I.          OVERVIEW OF THE LESSON

A.  November 9, 2010

B.   Two 40-minute periods, spread out between two days

C.   20 students working individually

D.  Literacy, Art

E.   Kindergarten

F.   Heather Geiger

 

II.        PENNSYLVANIA STATE STANDARDS

A.  1.1.K.B Employ word recognition techniques

B.   1.1.K.E Demonstrate accuracy and automaticity in phoneme segmentation, letter naming, letter-sound correspondence and blending (decoding) simple words

C.   1.4.K.A Write, dictate or illustrate to convey ideas for a specific purpose

D.  1.4.K.B Write, dictate or illustrate to communicate information

E.   1.5.K.A Write about one specific topic

F.   1.5.K.B Generate ideas and identify content appropriate for the topic

G.   1.5.K.C Write words and simple sentences in a logical order

 

III.       GENERAL OBJECTIVES

A.  Students will understand the importance of appreciation while incorporating phonemic awareness

 

IV.       BEHAVIORAL OBJECTIVES

A.  Students will create an “ABC” Journal to list all of the things they are thankful for

B.   Students will share their journals with a partner

C.   Teacher will then ask each student to say their list for one letter each

 

V.        INSTRUCTIONAL MATERIALS

A.  Construction Paper

B.   Hole Puncher

C.   Yarn

D.  Letter Stencils

E.   Colored Pencils

 

VI.       ACTIVITY AND PROCEDURE

A.  MOTIVATION AND INTRODUCTION

1.   Teacher will introduce theme of Thanksgiving

2.   Teacher will ask a few students what they are thankful for

3.   Teacher will have students collect construction paper and colored pencils from the art center

4.   Teacher will show students an example of an “ABC” Journal

 

B.   DEVELOPMENT

1.   Day One ~ Teacher will have students begin their journals by stenciling letters on their construction paper

2.   Teacher will then have students list what they are thankful for based on each letter (example: A=apples)

3.   Teacher will then bring class back together as a whole once letters and lists are completed

4.   Day Two ~ Teacher will have the students draw representations of what they listed for each letter. 

5.   If students desire, they can cut pictures out of magazines to place in their journals as well

 

C.   STRATEGIES FOR DIVERSE LEARNERS

1.   Teacher will call upon students for participation (universal design)

2.   Teacher will model examples of the task (universal design)

3.   Teacher will provide personal scaffolding for students with speech or reading diversities

 

D.  SUMMARY AND CLOSURE

1.   Class will discuss some of the things that they were thankful for

2.   Journals will be hung in hallway to display the children’s artwork

 

VII.      EVALUATION

A.  ASSESSMENT

1.   The teacher will observe student’s phonemic skills through their letter and word correspondence