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Character Ed

This lesson plan aims to teach 1st grade students about teamwork and building community through a read aloud of the book Swimmy. The lesson will have students discuss the importance of teamwork, identify examples of teamwork in the story, and work collaboratively in small groups to complete a puzzle activity. By practicing teamwork skills like listening, sharing, and problem solving together, students will learn how working as a team benefits everyone and creates a stronger sense of community in the classroom. The lesson incorporates literacy and communication standards and includes accommodations for ELL students. Student learning will be evaluated through observation of participation and discussion.

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63 views

Character Ed

This lesson plan aims to teach 1st grade students about teamwork and building community through a read aloud of the book Swimmy. The lesson will have students discuss the importance of teamwork, identify examples of teamwork in the story, and work collaboratively in small groups to complete a puzzle activity. By practicing teamwork skills like listening, sharing, and problem solving together, students will learn how working as a team benefits everyone and creates a stronger sense of community in the classroom. The lesson incorporates literacy and communication standards and includes accommodations for ELL students. Student learning will be evaluated through observation of participation and discussion.

Uploaded by

api-510352498
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Character Ed.

Lesson

Name: Alexah Mellis Number of Learners: 19


Date: 9/17/18 Estimated Length of Lesson: 30-45 min
Grade : 1st grade Actual Length of Lesson:
School/Town: Brookline Curriculum Area: Literacy
(Lesson Title): Building Community through Teamwork
I. PREREQUISITE KNOWLEDGE AND SKILLS
After reading the text Swimmy, students should use their knowledge of classroom routines,
expectations, and hopes for a successful classroom to engage in a conversation about developing
a sense of teamwork in the class. The students have been working to develop a community
within the class and have been focusing on sharing, speaking at appropriate times, and being
kind to others. This lesson encompasses all of those aspects of community building while
bringing a new dimension of working as a team for academic success.
II. CONTENT TO BE TAUGHT (NEW LEARNING FOR STUDENTS)
CCSS.ELA-Literacy.SL.1.1.a
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a
time about the topics and texts under discussion).
CCSS.ELA-Literacy.SL.1.1.b
Build on others' talk in conversations by responding to the comments of others through multiple
exchanges.
CCSS.ELA-Literacy.RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.
III. RATIONALE
It is important for students to be able to participate effectively in group discussion. Students can
create deeper connections from listening to others and see different perspectives on what they are
learning. This lesson puts into practice the skills of listening to others when speaking, speaking
one at a time, and participating in group discussion. According to MA Framework standards
(2018), students in first grade should be developing skills for working together with others in the
class. The read aloud provides an illustrated story about teamwork that that will lead to a
conversation about how community building in the classroom will benefit all of the members in
the class. The activity that follows will provide a way for students to practice developing this
skill further with a hands on experience. By practicing teamwork in the classroom, students will
learn to use their peers as tools for learning and develop stronger relationships with each other,
therefore creating a stronger sense of community within the class.
IV. GOALS
1. Students will work together to orally define the word community.
2. Students will be able to identify skills needed for discussions and working together.
3. Students will be able to share /retell characters or events from the read aloud Swimmy.
4. Students will identify examples of teamwork in the story and in classroom scenarios in
3 out of 5 opportunities.
5. Students will demonstrate teamwork by working collaboratively to complete an
activity in small groups.
V. PERFORMANCE OBJECTIVES (Consult your Mager book.)
1. Given a puzzle, students will work together to put it together by practicing the skills that
promote teamwork: listening to others, sharing and talking one at a time. The teacher will
circulate and notate examples of teamwork.
2. Students will participate in a conversation about teamwork after the lesson by listening when
others talk and sharing and/or making a connection/comment/question. Students will debrief
about what worked and what was challenging about working with a group to put together the
puzzle. Students success for this task will be successfully putting together a puzzle and problem
solving together when a challenge arises.
VI. MATERIALS
List all the materials used to teach the lesson. Be sure to label each appendix—both in the lesson
plan and on the appendix material.
1. Read aloud Swimmy by Leo Lionni
2. A puzzle for each group
VII. PROCEDURE
A. OPENER (5-10 min)
Show students the cover of the book and read the title. Share the goals of the lesson and
begin the conversation with “We are going to read a book that talks about teamwork.
Does anyone know what teamwork is/can you give me an example of teamwork? Can
anyone tell me how we can practice teamwork to have a successful read aloud? Ideas will
be recorded on chart paper and revisited after the read aloud.

B. DEVELOPMENT
1. After opener, have the reader read the book, making sure to show all of the
illustrations to students. Pause for any questions about comprehension of the book or
confusions.
a. (p.5) why do you think Swimmy is sad?

b. (p.19) why do you think Swimmy wants to help the other fish?
2. Concluding the book, have a short discussion asking the students about the event
that occurred in the book that was related to teamwork.
a. How were Swimmy and others able to solve the problem?
b. How do you think Swimmy felt after working together with all of the other
fish?

3. Explain to the students that they are going to try to complete a puzzle together to
practice teamwork and return to the rug to share afterwards. (The goal is not to
complete the puzzle, but more to practice working together and reflecting on it after).
What are some good strategies for working together? What does it mean to be a good
team player? Why do you think the team work was successful in the book Swimmy?
They need to know the characteristics that made it successful.
4. During share, have a few students reflect about the activity and discuss common
feelings that students were having.

C. CLOSURE
Gather on the rug to share and reflect. Discuss common themes and the benefits of
teamwork in the book and in the classroom. Have the group come back together after the
puzzle and reflect on what went well and didn't.
What did your group do to work as a team? What felt challenging about working
with a team? Why is it important to work together?

VIII. ACCOMMODATIONS
After the read aloud, ELL students will do a reading workshop with the teacher and student
supports in the class who are bilingual. Teacher will reread the book, letting the ELL students
pay special attention to the pictures and having the students help explain the main ideas of each
page. Students will then work collaboratively to complete the activity in their group.
XI. EVALUATION
Informal: Making mental notes of how well the students were able to listen to the story with
minimal interruptions, take turns talking, and stay on topic while listening to others share. Watch
how they work in cooperation during the activity. Paying attention to reflective responses in
discussions, look for connections to ideas about classroom cooperation.
X. EXTENSION
1. In partner groups, practice retelling the story to your partner. Draw an illustration of an event
that happened in the book.
2. Combine two groups to work together on a larger puzzle to challenge them at deepening their
teamwork.

XI. REFERENCES
Massachusetts Department of Elementary. (2017). Massachusetts Learning Standards.
Retrieved from http://www.doe.mass.edu/frameworks/.
Lionni, L. (1991). Swimmy. New York: Dragonfly Books.
Common Core State Standards Initiative (2018). Retrieved from
http://www.corestandards.org/

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