Professional Documents
Culture Documents
Date Grade
12/9/13 Pre-Kindergarten
5.2.PK.A: Identify self membership of a group such as the class or family. 5.2.PK.B: Identify a problem and discuss possible solutions with adult assistance. 5.3.PK.F: Identify appropriate behaviors for responsible classroom citizens.
Modifications Johnnys aide comes in to the classroom during our social studies lesson. Sally is diabetic and will need to go to the nurse right after lunch, before social studies class. The teacher will follow strategies and modifications as required in IEP or 504 plan. Vocabulary Character, personality, unique, me, about, citizen, important, special, handprint, differences, shoes, template, design, all about me, identity, self-membership, behavior, prediction, describe, descriptions, problem, solve, ENGAGE, EXPLORE, EXPLAIN, ELABORATE, EVALUATE Materials Interactive read aloud book: Rocking in My School Shoes by Eric Litwin, What I Am Youtube video (http://www.youtube.com/watch?v=cyVzjoj96vs), activities adapted from http://www.preschoolexpress.com/theme-station09/all-about-me-aug.shtml, paint, white paper, copy of the poem for each student, markers, pencils, colored pencils, copy of the shoe template for each student, CD player with CD, computer, speakers, popsicle sticks with names, mystery bag with teachers favorite shoes and a picture of red colored sneakers to represent Pete the Cat Essential Questions
Activating Strategies I have a treat for you today. The teacher will have a mystery bag and get out her favorite pair of shoes and a pair of red sneakers. Call students to the carpet by the color they are wearing (ex. If you are wearing blue, pink, green, etc.). First, do a body check: crisscross applesauce, spoons in your bowls. Discuss focus questions for the read aloud and read the title and author of the book: Does Pete worry when he discovers something new? What do you think is going to happen to Pete and his school shoes? What do you do when you discover something new? What do you do in your school shoes? What could your shoes say about you?
Show students the cover of the book and ask students to think/pair/share their prediction of what the story is going to be about using the illustrations and title. The students can try to think about what the problem of the story could be (EEKK-elbow elbow knee knee, talk to your neighbor about what you see). So just by looking at the title what do you think the story could be about? The teacher can call on a few students to share their responses and ask for what evidence the students have: why did they think that way? Explain that throughout the day Pete the Cat faces new situations, but he does not worry. Instead of worrying and getting upset, Pete continues to sing his song and decides that school is pretty cool. What kinds of things do you do when you start to get upset? Is that a good decision when you do that? If not what could you do differently? How do you keep singing your song? Begin to read the story and stop at the pages with sticky notes to do brain checks and check for understanding (do this to review characters, setting, make a prediction, answer focus questions, etc.) Invite students to sing the song with the teacher. *Be sure to ask for evidence or what evidence the students see that made them think that way.
3. Pair share: share answers with a partner sitting next to them, turn and talk to partner when predicting during the read aloud and share answers for focus questions (Teacher begins: EEKK Teach students respond: talk to your neighbor about what you see) 4. Small group: share their handprint activity with their table group. *Howard Gardners Multiple Intelligences-see attached sheet and highlighted in blue
Instructional Procedures
Read aloud
1. Teacher will pre-read the story and plan places to stop and discuss using post-its placed in the book. 2. Teacher will invite students to the back rug making sure to fill in the spaces front to back and ask students to do a body check. 3. Introduce the book (share the title of the book, the cover, and the title page) Assessment 4. Invite students to predict what the story will be about. 5. Begin to read the book and stop at the first page to review the setting and character 6. Continue to read and making sure to stop at all the post-its to check for understanding. 7. Ask students to think pair/share answers, especially to focus questions evidence. (EEKK and then clap-clap, clap-clap-clap when finished) 8. Allow students to share predictions and make connections to other predictions. (What made you think that way?) 9. Brain checks: Stop and review to check for understanding. 10. Complete the shoe matching activity to begin identifying characteristics about students in the class (appreciate differences) 11. The teacher will explain the two activities (handprints and shoe design) and show an example. 12. The end-quietly creep back to your seat without a peep. 13. The teachers assistant (this is a students job) will pass out the shoe template to each student. Then, the students will follow the teachers directions and listen for their name to complete the handprint activity. 14. The students can quietly listen to classical music while working to increase productivity. 15. Once dry, the students can share their handprints and five important things about them with table groups. 16. Eventually, the class will create a book with all the shoe designs to be placed in the classroom library. Assessment
The teacher will observe students during the beginning of the lesson to make sure everyone is participating and listening attentively. Teacher will watch and monitor students body language. The teacher will ask students to pairshare answers so every student will participate. The teacher will walk around and monitor when students share responses. The teacher will complete a formative assessment with the shoe matching, handprint activity, and the shoe design activity. This way the teacher can monitor progress. The summative assessment will be the shoe design that the teacher will collect and create a class book.
Summarizing Students will be invited to share their handprints with the class. The students will watch the What I Am YouTube video (http://www.youtube.com/watch?v=cyVzjoj96vs) Review the focus questions from the story and post the essential questions on the board pick popsicle sticks for students to share. Ask if there are any questions about todays lesson and explain that the students will need to talk to three new students at outside play. After returning to the classroom, the students will share one thing they learned about each new student. Invite line leader and door holder to line up at the door for recess and then call table groups to line up.
Sung to: "If you're Happy and you know it" It's time for us to line up at the door, It's time to find the footprints on the floor, So stop what you are doing, find the footprints on the floor and line up at the door, at the door. http://www.preschooleducation.com/slineup.shtml