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Unit of Study: Symbols
Name of Lesson: Empire State Building
Domains: Objective(s):
• Cognitive: SWBAT write at least 1 sentence, using 2-4 adjectives describing the Empire State Building.
• Communication: SWBAT share with others (verbally or non-verbally) at least 1 adjective about the
Empire State Building
• Fine Motor:
o
SWBAT draw a picture of the Empire State Building
o
SWBAT write a sentence describing the Empire State Building
Materials:
• Picture of Empire State Building
• “Larry Gets Lost in New York City” by John Skewes
• Writing Paper
Vocabulary:
• Symbol (an object that represents something)
• Adjective (words that describe something
• Empire State Building
Teaching Model: Direct Instruction to the whole class
Teacher’s Role:
• The teacher will conduct the lesson and model the assignment to students.
• Each co-teacher will concentrate on assessing and monitoring a subset of the students during the independent
practice.
• The teachers will provide additional guided support to students as needed.
• The teacher will lead the share, prompting the students to answer questions and share their writing.
Connection: (activate prior knowledge and focus student attention on the lesson)
Writers, for the past few days we have been writing and talking about symbols in the United States.
Who can remind us what a symbol is. Who can recall some of symbols we have discussed? Who can
remind us what an adjective is? Can someone help remind us some of the details we have been
using to describe things like Times Square or the American Flag?
Teach:
• Manhattan has some very important symbols that we all can see from just walking around our
own city! Can anyone tell me what the next symbol that we are going to learn about and
describe from the picture on the board? The Empire State Building! Thumbs up or down if
you've ever been to the Empire State Building or have ever seen it.
• Lets read this book I’ve brought in about New York City and see if it has some of the symbols
we have learned about so far, or any others that may have symbolic meaning to the U.S.
• I want you guys to remember anything that it may discuss about the Empire State Building so
that we can help to make some sentences with adjectives describing it!
• Read book
• Ok now lets take a look at the picture again. What are some adjectives that describe how it
looks/ may sound, feel, and maybe even smell etc.
• Allow the students a minute to look then ask
o
What do you see
o
o
What do you think it may feel like
What do you see that makes you say that?
• Help make a chart of some things that describe it
• Now that we have spent some time looking and discussing The Empire State Building, our
next step will be to work on drawing and writing about The Empire State Building, making
sure to add a lot of details to our sentences.
• Ravens we are going to sharpen our writing skills by adding at least 2 details to a sentence
about the Empire State Building! I want you to remember what this looks like and I will
leave the picture up but challenge yourself to describe it in other ways like smell, feel, taste
and hear.
• Before we go to our seats I want you to turn and talk with your partner and name at least 2
details that you can use to describe the Empire State Building. (red turn to orange, green
turn to blue, purple – Rashawn turn to Aiden, Anai turn to Journey, Kiki and Nicholas turn
your chairs to each other, and Patrick join Nadia and Chance)
• I hear a lot of you saying how it looks. I want you to imagine that you were at the Empire
State Building. Even imagine how you think it would smell there. What noises may you hear
and how would you feel when you are there?
• When you go back to your tables the first thing you should do is name and date.
o
Imagine yourself at The Empire State Building
o
Write at least 1 sentence that describes The Empire State Building
o
Use 2 adjectives in your sentence about the Empire State Building
Active Involvement:
During the lesson the students will share with the class what they may know about the
Empire State Building, or even how they may describe it. The students will share with their
partners during turn and talks adjectives they will use in their writing. During the share
block, students will have the opportunity to share the pictures they drew and the adjectives
that they used to describe The Empire State Building.
Modifications (to make easier)
•
•
•
During turn and talks or when prompted by an instructor, ELL students may answer with
one or two-word responses when asked to name an important event in the story.
Teachers may assist students in deciding what adjectives make sense for The Empire State
Building
Students will only write 1 sentence with 1 adjective
Modifications (to make harder):
• Students will be encouraged to write 2-3 sentences about the Empire State Building
• Students will be encouraged to use 3-4 adjectives in their sentences.
• On the back of their paper students will be given the option to write 1 question sentence on
something they want to know about the Empire State Building.
Modifications (individual students):
• Evan will have a timer and checklist for independent work
• Patrick will sit in a chair during the mini lesson portion
• Jennavive (selective mute) will mouth her share to her partner and have a teacher help
decipher her response
Independent Practice:
Students will go to their assigned table spots and write 1 sentence with 2 adjectives and
illustrate the Empire State Building. Students will add a picture and label it if time permits. Students
who finish early may color their pictures in, or write a sentence on the back on what information
they are curious to learn about the Empire State Building.
Assessment:
• During independent practice and share the teachers and assistant teachers will observe the
students and make notes on the following:
o
Was the student able to fill out at least 1 sentence with 2 adjectives on The
Empire State Building
o
Was the student able to share with others (verbally or non-verbally) at least 1
adjective they came up with on The Empire Sate Building
o
Was the student able to draw and label a picture of the Empire State Building?
o
Was the student able to successfully utilize the pincer grip when using a pencil?
o
Did the student both listen and communicate (verbally/non-verbally) during the
turn and talk activities?
Teaching Share:
Now that everyone has completed their writing, I want you to put your papers in the middle of
the table and come have a seat back on the rug. I have chosen 3 people to share with the class
their sentence about the Empire State building and picture.
Name____________________________________________
Date_________________________
Directions:
1. Imagine yourself at The Empire State Building
2. Write 1 sentence with 2 details to describe The Empire
State Building.
3. Draw and label a detailed picture of The Empire State Building.