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Erc Lesson Plan The Invisible String

This lesson plan is for grade 1 students and addresses separation anxiety. It teaches about having a support system through reading the book "The Invisible String." Students will identify who is in their support system by writing names on paper hearts and drawing representations. They will understand they are never alone and what companionship means. Formative assessments will check if students wrote names and drew representations, while ensuring they work individually and do not just copy examples. The goal is for students to gain reassurance from recognizing important people in their lives.

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465 views

Erc Lesson Plan The Invisible String

This lesson plan is for grade 1 students and addresses separation anxiety. It teaches about having a support system through reading the book "The Invisible String." Students will identify who is in their support system by writing names on paper hearts and drawing representations. They will understand they are never alone and what companionship means. Formative assessments will check if students wrote names and drew representations, while ensuring they work individually and do not just copy examples. The goal is for students to gain reassurance from recognizing important people in their lives.

Uploaded by

api-547783230
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Learning Plan: ELEMENTARY & SECONDARY1

Title of lesson The Invisible String Grade Grade 1 / Cycle 1


level
Subject ELA Topic Separation Anxiety
Relevance Separation anxiety can happen to young children as they face new environments, situations,
and challenges. Especially when they are separated from their families, they may become
fearful of new changes. It is important to develop a lesson, where it prepares students to be
independent by creating a support system. This will allow students to develop self-discipline,
willpower, and motivation to be successful in their lives.
Resources Required - The Invisible String by Patrice Karst
- Cardboard paper hearts
- Fish strings
- Colour pencils / Markers / Pencil / Crayons
QEP Subject Area Competency 1: To read and listen to literary, popular and information-based texts.
Competencies - Students will read the book “The Invisible Strings.”
Competency 2: To write self-expressive, narrative and information-based texts.
- Students will write down the names of their loved ones.
Competency 4: To use language to communicate and learn.
- Students will be able to express their ideas and share individuals’ work with their
peers.

Learning Objectives -
By the end lesson, the student will explore their connection with loved ones through
reading the book “The Invisible String.”
- By the end lesson, the student will individually choose a person from their support
system and successfully write their name down.
- By the end lesson, the student will individually illustrate who is part of their support
system.
Essential Question(s) - Who is our support system?
- Why is our support system important?
Lesson Introduction (hook): Student will know:
Timing Timing: 10 minutes
 Students will know who their
 Invite students in front of the blue chair for a read- support system is.
aloud of “The Invisible Strings.”   Students will know the idea of
 Have a short discussion amongst students about the moral support.
book 
 Questions to ask:
 Does anyone want to share about their invisible
string? 
 Who is connected to your invisible string? 
 Whose heart is the farthest from you now? 
 How do we know if our heart is connected to
someone else?

Development (Learning activities – step by step sequential Students will understand:


procedure):  Students will understand no one
ever is alone, even when their loved
one is not physically present.

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Based on a simplified version of Understanding by Design (UBD) and the IB Middle Year Program Planner
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 Students will understand what
companionship is.

Timing: 40 minutes Students will do:


 Students will identify their support
 Introduce the “My invisible string” activity system (loved ones) and write their
 Say: As long as love is in your heart, the invisible names on the cardboard heart paper.
string will always be there. Make your Invisible
String by decorating the hearts with the names of Cross Curricular Competencies:
loved ones with who you are always connected.”   Competency 4: To use creativity 
 Remind students that their string is strong and long  Students will use creativity by
enough to reach anywhere.  drawing a representation of their
 Give each student two hearts and instruct them to support system. 
write down their name on one heart and write down
the name of their loved ones. 
Competency 7: To construct his/her
 Instruct students to draw a representation of
themselves and the loved ones on the back of the identity 
hearts.  Students will build his/her identity
 Encourage students to decorate the hearts with colour by recognizing important people in
pencils and crayons. their lives and establishing a safe
and comfortable environment.    

Broad Areas of Learning:


Citizenship and Community Life

- Students will be able to gain


reassurance and stability by creating
their support system.
- Letting students identify and
understand their support system can
cultivate a safe environment for
students.

Universal Design for Learning/


Differentiation:
- For students who are struggling
with spelling, I will guide them by
focusing on the sound in words.

Closure (transition): FORMATIVE - Assessment FOR


Timing: 5 minutes learning:
I will informally assess the students as I
- Sharing time; Ask students to share their Invisible walk around and observe if they understood
string hearts to the class and share who they feel the lesson by looking at their work:
connected to. I will informally assess using the checkoff
sheet:
- If they wrote down the names of their
loved ones.
- If they drew a representation of their
loved ones.

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FORMATIVE - Assessment AS learning:
I will informally see if they are on task:

- Making sure that they are not using the


same examples that were given
- Making sure that they are working
individually
- Circling around when they are working
on their activity.

SUMMATIVE - Assessment OF learning:


I will assess students based on these two
criteria:
- If they managed to write down one
name.
- If they managed to draw a
representation of the person, they
chose.

Further considerations (follow up activities)


Invisible String Maze
- Maze worksheet for students when they are finished with the “My invisible string” activity.

Reflection:
This will be done after the lesson.

Professional Competencies:
1. To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching students.

I will transform the classroom into an inclusive space, where students can openly share their opinions and express their
feelings.

3. To develop teaching/learning situations that are appropriate to the students concerned and the subject content with a
view to developing the competencies targeted in the programs of study.

I will select subject-specific knowledge (ELA) to aim to achieve the competencies to enhance the development of
learning.

6. To plan, organize and supervise a class in such a way as to promote students' learning and social development.

I will maintain a class where there is clear structure and a great discipline system. I will remind them the expectation of
the class.

11. To engage in professional development individually and with others.

I will identify my strengths and weaknesses in teaching by asking for feedbacks from my CT. I will also ask where I
can identify available resources to enhance my teaching skill.

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Appendix:

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