Step 4 Using the same numbers in step 3 students will be given a story problem. In pairs, students will decide whether they need to add or subtract to solve the problem . Step 5 Students will share their answers then solve the problem as a class. In the activity above, students were to decide which numbers were greater or lesser, draw shapes/objects to represent numbers and solve story problems .
Scenario 3 Subject : Language Arts Subject Focus Grammar Topic Reading and Writing Duration 35 minutes
Grade One (1) Objectives : Students should be able to: 1. Read a poem 2.Identify and read verbs in a poem 3. Write and read sentences with verbs 4. Write verbs in their journals Instructional Activities Introduction: Each child will be given a handout with the poem below. The students will recite the poem and then identify the words which show the action in the poem. They will be encouraged to mime the actions as they read. Play by Lill Pluta I jump. I shake. I dance. I hop. I like to move. I cannot stop. I scoot and roll across the floor.
I spin in circles out the door. I run outside. I leap. I skip. I bounce. I slide. I swing. I flip. But I’m still careful! I don’t trip! Development: 1. The students will underline all the verbs in the poem. 2. They will do the action of the verbs but first they must first read the verb, then do the action. 3. Each child will be given a story book. The children will identify words which are actions and write them down. 4. Each child will read one of their verbs to the rest of the class also doing the action. 5. The teacher will record some of the verbs on the chalkboard. Conclusion: The students will read all the verbs from the chalkboard. Assessment: Pupils will write five verbs that describe actions they are engaged in when preparing for school. Follow- up Activity: Pupils will write the verbs covered in the lesson in their journal. Adaptations of the activity for special needs 1. Gifted
To adapt this lesson for a child who is gifted allow the child o complete more activities during the lesson. The child will be allowed to not only write down verbs found in text but to also write sentences using the verbs found in the text. 2. Speech Delayed To adapt the above activity to be more appropriate for a child with a speech delay the teacher should read with/for the child to make it less frustrating for him and for the conclusion the child should be allowed to read a few words instead of all the words listed on the chalkboard. 3. Attention Deficit Hyperactivity Disorder For the introduction, the child with Attention deficit hyperactivity disorder will perform the actions while the class reads the poem. Allowing the child to perform the actions will help arouse and maintain his interest as well as encourage him to remain focused during the lesson, thereby avoiding any disruptive behaviours during the lesson.
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- Summer '16
- Attention-deficit hyperactivity disorder, Jenny