1. HANDWRITING PRACTICE MATERIALS NEEDED: –WHITE BOARD –MARKERS AND ERASERS

2. HANDWRITING PRACTICE OBJECTIVE Given D’Nealian writing samples, white board, markers and eraser, the student will write manuscript (k,1,2) OR upper(3,4,5,6) cursive, upper and lower case samples to the best of their ability. Criteria: feet flat on floor, hold of pencil, paper slant, posture,

3. LESSON PLANNING 1.HOW TO WRITE OBJECTIVES. 2.HOW TO USE BLOOM’S TAXONOMY TO WRITE QUESTIONS?

4. Bloom’s Taxonomy Wong page 218 (school house) Observable verbs Active verbs like: draw, write, point to, run, cut, orally present, underline, defend in writing. Measurable student behavior (evaluate and/or grade) Levels of thinking (cognitive): from (S)simple to (C)complex

5. 2X8 CHART FOLDED PAPER TITLE ACROSS TOP LEFT SIDE = 6 LEVEL OF THINKING RIGHT SIDE = 2 ACTIVE VERBS TO USE TO REMEMBER THE LEVEL

7. Bloom’s Taxonomy WRITING OBJECTIVES S  Knowledge  Comprehension  Application  Analysis  Synthesis  Evaluation C 2 verbs each  1  2  3  4  5  6

8. WAYS OF TEACHING READING, WRITING & AND MATH USING CHILDREN LITERATURE FLOOR READ TO PARTNERS RETELL WEB PLAY AND EXPLORE GRAPHING LARGE GROUP BIG BOOK FINDING E’S CLOZE PROCEDURE. WORDS WRITING

9. PRACTICING WRITING OBJECTIVES  WHITE BOARDS  MARKER  ERASER

10. Bloom’s Levels of Thinking After reading the story Five Little Monkeys Jumping on a Bed, the student will… ______________________________________________ (K) List(K) List the characters in the story. (C) Describe (in writing)(C) Describe (in writing) what happens when mama calls the doctor. After drawing faces of the monkeys as they were jumping on the bed and after they jumped on the bed, (App) Interpret (by telling)(App) Interpret (by telling) how the monkeys were feeling. (An) Make(An) Make a web of the story comparing how the characters in this story are alike or different from the characters in Stone Soup. (S) Rewrite and illustrate(S) Rewrite and illustrate the ending of the story. ((creativity} (E) Evaluate in writing(E) Evaluate in writing how the rhyming patterns in this story help make the story line more interesting.

11. 3 PARTS OF AN OBJECTIVE SITUATION/CONDITION: ex: Given…; After…; With group… THE STUDENT WILL… observable behavior (active verb) CRITERIA: with 100%( very practiced) ; with 85%; to the best of their ability (just introduced)

12. BEHAVIORAL/STUDENT/LEARNER OBJECTIVE (THE TASK/ASSIGNMENT TO BE PERFORMED AND MEASUREABLE) USE 3-PART FORMAT: SITUATION-PERFORMANCE-CRITERIA After seeing a video on how plants grow, the student will tell and point to the parts of a flower with 100% accuracy (by the end the week.) Given a presentation on how to write objectives, the student will write 5 behavior objectives with 85% accuracy (by the end of the class period.) After an introduction to different kinds of sentences, the student will create and practice writing 2 questions, 2 statements, 2 commands, and 2 exclamations to the best of their ability (by the end of the class period.) *(e.g., discuss; how? orally or written or both)

13. GENERAL OBJECTIVES GENERAL OBJECTIVES (CONTENT: WHAT THE LEARNER NEEDS TO KNOW AT THE END OF THE LESSON) Develop paragraphs which include the main idea and supporting details Discuss a variety of authors and illustrators. Add two-digit number. Know the five stages of the writing process Identify theme. (Knowledge) Explain photosynthesis. (Comprehension) Demonstrate how to form the letter “S” in D’ Nealian manuscript and cursive uppercase and lowercase. (Application) Categorize goals, general objectives, and behavioral (measurable) objectives. (Analysis) Design a learning station that will teach young children how to measure liquids. (Synthesis) Judge the learners’ work samples to see if they meet any of the 10 Minnesota Standards of Effective Practice. (Evaluation)

14. GOAL Read Stone Soup

15. GENERAL OBJECTIVES Know the characters in the story Explain the sequence of the story Describe the setting Create a recipe for soup

16. LEARNER OBJECTIVE After reading Stone Soup, the student will make a web of the story which includes the characters, setting, and sequence of the story to the best of their ability. Given a set of pictures of the story Stone Soup, the student will sequence the pictures with 100% accuracy.