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Kindergarten Lesson Plan 3

Kindergarten Lesson Plan 3

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Published by: alyssamanning on Nov 27, 2011
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Hackett 2011

Teacher Candidate: Alyssa Manning Unit Topic: Starting Corner Capitals Essential Question(s): How do we write a capital “W?” When do we use a capital letter? Lesson Number: Three Approximate Time: 20 Minutes Objectives
(Label Bloom’s)

State Standards
(performance indicators, key ideas, strands, etc.)

Acceptable Evidence and Type of Assessment

Language Standards K–5 Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print many upper- and lowercase letters.

1. The student will be able to print a capital “W.” (Synthesis)

1. Student completion of “W” page in “Handwriting without Tears” workbook. (Formative)

Teacher Candidate: Alyssa Manning

Hackett 2011 Date: November 20, 2011

Unit Title: Starting Corner Capitals Subject: Handwriting Grade Level: Kindergarten Essential Question(s): How do we write a capital “W?” When do we use a capital letter? (*****You may not use every box everyday during field experience.) Lesson Title/Number Capital “W” / Lesson #3
Language Standards K–5

State Standards and Conventions of Standard English Performance Indicators

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print many upper- and lowercase letters.

1. The student will be able to print a capital “W.” (Synthesis) Lesson Objectives
(Bloom’s Taxonomy)

---------------------Acceptable Evidence
*Could be collected for accountability/auditing purposes.

----------------------------------------------------------------------------------1. 1. Evidence that students have achieved objective # 1: Student completion of “W” page in “Handwriting without Tears” workbook. (Formative)

Hackett 2011 The teacher will begin lesson by asking the students what kind of capital letters they’ve been learning about. The students will respond with Starting Corner Capitals.

Bell Ringer and Prior Knowledge Tap
This can be together or separate. Also may be called: set induction, anticipatory set, introduction/review

_______________ Procedure
Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

*Accommodations for learning modalities are required. Label…visual, auditory, and kinesthetic

________________________________________________________ 1. The teacher will introduce the new starting corner capital, the letter “W,” through a very brief discussion. (Direct Instruction) 2. The students will sit and listen to teacher introduction of the capital letter, “W.” 3. The teacher will call on a student to build a capital letter “W” with wood pieces on the blue mat board. (Check for Understanding) (Kinesthetic) 4. A student will choose the appropriate wooden pieces and construct a capital “W” on the blue mat board. 5. The teacher will have the class count in unison the number of lines needed to make a capital “W.” (Auditory) 6. The students will as a class count the number of lines needed to make a capital “W.” 7. The teacher will bring the students’ attention to the Smartboard and ask the students where they will start when writing a capital “W.” (Check for Understanding) 8. The teacher will model on the Smartboard how to draw a capital “W” while saying out loud the directions to make a capital “W.” (Modeling) (Visual & Auditory) 9. The students will quietly observe the teacher modeling how to write a capital “W” on the Smartboard. 10. The teacher will ask the students to say the directions to make a capital “W” while the teacher models how to write one on the Smartboard. (Check for Understanding) 11. The students will in unison say the directions to write a capital “W” while the teacher models the writing of a capital “W.” (Visual & Auditory) 12. The teacher will repeat one more time how to model writing a capital “W” while the students recite the directions of how to write a capital “W.” 13. The students will repeat one more time reciting in unison the direction to write a capital “W” while the teacher models the writing of a capital “W.” 14. The teacher will call on one student to come up and trace over one

Hackett 2011 of the teacher written capital “W’s” using the rainbow line option on the Smartboard. (Visual/Auditory/Kinesthetic) 15. The students will observe one student tracing one of the teachermade “W’s” while reciting the directions for writing a capital “W.” 16. The teacher will call on a second student to come up and trace over one of the teacher written capital “W’s” using the rainbow line option on the Smartboard. 17. The students will observe one student tracing the second teachermade “W’s” while reciting the directions for writing a capital “W.” 18. The teacher will call on a third student to come up and trace over one of the teacher written capital “W’s” using the rainbow line option on the Smartboard. 19. The students will observe one student trcing the second teachermade “W’s” while reciting the directions for writing a capital “W.” 20. The teacher will pull up on the Smartboard a sample of the “W” page of the students’ workbook, “Handwriting without Tears.” 21. The teacher will ask the students if this page looks familiar. (Check for Understanding) 22. The teacher will go over the directions for completing the “W” page of the students’ workbook, “Handwriting without Tears.” (Direct Instruction) 23. The teacher will ask the students to say in unison the pattern for completing the “W” page in the students’ workbook. (Check for Understanding) 24. The students will recite the pattern for completing the “W” page in the students’ workbook. 25. The teacher will remind the students to hold their pencils Kindergarten style while completing their workbook page. 26. The teacher will hand out the students’ workbooks and instruct them to sit down and complete the “W” page in their workbook. 27. The students will collect their workbooks and take a seat and begin working. 28. The teacher will walk around the room observing student progress. 29. The teacher will assist students when necessary and prompt for student’s to make corrections. 30. The teacher will put a check on each student’s “W” page in their workbook once done to the teacher’s satisfaction. 31. The teacher will allow students who are done their workbook page and received a check from the teacher to color the picture on the workbook page.

Hackett 2011

Checks for Understanding Label: directions, procedures, routines, and/or content (formative)

1. The teacher will call on a student to build a capital letter “W” with wood pieces on the blue mat board. (Check for Understanding) (Kinesthetic) 2. The teacher will have the class count in unison the number of lines needed to make a capital “W.” (Auditory) 3. The teacher will bring the students’ attention to the Smartboard and ask the students where they will start when writing a capital “W.” (Check for Understanding) 4. The teacher will ask the students to say the directions to make a capital “W” while the teacher models how to write one on the Smartboard. (Check for Understanding) 5. The teacher will call on one student to come up and trace over one of the teacher written capital “W’s” using the rainbow line option on the Smartboard. (Visual/Auditory/Kinesthetic) 6. The teacher will call on a second student to come up and trace over one of the teacher written capital “W’s” using the rainbow line option on the Smartboard. 7. The teacher will call on a third student to come up and trace over one of the teacher written capital “W’s” using the rainbow line option on the Smartboard. 8. The teacher will ask the students if this page looks familiar. (Check for Understanding)

Hackett 2011 9. The teacher will ask the students to say in unison the pattern for completing the “W” page in the students’ workbook. (Check for Understanding) 10. The teacher will walk around the room observing student progress. 11. The teacher will assist students when necessary and prompt for student’s to make corrections. 1. The teacher will put a check on each student’s “W” page in their workbook once done to the teacher’s satisfaction. (Formative) Assessment Type and purpose
(sometimes called evaluation)

Closure

The teacher will allow students to color the picture included on their workbook’s “W” page once the page has been completed to the teacher’s satisfaction. After the student’s have finished their work and coloring, the teacher will call them to the carpet to begin the next lesson.

Accommodations and/or Interactions with Support Staff Mat board Resources/Materials Wooden pieces for letter construction Smartboard Handwriting without Tears workbooks Pencils Crayons Marker 20 Minutes Time Required

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