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Title of Lesson: Grumpy Bird- Day 2 Cooperating Teacher: Dr. Charlene Winley
Core Components
Subject, Content Area, or Topic
Whole Group Language Arts- Fiction- Beginning, Middle and End
Learning Objectives
ELA.K.1.1- Listen and respond to a variety of literary forms, including stories and poems.
ELA.K.1.2- Participate effectively in a variety of oral language activities, including group
and partner collaboration.
ELA.K.1.5- Follow implicit rules for conversation, including taking turns and staying on
topic.
ELA.K.7.3- Use titles and pictures to identify the topic and to make predictions.
ELA.K.7.5- Ask and answer questions about what is read.
ELA.K.7.6- Discuss characters, setting, and events.
ELA.K.6a- Use story language in discussions and retellings.
ELA.K.7.7- Retell familiar stories, using beginning, middle and end.
Materials/Resources
“Grumpy Bird” book; chart paper to model sentence writing; beginning, middle and end
recording sheet
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS YOU
WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
ü Practice by Doing 75%
ü Discussion 50%
ü Demonstration 30%
Audio Visual 20%
ü Reading 10%
Lecture 05%
Time
(min.) Process Components
3-4 *Anticipatory Set
minutes TTW discuss expectations and self-control during lessons. Look for 3 people who
are focused during the lesson to move their clips up.
TTW read the “I Can” statements with the students.
TTW show the book, “Grumpy Bird” to the students and ask them to identify the
front cover, back cover, title and spine of the book.
TTW ask the students to tell the class what the word “Grumpy” means.
TSW respond to the teacher’s questions—angry, frustrated, mad, upset.
TTW ask the students to tell what they remember from the story
(events/characters).
TSW respond.
20 *Guided Practice
minutes Writing Center:
per TTW call students to her table and explain the activity the students are
center doing. Remind the students to write their sentences first and then draw
their picture.
TSW work on writing compete sentences using best practices
handwriting.
TTW guide students through the process of recalling the beginning,
middle, and end.
TSW use crayons to color in the pictures to their beginning, middle and
endings if they have extra time.
*If there is any extra time, have the students write about character
feelings on the back of the beginning, middle and end recording sheet.
1 *Closure
minute TTW restate the objective for today and tell the students that they will be working
on writing their own beginning, middle and end sentences on their own in their
writing station with me.
Differentiation Strategies
TTW enrich the guided practice activity by asking the capable students to write more
detailed sentences describing the feelings of characters and why they feel that way.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015