Lesson Plans Worksheet for Kindergarten

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```					                                        SoE Lesson Plan Format

Title of Lesson:          “Counting 10 Turkeys”            Date:            Nov. 16, 2005

School
Author(s):                Rosy Garza                                        Texas City ISD
District:

Mentor
Ms. Frances Cantu                Campus:          Heights Elementary
Teacher:

Subject Area:             Mathematics                      Grade/Level:     Kindergarten

22 kindergarten students.
Student
Primary language: Spanish.
Population:
Average kindergarten bilingual class.

Component                                                     Detail

22 kindergarten students.
Student Population              Primary language: Spanish.
Average kindergarten bilingual class.

10 Fat Turkeys by Tony Johnston
Chart paper
23 dry erase boards
23 dry erase markers
23 paper towels (erasers)
“Turkey Tracks” worksheet (attached)
Marshmallows Turkey’s teacher sample
22 bodies of turkeys glued on brown construction paper sheets
1 box of cocoa crispy cereal
Materials/Resources
6 bags of miniature marshmallows
1 bag of pinto beans
44 small wiggle eyes
22 brown crayons
22 red crayons
11 bottles of glue
22 small paper cups
1, 2, 3 Thanksgiving! By W. Nikola-Lisa

Lesson Plan Format 4/44/2005

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Notify students of the followings safety tips:

   Place the cocoa crisp cereal on the turkey, do not throw it.
Safety                            Do not use too much glue just enough.
(If not appropriate                      Do not unscrew the bottle of glue’s white cap only the orange
to the lesson, give                      one.
maximum points.)                         Do not put the beans on your nose or ears.
   Do not drop the materials on the floor.
   Do not eat the materials. At the end of the lesson, I will give you
some marshmallows to eat.

Subject Specific TEKS:        http://www.tea.state.tx.us/teks/ #Grade

(1) Number, operation, and quantitative reasoning. The student uses
TEKS/TAKS
numbers to name quantities. The student is expected to:
(Texas Essential
Knowledge and
(B) use sets of concrete objects to represent quantities given in
Skills)
verbal or written form (through 9)

Technology Specific TEKS:
http://www.tea.state.tx.us/rules/tac/ch126toc.html

Instructional               The students will be able to count, identify, and write the numbers 1
Objective(s)               through 10.

The teacher will ask the students to sit on the carpet for reading time. Read
the book 10 Fat Turkeys by Tony Johnston. As the book is read, the
Anticipatory Set              students will predict what comes next and will repeat the repetitive part of
the text (last part of the sentences). Also ask the students to count the
turkeys on the story as the book is read.

1. The teacher will state the lesson objective by saying “Boys and girls,
today we are going to talk about the numbers 1 through 10.”
2. The teacher will inform the students that she will read a book called 10
Fat Turkeys and then they will write the numbers 1 through 10, work on
Input or Procedure
a math worksheet and at the end of the lesson they will create a turkey
(Instruction)
with marshmallows.
3. The teacher will ask the students to count with her from 1 through 10
using their fingers.
4. Then, the teacher will write the numbers 1 through 10 on a chart paper
and will ask the students to count the numbers with her one more time.

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1. The teacher will write the numbers 1 through 10 on a dry erase board.
2. Then, she will circle the number 6 and will ask the students to tell her
what number it is.
Input or Procedure             3. After the students respond, the teacher will circle the number 9 and will
(Modeling)                     ask the student to tell her what number it is. Then, she will circle the
number 2 and will ask the students the same question.
4. The teacher will check for understanding by making sure that all
students identify the numbers correctly.

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1. The teacher will choose the two quieter students to help her distribute
the dry erase boards and the markers.
2. After all the students have their materials, the teacher will write the
numbers 1 through 10 again and ask the students to do the same thing.
3. The teacher will tell the students to identify and circle the number 8 and
after they circle it, she will ask the students to show her their boards to
check for understanding.
4. The teacher will tell the students to identify and circle the number 4.
Guided Practice                  After they circle the number 4, the teacher will ask them to show her
their response.
5. The teacher will ask the students to erase the numbers and write the
numbers 1 through 10 again.
6. She will inform the students that they will be doing the same process
but now they have to identify and circle the number 3. For last time, the
teacher will ask the students to identify and circle the number 8 and
then show her their responses.
7. Praise students’ effort and their collaboration throughout the activity.

1. The teacher will inform the students that they will work on a math
worksheet.
2. The teacher will give the instructions to complete the math worksheet.
Independent                    She will inform the students to follow these steps:
Practice                         1) Color the turkey.
(Independent of                      2) Cut the numbers at the bottom of the page or the turkey tracks.
Teacher)                         3) Glue the numbers in orders from 1 through 10 on the blanks
squares.
3. The teacher will write the numbers 1 through 10 on the board, so
students have a model of the sequence of the numbers.

The students will be assessed according to the following criteria:

The student participated while reading the book.      1          2         3
Assessment                 The student answered and wrote the numbers            1          2         3
correctly on the dry erase boards.
The student glued the numbers 1 through 10             1         2         3
in order and followed directions.

1. The teacher will read 1, 2, 3 Thanksgiving! By W. Nikola-Lisa to
students.
2. The teacher will ask the students to count the pictures on each page
Reteach
with her.
3. She will give each student a construction paper sheet, glue, and
miniature marshmallows.
4. She will write the number 1 on the board and will ask the students to
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write the number 1 on top of the sheet. Then ask them to glue 1
miniature marshmallow next to the number 1.
5. Then, the teacher will write the number 2 on the board and ask the
students to write the number 2 on under the number 1 on the sheet.
Then, ask them to glue 2 miniature marshmallows next to the number 2.
6. Continue doing the same process until the number 10.

1. The teacher will inform students that they will create a turkey using
different materials such as cocoa crispy cereal, miniature
marshmallows, beans, crayons, and goggle eyes.
2. The teacher will choose the quietest person to help her distribute the
turkeys’ sheets. While the teacher distribute the rest of the materials to
each table, she will give the following safety tips:
 Place the cocoa crisp cereal on the turkey, do not throw it.
 Do not use too much glue just enough.
 Do not unscrew the bottle of glue’s white cap only the orange
one.
 Do not put the beans on your nose or ears.
 Do not drop the materials on the floor.
 Do not eat the materials. At the end of the lesson, I will give you
some marshmallows to eat.
Enrichment                 3. The teacher will inform students that they will color the turkey’s head,
Extension                    waddle, and peak. Tell them that they will be using the cocoa crispy
cereal for the turkey’s body, the miniature marshmallows for the
feathers, beans for the legs, and a set of goggle eyes for the turkey’s
eyes.
4. The teacher will notify students that she will be spreading the glue for
the body and the feathers for them. Ask students to let you know when
they are ready for you to spread the glue on their turkeys by raising
their hands.
5. Have students write the numbers 1 through 10 at the bottom of the
page.
6. The teacher will walk around the room to spread the glue for the
students and to help any student that might need it.
7. After the students finish their products, the teacher will create a bulletin
board with the students’ turkeys. The title of the bulletin board will be
“Sweet Turkeys”

1. To end the lesson, the teacher will give each student a little paper cup
with 10 miniature marshmallows.
Closure                 2. The teacher will inform the students that these marshmallows are
eatable, but they have to count the miniature marshmallows before
eating them.

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For Intern I and II Candidates Only:

Intern Teacher Signature               Mentor Teacher Signature   Date

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“Turkey Tracks” Worksheet

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Enrichment Extension “Marshmallow Turkey”

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Rosa Garza
TCED 4738 Internship I
Dr. Bump
Fall 2005

Lesson Plan Reflection

Description

My experience teaching the lesson was much rewarding. My lesson was a Mathematics lesson that

enabled the students to count from 1 through 10. The name of the lesson was “Counting 10

Turkeys” To begin the lesson, I stated the objective by saying to the students, “Boys and girls today

we are going to be counting, writing, and identifying the numbers from 1 through 10.” First, I asked

the boys to come to the reading carpet and then I asked the girls. I asked the students to sit on the

floor by saying “Criss cross apple sauce”. Then, I read a book called 10 Fat Turkeys by Tony

Johnston. I encouraged the students to assist me with counting the turkeys on each page and predict

what number was next. I also asked the students to repeat “Gobble, gobble, wibble, wibble” at the

end of the sentences on each page.

After reading the book, I chose two students to help me distribute the dry erase boards and

the markers for the guided practice activity. First, I modeled for the students how to write the

numbers 1 through 10 and circled several numbers and asked them to tell me what numbers they

were. Then, I asked the students to write the numbers 1 through 10 on their boards show it to me so

I could check for completion and accuracy. Next, I asked the students to identify and circle certain

numbers on their boards. To check for understanding, I asked the students to show me their

responses. After the guided practice, I continued with the independent practice by informing the

students that they will work on a math worksheet and gave them the instruction. I walked around

the room, while they were working on their worksheets. They finished working on their worksheets,

but it was time for them to go to lunch. So, I closed the lesson by asking the students to count with

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me the numbers one more time using their hands. I also informed them that when we came back

from lunch we were going to be creating a turkey using marshmallows.

Analysis

I enjoyed teaching this lesson. I think I learned more than what I have learned teaching other

lessons. My mentor teacher gave me several suggestions that really worked for my presentation. For

instance, she recommended me to have all the materials for the marshmallow’s turkeys ready for the

students. I was going to distribute the different materials while they were working on their

worksheets but she told me that it would be better if I had everything gathered ready to pass them

out. She gave me some paper plates to put all the materials before starting the lesson. That way I

just will have to pass out all the materials on the paper plates one time. This is a great procedure for

managing the materials and the limiting time. Standard 4.2 of the UHCL School of Education states

that and effective teacher should be able to implement procedures that maximize learning for all

students. By having all the materials ready for the students, I was maximizing their learning

experience. I did not waste any time distributing the materials during the lesson.

While I was teaching the lesson, I implemented several procedures that helped me with

classroom management. When students were getting a little bit noisy or I was loosing their

attention, I opted to stop teaching and implement a classroom technique. For example, when I

wanted students to get quiet and pay attention to my instruction, I used the “thumps up” technique. I

showed them my thumps up and then they showed me theirs as a sign they are looking at me and

paying attention. I started doing this procedure when I substituted for my mentor teacher. Whenever

my mentor teacher has asked me to take charge of the class, I used this procedure with the students.

They know that I will use this technique with them every time I am in charge of them. According to

The First Days of School, “All procedures must be rehearsed” I have been rehearsing this procedure

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for several weeks and I think it really worked during my lesson. My mentor teacher told me that

sometimes they use the thumps up technique when I am not present.

Planning

I will definitely continue using the thumps up procedure to get my students’ attention. I have

noticed that it really works. I will always remember that rehearsing is the main key. The teacher and

the students need time to make each procedure work. I will take into consideration The First Days

of School to learn more procedures on how to quiet and grab the student’s attention.

In order to be an effective classroom manager, I will also consider taking workshops that

can help me with my classroom management procedures. I hope one day Dr. Wong visits our city of

Houston, so I can attend one of his workshops. I learned a lot from just watching his videos and

learning how to implement several of his classroom management procedures and routines that I

have already implemented in my classroom.

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