Name Monica Wong

School/Grade: Kindergarten
Content The content area the students will focus on for this lesson is Literacy.
area(s)/developmental
domain(s) addressed Approaches to Learning: Students will be recognizing, matching and forming the letters
of the word ocean.

Physical Development and Health: Students will use their fine motor skills to move their
hands to match velcro letters on the ocean card. They will also learn hand-eye
coordination and move their hands to mold, shape and form the letters of the word ocean
with playdough.

Social emotional: Students will use and enhance their listening skills to engage in this
activity.

Communication, Language, and Literacy: Students will be able to learn how to spell the
word ocean and think what letter comes after each letter. They will say each letter aloud
as they are matching the velcro letters and forming the letters with playdough.

Cognition and Knowledge of the World: Students will be able to recognize, spell and
form out the word ocean.

Brief description and The theme of this unit is the Ocean. In this lesson, students will learn how to read, spell,
rationale for the lesson increase language development, and phonological awareness. This lesson will help
children playfully work on letter recognition, strengthening their fine-motor skills by
getting hands-on to practice matching letters, forming letters and sounding out the letters.
Using playdough is a fun, effective means for building fine motor skills and an easy way
to improve finger and hand strengths. Students will develop spelling skills that will
improve their future reading ability, vocabulary knowledge and language fluency. “Play
promotes joyful learning that fosters self- regulation, language, cognitive and social
competencies as well as content knowledge across disciplines” (p. xxxiii).

This lesson is: * A new

concept/activity
The expected timeframe for this math activity will be 45 minutes.
Timeframe
Objective(s) of the Students will be able to identify the word ocean using velcro letters and playdough.
activity
Connections to standards The NYS Early Learning Standards being addressed in this lesson are:

K.AC.1. Demonstrates motivation to communicate

K.AC.1. Indicators:
b. Participates in language activities in large group, small group, or independently (e.g.,
story-telling, dramatic play, singing, or finger plays)
d. Listens attentively for a variety of purposes (e.g., enjoyment, to gain information, to
perform a task, to learn what happened, to follow directions)
e. Initiates conversations, both verbally and nonverbally
 f. Makes choices about how to communicate the ideas they want to share (e.g., gestures,
drawing, writing, home language, sign language, speaking)

K.ELAL.2. [KRF.2] Demonstrates an emerging understanding of spoken words,

syllables, and sounds (phonemes)

K.ELAL.3. [KRF.3] Knows and applies phonics and word analysis skills in
decoding words
KRF.3. Indicators:
a. Demonstrates one-to-one letter-sound correspondence by producing the primary sound
or most frequent sound for each consonant
Language Objectives The academic language that will be targeted will be phonics, more specifically on letter
recognition. They will be able to match the letters to the ocean card that’s provided to
them then form the letters with playdough. The focus on letters is meaningful and
encourages children to recognize letters in words.

Resources/materials Ocean card (Premade and laminated)

needed: Velcros
(Include any worksheets or Playdough (Different colors)
sources of evidence for The Ocean (Touch and Explore) Book
children’s learning you will Ocean related pictures such as animals and the beach
use during the activity) Pegs and pegboards
Technology inclusion (if N/A
applicable)
Procedures (step by step) Objective(s): Students will be able to identify and spell out the word ocean using velcro
letters and form out the word with playdough.
Anticipatory Set (Connection/Motivation): To get students motivated for this activity, I
will begin by reading the book, “The Ocean” by Nathalie Choux. This book is an
interactive book. It is a multisensory journey of the underwater world such as being able
to touch shiny scales, bumpy barnacles, and a shark’s sandpapery skin. Students will
have the opportunity to touch and feel these specific parts of the book.
Instructions/Mini Lesson:
(I do)
First, I will distribute materials to the students. Next, I will show them the ocean card
with the velcro letters removed and stick the letter O to the card. This is to show them
that letter O is the first letter to spell out ocean. Last, I will use playdough to form and
shape the letter O.

(We do)
After putting the letter O on the ocean card, I will ask my students “What letter comes
after O?” so that they can help me with the next letter to finish spelling the word ocean.
Then I will ask them to take some playdough and use it to form the letter O. When we
are finished with these tasks, I will ask students to start working independently, using
their ocean card to match the velcro letters and finish forming the remaining letters with
playdough.
Independent Practice (Small group of 4 students working independently)
(You do)
 Students will be given materials and encouraged to complete the task independently.
They will first match the velcro letters on the ocean card. When this part of the activity
is complete, they can start using their playdough to form the letters to spell out ocean.
Closure: Once this activity is completed, I will have students rotate and walk around
other tables to observe other student’s work.

Method of assessing Pre-assessment Assessment of Student Assessment of

children’s understanding Learning Children’s Language
of For this activity, students Learning
lesson/activity/objective( should be able to recognize To assess students learning
s) the letters in the word and understanding of this Students will
ocean. I will do a review on activity, I will utilize the demonstrate
To assess students spelling ocean and have the checklist that I’ve created. their understanding on
understanding of this activity, whole class spell out ocean During the activity I will how to spell the word
I will make observations together. observe each student and their ocean.
based on the following engagement in completing the
checklist: activity. I will ask my students,
“How many letters are in
- Students are working the word ocean? How do
on their fine motor we spell ocean?” Let’s
skills. spell it out together.
- Students are
understanding how
to form the letters O,
C, E, A, N
- Students can match
the letters on the
ocean card to spell
ocean correctly
Plans for differentiated Supporting children with Supporting English Language Learners, a culturally
instruction/instructional identified delays or responsive pedagogy, and anti-bias/anti-racist
modifications disabilities (i.e., IEPs and curriculum
504 plans)
Support for Struggling I will provide students with a copy of the ocean card in
Learners: Using playdough can help English and in students' home language so that spelling
strengthen fine-motor skills. can also be practiced at home. I will encourage students to
If children are unable to do However, for students who share how to say ocean in their home language so that
this activity independently, I are sensitive to playdough, I other students and I can learn.
will sit with them and gently will provide them sand and
hold their hands to guide a stick to help them Give students the opportunity to work with a peer to
them how to roll, shape, and formulate the letters. I can complete the activity.
form the letters. also use pegs for students to
form the letters on the
I will use google translator to pegboard. I would seat
translate the activity children with disabilities
instructions and the word closer to me to provide
ocean. extra support and offer
them to take a break if it
gets too difficult for them.
Playdough is calming and
Support for Students who helps children relieve stress
have Mastered the through their hands to
Concept: motivate children to explore
sensory play. I will also
I would encourage these have a visual of a
students to help struggling completed playdough
learners. spelling of the word ocean
to encourage them to try
Give them an ocean animal their best.
card for them to form the
letters of the given animal.

Follow up/Extension An extension to this activity would be asking students to take turns coming up to the
activities whiteboard and write out the word ocean.

Family Engagement I will email parents to encourage them to continue practicing how to spell the word
Activities ocean at home as the children will be engaging in more ocean related activities in the
classroom.
Name Monica Wong

School/Grade: Kindergarten
Content The content area the students will focus on for this lesson is Math.
area(s)/developmental
domain(s) addressed Approaches to Learning: Students will be counting and sorting the amount of animals
based on the given number on the ocean mat.

Physical Development and Health: Students will use their fine motor skills to move their
hands to sort the amount of ocean animals on the ocean mat based on the given number.

Social emotional: Students will use and enhance their listening skills to engage in this
activity with their partner. They are encouraged to ask the teacher if they have any
questions or check their work.

Communication, Language, and Literacy: Students will be counting and identifying the
number of animals they have placed on the ocean mat. They will problem-solve to
strengthen their counting skills and logical thinking to express the amount and specific
animal on their ocean mat.

Cognition and Knowledge of the World: This activity involves children to think, explore,
and figure things out as it relates to their everyday experiences. They will count and sort
the number of animals on the ocean mat based on their given number.

Brief description and The theme of this unit is the Ocean. In this lesson, students will strengthen number
rationale for the lesson recognition, counting skills and sorting different ocean animals that we would find living
in the ocean. Students will say the number as well as the name of the animal. According
to Vygotsky, math in children’s zone of proximal development is viewed as a way of
improving performance in math through different types of scaffolding and range of
approaches. “These include providing materials that support content learning, asking
questions that provoke children’s thinking, introducing vocabulary as part of play, and
modeling how to use materials” (p. 69). Students’ counting skills are important to help
them develop understanding of numbers and future math concepts such as addition and
subtraction.
This lesson is: * A new * A continuation of a previous lesson/activity
concept/activity
* A review of a
previous lesson/activity
The expected timeframe for this math activity will be 30 minutes.
Timeframe
Objective(s) of the Students will be able to count.
activity Students will be able to sort the number of ocean animals.
Students will be able to describe the animal type.
Connections to standards The NYS Early Learning Standards being addressed in this lesson are:
Counts to tell the number of objects
K.MATH.4. [NY-K.CC.4.] Understands the relationship between numbers and quantities
up to 20; connects counting to cardinality
 K.MATH.5. [NY-K.CC.4a.] When counting objects, says the number names in the
standard order, pairing each object with one and only one number name and each
number name with one and only one object (1:1 correspondence)
K. MATH.6. [NY-K.CC.4b.] Understands that the last number name said tells the
number of objects counted (cardinality); the number of objects is the same regardless of
their arrangement or the order in which they were counted
K.MATH.7. [NY-K.CC.4c.] Understands the concept that each successive number name
refers to a quantity that is one larger
K.MATH.10. [NY-K.CC.5b] Given a number from 1-20, counts out that many objects

Language Objectives For this lesson, the academic language demands I will be targeting are numbers.
Students will be able to become familiar with the meaning of counting by using counting
skills in a variety of meaningful situations. In addition, counting helps children
understand the meaning of numbers.

Resources/materials Ocean counting placemats (Premade and laminated)

needed: Ocean animals (Printed and laminated)
(Include any worksheets or Numbers 1-20 (Printed and laminated)
sources of evidence for Sorting bowls
children’s learning you will Velcro
use during the activity) Numbers 20-30 (Printed and laminated for advanced learners)
Technology inclusion (if Number Song (Youtube song played until 4:50)
applicable) Numbers Song - Sea Animals | Kids Songs & Nursery Rhymes | Doo Doo Doo …
Procedures (step by step) Objective(s): Students will be able to count.
Students will be able to sort the number of ocean animals based on the given number on
the ocean placemat.
Students will be able to describe the animal type.
Anticipatory Set (Connection/Motivation): In order to get my student’s attention for this
activity, I will play the Number Song (approximately 5 minutes) from Youtube to the
whole class. Students can sing along and watch the number song. In addition, I will ask
students to share their favorite ocean animal and explain why it’s their favorite ocean
animal.
Instruction/Mini Lesson
(I do)
First, I will present materials to students. I will explain that we will use the ocean
placemat to play a game. On each placemat there will be a sentence stem, “Put (number)
(ocean animal) in the ocean.” Next, I will inform students that I will put a number and
specific ocean animal on the statement section.

(We Do)
After that, I will place the number 8 and the animal starfish on the statement, “Put 8
starfish in the ocean.” I will then ask the students what animal we are using and how
many do we need to put on the ocean placemat. When the students answer, “8 starfishes”
I will begin to pick up starfishes and count “1, 2, 3….8 starfishes, well done my
friends!”
Working with a partner (In pairs)
(You do)
I will show the students that they will see different kinds of ocean animals. I will then
hand out the same number but different animals to each partner. I will ask, “What
number do we see and what animal did you guys receive?” As students are calling out
 the number and ocean animal, they will begin to put down and count the correct number
of the animal on the ocean mat.
Closure: As a closure for this activity, students will have the opportunity to switch
partners to work with a different partner after a few rounds of the activity. In addition, I
will also ask students to turn and talk to their friends to discuss what they learned.

Method of assessing Pre-assessment Assessment of Student Assessment of

children’s understanding Learning Children’s Language
of For this activity, students Learning
lesson/activity/objective( will use their counting To assess students learning
s) skills to match the correct and understanding of this Students will
number and correct ocean activity, I will utilize the demonstrate
To assess students animal on the ocean mat. I checklist that I’ve created. their understanding on
understanding of this activity, will do a review on During the activity I will counting and matching
I will make observations counting 1-20 with the observe their teamwork and the correct number of
based on the following students and show the engagement in completing the ocean animals to the
checklist: ocean animals that they will activity. statement. They will also
see in this activity. express their
- Students are counting understanding of which
in order ocean animal to use.
- Students are
understanding and I will ask students to
matching the correct count aloud to ensure
number and ocean that they are putting
animal given on the down the correct number
ocean mat of the specific ocean
animal.
Plans for differentiated Supporting children with Supporting English Language Learners, a culturally
instruction/instructional identified delays or responsive pedagogy, and anti-bias/anti-racist
modifications disabilities (i.e., IEPs and curriculum
504 plans)
Support for Struggling I will provide students with a copy of numbers 1-20 in
Learners: Seating children with English and their home language so that they can view
disabilities closer to me will and practice counting at home. I will encourage students
If partners are having allow me to guide and to share and teach other students as well as I how to say
difficulty doing this activity, provide extra support. I will numbers and ocean animals in their home language.
I will suggest recounting and print out more visuals and a
as they are recounting, I will specific visual of a Give students the opportunity to work with a different
count with them to ensure completed ocean mat so partner or a group of 3.
that they are counting that students can have
correctly. access to observe the
activity. I will also seat
I will use google translator to children who are advanced
translate the activity in counting and understand
instructions, animal names the concept of this activity
and numbers. to count with them as a way
to guide and support them. I
Support for Students who can give students easier
have Mastered the number placemats to start
Concept: off counting before handing
 out bigger number
I would encourage the placemats.
mastered students to help
struggling learners. In
addition, I will ask them to
come up with a few ocean
animals that live in the
ocean. Furthermore, I will
give them bigger number
placemats such as 21-30 to
solve.

Follow up/Extension An extension to this activity is to create a mystery bag of ocean animal cards. Students
activities will be asked to pick out a card from the mystery bag and count how many ocean
animals are printed on the card.

I will email and encourage parents to continue counting numbers with their child at
home. This counting activity can also be done during their travel back home or going
Family Engagement outdoors. For example, counting how many cars are on the block or counting how many
Activities steps they have to walk up to their house.
Name Monica Wong

School/Grade: Kindergarten
Content The content area the students will focus on for this lesson is Art.
area(s)/developmental
domain(s) addressed Approaches to Learning: Students will be getting hands-on to design and create their
own ocean in a mason jar.

Physical Development and Health: Students will use their fine motor skills to move their
hands to pick up and insert materials in the mason jar to create their own ocean. They
will walk to the sink, stand or sit on their seats to complete this activity (gross motor
skills).

Social emotional: Students will use and enhance their listening skills to engage in this
activity. They are encouraged to ask the teacher if they need more materials.

Communication, Language, and Literacy: Students will express what they will put in
their ocean, what materials they would like to add or use, compliment other students’
ocean and be creative with how they imagine their own ocean would look like.

Cognition and Knowledge of the World: This activity involves children to think, explore,
create and have fun getting hands-on.

Brief description and The theme of this unit is the Ocean. In this lesson, students will participate in a sensory
rationale for the lesson exploration activity by creating and decorating their own imagination of the ocean. This
is a fun activity to allow children to get messy and talk about the art behind their ocean.
This lesson will also introduce the benefits of loose parts and how they can use them. “A
beach: it is filled with loose parts-rocks, shells, beach glass, plants and feathers” (p. 2).
This lesson is: * A new * A continuation of a previous lesson/activity
concept/activity * A conclusion of a concept
* A review of a
previous lesson/activity
The expected timeframe for this art activity will be 45 minutes.
Timeframe
Objective(s) of the Students will be able to create and decorate their own imagination of the ocean.
activity
Connections to standards The NYS Early Learning Standards being addressed in this lesson are:
K.ARTS.17. [VA:Cr1-3.K] Creates Visual Arts
K.ARTS.17. Indicators:
a. Through exploration, imaginative play and experimentation with materials, builds
skills with various media and artmaking approaches (more self-directed)
c. Identifies safe ways to use art materials and tools
d. Reflects on and explains the process of making different kinds of art
K.ARTS.20. [VA:Cn10-11.K] Connects with Visual Arts
K.ARTS.20. Indicators:
a. Explores the world using descriptive words and artistic work
b. Identifies a variety of forms of art and design
c. Describes what it means to invent and imagines an invention
Language Objectives The academic language I will be targeting are creativity and imagination through artistic
means. More specifically, students will be able to decide how much portion and
materials they will use to self-express and create their own ocean. Students will express
what they will see in the ocean, what they might find, and the color of the ocean.

Resources/materials Plastic mason jars

needed: Blue food coloring
(Include any worksheets or Blue Paint
sources of evidence for Other food colorings or paint colors (If children wants to create a different colored
children’s learning you will ocean)
use during the activity) Animal figures
Rocks
Shells
Sand (Ocean floor)
Water (Ocean water)
Small bottle of vegetable oil (Sky)
Glitter (Optional)
Cups
Paintbrushes
Spoons
Small buckets
Technology inclusion (if Five Oceans Song (Youtube)
applicable) Five Oceans Song
Let’s Go to the Beach Song (Youtube)
Let's Go to the Beach! | Original Kids Song
Procedures (step by step) Objective: Students will be able to create and decorate their own imagination of the
ocean.
Anticipatory Set (Connection/Motivation): In order to get student’s attention and their
motivation for this activity, I will play the Five Oceans Song and the Let’s Go to the
Beach Song to the whole class.
Instruction/Mini Lesson
I do:
First, I will distribute the materials on each table. Next, I will explain the materials we
will be using. For instance, each student will have 1 mason jar, some sand, 1 cup, and 1
spoon. The sand, paints, food coloring, vegetable oil, animal figures, glitter, rocks and
shells will be put in the middle of each table so that all the students will have access to
pick out what they would like to use. Then I will explain step by step on how the
students will create their ocean.

We do:
I will pick up my mason jar and ask students to assist me with filling in some sand first,
some blue water (water and one drop of food coloring) next, and slowly pour some oil
on top of the jar last. I will explain to students that they will see the sand representing
the ocean floor, the water for ocean water and the oil for the sky. After that, I will pick
ocean objects to put down in the jar and explain that some objects might float in
different sections of the jar depending on the weight of the objects. Finally, I will ask the
students to start picking out which animal figures and materials they would like and
want to put in their ocean jar.
 Independent Practice: (Small group of 4 students working independently)
You do:
Students will begin to complete this activity alone. They will start filling their mason jar
with sand, water and oil. Then they will decide on what animal figures, rocks, shells,
glitter and other materials to put in the jar.
Closure: As a closure for this activity, students will be able to take turns sharing and
showing the whole class their ocean.

Method of assessing Pre-assessment Assessment of Student Assessment of

children’s understanding Learning Children’s Language
of For this activity, students Learning
lesson/activity/objective( are able to be creative and To assess students learning
s) choose what materials to and understanding of this Students will
use. I will go around and activity, I will utilize the demonstrate
To assess students make observations on how checklist that I’ve created. their understanding by
understanding of this activity, they will decorate their During the activity I will successfully creating
I will make observations ocean and if they filled in observe each student and their their unique ocean.
based on the following the jar with the correct engagement in completing the
checklist: order of materials. I will activity. I will ask my students,
start conversations to ask “What ocean animals did
- Students are able to students about the ocean. you put in the mason jar?
follow instructions Which material did you
such as filling in put first in the mason
their mason jar with jar?”
the correct order of
materials (sand,
water and oil)
- Students are
creatively making
their unique ocean
with any materials
they desire to use
Plans for differentiated Supporting children with Supporting English Language Learners, a culturally
instruction/instructional identified delays or responsive pedagogy, and anti-bias/anti-racist
modifications disabilities (i.e., IEPs and curriculum
504 plans)
Support for Struggling I will ask children to share their ocean jar with other
Learners: Seating children with students and share how to say the materials in their home
disabilities closer to me will language.
If students are struggling allow me to guide and
with this activity, I will sit provide extra support. I will Students can utilize books from the classroom library that
down next to them and use put my ocean jar on their are about the ocean in their home language as a resource
another mason jar to show table so that they can to observe the ocean.
them which materials are observe which materials
needed to put in first, next I’ve used and have put in
and last. order. I will also ask
children who are finished
Support for Students who with the activity to assist
have Mastered the them.
Concept:
I would encourage students
who have mastered this
activity to help put away the
unused materials and ask
other students if they need
extra materials. For students
who have mastered the
activity, I will hand out a
paper for them to describe
their ocean. For example,
“My ocean is blue. I see sand
and animals.”

Follow up/Extension I will follow up on the topic by reading, “The Rainbow Fish.” Then I will ask the
activities students if they are excited to bring home their ocean and show their family to encourage
further ocean discussions. I will also create a virtual trip to the aquarium with a
powerpoint slide and videos to share with my students.
Family Engagement
Activities I will email and encourage families to have an continued ocean-related conversation
with their child. This can be an experience or special day that happened at the beach,
during vacation, swimming class, going to the aquarium or an ocean activity done in
class.