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

Language Objectives
Resources/materials
needed:
(Include any worksheets or
sources of evidence for
children’s learning you will
use during the activity)
Technology inclusion (if
applicable)
Procedures (step by step)
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
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.
Ocean card (Premade and laminated)
Velcros
Playdough (Different colors)
The Ocean (Touch and Explore) Book
Ocean related pictures such as animals and the beach
Pegs and pegboards
N/A
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)

Method of assessing
children’s understanding
of
lesson/activity/objective(
s)
To assess students
understanding of this activity,
I will make observations
based on the following
checklist:
- Students are working
on their fine motor
skills.
- 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
instruction/instructional
modifications
Support for Struggling
Learners:
If children are unable to do
this activity independently, I
will sit with them and gently
hold their hands to guide
them how to roll, shape, and
form the letters.
I will use google translator to
translate the activity
instructions and the word
ocean.
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.
Pre-assessment Assessment of Student Assessment of
Learning Children’s Language
For this activity, students Learning
should be able to recognize To assess students learning
the letters in the word and understanding of this Students will
ocean. I will do a review on activity, I will utilize the demonstrate
spelling ocean and have the checklist that I’ve created. their understanding on
whole class spell out ocean During the activity I will how to spell the word
together. observe each student and their ocean.
engagement in completing the
activity. I will ask my students,
“How many letters are in
the word ocean? How do
we spell ocean?” Let’s
spell it out together.
Supporting children with Supporting English Language Learners, a culturally
identified delays or responsive pedagogy, and anti-bias/anti-racist
disabilities (i.e., IEPs and curriculum
504 plans)
I will provide students with a copy of the ocean card in
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
However, for students who share how to say ocean in their home language so that
are sensitive to playdough, I other students and I can learn.
will provide them sand and
a stick to help them Give students the opportunity to work with a peer to
formulate the letters. I can complete the activity.
also use pegs for students to
form the letters on the
pegboard. I would seat
children with disabilities
closer to me to provide
extra support and offer
them to take a break if it
gets too difficult for them.
Playdough is calming and
Support for Students who
have Mastered the
Concept:
I would encourage these
students to help struggling
learners.
Give them an ocean animal
card for them to form the
letters of the given animal.
Follow up/Extension
activities
Family Engagement
Activities
helps children relieve stress
through their hands to
motivate children to explore
sensory play. I will also
have a visual of a
completed playdough
spelling of the word ocean
to encourage them to try
their best.
An extension to this activity would be asking students to take turns coming up to the
whiteboard and write out the word ocean.
I will email parents to encourage them to continue practicing how to spell the word
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

Language Objectives
Resources/materials
needed:
(Include any worksheets or
sources of evidence for
children’s learning you will
use during the activity)
Technology inclusion (if
applicable)
Procedures (step by step)
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
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.
Ocean counting placemats (Premade and laminated)
Ocean animals (Printed and laminated)
Numbers 1-20 (Printed and laminated)
Sorting bowls
Velcro
Numbers 20-30 (Printed and laminated for advanced learners)
Number Song (Youtube song played until 4:50)
Numbers Song - Sea Animals | Kids Songs & Nursery Rhymes | Doo Doo Doo …
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

Method of assessing
children’s understanding
of
lesson/activity/objective(
s)
To assess students
understanding of this activity,
I will make observations
based on the following
checklist:
- Students are counting
in order
- Students are
understanding and
matching the correct
number and ocean
animal given on the
ocean mat
Plans for differentiated
instruction/instructional
modifications
Support for Struggling
Learners:
If partners are having
difficulty doing this activity,
I will suggest recounting and
as they are recounting, I will
count with them to ensure
that they are counting
correctly.
I will use google translator to
translate the activity
instructions, animal names
and numbers.
Support for Students who
have Mastered the
Concept:
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.
Pre-assessment
For this activity, students
will use their counting
skills to match the correct
number and correct ocean
animal on the ocean mat. I
will do a review on
counting 1-20 with the
students and show the
ocean animals that they will
see in this activity.
Supporting children with
identified delays or
disabilities (i.e., IEPs and
504 plans)
Seating children with
disabilities closer to me will
allow me to guide and
provide extra support. I will
print out more visuals and a
specific visual of a
completed ocean mat so
that students can have
access to observe the
activity. I will also seat
children who are advanced
in counting and understand
the concept of this activity
to count with them as a way
to guide and support them. I
can give students easier
number placemats to start
off counting before handing
Assessment of Student Assessment of
Learning Children’s Language
Learning
To assess students learning
and understanding of this Students will
activity, I will utilize the demonstrate
checklist that I’ve created. their understanding on
During the activity I will counting and matching
observe their teamwork and the correct number of
engagement in completing the ocean animals to the
activity. statement. They will also
express their
understanding of which
ocean animal to use.
I will ask students to
count aloud to ensure
that they are putting
down the correct number
of the specific ocean
animal.
Supporting English Language Learners, a culturally
responsive pedagogy, and anti-bias/anti-racist
curriculum
I will provide students with a copy of numbers 1-20 in
English and their home language so that they can view
and practice counting at home. I will encourage students
to share and teach other students as well as I how to say
numbers and ocean animals in their home language.
Give students the opportunity to work with a different
partner or a group of 3.
 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
Resources/materials
needed:
(Include any worksheets or
sources of evidence for
children’s learning you will
use during the activity)
Technology inclusion (if
applicable)
Procedures (step by step)
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.
Plastic mason jars
Blue food coloring
Blue Paint
Other food colorings or paint colors (If children wants to create a different colored
ocean)
Animal figures
Rocks
Shells
Sand (Ocean floor)
Water (Ocean water)
Small bottle of vegetable oil (Sky)
Glitter (Optional)
Cups
Paintbrushes
Spoons
Small buckets
Five Oceans Song (Youtube)
Five Oceans Song
Let’s Go to the Beach Song (Youtube)
Let's Go to the Beach! | Original Kids Song
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
of
lesson/activity/objective(
s)
To assess students
understanding of this activity,
I will make observations
based on the following
checklist:
- Students are able to
follow instructions
such as filling in
their mason jar with
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
instruction/instructional
modifications
Support for Struggling
Learners:
If students are struggling
with this activity, I will sit
down next to them and use
another mason jar to show
them which materials are
needed to put in first, next
and last.
Support for Students who
have Mastered the
Concept:
For this activity, students
are able to be creative and
choose what materials to
use. I will go around and
make observations on how
they will decorate their
ocean and if they filled in
the jar with the correct
order of materials. I will
start conversations to ask
students about the ocean.
Supporting children with
identified delays or
disabilities (i.e., IEPs and
504 plans)
Seating children with
disabilities closer to me will
allow me to guide and
provide extra support. I will
put my ocean jar on their
table so that they can
observe which materials
I’ve used and have put in
order. I will also ask
children who are finished
with the activity to assist
them.
Learning Children’s Language
Learning
To assess students learning
and understanding of this Students will
activity, I will utilize the demonstrate
checklist that I’ve created. their understanding by
During the activity I will successfully creating
observe each student and their their unique ocean.
engagement in completing the
activity. I will ask my students,
“What ocean animals did
you put in the mason jar?
Which material did you
put first in the mason
jar?”
Supporting English Language Learners, a culturally
responsive pedagogy, and anti-bias/anti-racist
curriculum
I will ask children to share their ocean jar with other
students and share how to say the materials in their home
language.
Students can utilize books from the classroom library that
are about the ocean in their home language as a resource
to observe the ocean.
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.