lesson plan

Writing Lesson Plan

Grade Level:
         KG
Rationale:
Writing standards:
(1.1)         Use letters and phonetically spelled words to write about experiences, stories people, objects or events.
(1.2)         Write by moving from left to right and from top to bottom.
      -    Standards for techniques. (I could not find these standards on line)
English Language Development Standard(s) for Beginning ELD Level:
-          Organization and Focus—Write a few words or phrases about an event or character from a story read by the teacher.
When students write about something that they are interested in, they will write more. And, when they write more, they learn more about alphabets, sound of the letters, phonics, and punctuations. The cultural events are some of those subjects that students can be interested in, especially minorities and immigrants, and at the same time teacher can bring their culture in the classroom, so those kids believe that they are welcome in the community.
Performance Objective:
In this activity, students will follow the steps of writing a sentence. They will start to write from right to left and start the sentence with capital letter. In addition, they learn how to put space between words and use the period correctly.
Procedures:
First, teacher will read some picture books about The Day of The Dead or ask them to bring a picture of some body that passed away lately. Then she will model the activity. She will put her own journal on easel and draw a picture one of her relatives who passed away lately. Then teacher will say one complete sentence about the picture. She counts the words (five words) and draws five pieces of lines in a row with space between them. Then she will start the sentence with capital letter, and explains it is because that letter is the first letter of the first word of the sentence. She will write one word on one piece of line. She will start the name of her relative with capital letter. Finally, at the end of the sentence, she will put the period, and she will explain this is one of the rules of writing.
Students will draw a picture on their own journals. Teacher will observe them. Whoever is done with his/her drawing, teacher will work that student individually. Teacher asks the student what is your sentence and count how many words are in that sentence. Then she asks the student to draw short lines for each word and write his/her words.
Accommodations:
As most of the students in this class are English learners (15 out of 20), teacher will plan this activity for one group of five at a time in order to have enough time to work with them individually.
When students start writing, teacher will show them the small chart of the alpha friends and sound out the letters to help students write correctly. However, she will not correct them in order to improve her students’ self confidence in writing.
One student cannot hear very well with his left ear. When teacher is modeling the activity, she asks him (Jorge) to sit close to her in order to hear her better. When teacher works with him individually for writing, she tries to speak slowly, and she asks student to look at her lips when she sounds out the letters.
Evaluation:
When students are writing, teacher observes them one by one and records her observation:
-         Do they write from right to left?
-         Do they put space between words?
-         Do they put period at the end of the sentence?
-         Do they start the sentence with capital letter?
-         Do they start the names with capital letter?
-   Could they remember and write about the stories that teacher read about The Day of The Dead or their own experiences about this event?
Teacher will put these options for each question:
Most of the time                              Rarely                                     Not at all

Sciense lesson Plan

Grade Level:
        KG
Subject:
       Life Sciences
Content Standard(s):
         Different types of plants and animals inhabit the earth. As a basis for understanding this concept:

Students know how to identify major structures of common plants and animals (e.g., stems, leaves, roots, arms, wings, legs).

Goal:
       Teach about one kind of animal (Hamster) in order to expand the vocabulary and the scientific knowledge of the students. Also, when students learn how to take care of the Hamsters, they can take more responsibility in their social life (if they have this kind of animal). Teacher can teach math to students when she/he asks them to count the hamster’s claws, legs, ears and eyes or create an interesting math problem for them.

Links to Prior knowledge or experience:
        Talking about pets they have at home, how they take care of them, what kind of food                     their pets eat, etc.

Performance Objective(s):
       Student will say and draw different parts of the Hamster (head: eyes, ears, mouth, body: back, stomach, tail, heart, legs: paw, claw).

Assessment/Evaluation:
                                                                             (Time: 20 min.)
Learning target
        Making handy crafts of different parts of Hamster’s body and finding out:
             -Are they putting all of the parts (hamster’s parts of the body) correctly?
             -Are they putting some of the parts correctly?
             -They can’t put the parts together at all.
Or,
       Ask some question about whatever they have been taught about Hamsters:
         -Do the Hamsters have tail?
         -Can you tell me the different parts of Hamster’s head?
         -Can you tell me the different parts of Hamster’s abdomen?
         -Who can show me the legs, the paws, etc? (Students can point at the picture and show different parts of Hamster’s body)
         -We have three plates for three Hamsters. I put two pieces of food in each plate. How many pieces of food I need to feed them?
         -Do the hamsters eat meat?

Scaffolds for English Learners & Children with Special Needs:

              I have one student who can’t hear very well with his left ear. I keep him close to myself in order to hear me better, and some times I work with him individually. I explain more for him and let him to see my lips when I’m speaking. I have one student who is very young and immature. I will explain more for him and ask him to sit at the first row on the carpet, so I can catch more his attention. I have another student whose mother has a contract with teacher for his behavior. Usually when he does his job correctly in the classroom and follows the directions very well, he receives a sticker. Now he is doing much better, so I will continue encouraging him, and I prefer to keep him close to the white board also. For all of these three students and the other students who are visual learners, I will bring a live Hamster and let them observe it. Definitely, it helps them learn more.

INSTRUCTION: Procedures & Activity/Activities:
                                                                                         (Time: 15 min. for each activity)

Introduction/anticipatory set:
          -Showing the pictures or cards of different kinds of Hamsters and reading the fiction or science books about Hamsters.

Model/Demonstrate:
Practice: Guided/Independent
          -Making the handy crafts: First showing them how to do it (glue different parts of the Hamster together), and then help the students who need help, although most of them can do it independently.
          -Doing the handy crafts in small groups in order to help them better.
Closure:                                                                                                   (Time: 10 min.)
           Remind them what they have learned:
           - Ask them to tell their friends two parts of Hamster’s body, or two things about the Hamsters.
          -In “daily news” time, draw a picture about Hamster and write one or two sentences about it on easel and pick some students to come up and circle the first letter of Hamster or show the letters of different parts of Hamster’s body.
Reflections: Students:                                                                              (Time: 10 min.)
           Asking them:
           - What did they learn about Hamsters today?
           -What do they think is important about Hamsters?
           -What do they know that they didn’t know yesterday?

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