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Springlessonplan

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114 views2 pages

Springlessonplan

Uploaded by

api-110004201
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Spring (Unit 11: Seasons)

Rationale: The students ill be able


to identi"y and names the di""erences bet een the seasons$

Submitted by: Andrea Ross Grade Level: Kinder Subject/Topic: English/Language Arts

'aterials()*+ipment: ,(hanges+!

*Seasons+! (olored paint! paintbrushes! seasons tree or#sheet! alphabet video! letter o" the ee# video! vo el bat video! and holiday video$

Objectives:

TEKS Achieved: K.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to: (#) identify and read at least $%(&') high(fre)uen y words from a ommonly used list. (*+,S 4-) K. Reading/!omprehension o" #iterary $e%t/$heme and &enre. Students analy'e, make in"erences and draw conclusions about theme and genre in di""erent cultural, historical, and contemporary conte%ts and pro(ide e(idence "rom the te%t to support their understanding. Students are expected to:(.) identify elements of a story in luding setting, hara ter, and !ey e/ents.

Reading: I will read stories, poems, and songs to identify the 4 (Four) seasons. Writing: I will write about the 4 Seasons using sight words, in luding the word and letter of the wee! ( ome"me and "a".)

Lesson Plan: 1. Students ill begin the day ith their alphabet! letter o" the ee#!
vo el bat! and holiday videos$

Blooms

Kno ledge/Remember Analysis (omprehension//nderstand Evaluate Application (reate

a!onom":

#i$$erentiate% Learning:
Auditory Kinesthetic 1usical 2nterpersonal 0isual/Spatial 0erbal/Linguistic 2ntrapersonal

&lassroom Strategies:

(ooperative Groups 3ands%4n Technology Lecture 2ndependent Activities 5hole%group 6airing

&+rric+l+m -ntegration:
1usic Science 5riting Reading Theatre Art

2. The teacher ill have the class revie the past seasons that they have covered in class$ % Students should #no the names o" the other seasons as ell as ho to spell the name o" the season! the colors that represent them! hat the eather is li#e "or each season! and the process it ta#es to go through each season$ % E&: 'all$ '%A%L%L$ (olors: red! yello ! bro n! and orange$ The eather is getting colder$ The leaves change colors! "all to the ground! and get crunchy$ )$ A"ter discussing "all and inter! the teacher ill as# the students hich season comes ne&t in the year$ The students ill ans er spring$ % The teacher ill as# hat happens hen inter turns to spring$ % The teacher ill read the *spring+ part o" the Seasons boo#$ % The teacher ill have the students turn and tal# about hat happens in spring and hat are the things they li#e to do in the spring$ % The teacher ill then read the (hanges boo# to the class$ Through this the students ill see hat happens hen the seasons change "rom inter to spring$ ,$ The teacher ill discuss ith the students the seasons tree painting "or the day$ %Students ill be able to "ind the bo& labeled *spring+ because o" the spelling$ Students ill be able to spell spring$ % The teacher ill sho the students the paint that is to be used -green! bro n! yello ! and hite$. % The students ill tell hat they thin# each color ill be used "or$

% The teacher ill demonstrate painting the tree in the *spring+ bo&$ 7$ The students ill go bac# to their tables and complete their o n *spring+ tree$ %Students ill begin by riting the ord *Spring+ ne&t to the printed ord in the bo&$

2a/e students pra ti e demonstrating left(to(right, top(to(bottom progression using a familiar poem in :ig :oo!s or the 232 Flip -hart. -onferen e in small groups with students. $ier 39(.dditional time beyond 7ier $) *stablish before" after and Saturday s hool programs for students re)uiring additional support beyond 7ier & whole group"small group ore instru tion and 7ier $ Inter/ention. 2a/e students lo ate apital letters, pun tuation mar!s, and high fre)uen y words whi h ha/e been pre/iously(introdu ed in te0t. -onferen e & on& with students.
)nric/ment()!tension:

.ccommo%ations:

)i""erentiation In addition to whole group instru tion, all students are pla ed in fle0ible small groups for guided reading based on indi/idual assessments, as part of Reading"+anguage .rts ore instru tion. 1roup students a ording to their instru tional reading le/el and use 232 +e/eled Readers for +essons 4(5 following the lesson plan pro/ided for ea h boo! (6nit $ 7* pp. $8$($84 and 8&$( 8&4) *nter(entions $ier + 9(.dditional time beyond 7ier & instru tion) *stablish time outside of the Reading "+anguage .rts blo ! " ore program, during the s hool day, for students needing additional support beyond whole group and small group ore instru tion.

In/ite students to wor! together to ma!e an illustrated boo! for a targeted beginning letter"sound.

.ssessment()val+ation:

:eginning of the ;ear ,re(.ssessment (232 *merging +itera y Sur/ey (7ea her <bser/ations (Reading independently using pi tures, words, or retelling (Responding to read alouds in lass dis ussions (=aming a hara ter in a boo!
(

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