Language Arts with an emphasis on Writing Essay

First grade educatees depart office technology to complete a account astir(predicate) a upgrade fleshly. A visit to a local farm exit bid students with hands on demonstrations of farm faunas and how they live. Students leave behind learn in erudition facts about one particular(prenominal) brute by conducting question online. Students go a counseling improve written material and typing skills by composing their fleshly report using the computer. Students leave alone gain further practice with the writing passage during concern time when they go away write a letter to their chosen animal.Fin eithery, students impart gain presentation skills by presenting their animal findings to the class by oral presentations. These skills leave behind be gained by meeting the following lesson objectives 1. Students volition identify farm animals. 2. Students pass on identify what their chosen farm animal eliminates. 3. Students will interrogation and identify the name o f the animals offspring. 4. Students will investigate and explain what resource their animal provides to humans. 5. Students will compile their research by using the computer. 6. Students will present their findings or everyy.Brief Description of the problem Students will record four important facts about their chosen animal during a visit to a farm. Students will learn about what their animal eats and what its offspring is called. Students will ask the farmer questions in edict to learn more about their animal. Students will have their drawing and writing materials with them in order to record what they see while at the farm. These recordings and observations will be taken back to the classroom and used to conduct research and write a report about their animal.After the reports are presented orally, they will be made into a class book for students to take during center time. Steps of the Lesson 1. Visit the farm. Ask the farmer questions. Draw and write observations. 2. escort a picture of chosen animal on the computer via the Internet. 3. gravel important facts about chosen animal and record them. 4. Glue the animal picture to a piece of writing paper. 5. Write down facts researched on the computer including name of animal, what the animal eats and what it provides for humans. Other important facts will be included. 6. Present the report orally to the rest of the class.7. During center time, read the reports that have been made into a class book. 8. During center time, write a letter to chosen animal telling their animal about what they eat and where they live. A question for the chosen animal will also be included. Instructional Strategies Used Sometimes summarizing and note taking are considered precisely study skills that they are two of the most powerful skills students canister acquire (Marzano, et al, 2001). Summarizing and note taking give students the opportunity to identify and escort what they are learning (Marzano, et al, 2001).When stude nts take notes through their drawings and observations while at the farm, they will be making identifications of different farm animals and will be gaining an dread of farm animals. In order to include the most useful randomness in their animal report, students will analyze the entropy they are receiving in order to decide what will need to be included in their report. Summary frames will be used while students are at the farm as students develop a series of questions for the farmer that will highlight the critical elements in order to learn specific types of schooling (Marzano, et al, 2001).In this case, summary frames will allow students to learn about where their animal lives, what it eats and what it provides for humans. Reinforcing effort and providing recognition can push students to make an additional effort when they dont feel like doing schoolwork or when the work is challenging. It is important for instructors to show students the connection between effort and effec t (Marzano, et al, 2001). The visit to the farm will be a fun occupation for students and they will excited about doing something different so they will all most likely complete their note taking well.However, computers can possess frustration, particularly for first graders who are still emerging readers and have a hard time navigating the Internet. Therefore, the Pause, Prompt and Praise strategy will be useful. When students get frustrated or discouraged while using the computer, the teacher can initiate a short pause so the student can collect his or her thoughts. Next, the teacher can give specific suggestions to help the student complete the assigned task. Last, the teacher can congratulations the student for correcting his or her error as well as terminate the task (Marzano, et al, 2001).Nonlinguistic representations will be included in this lesson plan. Students will include drawings of farm animals in their original note taking and research done while at the farm. These drawings will elaborate on the information that students are learning (Marzano, et al, 2001). Therefore, students will need to include pictures of the animal, details about where it lives and pictures of what it eats. Further, graphic organizers are useful for students when organizing information in a coherent way (Marzano, et al, 2001).Providing students with graphical organizers as an option while conducting research will enable visual learners to organize their material in a way that will help them make the most sense of it. Not all students will need to use a graphical organizer but they will be made available to students who would like to use one. Marzano, R. J. , Pickering, D. J. , & Pollock, J. E. (2001). classroom instruction that works Research-based strategies for increasing student achievement. Alexandria, VA Association for Supervision and syllabus Development.