All About Me LP Set

8/8/2019 All About Me LP Set

1/21

Manda Boroson

All About Me Lesson

All About Me Lesson Set

Major ConceptCreating an autobiography

Grade/Subject3rd Grade/English

Learning Objective

Students will construct a self made storybook containing 6 pages and a title page, withless than 5 grammatical errors.

TEKS110.5. English Language Arts and Reading, Grade 3.

(3) Listening/speaking/audiences/oral grammar. The student speaks appropriately todifferent audiences for different purposes and occasions. The student is expected to:(A) choose and adapt spoken language appropriate to the audience, purpose, and

occasion, including use of appropriate volume and rate(15) Writing/penmanship/capitalization/punctuation. The student composes originaltexts using the conventions of written language such as capitalization and penmanshipto communicate clearly. The student is expected to: (B) use capitalization andpunctuation such as commas in a series, apostrophes in contractions such as can't andpossessives such as Robin's, quotation marks, proper nouns, and abbreviations withincreasing accuracy (3).

Materials1. White Board

2. Expo Marker3. Im Gonna Like Me: Letting Off a Little Self-EsteemBy: Jamie Lee Curtis4. Pencil (per student)5. Various colors of Construction Paper (6 sheets perstudent)6. 3-hole punch7. Yarn (about a ft. per student)8. Crayons (set per student)9. Colored Pencils (set per student)10. Pencil (per student)11. Creating an Autobiography worksheet (per student) *attached

LessonAnticipation:

The teacher will ask the students, do you know what an autobiography book is?The teacher will allow wait time and if a child has an answer let them answer if not moveon to lesson and come back to the question in the lesson.


2/21

Manda Boroson

All About Me Lesson

Procedures:The teacher reads aloud Im Gonna Like Me: Letting Off a Little Self-Esteem By:

Jamie Lee Curtis. The teacher then asks the students, what did this book teach you.(example student response: that it is ok to be different.)

The teacher then explains to the class that today they will be writing a story aboutthem and what makes them different. The teacher asks the class, what kind of text is abook about the person writing it (about the author)? (Student response: anautobiography) The teacher asks the class, what are different things we could writeabout? (Example student responses: where we live, who we live with, pets we have,holidays we celebrate, etc.)The teacher writes the classes brainstorming on the whiteboard.

Application ActivityThe will then pass out the Creating an Autobiography worksheet and allow the

students to fill out the text of their autobiographies. As the students finish they will be

paired up with a classmate to peer edit before starting on their final drafts. After theteacher looks over the peer edit the student can begin to construct their autobiographieson construction paper using the colored pencils to write the text and the crayons toillustrate the pictures. The teacher will then use the 3-hole punch to bind the booktogether with the yarn.

Follow-up/HomeworkThe students will visit a Kindergarten or 1st grade classroom to read their

autobiographies.

Resources Used to Create this Lesson

Texas Education Agency. (2009). Chapter 110. Texas Essential Knowledge andSkills for English Language Arts and Reading. Retrieved (October 10, 2009) fromhttp://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html


3/21

Manda Boroson

All About Me Lesson

Name: _______________________

Creating an Autobiography

Title Page: _______________________________________________________

Page 1: __________________________________________________________

________________________________________________________________

Page 2: __________________________________________________________

________________________________________________________________

Page 3: __________________________________________________________

________________________________________________________________

Page 4: __________________________________________________________

________________________________________________________________

Page 5: __________________________________________________________

________________________________________________________________

Page 6: __________________________________________________________

________________________________________________________________


4/21

Manda Boroson

All About Me Lesson


Major ConceptCreating an autobiography

Grade/Subject3rd Grade/Mathematics

Learning Objective

Students will construct a Family Size pictograph based on information gather fromclassmates with less than 3 errors.

TEKS111.5. Mathematics, Grade 3.

(13) Probability and statistics. The student solves problems by collecting, organizing,displaying, and interpreting sets of data. The student is expected to: (A) collect,organize, record, and display data in pictographs and bar graphs where each picture orcell might represent more than one piece of data; (B) interpret information frompictographs and bar graphs;

Materials1. White Board2. Expo Marker3. Magnets or clips4. Mirror (per student)5. Pencil (per student)6. Clipboard (per student)7. Butcher paper (light color, about a yard)8. Black Marker9. Glue stick (per student)10. Colored Pencils or Crayons (set per student)11. Computer paper (per student)12. Eye picture (per student) *attached13. Family Size Data worksheet (per student) *attached14. Family Size Graph worksheet (per student) *attached

LessonAnticipation:

The teacher will ask the students, what are some different kinds of graphs?(Suggestive student responses: pie graph, bar graph, pictograph) The teacher tells theclass that today they will be making a pictograph and bar graph.

Procedures:The teacher places the butcher paper up on the white board using the magnets or

clips. The teacher instructs the students that they will be making a pictograph based onthe eye color of the students in the classroom. The teacher then asks the class if they


5/21

Manda Boroson

All About Me Lesson

want the graph to be horizontal or vertical, based on what the class picks, the teacherasks how to construct and label the graph. (Parts include creative title, number ofstudents, eye colors the class picks). The teacher will then pass out the mirrors and apicture an eye for the student to color. The student will look at s/he eye in the mirrorand color, using the crayons or colored pencils, what s/he sees in the mirror. When the

student finishes coloring their eye they will glue in on the graph in the correct location.When all student have there picture on the graph, the teacher will call on volunteers tototal up each eye color and the teacher will write that number above the pictures

Application ActivityThe teacher explains to the class that they will be making there own graph about the

size of their class families. The teacher will review the key point to constructing apictograph. The teacher will then explain to the class that they will be going aroundcollecting the data using their indoor voices. The teacher will then pass out a clipboardand a Family Size Data worksheet. The student will go around asking classmates how

many family members are in there family and record that persons name in the correctbox. When the student had finished taking data the teacher will check to make surethey have the correct number of names listed (20 names for a class of 20) and will givethat student a Family Size Graph worksheet to start on.

Follow-up/HomeworkThe students will present their Family Size graph aloud to the class.

Resources Used to Create this LessonTexas Education Agency. (2009). Chapter 111. Texas Essential Knowledge and

Skills for Mathematics. Retrieved (October 10, 2009) from

http://ritter.tea.state.tx.us/rules/tac/chapter111/ch111a.html


6/21

Manda Boroson

All About Me Lesson

Model of Class Graph

Eye Picture


7/21

Manda Boroson

All About Me Lesson


8/21

Manda Boroson

All About Me Lesson


9/21

Manda Boroson

All About Me Lesson


Major ConceptFingerprints

Grade/Subject3rd Grade/Science

Learning Objective

Students will identify five different classmates finger print type (either arch, loop, orwhorl) with at least 75% accuracy.

TEKS112.5. Science, Grade 3.(2) Scientific processes. The student uses scientific inquiry methods during field andlaboratory investigations. The student is expected to: (B) collect information byobserving and measuring;(4) Scientific processes. The student knows how to use a variety of tools and methods

to conduct science inquiry. The student is expected to: (A) collect and analyzeinformation using tools including calculators, microscopes, cameras, safety goggles,sound recorders, clocks, computers, thermometers, hand lenses, meter sticks, rulers,balances, magnets, and compasses

Materials1. Hand lenses, magnifying glass (per student)2. Index card (per student)3. Black Ink Pad (per pair of student)4. Baby Wipe (per student)5. Black Marker (per student)

6. White board7. Expo marker8. Overhead9. Overhead sheet of Fingerprint Types *attached10. Overhead sheet of Classifying Fingerprints worksheet *attached11. Overhead marker12. Classifying Fingerprints worksheet (per student) *attached13. Record Fingerprints Data Sheet worksheet (per student) *attached14. Pencil (per student)15. Clipboard (per student)

LessonAnticipation:

The teacher asks the students, what is one thing that is completely unique andoriginal to you? (Student response is fingerprints.) The teacher then asks, do youknow of any ways to identify fingerprints.

Procedures:The teacher explains to the class that there are three basic fingerprint patterns: Arch,


10/21

Manda Boroson

All About Me Lesson

Loop and Whorl. The teacher puts up the Fingerprint Types sheet on the overhead.The teacher shows the class the three different classifications of fingerprints and pointsout the differences of the three. The teacher then passes out the ClassifyingFingerprints worksheet. The students work independently for 7-10 minutes and thenwith a partner for 5-7 minutes. The teacher puts the Classifying Fingerprints worksheet

on the overhead and selects nine students to write their answers on the overhead forthe various fingerprints. Then the teacher goes over the various answers the studentscame up with and then collects the practice worksheets. The teacher then explains tothe class that in order to determine if everyones fingerprint is different we must examinethe class fingerprints.

Application ActivityThe teacher passes out an index card and black marker. The student will write their

name on the top of the non-lined side of the index card. The teacher then lists out andreads aloud the directions for the activity on the white board before passing out thematerials.

Directions: 1. place your right thumb on the ink pad. 2. gently place it on rightside of the non-lined side of the index card. 3. clean off your thumb with the babywipe. 4. place your left index finger on the ink pad. 5. gently place it on the leftside of the non-lined side of the index card. 6. clean off your finger with the samebaby wipe.

The teacher will then give a baby wipe to each student and an ink pad per pair ofstudents and allow the students to begin. The teacher will collect the ink pads, beforehanging out the Record Fingerprints Data Sheet, clipboards, and magnifying glasses toeach student. The students will then go around to five of their classmates tables anduse a magnifying glass to identify their fingerprints type. The student will then write thatpersons name and fingerprint type on the Record Fingerprints Data Sheet. After each

of the students finish identifying five classmates s/he will turn in their data sheet.

Follow-up/HomeworkThe students will go home and analysis various family members fingerprints to see if

they are alike or different from their own, as a homework activity.


Skills for Science. Retrieved (October 10, 2009) fromhttp://ritter.tea.state.tx.us/rules/tac/chapter112/ch112a.html

CyberBee. (2009). Fingerprints. Retrieved (October 10, 2009) fromhttp://www.cyberbee.com/whodunnit/classify.html


11/21

Manda Boroson

All About Me Lesson


12/21

Manda Boroson

All About Me Lesson

Define th


13/21

Manda Boroson

All About Me Lesson

ClaCla


14/21

Manda Boroson

All About Me Lesson

RecRec


15/21

Manda Boroson

All About Me Lesson


Major ConceptMaking a Family Tree

Grade/Subject3rd Grade/Social Studies

Learning Objective

Students will create a family tree, going back two generations, with less than 2 errorsand less than 3 grammatical errors.

TEKS113.5. Social Studies, Grade 3.1. (16) Social studies skills. The student applies critical-thinking skills to organize anduse information acquired from a variety of sources including electronic technology. Thestudent is expected to: (E) interpret and create visuals including graphs, charts, tables,

timelines, illustrations, and maps2. (17) Social studies skills. The student communicates effectively in written, oral, andvisual forms. The student is expected to: (C) use standard grammar, spelling, sentencestructure, and punctuation.

Materials1. Computer paper (per student)2. Pencil (per student)3. White Board with Expo marker5. Notebook Paper (per student)5. Overhead

6. Overhead sheet of Small Family Tree *attached7. Overhead sheet of Joyful Family *attached8. Overhead marker

LessonAnticipation:

The teacher will write the following words on the white board and ask the class todefine them on their own sheet of notebook paper: grandmother, grandfather, aunt,uncle, maternal, paternal. After allowing wait time for students to finish teacher will callon students to give answers while writing them on the board. (Suggestive answers:grandmother: the mother of one's father or mother. grandfather: the father of onesfather or mother. aunt: the sister of ones father or mother. uncle: the brother of ones

father or mother. maternal: related through a mother. paternal: related through afather.)The teacher will then write the following words on the white board ask the class to

define by raising their hands: maternal grandfather, paternal uncle, paternalgrandmother, maternal aunt. (Suggestive answers: maternal grandfather: yourmothers father, paternal uncle: your fathers brother, paternal grandmother: yourfathers mother, maternal aunt: your mothers sister.)

The teacher will then show an example of a family tree on the over head and ask the


16/21

Manda Boroson

All About Me Lesson

class if they know what it is. After teacher allows for wait time, teacher calls on astudent.Procedures:

The teacher points through the Small family tree, defining selective members of the

Small family (example self, mother, father) The teacher then labels this on the familytree on the space provided. Then the teacher asks students to define member of theSmall family (example maternal grandmother, paternal uncle.) and the teacher labelsthis on the family tree on the space provided.

Application ActivityThe teacher will display the overhead sheet of the Joyful family. The students will

create a family tree for Ashley Joyful on computer paper just like the Small family tree.The teacher will leave the words on the white board as a word bank the students canrefer to.

Follow-up/HomeworkStudents will make their own family tree going back two generations on computer

paper just like the Small and Joyful family trees, as homework.


Skills for Social Studies. Retrieved (October 10, 2009) fromhttp://ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.html


17/21

Manda Boroson

All About Me Lesson


18/21

Manda Boroson

All About Me Lesson


Major ConceptLearning a Cultural Dance

Grade/Subject3rd Grade/ Physical Education

Learning Objective

Students will demonstrate the steps to the salsa with less than 2 errors.

TEKS116.5. Physical Education, Grade 3.

(1) Movement. The student demonstrates competency in fundamental movementpatterns and proficiency in a few specialized movement forms. The student is expectedto: (A) travel in forward, sideways, and backwards and change direction quickly andsafely in dynamic situations;

(4) Physical activity and health. The student knows the benefits from involvement indaily physical activity and factors that affect physical performance. The student isexpected to: (D) identify principles of good posture and its impact on physical activity.

(7) Social development. The student develops positive self-management and socialskills needed to work independently and with others in physical activity settings. Thestudent is expected to: (A) follow rules, procedures, and etiquette; (B) persevere whennot successful on the first try in learning movement skills; and (C) accept and respectdifferences and similarities in physical abilities of self and others.

Materials1. Computer with internet access2. Projector3. Advanced Salsa Dance video clip:http://www.youtube.com/watch?v=poBmj_njhQA4. Steps to Salsa Dance video clip:http://www.youtube.com/watch?v=poBmj_njhQA5. Traditional Salsa Music CD or video clip:http://www.youtube.com/watch?v=J6zzXCfa61Y&translated=1 6. Serena: The Salsa Fairy By: Daisy Meadows

7. Spacious Room, like a gym.8. Dear Parent/ Guardian Letter *attached

LessonAnticipation:

The teacher will read aloud to the class Serena: The Salsa Fairy By: DaisyMeadows. The teacher will ask the students, what was the name of the dance Serenadid? (Student suggestive response: Salsa) The teacher then asks the class, would
http://www.youtube.com/watch?v=poBmj_njhQAhttp://www.youtube.com/watch?v=poBmj_njhQAhttp://www.youtube.com/watch?v=J6zzXCfa61Y&translated=1http://www.youtube.com/watch?v=poBmj_njhQAhttp://www.youtube.com/watch?v=poBmj_njhQAhttp://www.youtube.com/watch?v=J6zzXCfa61Y&translated=1


19/21

Manda Boroson

All About Me Lesson

you like to see an authentic salsa dance.

Procedures:The teacher explains to the class that Salsa is an important dance in some cultures

and then plays the Advanced Salsa Dance video clip. The teacher then asks the class,

would you like to learn the step to the salsa dance.

Application ActivityThe teacher then plays the Steps to Salsa Dance video, walking around aiding

those that need assistance.The teacher pause the video at key points, asking review questions, such as what

are the steps to the salsa (Suggestive student response: Right Left Right Hold Left RightLeft Hold).

The teacher then plays the Traditional Salsa Dance music video clip to allow thestudents to practice the salsa steps they learned.

Follow-up/HomeworkThe students will go home and perform the salsa steps to a parent or guardian andhave then bring the slip saying they have preformed the steps.


Skills for Physical Education. Retrieved (October 10, 2009) fromhttp://ritter.tea.state.tx.us/rules/tac/chapter111/ch111a.html

NY Salsa Baby. (2008). Salsa First Steps. Retrieved (October 10, 2009) fromhttp://www.nysalsababy.com/SalsaFirstSteps.html

You Tube. (2009). Salsa Dancing in Birmingham UK. Retrieved (October 10, 2009)from http://www.youtube.com/watch?v=poBmj_njhQA

You Tube. (2009). Best Beginner Salsa Dance Lesson. Retrieved (October 10, 2009)from http://www.youtube.com/watch?v=ku4m823r3RY

You Tube. (200). Salsa Music Mix 2009. Retrieved (October 10, 2009) fromhttp://www.youtube.com/watch?v=J6zzXCfa61Y&translated=1

Dear Parent or Guardian,

Today for Physical Education, we learned the steps to the Salsa: Right Left Right HoldLeft Right Left Hold. For homework please ask your child to perform the steps and signand return this slip.

X______________________________________________________________


20/21

Manda Boroson

All About Me Lesson


Major ConceptParts of a play

Grade/Subject3rd Grade/ Creative Arts

Learning Objective

Students will define the following words with 80% accuracy. Actor, actress, play,lines, audience.

TEKS117.5. Creative Arts, Grade 3.

(2) Creative expression/performance. The student interprets characters, using thevoice and body expressively, and creates dramatizations. The student is expected to:(A) demonstrate safe use of movement and voice; (B) participate in a variety of roles in

real life and imaginative situations through narrative pantomime, dramatic play, andstory dramatization;

(4) Historical/cultural heritage. The student relates theatre to history, society, andculture. The student is expected to: (A) illustrate similarities and differences in life andtheatre through dramatic play; and (B) reflect historical and diverse cultural influences indramatic activities.

Materials1. Spacious room, like a stage.

2. Master Maid: A Tale of Norway script (per reader)http://www.aaronshep.com/rt/RTE13.html3. The Magic Brocade: A Tale of China script (per reader)http://www.aaronshep.com/rt/RTE26.html4. The Bakers Dozen: A Saint Nicholas Tale script (per reader)http://www.aaronshep.com/rt/RTE09.html

LessonAnticipation:

The teacher will ask the students, what is an actor? and what is and actress?(Student suggestive response: a male who acts/ a female who acts) The teacher then

asks the class, would you like to be actors and actresses today?

Procedures:The teacher explains to the class that actors and actresses act out in plays, a play is

the stage representation of a story. The teacher then goes on to explain that actors/actresses must practice their lines many times before performing, line are what actorssay during a play. The teacher also explains that the audience is the people watchingthe play/movie.
http://www.aaronshep.com/rt/RTE13.htmlhttp://www.aaronshep.com/rt/RTE13.htmlhttp://www.aaronshep.com/rt/RTE26.htmlhttp://www.aaronshep.com/rt/RTE26.htmlhttp://www.aaronshep.com/rt/RTE09.htmlhttp://www.aaronshep.com/rt/RTE09.htmlhttp://www.aaronshep.com/rt/RTE13.htmlhttp://www.aaronshep.com/rt/RTE26.htmlhttp://www.aaronshep.com/rt/RTE09.html


21/21

Manda Boroson

All About Me Lesson

Application ActivityThe teacher then divides the class into 3 groups and assigns each group a play to

practice.The students will have 20-25 minutes to practice their plays before performing it to

the class.

Each group will have their turn to be the performing play while the rest of the class isthe audience.

Follow-up/HomeworkThe students orally tell the teacher during practice time the definition of the following

words. Actor, actress, play, lines, audience.


Skills for Creative Arts. Retrieved (October 10, 2009) fromhttp://ritter.tea.state.tx.us/rules/tac/chapter117/ch117a.html

Shepard, Aaron. (1995-1997). Readers Theater. Retrieved (October 10, 2009) fromhttp://www.aaronshep.com/rt/RTE.html

Merriam-Websters Word Central. (2009). Dictionary. Retrieved (October 10, 2009)from http://www.wordcentral.com/

Date post:	09-Apr-2018
Category:	Documents
Upload:	manda-boroson
View:	219 times
Download:	0 times

All About Me LP Set

Documents