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 ÒABCÓ 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 ÒABCÓ 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 childrenÕs artwork
VII. EVALUATION
A. ASSESSMENT
1. The
teacher will observe studentÕs phonemic skills through their letter and word
correspondence