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1 st grade. Lesson #1. Introduction The teachers introduce themselves and hand out name tags. Lead teacher calls students to the rug and tells them that we will learn about Texas symbols. Whole Group
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Lesson #1 Introduction The teachers introduce themselves and hand out name tags. Lead teacher calls students to the rug and tells them that we will learn about Texas symbols. Whole Group The lead teacher introduces the book by asking questions about the cover of the book. Read aloud the book , stop and make comprehension questions, assist the students in their language if the need it. At the end of the lecture ask more questions about the symbols of Texas to make sure that they understood the text. Lead displays an example cover of a Texas book, and explains the students that they will work on their cover as well as their first page including the title, the illustrations, and the author name of the book. Small Group Teachers will guide students to understand that this is their connection to the state, or what is of interest to them. Also, scaffold students in how to choose what to include on their page and make sure they understand the writing process. The lead teacher supports the students in Spanish if they need it. Closure Activity Lead teacher asks the students to gather on the carpet around her. This week we made our cover and the first page, each week we will add something new to our books. Then on the last lesson we will put our books together. The lead teacher asks questions about what they learned today.
Rational Lesson # 1 In this lesson the students started learning about the different symbols of Texas. The introduction started by asking questions about the place where they from. This allowed the students to participate in a conversation and make connections between their native cities and Texas. The guided reading allowed the students to understand the meaning of the different symbols of Texas. Writing and drawing in the production of their book helped the students to practice the symbols of Texas and remain them later.
Cowboy’s Chili Branding
Lesson #2 • Introduction: • Teachers will pass out the name tags and have children sit quietly on the carpet. Teacher will review over last lesson, prompting kids about Texas symbols that were in the book Lonesome Star A story about Texas. • Whole Group Activity: • Lead teacher will introduce chili ingredients, having the kids use visualizing and inference skills. • Students will compare weight of two like ingredients. • Students will read digital or analog clock, counting by five. • Small Group: • Student will sit at their table as the Lead teacher shows them what they are going to do next. • Teachers give each a chili bowl page and visual image of each ingredient. Student is to color in each ingredient based on their observation of that ingredient, as well as labeling what the ingredient was in their chili. • Closure: • Have students taste chili and place a sticker on the T-Chart depending on if they liked the chili or didn’t like the chili. In the end, we reviewed the results, finding that most of our students liked the chili.
Rational Lesson # 2 Our groups goal was to incorporate other curriculum into our lesson as that is a requirement of Denton ISD. In this lesson, we were able to show kids how to use their senses for each of the ingredients. As this is a bilingual class, I brought in images of other countries official food for students to see. Additionally, we compared the weight and similarities/differences between two objects (ingredients). To sum up our lesson, the class created a T-chart on whether or not they liked the chili or didn’t like the chili. Overall everyone liked the chili!!!
Branding Student Examples
Lesson #3 Introduction: Teacher will review over book used in lesson # 1, pointing out state symbols, cowboys, open range, and chili. Teacher read At home on the ranch, where students made connection with real life ranches, cowboys, and brands used to mark the cattle. Whole Group Activity: Lead teacher will introduce Bubba the Cowboy Prince , having students scaffold and make connections to Cinderella. Teacher discussed what the first book and second book had in common, as well as different. All teachers will model to group what their job is at each station. Small Group: Students got into groups of four, rotating to different stations. Students created their own ranch pages, as well as brands and hot glued them onto the next page of their book. Closure: Teachers had students clean up stations. Lead teacher spoke to students about how well their books look, as well as what to expect on our last lesson.
Rational Lesson # 3 In this lesson the students were to make connections between books. The books they were making connections on were Bubba The Cowboy Prince and Cinderella. The students were also learning about ranches and cowboys which was what the books we read were about. In the small group the students were able to make their own ranch page for their Texas books.
Lesson #4 Introduction: Teachers will pass out the name tags and have children sit quietly on the carpet. Whole Group Activity: Lead teacher will introduce The Jalapeño Man and compare it to The Gingerbread Man so the children will have prior knowledge of the story. Lead teacher will read The Jalapeño Man. Lead teacher will remind the students of the Texas symbols they have learned as they read the story and ask the children if they remember any. Small Group: Student will sit at their table as the Lead teacher shows them what they are going to do next. Teachers give each child a gingerbread man that they will decorate. Each table gets decorations to use. Teachers bring around the icing if the children would like to use it for their Jalapeño Man hat ant boots to signify the jalapeño hat and boots. Closure: Had children clean up. They were able to eat their cookies. Gave the children and teacher their gifts.
Rational Lesson # 4 This lesson was to teach more about Texas. I will read The Jalapeño Man which introduces the symbols of Texas again. This book made connections for the ELL students, it made them think about the book The Gingerbread Man. We also did this lesson to make sure the students remembered what they learned about Texas. After the story the children were able to do a hands on activity and make their own Jalapeño Man and decorate them.
Annotated Bibliography Leland, D. (2000). The Jalapeno man. College Station, TX: Wildflower Run Publishing. A rancher’s wife is baking cookies for her husband the rancher. The cookie is a Jalapeno man (gingerbread man). After the cookie was finished it ran away through Texas naming Texas symbols on the way. In the end the Jalapeno man is eaten by a hungry coyote who vows not to eat another Jalapeno man again. Latchana, Kenney, illustrated by Doucet, Bob. (2009). The Lonesome Stat, A Story About Texas. Minnesota. ABDO Publishing Company. This book is an introduction to Texas history. Includes important information about the different symbols of Texas such as the pecan three, the armadillo, the bluebonnet, etc.
