Look at their individual rubric that the teacher has filled out 2. Share which criterion of the writing rubric is missing a sticker 3. Rewrite their sentence on the given strip of paper reflecting both the teachers feedback from the rubric and the suggestion from their partner. 4. Show the teacher their rewritten sentence and put a sticker on the students column of the rubric if they feel as though they have met the criteria. 5. Use the strip of paper with the rewritten sentence on it to guide the final version of their writing.
Students will go back to their desks and finish drawing, writing, and tracing for their final paper that will be used for the class book.
Students individual writing rubric, students writing paper from previous days lesson, strips of paper, stickers, pencil, astronaut spacers (if needed) ,
Final draft template for students, rewritten sentence on strip of paper, pencil, crayons, marker
10 mins
Total: 60 mins column of the rubric if they feel as though they have met the criteria. 5. Instruct all students to use the strip of paper with the rewritten sentence to guide the final version of their writing. Teacher will also instruct students to trace the sentence And to think that I saw it on O* Boulevard written on the final version template.
Closing: Teacher will gather all the students final papers and combine them to make a book. Teacher will read the book to the class and ask students to raise their hand when the teacher is on their page.
Students will actively listen to the teacher as she reads the book that the class has made. Students will raise their hands when the teacher is on their page.
Front and back cover of the book, hole puncher, string, students completed papers