The words have no substance in themselves; they are meant merely to elicit positive emotions. I pointed out that the standards did nothing to encourage the acquisition of a knowledge of nature. There is a pronounced tendency in progressive education to downplay basic factual knowledge- particularly if such knowledge is gained through that process which is anathema to progressive educators: In the science standards, students are never asked to name, identify, classify, or describe any natural object.
Objectives of the Remodeled Lesson K-1 compare perspectives of a mother and daughter in a story explore the thoughts underlying the feelings regarding what makes things valuable generate and assess solutions clarify values and develop criteria to evaluate toys A Teddy bear named Corduroy sits on a shelf at a large department store.
A little girl sees him and wants to buy him, but her mother says no because they are out of time and the teddy bear is missing a button. After the store closes, the bear searches for his button because he wants to be bought by the child.
He looks all over the store and finally ends up in the bed department where he sees a button on a mattress and tries to pull it off.
He falls off the mattress, knocks over a lamp and the night guard finds him and returns him to the toy department. The child returns, buys him, sews on the button and Corduroy happily joins her family. Students are asked questions like the following: How did he get his name?
Does anyone know what the material called corduroy looks and feels like? Pass around a piece of corduroy. Why did Corduroy go out into the store? Why was it important to find his button? Where was he when he tried to pull one up?
Why couldn't he get it? How did the story end? Critique The original lesson focused on a lot of factual recall and a narrow line of questioning.
No other point of view was suggested, nor was there any personal tie-in. Strategies Used to Remodel S reasoning dialogically: After a few minutes, stop and ask the toys how they felt, then ask the child how he or she was choosing, then ask the mother how she was choosing. Read the story aloud and ask the following questions to encourage students to explore the story's meaning and assess Corduroy's solution: What was Corduroy doing in the store after it closed?
Why did he think it was important to find the button? Do you think it was important for him to find the button? How else could he have solved the problem of the missing button?
Was it really necessary for him to have a button in order for him to be bought? S Do you think an adult would buy a teddy bear with a button missing?
If not, why not? Why do you think the girl bought him anyway? S What would you have done? How did the girl feel after she bought Corduroy?ReadWriteThink has hundreds of standards-based lesson plans written and reviewed by educators using current research and the best instructional practices.
Find the perfect one for your classroom. Build Grade 6 students' comprehension and critical-thinking skills and prepare them for standardized tests with high-interest nonfiction articles from TIME For Kids.
Narrative Pantomime / Physical & Pantomime / Improvisation / Role Drama / Writing / Collections Lesson Plans Sorted by Type These lesson plans are divided into the following categories (Since many of these lessons do several things at once, they may appear in several lists.).
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A perfect resource for an art teacher of any grade. First. SAFETY AND FIRST AID LESSON. Directions: Print the Safety and First Aid reading comprehension passage and questions (see below)..
Students should read the passage silently, then answer the questions. Teachers may also use the text as part of a classroom lesson . The world’s first and largest educational marketplace with more than two million original teacher-created resources available for use today.