Gareth Hoernel EDN 344

Jennifer Goutier Dr. Fox

Lauren Lee

Lesson Plan for “Oh, The Places You’ll Go”

  • VITAL INFORMATION:

Subject: Reading, writing, art.

Topic or Unit of Study: Students will be read aloud “Oh, the Places You’ll Go!” by Dr. Seuss. They will listen attentively and will practice their listening/reading skills.

Grade/Level: 1-2

Summary: Students will be read aloud “Oh, The Places You’ll Go!” by Dr. Seuss. They will then learn about “short” and “long” term goals and will identify one of each. Students will then write a few sentences about each goal and illustrate the goals so that they can visualize themselves achieving the particular goal.

  • FOCUS AND REVIEW: (Establish Prior Knowledge)

Activities and Setting: I will ask the students if they have ever read “Oh, The Places You’ll Go!” and discuss what they know about the book. If they have not, I will ask them what they think the book will be about. Students will be asked what they know about goals and the different types of goals. They will be asked the following questions.

1)What are goals?

2)What are the different types of goals? (Short term and Long term)

3)Do you guys have any goals (either short term or long term) that you would like to achieve this school year or in the future?

Materials and Time: This should take approximately 5-10 minutes.

  • STATEMENT(Inform) OF OBJECTIVES:

Activities and Setting:

  1. Students will be able to identify and distinguish between “short” and “long” term goals.
  2. They will identify 1 “short” term goal and 1 “long” term goal.
  3. Students will write a few sentences about each of these goals and illustrate a picture for both their “short” and “long” term goals.

Materials and Time: This should take approximately 10 minutes.

  • TEACHER INPUT:

Activities and Setting: Students will be asked what they know about goals. What goals are and the two types of goals; both “short” and “long” term. Students will also be asked to identify 1 of each.

Materials and Time: No materials necessary. It should take approximately 5 minutes.

  • GUIDED PRACTICE (Elicit Performance):

Activities and Setting: Students will go back to their desks and identify 1 “short” term goal and 1 “long” term goal that they have. They will then write a brief paragraph about each of these goals and illustrate them.

  • INDEPENDENT PRACTICE-SEATWORK AND HOMEWORK (Retain and Transfer):

Activities and Setting: Students will use their journals and write about 1 “short” term goal and 1 “long” term goal. They will then illustrate each of these goals.

Materials and Time: Materials necessary are journals and writing and or coloring implements. This activity should take approximately 10 minutes.

  • CLOSURE (Plan for maintenance):

Activities and Setting: After students are done recording their “short” term and “long” term goals they will get up in front of the class and explain each to their fellow classmates. We will use these goals as a way to track student’s progress throughout the year and see if they actually achieve these goals by the end of the school year.

Materials and Time: This should take 10 minutes.