Grade Level: Preschool

Theme: The Fun In Me

Lesson Topic: Fun with Your Body

Objectives:

Content: Reading, Writing, Listening, Music and Health

Language: Phonics, and Book Awareness (Directionality)

Speaking/Listening:The students will listen to the story, All About Me and point to the body part as the teacher inquires, “ where are your eyes?” etc.,. The students will listen to a movement song “Head Shoulders, Knees and Toes.”

Reading/Writing:The students will listen to a story read aloud to them about their bodies and will practice writing the letters in their name on their body tracing.

Structures:A labeled body part poster, and illustrations of labeled body parts within the storybook.

Thinking/Study Skills: Name writing practice, book directionality, naming body parts.

Key Vocabulary: Head, Shoulders, Knees, Toes, Elbows, Tongue, Eyes, Nose, Foot, Hand, Chest, Belly Button, Leg, Arm.

Literature: This is Me by Richard Scarry The Foot Book by Dr. SeussThe Eye Book by Dr. Seuss

Materials: Markers, Crayons, puzzles, books, coloring sheets, blocks, play dough, letter cookie cutters, cassette player, tape or CD with the song “Head, Shoulders, Knees and Toes” Bulleting board paper, Letter Stickers (optional) Markers, crayons.

Motivation/Preparation: Students were to play in centers at the table upon arriving. Centers included: Puzzles, Games, Play dough, Books, Coloring sheets, and Blocks. The teacher will present the students with a poster of two children and discuss the children within the poster’s anatomy. Students would then sit on the rug and listen to stories about the body.

Presentation: I presented the book and began a book talk to discuss predictions on what the book would be about. During reading I would point out each body part and the students will demonstrate different activities that the body can do, such as walk, run, skip, etc.,. The students will repeat and point to each body part as they come to it in the story. The teacher will check for comprehension by observing.

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Practice/Application: Students will lie on the floor on a piece of white bulletin board covering type paper, which has been cut to the individual student’s height. A helper and the teacher will trace around the student’s body. When finished the student will color the outline to look like them. The students will then label their picture by writing his or her name on the poster.

Review/Evaluation: The teacher will ask the students to use their drawing to point out specific body parts within the drawing such as head, elbows, and feet. The teacher will check for comprehension orally by making sure the students point to the correct body part. The students will then listen to the song “Head, Shoulders, Knees and Toes” and go through the body movements by saying and pointing to their own head, shoulders, knees and toes during the song.

Extension: As an extension activity the children could further label their own poster with Head, shoulders, elbows, arms, etc.,.

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Grade Level: Preschool

Theme: The Fun In Me

Lesson Topic: Fun with Your Body

Objectives:

Content: Reading, Writing, Listening, Music and Health

Language: Phonics, Book Awareness (Directionality), and Writing

Speaking/Listening:The students will listen to the story, This Is Me and point to the body part as the teacher inquires, “ where are your eyes?” etc., The students will listen to a movement song “Head Shoulders, Knees and Toes.”

Reading/Writing: The students will listen to a story read aloud to them about their bodies and will practice writing the letters in their name on their body tracing.

Structures: Labeled body parts poster, labeled illustrations from the story, actual life size drawings, play that goes along with the song

Thinking/Study Skills: Name writing practice, book directionality, naming body parts.

Key Vocabulary: Head, Shoulders, Knees, Toes, Elbows, Tongue, Eyes, Nose, Foot, Hand, Chest, Belly Button, Leg, Arm.

Literature:This is Me by Richard Scarry The Foot Book by Dr. SeussThe Eye Book by Dr. Seuss

Materials: Markers, Crayons, puzzles, books, coloring sheets, blocks, play dough, letter cookie cutters, cassette player, tape or CD with the song “Head, Shoulders, Knees and Toes” Bulletin board paper, Letter Stickers (optional).

Motivation/Preparation: Students were to play in centers at the table upon arriving. Centers included: Puzzles, Games, Play dough, Books, Coloring sheets, and Blocks. The teacher will present the students with a poster of two children and discuss the children within the poster’s anatomy. Students would then sit on the rug and listen to stories about the body.

Presentation: I presented the book and began a book talk to discuss predictions on what the book would be about. During reading I would point out each body part and the students will demonstrate different activities that the body can do, such as walk, run, skip, etc., The students

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will repeat and point to each body part as they come to it in the story. The teacher will check for comprehension by observing.

Practice/Application: Students will lie on the floor on a piece of white bulletin board covering type paper, which has been cut to the individual student’s height. A helper and the teacher will trace around the student’s body. When finished the student will color the outline to look like them. The students will then label their picture by writing his or her name on the poster.

Review/Evaluation: The teacher will ask the students to use their drawing to point out specific body parts within the drawing such as head, elbows, and feet. The teacher will check for comprehension orally by making sure the students point to the correct body part. The students will then listen to the song “Head, Shoulders, Knees and Toes” and go through the body movements by saying and pointing to their own head, shoulders, knees and toes during the song.

Extension: As an extension activity the children could further label their own poster with Head, shoulders, elbows, arms, etc.,

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Grade Level: Preschool

Theme: The Fun In Me

Lesson Topic: Fun with the Alphabet

Objectives:

Content: Reading, Writing, Listening, and Art

Language: Phonics, Letter Recognition and Book Awareness (Directionality), Alphabet

Speaking/Listening: The students will listen to the story, Chicka Chicka Boom Boom and repeat the chat, “Chicka Chicka Boom Boom” as the teacher reads aloud.

Reading/Writing: The students will listen to a story read aloud to them about their bodies and will practice writing letters in their alphabet books.

Structures: The students will say each letter of the alphabet as he or she walks on the letter around the circle rug in the floor.

Thinking/Study Skills: Letter writing practice, letter names, name writing practice, book directionality and awareness, phonemic awareness through letter “sounds”

Key Vocabulary: alphabet, coconut, tree, skinned, knee, top, meet, chicka, boom

Literature: Chicka Chicka Boom Boom by John ArchambaultAlbert’s Alphabet by Leslie TryonAlphabet City by Stephen T. Johnson

Materials: Markers, Crayons, puzzles, books, coloring sheets, blocks, play dough, letter cookie cutters, cassette player, tape or CD with the song, letter cutouts, or flashcards, Chicka Chicka Boom Boom, Letter Stickers (optional)

Motivation/Preparation: Students were to play in centers at the table upon arriving. Centers included: Puzzles, Games, Play dough, Books, Coloring sheets, and Blocks. The teacher will ask the students “Who can tell me what these are?” (Holds up letter cutouts). The teacher will then explain that today they are going to see all of the letters of the alphabet.

Presentation: I asked the students to join me on the rug for a story. We began by reviewing and discussing key vocabulary. I presented the book and began a book talk to discuss predictions on what the book would be about. I explained that as we read the story the students needed to cheer on the letters by repeating “ Chicka Chicka Boom Boom”. After reading the story orally, we revisited our predictions to see if they were accurate. At the student’s request, we reread the story. The teacher will check for comprehension by observing.

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Practice/Application: Students will return to their seats and color pages 12, 13 in their alphabet book. The teacher will ask the students to name the letter on each page and trace it with their crayon. The teacher will then pass out play dough to each student and place letter cookie cutters in the middle of the table. The students will practice making letters from play dough. The teacher will encourage the students to create a play dough tree and move the letters up the tree as in the book. The students will also practice making the letters in their names and compare the same or different letters in each.

Review/Evaluation: The teacher will ask the students to name the letters of the alphabet and their sounds as they walk around the circle rug and as they create letter using play dough and letter cookie cutters.

Extension: An extension activity might include giving children a celery stalk with peanut butter and have them “glue” the various letters as they are read onto the celery. An additional activity might include creating a paper coconut tree and adding the letters to the tree as they are read in the story.

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Grade Level: Pre-K

Theme: The Science in Me

Lesson Topic: Bugs/Insects (Ladybugs)

Objectives

Content: Science, Reading, Art, Math

Language: Phonics

Speaking/Listening: Students will listen and sing songs about ladybugs.

Reading/Writing:Students will listen to read alouds. Students will write their names on their papers and trace letters of the alphabet.

Structures: Illustrations of ladybugs and other various insects, models of bugs.

Thinking/Study Skills: Alphabet practice, vocabulary modeling, oral discussion

Key Vocabulary: Wing, leg, antennae, body, ladybug, spots, leaf, fly-(verb)

Literature: Creatures at My Feet by: Sherry NeidighI Love to Eat Bugs! by: John StrejanCrickwing by: Janell CannonThe Very Lazy Ladybug by: Isobel Finn and Jack TickleMiss Spider’s ABC by: David Kirk

Materials:TV/VCR Pipe CleanersPlastic bugs (assorted) Rocks Coloring SheetsInsects Video Bug Collecting containersBug Songs (Ladybugs, Ants, etc.) Paper PlatesPlay dough PaintFinger paint Butcher PaperPaint brushes Kidsongs CD

Motivation/Preparation: Students were to play in centers at the table upon arriving. Centers included: Puzzles, Games, Insects, and coloring sheets. Students would then have circle time. Circle Time included: Alphabet, Numbers 1-20, Colors, Names, and a brief introduction on today’s topic “Ladybugs”.

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Presentation: I presented each bug/insect first by holding the plastic ladybug in my hand and repeating the vocabulary word for it. I would have the students to then repeat the word after me. Then I showed a picture of the ladybug and had the students repeat again. I chose a read aloud appropriate for the age group and learning level that related to the topic.

Practice/Application: Students would practice ladybug rhymes, poems, and songs together aloud. I would say them then the students would repeat. Students then went to the table for a craft and coloring activity. Students would paint rocks to look like ladybugs and color ladybugs and place spots on them. Then count how many spots their ladybugs have.

Review/Evaluation: In the afternoon students sat on the rug and we reviewed the songs, poems, and rhymes together aloud. We practiced saying the word Ladybug again. I chose another read aloud level appropriate associated to the bug they were learning Ladybugs. The students would return to the table and paint paper plates to look like ladybugs and attach wings.

Extension: Students would go outside at home with their bug containers in search of ladybugs and bring them in to share with the class.

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Grade Level: Pre-K

Theme: The Science in Me

Lesson Topic: Bugs/Insects (Ants)

Objectives

Content: Science, Reading, Art, Math

Language: Phonics

Speaking/Listening: Students will listen and sing songs about ants

Reading/Writing:Students will listen to read aloud. Students will write their names on their papers and trace letters of the alphabet.

Structures: Audio visual aides, illustrations of ants, models of ants to increase tactile comprehension.

Thinking/Study Skills: Alphabet practice, oral discussion, letter tracing

Key Vocabulary: Leg, antennae, picnic, anthill, together, body, hungry

Literature: The Big Bug Ball by: Dee LillegardAnimal Feet by: Carolyn MacLulichWild, Wild World Spiders and Other Creepy-Crawlies by: Denny RobsonWings, Stings and Wriggly Things by: Martin JenkinsThe Ants Go Marching by: Jeffrey Scherer100 Hungry Ants by:Hey, Little Ant by:

Materials:TV/VCR Coloring SheetsANTZ Video Pipe CleanersGummi Bug snack Bug Collecting containersCHICKA, CHICKA BOOM BOOM Video AntsBug Songs (Ladybugs, Ants, etc.) Plastic Bugs (assorted)Play dough Kidsongs CDPaint Butcher PaperFinger paint Paint brushes

Motivation/Preparation: Students were to play in centers at the table upon arriving. Centers included: Puzzles, Games, Insects, and coloring sheets. Students would then have circle time.

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Circle Time included: Alphabet, Numbers 1-20, Colors, Names, and a brief introduction on today’s topic “Ants”.

Presentation: I presented each bug/insect first by holding the plastic ant in my hand and repeating the vocabulary word for it. I would have the students to then repeat the word after me. Then I showed a picture of the ant and had the students repeat again. I chose a read aloud appropriate for the age group and learning level that related to the topic.

Practice/Application: Students would practice ant rhymes, poems, and songs together aloud. I would say them then the students would repeat. Students then went to the table for a craft and coloring activity. Student fingers painted ants on an anthill and traced the letter A.

Review/Evaluation: In the afternoon students sat on the rug and we reviewed the songs, poems, and rhymes together aloud. We practiced saying the word ANT again. I chose another read aloud level appropriate associated to the bug they were learning ANTS. The students would return to the table and color ants to cut and paste them to the letter A they traced previously.

Extension: Students would go outside with their bug containers in search of ants and observe ants in their environment.

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Grade Level: Pre-school/1

Theme: The Environment in Me

Lesson Topic: Paper

Objectives:

Content: To teach students about their surroundings.

Language:

Speaking/Listening: oral recitation, following instructions

Reading/Writing:Journal – students write the word “recycling” on their paper and then they were asked to draw pictures of things that represented things that can be recycled.

Structures:

Thinking/Study Skills: applying concepts to real time

Key Vocabulary: cans, glass, newspaper, plastic

Literature:

Materials: old newspapers, blender, water, tupperware crates, construction paper, glue, scissors

Motivation/Preparation: Ask students if they know where paper comes from and whether or not they’ve ever made it.

Presentation: Introduce then discuss vocabulary from the words mentioned and discuss what affects each of them.

Practice/Application: Students participate in working in their journals then making the paper frames

Review/Evaluation: Students responses to presentation and vocabulary discussion

Extension: Have students make paper that they could write on.

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Grade Level: Pre-school/1

Theme: The Environment in Me

Lesson Topic: Environment

Objectives:

Content: To teach students about their surroundings.

Language:

Speaking/Listening: oral recitation

Reading/Writing:Journal – students write the word “environment” on their paper and then they were asked to draw pictures of things that represented what was in their environment.

Structures: the verb “to be”

Thinking/Study Skills: applying concepts to real time

Key Vocabulary: environment, pollution, recycling, sun, water, plant, animal, planet, alive

Literature: Everyday is Earth Day by Kathy Ross

Materials: paper plate, construction paper, paper towel tube, rubber band, blue yarn, white glue, paper fasteners, scissors, blue poster paint, paintbrush

Motivation/Preparation: Ask student what they might notice around them. Explain that all things around them are called their environment.

Presentation: Introduce then discuss vocabulary from the words mentioned and discuss what affects each of them.

Practice/Application: Students participate in working in their journals then making the “Talking Earth Puppet.”

Review/Evaluation: Students responses to presentation and vocabulary discussion

Extension: At the Clay Center have students identify art that depicts aspects of their environment.

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Grade level: Pre K - 1

Theme: Independence Day – July 4th

Lesson Topic: July 4th celebration traditions

Objectives To show:

Content: traditions of food, games and ways of celebrating our nation’s birthday

Language:

Speaking/Listening: Books-Looking at and listening to stories about July 4th.

Reading/Writing: Color and look at pictures of fireworks for journal topic of on what I like about firework

Structures: Make hamburger from cookies and icing, eat watermelon, have traditional races and color pictures of hamburgers and hot dogs

Thinking / Study Skills:

Key Vocabulary: fireworks, hamburgers, hot dogs and watermelon

Literature: Independence Day, Henry’s Fourth of July and McDuff Saves the Day

Materials: vanilla wafers, icing – brown, yellow, and red, 2 pillow cases, rope or string and watermelon

Motivation/Preparation: make hamburgers from vanilla wafers and icing, play games – potato sack races, 3-legged races and watermelon seed spitting contest

Presentation: Color fireworks pictures while looking at books with fireworks displays. Read stories on how families celebrate the fourth of July, make traditional food – hamburgers, play traditional games – potato sack races, 3 legged races and watermelon seed spitting contest.

Practice/Application: Different books about Fourth of July celebrations with fact and fiction characters. Talk about activities and food in each of the stories before actual activities involving games and food.

Review / Evaluation: Listen to patriotic music and review events of the day. Discuss stories and favorite activities

Extension patriotic music, Fourth of July videos

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Grade level Pre K - 1

Theme: Bugs

Lesson Topic: Caterpillars

Objectives To show:

Content: Stages of a CaterpillarHow a caterpillar turn into Butterfly

Language:

Speaking/Listening shared books

Reading/Writing Journal: My favorite bug

Structures make a caterpillar

Thinking / Study Skills:

Key Vocabulary: eggs, pupa

Literature: Big Book-Butterflies, The Very Hungry Caterpillar

Materials: Gumdrop rings, twizzler sticks, icing- chocolate, pipe cleaners, eyes

Motivation/Preparation: Nature hike to look for bugsMake a caterpillar with gumdrop rings, twizzler sticks, pipe cleaners, icing and eyes

Presentation: Butterfly book to show stages of a caterpillar, make a caterpillar, read The Very Hungry Caterpillar and see video of The Very Hungry Caterpillar

Practice/Application: Present books about bugs and Caterpillars, make caterpillars, write in journals about favorite bugs and see video The Very Hungry Caterpillar

Review / Evaluation: Review stages of a caterpillar and how it turns into a caterpillar.

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Grade Level: Kindergarten, First Grade

Theme: The Fun in Me!

Lesson Topic: Colors are Fun!

Objectives:

Content:1. Students will identify common colors.

2. Students will identify colors of common objects.3. Students will read common color words.

Language:

Speaking/ListeningStudents will use English color words in class discussions and in conversation.Students will use English words to describe a lemon.

Reading/WritingStudents will read English color words on class posters and student-made booklets.

Students will write English color words on student-made booklets.Students will recognize English words that describe lemons.

Structures“Post-it Notes” identifying colors

Lemon word bank poster

Thinking/Study Skills:Students will observe a lemon and think of adjectives to describe it.

Key Vocabulary:color, red, yellow, blue, green, orange, purple, brown, black, lemon, rainbow, lemonade

Literature:Of Colors and ThingsMaking Lemonade (Reproducible)Planting a RainbowMake a Rainbow (Reproducible)

Materials:“Post-it notes” with color word labels, reproducibles and books listed above, paper lemon cut-outs, lemons, sugar, water, juicer, bowl, spoon, cups, paint, colored construction paper, crayons, drawing paper

Motivation/PreparationPass around a lemon. Allow students to observe, using all senses. Encourage students to verbalize English words that describe a lemon. Write on paper lemon cut-outs and post on chart.

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Read reproducible book, Making Lemonade. Following steps outlined in the book, students make lemonade.Students make their own copy of Making Lemonade.Students make lemon prints with real lemons and yellow paint.

PresentationRead Of Colors and Things. On each page, ask students to identify color of objects. Put “Post-it Note” with identifying color word on each page. When complete, reread, with students placing “Post-it Notes” with color words on appropriate pieces of colored construction paper posters.

Practice/ApplicationPaint rainbows. Students will paint rainbows on drawing paper, verbally identifying each color.

Review/EvaluationStudents will make reproducible book, Make a Rainbow. They will read each color word and choose the correct crayon for each page. They will copy each color word on the lines provided.

ExtensionUse colored playdough to create objects that can be identified by color.

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Grade Level: Kindergarten, First Grade

Theme: The Fun in Me!

Lesson Topic: My Body is Fun!

Objectives:

Content: Students will identify parts of the body.Students will identify purpose of certain body parts.

Language:

Speaking/ListeningStudents will point to correct body parts that teacher identifies.Students will identify specific body parts with correct English terms.

Reading/WritingStudents will place “Post-it Notes” with Body part words in correct location on poster.

StructuresMake a body poster by tracing helper’s body and labeling body parts with “Post-it notes” containing pictures and terms of common body parts.

Thinking/Study Skills:Students will brainstorm ways in which they can increase their heart rate.Students will identify activities that help the heart.

Key Vocabulary: head, arms, hands, fingers, legs, feet, bottom, toes, heart, nose

Literature: Richard Scary’s This is Me!Hand, Hand, Fingers, ThumbThe Nose BookBe Like the Animals (Poem: “Sometimes”)

Materials:“Post-it Notes”, bulletin board paper, crayons, stethoscope, paper circles, canister drums (made in class yesterday), containers with mystery smells, “Activities for the Heart” reproducible.

Motivation/PreparationJournal: Students will draw a picture of their bodies. They must include head, arms, hands, legs, and feet.

Presentation:Read Richard Scary’s This is Me! Put special emphasis on page that identifies front and back body parts.

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Trace helper’s body on bulletin board paper.Students place “Post-it Notes” (which have been prepared with drawings and terms of body parts) on appropriate body parts on body tracing.

Practice/Application:Teacher and helpers trace students’ bodies on bulletin board paper. Students color, and verbally identify body parts using English terms.Read poem “Sometimes,” about heart rate. Listen to heart rates with stethoscope. Brainstorm list of ways to make heart pump harder. Students exercise, then listen to heart again. Compare.

Review/Evaluation: Play game: Students are given a large paper circle. Use “Post-it” labels used above. Students put specific body parts in the circle.

Extension: Read Hand, Hand, Fingers, Thumb. Reread, with students tapping out the repetitive rhythm on drums made in class yesterday.Read The Nose Book. Students take turns smelling “mystery smells.” They identify each scent as a “good smell” or “bad smell.”Math: Trace hands on colored paper. Glue to class chart. Count the number of fingers in the room.Practice songs for Festival: “Hokey Pokey,” and “Head, Shoulders, Knees, and Toes”.

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Grade Level: Kindergarten, First Grade

Theme: The Fun in Me!

Lesson Topic: Colors are Fun!

Objectives:

Content:Students will identify common colors.

Students will identify colors of common objects.Students will read common color words.

Language:

Speaking/Listening Students will use English color words in class discussions and in conversation.Students will use English words to describe a lemon.

Reading/WritingStudents will read English color words on class posters and student-made booklets.

Students will write English color words on student-made booklets.Students will recognize English words that describe lemons.

Structures“Post-it Notes” identifying colorsLemon word bank poster

Thinking/Study Skills:Students will observe a lemon and think of adjectives to describe it.

Key Vocabulary:color, red, yellow, blue, green, orange, purple, brown, black, lemon, rainbow, lemonade

Literature:Of Colors and ThingsMaking Lemonade (Reproducible)Planting a RainbowMake a Rainbow (Reproducible)

Materials:“Post-it notes” with color word labels, reproducibles and books listed above, paper lemon cut-outs, lemons, sugar, water, juicer, bowl, spoon, cups, paint, colored construction paper, crayons, drawing paper

Motivation/PreparationPass around a lemon. Allow students to observe, using all senses. Encourage students to verbalize English words that describe a lemon. Write on paper lemon cut-outs and post on chart.

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Read reproducible book, Making Lemonade. Following steps outlined in the book, students make lemonade.Students make their own copy of Making Lemonade.Students make lemon prints with real lemons and yellow paint.

PresentationRead Of Colors and Things. On each page, ask students to identify color of objects. Put “Post-it Note” with identifying color word on each page. When complete, reread, with students placing “Post-it Notes” with color words on appropriate pieces of colored construction paper posters.

Practice/ApplicationPaint rainbows. Students will paint rainbows on drawing paper, verbally identifying each color.

Review/EvaluationStudents will make reproducible book, Make a Rainbow. They will read each color word and choose the correct crayon for each page. They will copy each color word on the lines provided.

ExtensionUse colored playdough to create objects that can be identified by color.

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Grade Level: Kindergarten, First Grade

Theme: The Fun in Me!

Lesson Topic: My Body is Fun!

Objectives:

Content: Students will identify parts of the body.Students will identify purpose of certain body parts.

Language:

Speaking/ListeningStudents will point to correct body parts that teacher identifies.Students will identify specific body parts with correct English terms.

Reading/WritingStudents will place “Post-it Notes” with Body part words in correct location on poster.

StructuresMake a body poster by tracing helper’s body and labeling body parts with “Post-it notes” containing pictures and terms of common body parts.

Thinking/Study Skills:Students will brainstorm ways in which they can increase their heart rate.Students will identify activities that help the heart.

Key Vocabulary: head, arms, hands, fingers, legs, feet, bottom, toes, heart, nose

Literature: Richard Scary’s This is Me!Hand, Hand, Fingers, ThumbThe Nose BookBe Like the Animals (Poem: “Sometimes”)

Materials:“Post-it Notes”, bulletin board paper, crayons, stethoscope, paper circles, canister drums (made in class yesterday), containers with mystery smells, “Activities for the Heart” reproducible.

Motivation/PreparationJournal: Students will draw a picture of their bodies. They must include head, arms, hands, legs, and feet.

Presentation:Read Richard Scary’s This is Me! Put special emphasis on page that identifies front and back body parts.

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Trace helper’s body on bulletin board paper.Students place “Post-it Notes” (which have been prepared with drawings and terms of body parts) on appropriate body parts on body tracing.

Practice/Application:Teacher and helpers trace students’ bodies on bulletin board paper. Students color, and verbally identify body parts using English terms.Read poem “Sometimes,” about heart rate. Listen to heart rates with stethoscope. Brainstorm list of ways to make heart pump harder. Students exercise, then listen to heart again. Compare.

Review/Evaluation: Play game: Students are given a large paper circle. Use “Post-it” labels used above. Students put specific body parts in the circle.

Extension: Read Hand, Hand, Fingers, Thumb. Reread, with students tapping out the repetitive rhythm on drums made in class yesterday.Read The Nose Book. Students take turns smelling “mystery smells.” They identify each scent as a “good smell” or “bad smell.”Math: Trace hands on colored paper. Glue to class chart. Count the number of fingers in the room.Practice songs for Festival: “Hokey Pokey,” and “Head, Shoulders, Knees, and Toes”.

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Grade Level: Kindergarten- 1st ESL

Theme: “Bugs” (The science in me.)

Lesson Topic: Butterflies

Objectives:

Content: The students will:Learn about the 4 stages of the life of butterflies, practice bookmaking skills, sequence events from a story, and participate in the retelling of a popular children’s story.

Language: The students will:K.1 listen to a variety of literary forms, including stories and poems by national authors to include fairy tales, and tall tales;K.2 participate in choral speaking and stories with repeated patterns and creative dramatics;K.3 use words to describe/name nouns.

Speaking/Listening:Students will listen to the teacher read The Very Hungry Caterpillar by Eric Carle. They will then be given a picture from the story. They must look at their picture and put themselves in order according to the sequence of the story. The teacher will then retell the story to check for correct ordering. The students will then place their pictures in order on the caterpillar on the bulletin board. As they do so, they must say what their picture is (ex: “I have 2 oranges.”) and tell if they have ever tasted the food on their picture.

Reading/Writing: Students will examine pictures of the life cycle of a real butterfly. They will learn the names of each stage. They will then make a book of a butterfly’s life cycle using pictures of the 4 stages: egg, caterpillar, chrysalis, butterfly. Students will then make clothes pin/ coffee filter colorful butterflies.

Structures:SequencingVocabulary developmentCategorizing

Thinking/Study Skills:Sequencing (events from story)Ordering (stages of life)Following step by step directions (bookmaking)

Key Vocabulary:Caterpillar butterfly bug chrysalis cocoon eggApple pear plum strawberry orange cakePickle cheese salami lollipop pie sausage Cupcake watermelon

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Literature: The Very Hungry Caterpillar and Fascinating Insects big book for pictures of different types of butterflies

Materials: Very Hungry CaterpillarFascinating InsectsCopies of 4 stages of lifePictures of real butterfly life cyclePictures from story for sequencingCaterpillar bulletin boardCrayonsGlue sticksScissorsPipe cleanersCoffee filtersMarkersSpray bottle with waterSmall wiggly eyesClothes pinsButterfly garden video

Motivation/Preparation:The teacher will show a short video clip of a butterfly garden. Ask students if they have ever seen a butterfly. What color was the butterfly? Did you ever catch a butterfly? Do you know what butterflies look like before they get their beautiful wings? If available, show a real butterfly that you have caught.

Presentation:Move like butterflies to the circle for story time. Introduce the book The Very Hungry Caterpillar. Ask students if they have ever heard the story. Tell the students that they need to be very good listeners, especially listening to what he eats in the story. Read the story out loud, encourage repeating of “but he was still hungry.”

Practice/Application:Students will practice naming the stages of a butterfly’s life while looking at real pictures. The teacher will mix the pictures up and ask students to place in order and name them if possible. Students will use this knowledge to make the life cycle books.

Review/Evaluation:Teacher observation.Assess life cycle books.Sequencing of life cycle cards.

Extension:*Sample some of the fruits from the book. Graph class favorites.*Go outside and look for real butterflies.*Make butterfly snack using cheese doodle for body, fritos for top wing, potato chip for bottom wing, and pretzel stick for antennae.

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Grade Level: K-1st ESL

Theme: “Bugs” (The science in me.)

Lesson Topic: Honeybees

Objectives:

Content: Students will learn about the roles of drones, workers, and queen bees; they will learn how bees gather pollen and make honey; and they will examine a video about real hives and the life cycle of honeybees.

Language:Students will:K.1  listen to a variety of literary forms, including stories and poems,K.13 participate in oral discussions,K.3  use words to describe/name people, places, and things.

Speaking/Listening: The lesson will begin with a KWL chart on honeybees. The teacher will then read Gran’s Bees. After reading the story, the students will make honeybee head bands (yellow and black stripes/ pipe cleaner antennae with black pom poms). The teacher will name one bee the queen (and present with a crown). The teacher will discuss the 3 types of honeybees and discuss their roles in the hives. Then put flowers on the ground and set the queen bee on her throne guarded by the drones. The worker bees will travel to the flowers and bring back nectar to the hive. The queen will lay eggs. (This role play is designed to bring the jobs of the bees to life). Switch roles and continue.

Reading/Writing:The students will draw the 3 types of honeybees in their journals. The teacher will encourage them to write the words worker, drone, and queen. Share.

Structures:Role playing

Vocabulary:Kwl chartjournaling

Thinking/Study Skills:Following directions to make crafts.Journaling Labeling journalsKwl chart

Key Vocabulary: honeybees; workers; drones; queen; nectar; pollen; honey; hives

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Literature: Gran’s Bees and Life Cycle of the Honeybee (show pictures only)

Materials:Bee booksYellow construction paper Black crayonsPipe cleanersBlack pom pomsQueen’s crownVideo: Life Cycle of a Honeybee (Reading Rainbow)Honeycomb cerealBee pictures to color and cut outScissorsglue

Motivation/Preparation:Show the class a real honeybee that you caught before class. Ask students if they have ever seen this bug before. Ask how many students have been stung by a bee before. Give students a small taste of honey and ask what the honey has to do with the bee.

Presentation:Present the KWL chart. Discuss what we know about bees. Record responses. Introduce story Gran’s Bees. Ask students to pay attention to Gran and what she has to wear in the story. Read the story. Ask students to recall what Gran wore, and what her job was (beekeeper). Tell the students that they are going to “become” honeybees. Make honeybee head bands. Wear headbands. View pictures of the 3 types of honeybees. Discuss their roles in the hive.

Practice/Application:Role play the 3 types of honeybees as described above. Watch video about hive life and the life cycle of honeybees.

Review/Evaluation:Evaluate role playEvaluate labeled journalsDiscuss video

Extension:*Make honeycomb hives from honeycomb cereal.*Catch real honeybees.*Learn which bees have stingers and how they work.*Compare and contrast honeybees with another type of bee or bug.

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Grade Level: 2

Theme: “The Environment in Me”

Lesson Topic: On the Farm

Objectives:

Content – What can be found on the farm? (living vs. nonliving)What responsibilities do you have on a farm?Why are farms important to the environment?Discuss the planting and harvesting process and parts of a flowerHow to protect, conserve, and replenish the environment

Language

Speaking/Listening – relate stories and prior knowledge, discuss favorite flowers (colors and shapes)

Reading/Writing – Respond to books read with them

Structures – Graphic Organizer to compare/contrast flowers, diagram and create flowers

Key VocabularyParts of a flower (petals, anther, stigma, tem, roots, leaves)

Students create word wall of words they are not familiar with from the farm and the environmentFarm, farmhouse, tractor, pig, cow, wool, wheat, farmer

Literature:Winter Barn by Dorothy RipleyBig Red Barn by Margaret Wise BrownClick, Clack, Moo Cows That Type by Doreen CroninChicken Chuck by Bill Martin, Jr.

Materials:Colored Construction PaperScissorsPencilsGlueCupsFlower seedsSoilOreosGummy Worms

Motivation/Preparation:Share stories about flowers and experiences planting them.Share stories about farm experiences.

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Bring pictures of different flowersPresentation:

Show pictures of equipment used on farms.Read stories that show the environment on a farm.Bring in flower to demonstrate the vocabulary.

Practice/Application:Introduce VocabularyRead the Books about the FarmCompare/Contrast personal stories with the bookMake diagrams of flower parts

Review/Evaluation:Students will write one or two sentences using new vocabulary.Students will complete flower diagrams.

Extension:Students will be farmers. They will crush oreos to represent soil. They will bury their

gummy worms in the soil. They will use a spoon to dig through the soil like a farmer would with a tractor.

They will plant a seed in potting soil and watch as it grows.

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Grade Level: 2

Theme: “The Environment in Me”

Lesson Topic: On the Farm

Objectives:

Content: Comprehension Questions – differences between the city and the country. Fact vs. Opinion

Language:

Speaking/ListeningListen to the tape of the play “City Mouse & Country Mouse”. They will be assigned parts for reader’s theater of the play.

Reading/WritingStudents will respond to the play discussing the opinions of each mouse through journaling.

Structure – Discuss how plays are arranged differently than regular paragraphs

Thinking/Study Skills:PrereadingHow would the country mouse feel in the city? How would things be different?

Key Vocabulary:City, country, disco(Words we come across during their reading that they are having difficulty

understanding.)

Literature:The play “City Mouse & Country Mouse” by Jane Buxton

Materials:One copy of “City Mouse & Country Mouse” play for each childTape of read aloud of “City Mouse & Country Mouse”

Motivation/Preparation:

Share stories of living in the country and the city.Discuss how mice might get food

Presentation:Voice opinions about living in the city or country.Students will defend their answers (debate)Distinguish between fact and opinion

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Practice/Application:Introduce vocabularyListen to the play on tapeCompare/contrast personal stories about mice with those in the play

Review/Evaluation:Book/Story Talk

Extension:Discuss how the mice might feel if they went to visit a cousin

mouse from another country.

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Grade Level: 2-4 (Orange Group)

Theme: The Environment in Me

Lesson Title: Landmarks in My Community

Objectives:

Content: Social Studies - Students will list, compare and contrast the community from their native country to that of their current community.

Language:

Speaking/Listening:Students will listen to the names of landmarks found in the community and repeat those names.

Reading/Writing:Students will read and write the names of landmarks found in the community.

Structures: Students will capitalize proper names of landmarks found in the community.

Thinking / Study Skills: Students will categorize landmarks in their community according to business, recreational, or private spaces.

Key Vocabulary: home (house), school, pool, store, Kroger, Wal-Mart, restaurant, McDonalds, Clay Center, library, Cross Lanes Public Library. Literature: Where’s Waldo

Materials:Poster paper for each student, various colors of construction paper, scissors, glue, and markers.

Motivation/PreparationStudents will brainstorm landmarks in their current community and their native community. Teacher will document the landmarks on the board.

PresentationUsing a Venn diagram, landmarks will be categorized as West Virginia, native community, or both.

Practice/ApplicationUsing poster board, construction paper, glue, scissors and markers, students will make posters of their West Virginia community on one side and their native community on the other side. Students will use the list of landmarks from the brainstorming session to cut out landmarks in the community. Students will label the landmarks. They will use common and proper nouns on their posters with capitalization for proper nouns. Students will have business, leisure, and private spaces on the poster.

Review/Evaluation

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Students will share their posters with the whole group. Describing their community orally. Using a checklist (attached) teacher will check for:

Names of private, business, and recreational landmarks. Correctly capitalize proper nouns.Correct pronunciation of landmarks.Correctly spell common nouns. Review any pronunciation errors as whole group.

ExtensionStudents will read Where’s Waldo, identify landmarks in the book and categorize them as

recreational, business, or private spaces.

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Grade Level: 2-4 (Orange Group)

Theme: The Environment in Me

Lesson Title: Landmarks in My Community

Evaluation Checklist:Student: __________________________________________________

Date: __________________________________________________

Completion of Needs

Assignment Review

Names of private, business, and recreational landmarks____________ ____________

Capitalization of proper nouns ____________ ____________

Correct pronunciation of landmarks____________ ____________

Correct spelling of common nouns____________ ____________

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Grade Level: 2-4 (Orange Group)

Theme: The Environment in Me

Lesson Title: People in My Community

Objectives:

Content: Social Studies - Students will identify the people in the community from their native country to those of their current community.

Language:

Speaking/Listening: Students will listen to the names of people found in the community and repeat those names.

Reading/Writing:Students will read and write the names of people found in the community.

Structures:Students will correctly capitalize and spell names of people found in the community.

Thinking / Study Skills:Students will categorize people in their community according to family or public people.

Key Vocabulary: mother, father, sister, brother, mail carrier, construction worker, sales clerk, bus driver, doctor, nurse, police officer, school teacher, Mrs. Harper, Mrs. Humphrey

Literature: Busy Day, Busy People

Materials: Poster paper for each student, various colors of construction paper, scissors, glue, markers.

Motivation/PreparationRead Busy Day, Busy People orally to whole group. Students will brainstorm people in their current community and their native community. Teacher will document the people on the board.

PresentationUsing a T-chart, people will be categorized as found in West Virginia or native community.

Practice/ApplicationUsing poster board, construction paper, glue, scissors and markers students will add people to posters of their West Virginia community on one side and their native community on the other side. Students will use the list of people from the brainstorming session to cut out people in the community. Students will label the people. They will use common and proper nouns on their

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posters with capitalization for proper nouns. Students will correctly spell common noun names of people in the community.

Students will have public and family people on the poster.

Review/EvaluationStudents will share their posters with the whole group. Describing their people orally.

Using a checklist (attached) teacher will check for: Names of family and public people. Correct capitalization of proper nouns.Correct pronunciation of names.Correct spelling of common nouns. Review any pronunciation errors as whole group.

ExtensionCharades: Students will pantomime the part of what they would like to be when they grow up. Other students will guess what they are pretending. The student with the correct guess will go next. Each student will have a turn.

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Grade Level: 2-4 (Orange Group)

Theme: The Environment in Me

Lesson Title: People in My Community

Evaluation Checklist:Student: __________________________________________________

Date: __________________________________________________

Completion of Needs:

Assignment Review:

Names of family members and public people ____________ ____________

Capitalization of proper nouns ____________ ____________

Correct pronunciation of names____________ ____________

Correct spelling of common nouns___________ ____________

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Grade Level: Orange (Grades 2, 3, and 4)

Theme: “The Fun In Me”

Lesson Topic: ESL Reading and Writing (Welcome, Following Directions, Writing); Reading (Desert and Forest Animals, Veterinarians, Volunteers); Science and Math (Thermometers, Temperatures); Sport of the Day: Tennis

Objectives

Content:Learn about each other first. Learn about plant and animals in deserts and in forests. Discuss different types of thermometers and their uses. Brainstorm about different sports, their experiences, and tennis.

Language:

Speaking/Listening:Quick introductions to each other with some background information. Thinking/sharing of information regarding pets, vets, climates, adaptations of desert plants and animals.

Reading/Writing: Worksheets using word banks, matching exercises, etc.

Structures:Compare/contrast desert/forest animals and plants. Demonstrations/ Research of temperatures from different locations. Modeling (sports).

Thinking / Study Skills:Discuss using word banks and strategies to use when completing worksheets.

Key Vocabulary: Introduce vocabulary for reading lesson, math and science lesson and “sport” lesson.

Literature: Reading Text, Math Text, Joke Book (during snack time), Descriptions of various sports activities from printouts from the internet.

Materials: Textbooks, Worksheets, Digital Thermometers, Bar Graphs, Tennis Equipment, Hands-On Activities (making frames for individual pictures for display table)

Motivation/Preparation: Review first three weeks of ESL Program. Preview what fourth week would include. Take individual pictures for “Welcome/Fun Activity with frames. Overview of lessons, sports, discussions. etc.

Presentation: Provide clear explanations with visuals, modeling, hands-on activities. Use slow speech rate, clear enunciation, simple sentences. Encourage student participation and provide adequate wait-time for student responses.

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Practice/Application: Student interaction involving pets, sports, measuring room temperatures and charting information. Provide students time with teacher and each other for help.

Review / Evaluation: Link today’s lesson with ESL Program. Review today’s vocabulary and content objectives. Answer questions. Provide feedback on performance of individual students today.

Extension: Encourage students to discuss information learned today with parents, family members. Encourage them to come tomorrow with any questions about today’s lessons/activities.

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Grade Level: Orange (Grades 2, 3, and 4)

Theme: “The Fun In Me”

Lesson Topic: Introductions; ESL Reading and Writing (climates, seasons, people’s adaptations during weather changes in seasons); Social Studies (globes, continents, oceans, native countries); Science and Math (compare temperatures of ice water and boiling water); Sport of the Day (baseball).

Objectives

Content: People’s adaptations (clothes, safety issues in severe weather); 7 continents, 4 oceans, different types of thermometers; baseball information.

Language:

Speaking/Listening:Practice introductions of yourself to some one and then of a third person to another person. Discuss seasons. Play rhyming bingo using M&M’s as playing pieces.

Reading/Writing:Complete worksheets about continents, oceans, weather conditions; take turns reading text and answering questions.

Structures:Compare/contrast seasons, discuss problems/solutions with weather changes, hands-on “make a thermometer” activity.

Thinking / Study Skills: Proofreading, copying skills, visualization techniques to encourage use of visual memory.

Key Vocabulary: Weather terms, freezing point/boiling point/body temperature. Baseball vocabulary.

Literature: Reading Text, Joke Books (during snack time), Supplemental reading material from Internet.

Materials: Supplies to make a paper thermometer, globe, globe map, baseball equipment.

Motivation/Preparation: Define today’s objectives. Discuss their weather experiences. Link “globe activities” to their native countries.

Presentation: Visual aids (thermometer, ice water, boiling water to measure temperatures. Hands-on demonstration for measuring temperatures. Discuss body temperatures, fevers, etc.

Practice/Application: Complete bar graph for room temperature comparisons. Make paper thermometers and practice finding different temperatures. Do math problems to determine differences in temperatures.

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Review / Evaluation: Review vocabulary and content objectives from today’s lesson. Answer any questions to evaluate comprehension/retention of information.Extension: Present each student with a YMCA t-shirt, a YMCA program of classes, sports pages from newspaper to encourage continued interest in learning about the “Fun In Me.”

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Grade Level:  5th grade

Theme: Tall Tales

Lesson Topic:  Heroes

Objectives:

Content: Story ElementsComprehensionCharacterization

Language:

Speaking/Listening: Video of Tall Tales

Reading/Writing:Shared writing of summaries of tales on sentence stripsStudent response logStudent written tall tale

Structures/Graphic organizers:Comparison chartVenn diagram

Thinking/Study Skills:Finding main ideaComprehension of story

Key Vocabulary:Class generated list of vocabulary from stories

Use vocabulary to create mini vocabulary book by illustrating words and defining them in students’ words.

Literature:"Paul Bunyan""Pecos Bill"

Materials:Paper, art materials, large chart paper

Motivation/Preparation:Read picture books of Paul Bunyan and discuss largeness of characters and them being "Bigger than life".Ask students to share characters from their culture that may have some of the same attributes.Record on board.

Presentation:

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Create a list of heroes and discuss their lessonsBravery, courage, strength

Practice/Application:Class will read tales and create a list of vocabularyReview vocabulary daily  with games such as BINGO, writing words in ABC pasta, memory game, creating a picture dictionary of wordsSummarize tales daily on sentence strips.

Review/Evaluation:Venn diagram comparing charactersCharacter attribute webStory picture board3.2.1 or step bookStudent writing of a tall tale

Extension:Students will write a tall tale and create a main character from chart paper

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Grade Level: 5th through 8th grade

Theme: Exploring Current Events Using the Newspaper

Lesson Topic: Recognizing Sections of the NewspaperUsing the Table of Contents to Locate Information

Objectives:

Content: 1. Students will comprehend newspaper articles.2. Students will locate information in the appropriate section and page of the newspaper by referring to the table of contents.3. Students will become familiar with the information available within the newspaper.3. Students will summarize given articles.4. Students will share their summaries to the class.5. Students will create a class newspaper.

Language:

Speaking/Listening: Student pairs will report on newspaper articles to the group.

Reading/Writing Student pairs will read articles and summarize their findings on a given graphic organizer containing the 5 W's.

Structures Students will create a class newspaper.

Thinking/Study Skills:Determining what is important/relevant in order to summarize an article.Using photos and captions to enhance meaning.Sharing summaries with the class.

Key Vocabulary:Newspaper, caption, table of contents, volume, number, classified, weather, advertisementEach group will add to the vocabulary list from their reading.

Literature:

Materials:Daily newspapers, markers, highlighters, scissors, graphic organizers, index cards, glue

Motivation/Preparation:As a group, brainstorm about the uses of a newspaper and record finding on the board.Ask the students what information can be provided by the newspaper and record those findings on the board.Tell the students that they will be using the newspaper daily this year to find out about the world in which we all live.  Each group will report from an assigned area each day of the week and assignments will change weekly.

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PresentationModel how to summarize an article by reading the article together, sentence by sentence, pulling out the key words and writing them on a large chart.  From the key words, write a summary together from one article.Continue this process daily until the students are comfortable in writing their summaries for the class.Students will write summaries daily and report to the class on the weather, daily news and world news.

Practice/ApplicationStudents will locate sections of the newspaper by utilizing the table of contents and completing a newspaper hunt.Students will write daily summaries of given articles.Students will work together to create a class newspaper.

Review/EvaluationStudent responses to the brainstorming activity to determine backgroundStudent group/pair summariesStudent reportingClass newspaper articles

ExtensionTrip to the city newspaperInterview newspaper reportersNewspaper reporters visit the classroomUse the newspaper to create something else useful such as a hat, a collage, etc.

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Grade Level: 5-8

Theme: Adjective Art

Lesson Topic: Adjectives

Objectives:

Content: To describe an adjectiveTo use adjectives in a sentenceTo create a picture to use to describe

Language:

Speaking/Listening:Read aloud the definition of an adjective

Give oral examples of adjectives used in a sentence

Reading/Writing:Brainstorm a list of adjectives to use in a sentence

Use yarn to create a picture to describe

Structures:Graphic organizer, identifying adjectives

Thinking/Study Skills:To use adjectives correctly in sentences when needed

Key Vocabulary: adjective

Literature: “Here Comes the Sun” pp.15-21

Materials:Yarn, glue, paper, chart paper

Motivation/Preparation-Brainstorm ideas for a picture-Show examples of pictures and descriptions-Read the poem and discuss the adjectives

Presentation-Define adjective-Give examples-Make list of adjectives on the board

Practice/Application-Students will create a picture using yarn to describe in a story.

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-Students will write sentences using adjectives.

Review/Evaluation-Students will orally read sentences about picture.

Extension-Students will share stories.

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Grade Level: Blue (Middle School)

Week: June 30 – July 3, 2003 (First Week)

Theme: The Art in Me

Lesson Topic: “The Fly” Objectives: The students will:Read the play “The Fly”- which has a fly as a witnessLearn general information about fliesConstruct a fly trap and predict who will catch the most fliesMake a “Fly Swatter Painting”

Content: Reading, Language Arts, Writing, Science, Math, and Art

Language:

Speaking/Listening: The students will listen to the play “The Fly” as it is read. The students will answer questions about the play.

Reading/Writing: The students will read the play “The Fly”. The students will write a short story about flies, using the general information from the board.

Structures: Writing a short story, reading a play, graphic organizer, creating a painting, punctuation marks

Thinking/Study Skills: Following directions, co-operative groups, note taking, recall, and

review

Key Vocabulary: witness, fly, testify, debt, exorbitant

Literature: ESL Textbook Voices in Literature, “The Fly” page 149

Materials: ESL Textbook, paper, pencil, markers, construction paper, fly swatter, washable paint, picture of a fly, 2 liter bottles, scissors, string, hole punch, fly bait

(fruit, meat, sugar, etc)

Motivation/Preparation:Web chart on the board, discuss fliesHave students say fly and fly swatter in their native language (all countries have flies)Review reading a play, give out partsReview punctuation marks, character reading, and stage directionsLocate Vietnam on the mapGo over vocabulary

Presentation:Read the play “The Fly”

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Emphasize the vocabulary as it appears in the playDiscuss the play and answer questions on page 154

Practice/Application:Give instructions on making a fly trapHave each student prepare a trap and add baitTake the traps outside and hang them in treesGive instructions on making a “Fly Swatter Painting”Students prepare their paintingHang paintings on the wallPredict who will catch the most fliesRetrieve the fly trapsExamine the fliesWrite observations in journal

Review/Evaluation:ObservationCheck the fly traps for completionCheck the fly swatter paintings for completitionCheck the journal entry and short story

Extension:Show video on insectsMake a clay model of a fly

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Grade Level: Blue (Middle School)

Week: June 30 – July 3, 2003 (First Week)

Theme: The Art in Me

Lesson Topic: Compare and Contrast – “Miguel en el Norte”

Objectives: The students will:Compare their native country to the United States

Read the poem “Miguel en el Norte”Re-write the poem using their own experiencesTaste, compare, and write about different foods Complete Bio-Web

Content: Reading, Language Arts, Writing,

Language:

Speaking/Listening: The students will read aloud the poem “Miguel en el Norte”. The students will listen as others read and tell about their lives.

Reading/Writing:The students will read the poem “Miguel en el Norte”. The students will write a poem about their experiences of moving to another country. The students will write several poems about different foods. The students will complete a Bio-Web.

Structures: Poetry, Graphic organizers (Venn Diagram, Bio-Web)

Thinking/Study Skills: Following directions, observations, taking notes

Key Vocabulary: fruits, mangos, kiwi, grapes, fled, yearns, autobiography, watermelon, honey dew, taste

Literature: ESL Textbook Voices in Literature, “Miguel en el Norte” page 127

Materials: ESL Textbook, paper, pencil, fruits to taste, graphic organizers (Venn Diagram, Bio-Web)

Motivation/Preparation:Discuss when you moved from one place to anotherUse a map to show where you lived before you movedUse a Venn diagram to compare your native country to the US4. Go over vocabularyPresentation:Read the poem “Miguel en el Norte”

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Discuss mood, tone, feeling, and sensory language in the poemCompare and contrast Miguel’s moves

Practice/Application:Revise (rewrite) the poem using your own experiencesTaste fruits and other foodsWrite about the fruits and foods include name of food,

color, smell, taste, sound, thoughts ofRewrite in poem form and illustrateUse the Bio-Web to note facts about your life

Review/Evaluation:ObservationCompletion of graphic organizersCompletion of poems

Extension:Compile poems in a bookletMake a PowerPoint presentation

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LESSON PLAN

Grade Level 6-7-8

Theme:Peace

Lesson Topic: How to Promote Peace in Our Lives

Objectives:

Content:Students will examine the world in which we live and look for peaceful practices among individuals, organizations, families, etc.

Language:

Speaking/ListeningTeacher led discussion on situations of war or unrest. How are lives of individuals affected? Discuss “Diary of Anne Frank” and also today’s situation of war with Iraq..

Reading/WritingRead orally “Zlata’s Diary” from Voices in Literature pp 181-182.

StructuresDevelop a “peace wheel” as illustrated on p. 160 in Voices in Literature. Make a “peace card” using self-expression (add words from your native language if you choose to do so).

Thinking/Study Skills:Complete a diagram of the structure of peace as it extends in rings on a circle from universal to individual levels.

Key Vocabulary: - universe, world, nation, state, community, family, individual..

Literature: - Orally read “What Do We Do with a Variation?”, poem by James Berry on page 129 Literature and Language, Red Level, 1994 McDougal Littel Inc.

Materials:- Using the theme of peace, allow students to express their thoughts in oral and written form. Use paper or oak tag for peace wheels and Peace cards. Use markers, pens, colored pencils for creative expression and/or artistic presentation. Student work will be put on display and may be taken home later to share with family and others.

Motivation/Preparation - Allow students to express their thoughts on peace in oral and written form. Use art as a means of self-expression.

Presentation - Teacher-led discussion, student reading either oral or silent, use of creative expression for artistic presentation.

Practice/Application - Students will bring peacefulness into their lives and communities.

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Review/Evaluation - Student work will be put on display and may be taken home later to share with family and others.

Extension - Use the lesson and the creative product to promote an awareness of peace and efforts towards peace.

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Grade Level: Middle School / High School

Theme: The Art in Me

Lesson Topic: Thumb Print Sillies

Objectives: Students will use their thumbprints to create whimsical creatures on the outside of a card and write a letter to a friend inside the card.

Content: Language Arts, Art

Language:

Speaking/Listening: Students will listen to the teacher’s directions on how to create the Thumbprint Sillies Card and write a friendly letter. Students will be given an opportunity to read their cards to the class.

Reading/Writing: Students will write a friendly letter.

Structures: Friendly Letter

Thinking/Study Skills: Following Directions, listening activities, letter writing, creative design

Key Vocabulary: thumbprint, sillies, friendly letter, antennae

Literature: Directions activity sheet from Crayola

Materials: construction paper, notebook paper, pencil, paper towels, water containers, paint brushes, washable paint, markers, crayons, stamp pads, colored pencils, glue or staples

Motivation/Preparation: Discuss writing a letter to a friend and telling the friend about ESL classes. Discuss how everyone’s thumbprint is very different and how they can be decorated to form cute little whimsical creatures. The creatures can be given eyes, ears, noses, legs, antennae. Lines can also be drawn to make the creatures look like they are running, hopping, or kicking.

Presentation: Share the Crayola activity sheet on creating a whimsical character using a thumbprint. Discuss the various types of creatures that students could create using their thumbprints.

Practice/Application: Each student is given a sheet of construction paper to fold into a card. Students will press their thumbs onto a stamp pad or washable paint. The thumbprint is placed on the front of the card. Students will continue to make many thumbprints the same way on the front of the card in various colors. The thumbprints are then turned into whimsical creatures using markers, crayons, and/or colored pencils.While the paint and/or stamp pad prints are drying students will write a friendly letter. The letters are then glued or stapled inside the card.

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Review/Evaluation: Students will read their letters to the class and share their cards with the class. Oral evaluation

Extension: Students can use the same idea to create cards for the next holiday, July 4, and make the cards in red, white, and blue. Discussion can follow about July 4 and its importance to America.

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Grade Level - Middle School / High School

Theme: “The Art in Me”

Lesson Topic: Origami

Objectives:The student will use construction paper squares to create an origami pinwheel.The student will discuss octagons. (An octagon is found in the center of each pinwheel before it is opened.)

Content: Math, Art, Language Arts

Language:

Speaking/Listening - The student will listen to directions on creating an origami pinwheel.

Reading/Writing - The student will be able to read and follow the written directions as the octagon pinwheel is being made.

Structures - Origami

Thinking/Study Skills: Following directions, listening, comprehension

Key Vocabulary: Origami, pinwheel, octagon

Literature: Directions sheet on folding an origami pinwheel will be used.

Materials: Origami paper or construction paper, the pinwheel can actually be made on a smaller scale using post it notes, directions sheet

Motivation/Preparation: The students will view the pinwheel as it is in an octagon form and watch as it is shaped into a pinwheel.

Presentation - Discuss octagons and various things that are octagon shaped. Discuss the meaning of the root word. Octagons have eight sides. Discuss other things such as an octopus that has the same root word. Show the completed pinwheel.

Practice/Application - Student will follow directions on a worksheet while listening to and watching teacher create a pinwheel. The students will design their own pinwheel with the teacher’s guidance.

Review/Evaluation - Students will be able to make a second pinwheel using their first pinwheel and the direction sheet.

Extension - Students may put a bracket in the center of the pinwheel, so it can move freely in the wind.

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Grade Level Middle/High School

Theme: The Science of Color and Light

Lesson Topic: How we see color

Objectives:

Content: Science, Art, Math, Language Arts

Language:

Speaking/Listening: Students answer questions

Students identify vocabulary

Reading/WritingStudents follow along while teacher reads the handout, “Color My World”

Students write down colors in the appropriate placement creating a color wheel

StructuresComparative objects of analogy for graphic organizers

Thinking/Study Skills:Comparing, following directions, cause/effect, abbreviation

Key Vocabulary:Primary, secondary, intermediate, complimentary/opposite, square, triangle, diamond, geometric, illusion, cone, optical, visual language

Literature:“Color My World” teacher made handout

Materials:Chalkboard, chalk, clock, paper towels, food coloring, bowls of water, color paper, Drawing paper, scissors, pencil, rulers, color markers

Motivation/PreparationDiscuss the tools and language of an artistCompare how mathematicians use numbers; writers use words; artists use color Teacher models preparation of materials for activity while students follow along and do the sameShow various art work that uses optical illusions in line and color for perception

PresentationTeacher draws the color wheel on the board and uses clock on the wall for analogy in placing the appropriate colors on numbersTeacher asks for students to help direct what colors create other colors to finish the wheel

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Teacher writes information on chalkboard in color wheel form while emphasizing vocabulary to visual form. “Primary means number one. What are the three primary colors?”Teacher folds paper towel into different shapes (ending with a small triangle), asking students what are the shapes as students fold their own“What shape did we create?”Teacher demonstrates how to dip towel into the primary color bowls and ask students for feedback of information to what color we will create when mixing occursWhat color is created when mixing blue and yellow?”Teacher demonstrates the cutting out of objective forms from color paper and placing on different color paper to get the optical change of color in light formation“After staring focusing my eyes on the blue fish against the yellow paper, I close my eyes and see the image. What color in my visual image did the blue and yellow paper become?”

Practice/ApplicationHave students to dip their own towels to create a symmetrical pattern.Have students cut out their own choice of objects from color paper and trade around to get variable results in color.

Review/EvaluationStudents make their own color wheel and write down the properties of some vocabulary words to demonstrate what they know of an artist toolStudents display their work

Extension Have students to make a new towel using different ways of folding shapes to create a new pattern.Have students cut out their own choice of objects from color paper and trade around to get variable results in color.Have students use a ruler to draw their own optical illusions using line and colorDiscuss ideas for uses of decorative towels made (party napkins, curtains, flags etc.)

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Grade Level Middle/High School

Theme: Symbols and Expression

Lesson Topic: Mask Making

Objectives:

Content: Language Arts, Math, Social Studies, Art

Language:

Speaking/Listening:Students identify vocabulary wordsStudents answer questions and discuss

Reading/Writing:Coop teacher reads “Miguel en el Norte” while students follow alongQuestions and Discussion

Structures:Venn diagram

Thinking/Study Skills:Comparing, following directions, summarize, cause/effect, idioms

Key Vocabulary:Symbol, icon, overlapping, analogy

Literature: “Miguel en el Norte” pg 129 of Voices in Literature textbook

Materials: Plaster gauze, bowls of water, mask molds, tempera paints, brushes, craft accessories, drawing paper, pencils, markers

Motivation/Preparation:Discuss symbols and meanings from their own countriesWhat icons are used, what colors are dominant, etcShow symmetry in nature and symbols such as mandalas pg. 48Show examples of masks made by other students and discuss how the use of colors and symbols can create an effect on emotions and expression pg. 160

Presentation:Teacher draws examples of peace symbols and icons on boardTeacher writes chronological steps on chalkboard with visual aids for directions in making masksTeacher demonstrates directions to model how students place strips onto mask mold

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Practice/Application:Have students cut their plaster gauze and begin covering their mask molds Have students paint and decorate their masks

Review/Evaluation:Students discuss their choices of color and decorative form and whyStudents display their art work

Extension:Students create their own symbols and icons on drawing paper and write what they mean

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Grade Level: Middle School to High School

Lesson Topic:  Heroes

Objectives:

Content: Story ElementsComprehensionCharacterization

Language:

Speaking/Listening: Video of Tall Tales

Reading/Writing:Shared writing of summaries of tales on sentence stripsStudent response logStudent written tall tale

Structures/Graphic organizers:Comparison chartVenn diagram

Thinking/Study Skills:Finding main ideaComprehension of story

Key Vocabulary:Class generated list of vocabulary from stories

Use vocabulary to create mini vocabulary book by illustrating words and defining them in students’ words.

Literature:"Paul Bunyan""Pecos Bill"

Materials:Paper, art materials, large chart paper

Motivation/Preparation:Read picture books of Paul Bunyan and discuss largeness of characters and them being "Bigger than life".Ask students to share characters from their culture that may have some of the same attributes.Record on board.

Presentation:Create a list of heroes and discuss their lessonsBravery, courage, strength

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Practice/Application:Class will read tales and create a list of vocabularyReview vocabulary daily  with games such as BINGO, writing words in ABC pasta, memory game, creating a picture dictionary of wordsSummarize tales daily on sentence strips.

Review/Evaluation:Venn diagram comparing charactersCharacter attribute webStory picture board3.2.1 or step bookStudent writing of a tall tale

Extension:Students will write a tall tale and create a main character from chart paper

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Grade Level: Middle School / High School

Theme: The Art in Me

Lesson Topic: Thumb Print Sillies

Objectives: Students will use their thumbprints to create whimsical creatures on the outside of a card and write a letter to a friend inside the card.

Content: Language Arts, Art

Language:

Speaking/Listening: Students will listen to the teacher’s directions on how to create the Thumbprint Sillies Card and write a friendly letter. Students will be given an opportunity to read their cards to the class.

Reading/Writing: Students will write a friendly letter.

Structures: Friendly Letter

Thinking/Study Skills: Following Directions, listening activities, letter writing, creative design

Key Vocabulary: thumbprint, sillies, friendly letter, antennae

Literature: Directions activity sheet from Crayola

Materials: construction paper, notebook paper, pencil, paper towels, water containers, paint brushes, washable paint, markers, crayons, stamp pads, colored pencils, glue or staples

Motivation/Preparation: Discuss writing a letter to a friend and telling the friend about ESL classes. Discuss how everyone’s thumbprint is very different and how they can be decorated to form cute little whimsical creatures. The creatures can be given eyes, ears, noses, legs, antennae. Lines can also be drawn to make the creatures look like they are running, hopping, or kicking.

Presentation: Share the Crayola activity sheet on creating a whimsical character using a thumbprint. Discuss the various types of creatures that students could create using their thumbprints.

Practice/Application: Each student is given a sheet of construction paper to fold into a card. Students will press their thumbs onto a stamp pad or washable paint. The thumbprint is placed on the front of the card. Students will continue to make many thumbprints the same way on the front of the card in various colors. The thumbprints are then turned into whimsical creatures using markers, crayons, and/or colored pencils.While the paint and/or stamp pad prints are drying students will write a friendly letter. The letters are then glued or stapled inside the card.

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Review/Evaluation: Students will read their letters to the class and share their cards with the class. Oral evaluation

Extension: Students can use the same idea to create cards for the next holiday, July 4, and make the cards in red, white, and blue. Discussion can follow about July 4 and its importance to America.

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LESSON PLAN

Grade Level - Middle School / High School

Theme: “The Art in Me”

Lesson Topic: Origami

Objectives: The student will use construction paper squares to create an origami pinwheel.The student will discuss octagons. (An octagon is found in the center of each pinwheel before it is opened.)

Content: Math, Art, Language Arts

Language:

Speaking/Listening - The student will listen to directions on creating an origami pinwheel.

Reading/Writing - The student will be able to read and follow the written directions as the octagon pinwheel is being made.

Structures - Origami

Thinking/Study Skills: Following directions, listening, comprehension

Key Vocabulary: Origami, pinwheel, octagon

Literature: Directions sheet on folding an origami pinwheel will be used.

Materials: Origami paper or construction paper, the pinwheel can actually be made on a smaller scale using post it notes, directions sheet

Motivation/Preparation: The students will view the pinwheel as it is in an octagon form and watch as it is shaped into a pinwheel.

Presentation - Discuss octagons and various things that are octagon shaped. Discuss the meaning of the root word. Octagons have eight sides. Discuss other things such as an octopus that has the same root word. Show the completed pinwheel.

Practice/Application - Student will follow directions on a worksheet while listening to and watching teacher create a pinwheel. The students will design their own pinwheel with the teacher’s guidance.

Review/Evaluation - Students will be able to make a second pinwheel using their first pinwheel and the direction sheet.

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Extension - Students may put a bracket in the center of the pinwheel, so it can move freely in the wind.

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Grade Level: 9

Theme: Stand up Time Line

Lesson Topic: Organize events of a student’s life

Objectives:

Content: Tell important events during the life of a student.

Language:

Speaking/Listening: Presentation of time line

Reading/Writing: Write 1-3 sentences and draw a picture describing an event of the student’s life.

Structures: time line, graphic organizer, organize dates

Thinking/Study Skills: Organize time

Key Vocabulary: events

Literature: Poem “All about me”

Materials: construction paper, glue, scissors, markers

Motivation/Preparation-Students will share some special or important dates.-Students will create the folded time line

PresentationExplain the time line Create an example time line with pictures and information

Practice/ApplicationStudents will organize information on a graphic organizer.Students will create the time line using folded paper.

Review/EvaluationStudents will present their own time line and show the completed one to the class.Students will be evaluated on neatness and presentation.

ExtensionStudents will use the time line to write a personal autobiography.

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Grade Level: 9

Theme: Appetizing Adjectives

Lesson Topic: Adjectives

Objectives:

Content: Learn the definition of an adjective.Identify adjectives and use in a sentence.

Language:

Speaking/Listening: Read aloud menu items.

Reading/Writing: Add adjectives to menu items to make them more appealing.

Structures: Graphic organizer, identify adjectives

Thinking/Study Skills: Use adjectives in writing.

Key Vocabulary: Adjectives, appetizing

Literature: poem- “Here Comes the Sun”

Materials:Menu, paper, markers, glue, pens

Motivation/Preparation-Describe a delicious menu item using adjectives. -Describe a menu item without adjectives-Read poem, pick out the adjectives

Presentation-Discuss what an adjective is.-Have students describe an adjective.-Describe what adjectives could make menu items better.

Practice/Application-Students will make his/her own menu.-Students will illustrate a menu.

Review/Evaluation-Student will be assessed on accuracy of using adjectives.

Extension-Students will use adjectives in a story.

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Grade Level Middle/High School

Theme: The Science of Color and Light

Lesson Topic: How we see color

Objectives:

Content: Science, Art, Math, Language Arts

Language:

Speaking/Listening: Students answer questions Students identify vocabulary

Reading/WritingStudents follow along while teacher reads the handout, “Color My World”

Students write down colors in the appropriate placement creating a color wheel

StructuresComparative objects of analogy for graphic organizers

Thinking/Study Skills:Comparing, following directions, cause/effect, abbreviation

Key Vocabulary:Primary, secondary, intermediate, complimentary/opposite, square, triangle, diamond, geometric, illusion, cone, optical, visual language

Literature:“Color My World” teacher made handout

Materials:Chalkboard, chalk, clock, paper towels, food coloring, bowls of water, color paper,Drawing paper, scissors, pencil, rulers, color markers

Motivation/PreparationDiscuss the tools and language of an artistCompare how mathematicians use numbers; writers use words; artists use color Teacher models preparation of materials for activity while students follow along and do the sameShow various art work that uses optical illusions in line and color for perception

PresentationTeacher draws the color wheel on the board and uses clock on the wall for analogy in placing the appropriate colors on numbers

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Teacher asks for students to help direct what colors create other colors to finish the wheelTeacher writes information on chalkboard in color wheel form while emphasizing vocabulary to visual form. “Primary means number one. What are the three primary colors?”Teacher folds paper towel into different shapes (ending with a small triangle), asking students what are the shapes as students fold their own“What shape did we create?”Teacher demonstrates how to dip towel into the primary color bowls and ask students for feedback of information to what color we will create when mixing occurs“What color is created when mixing blue and yellow?”Teacher demonstrates the cutting out of objective forms from color paper and placing on different color paper to get the optical change of color in light formation“After staring focusing my eyes on the blue fish against the yellow paper, I close my eyes and see the image. What color in my visual image did the blue and yellow paper become?”

Practice/ApplicationHave students to dip their own towels to create a symmetrical pattern.Have students cut out their own choice of objects from color paper and trade around to get variable results in color.

Review/EvaluationStudents make their own color wheel and write down the properties of some vocabulary words to demonstrate what they know of an artist toolStudents display their work

Extension Have students to make a new towel using different ways of folding shapes to create a new pattern.Have students cut out their own choice of objects from color paper and trade around to get variable results in color.Have students use a ruler to draw their own optical illusions using line and colorDiscuss ideas for uses of decorative towels made (party napkins, curtains, flags etc.)

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Grade Level Middle/High School

Theme: Symbols and Expression

Lesson Topic: Mask Making

Objectives:

Content: Language Arts, Math, Social Studies, Art

Language:

Speaking/Listening:Students identify vocabulary wordsStudents answer questions and discuss

Reading/Writing:Coop teacher reads “Miguel en el Norte” while students follow alongQuestions and Discussion

Structures:Venn diagram

Thinking/Study Skills:Comparing, following directions, summarize, cause/effect, idioms

Key Vocabulary:Symbol, icon, overlapping, analogy

Literature: “Miguel en el Norte” pg 129 of Voices in Literature textbook

Materials: Plaster gauze, bowls of water, mask molds, tempera paints, brushes, craft accessories, drawing paper, pencils, markers

Motivation/Preparation:Discuss symbols and meanings from their own countriesWhat icons are used, what colors are dominant, etcShow symmetry in nature and symbols such as mandalas pg. 48Show examples of masks made by other students and discuss how the use of colors and symbols can create an effect on emotions and expression pg. 160

Presentation:Teacher draws examples of peace symbols and icons on boardTeacher writes chronological steps on chalkboard with visual aids for directions in making masksTeacher demonstrates directions to model how students place strips onto mask mold

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Practice/Application:Have students cut their plaster gauze and begin covering their mask molds Have students paint and decorate their masks

Review/Evaluation:Students discuss their choices of color and decorative form and whyStudents display their artwork

Extension:Students create their own symbols and icons on drawing paper and write what they mean

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Grade Level: Adult - Teal

Theme: Family Heritage

Lesson Topic: Foods from Our Culture and Families

Objectives:

Content:Introduce students to a commonly served U.S. treat, brownies.Introduce students to a common U.S. food product, boxed mixes.Emphasize and discuss universal techniques, products, and ingredients. Get students involved in discussions about their own family and/or cultural treats, their preparation, who in their family made them, etc.

Language:

Speaking/Listening:Students will listen and watch the food demonstration and show understanding by asking questions.Introduce students to common vocabulary used in cooking and show understanding by helping each other define the words introduced.Students will be given opportunities to ask questions and discuss what they are seeing.

Reading/Writing: Demonstrate to students how to read the directions (pictorial and word) on a mix box.Introduce students to common cooking terms in English.Share a family brownie recipe (non-mix) and discuss its ingredients and characteristics. Allow students to copy the recipe by writing it on the overhead transparency.

Structures:Give students the opportunity to discuss the brownies using I like, I prefer”.Introduce the technical terms of cooking.Introduce and discuss differences in measurement, what is sweet, cultural eating by asking questions.

Thinking/Study Skills:How are the techniques demonstrated like those you use in cooking?Do you have mixes in your own country? What type? Do you use them?Is measuring different in the U.S. from that used in your home country? How?What family recipes do you have? When do you use them? Are they for sweet treats?Have your family recipes been simplified by using mixes?During the grammar section of the day, tie the brownie tasting to the learning of I like, I prefer.

Key Vocabulary:mix, beat, measure, chocolate, syrup, break, eggs, thick, chewy, cake-like, recipe, spoon, spatula, ingredients, flour, sugar, oil, box, sweet, brownie Write vocabulary on chalkboard.

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Literature:1. A sampling of cookbooks will be on display for students to browse through.2. A sampling of women’s magazines featuring recipes will be on display for students to browse through.

Materials:

Brownie MixEggsOilWaterMixing bowlBeaterSpatulaCake panMeasuring cupMeasuring spoons

Motivation/Preparation:Previous day show recipe books and talk about what we eat on special holidays, birthdays.Work on I like, I prefer using them in sentences.

Presentation: Demonstration. Mix in clear bowl in front of students. Take or pass the brownies around for students to see and each stage.Put vocabulary on board.Write a brownie recipe on the overhead so students can copy it and ask questions.Have a taste testing of the brownies.

Practice/Application:Discuss what students are seeing.Practice I like, I preferStudents critique brownie-making process by comparing how they would do it.Write down the recipeStudent question and answer accepted throughout.

Review/EvaluationTasting the BrowniesBringing in at least 2 more recipes to share during the weekContinue practicing I like, I preferReview the vocabulary throughout the week Use the vocabulary at break and lunch

ExtensionAt lunch, compare the brownies with the desserts during the week and practice: Peach cobbler, strawberries, strawberry shortcake is sweeter, not as sweet as a brownie.I like, prefer strawberries to brownies.

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Do you have peaches in your former homeland?Do you make peach cobbler like desserts?

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LESSON PLAN C

Grade Level: Teal Adults

Theme: Family Heritage

Lesson Topic: Who is your family?

Objective:

Content:Each student will make a family tree using the new vocabulary words: grandmother, grandfather, uncle, aunt, niece, nephew, son, daughterEach student will practice using I am, he/she/it is, you, they are.

Language:

Speaking/Listening:Students will practice identifying family members on the family tree on page 28 of their text.Students will discuss how many people are in their families and who they are, then make their family trees and tell us about the people on the tree.

Reading/Writing:Students will read the text selection on pages 28-29.Students will make their own family trees writing in the names.Students will practice the grammar structures I am, he/she/it is, you/ they are

Structures:Using I am; he/she/it is; they, you are

Thinking/Study Skills:Students will need to think about how people in their family are related and use the new vocabulary.Students will need to translate their family’s relationships into a family tree.Look through magazines for pictures of families and name the members: daughter, son, grandmother, etc.Students will practice I am “the mother”, “She is the daughter.”, etc.

Key Vocabulary:grandmother, grandfather, son, daughter, niece, nephew, family tree

Literature:bring and share family photo album, family pictureslook through magazines for pictures of families

Materials:papercolored pencils

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glueglitterstencilsscissors

Motivation/Preparation:Put my family tree on the chalkboard. Tell who the people are and a very short family story.Bring my family photos and family photo album and show them to the students.

Presentation:Each student will present their family tree and tell who the people are. If they can or will, they can tell a story about one of the people on the tree.

Practice/Application:Read pages 28-29Discuss these pagesStudents will make their own family treesStudents will discuss and explain their own family trees

Review/Evaluation:Post student family trees on the bulletin board. Refer to their family trees in future discussions about I am/ you are, they are. i.e. I am a student. My daughter is a student.

Extension:Write vocabulary on the chalkboardPut my family tree on the chalkboardBring in my family album and picturesEncourage students to bring in their family pictures and talk about themPut the student family trees on the weekly talk table in the front hall.

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Grade Level Adults/Teal

Theme: Conversation for Survival

Lesson Topic: Introductions/Names/Titles

Objectives: Students will be able to introduce themselves to others

Content: How do you pronounce your last name?What is your name?Where are you from?

Language:

Speaking/ListeningStudents will introduce themselves/ My name is, I’m from,

Reading/WritingStudents will use student workbooks using Chapter One “Introducing yourself”, Students will write in their notebooks questions, My name is, I’m from, You may call me,

StructuresFormal introductions, Informal introductions, Questions, Contractions, Subject pronouns, Possessive adjectives

Thinking/Study Skills:Contractions: I’m, You’re What’s, She’s, He’s

Key Vocabulary:Informal, Formal, Conversation, Mr., Ms., Mrs., I’m, You’re, He’s, Their, Are,

Literature:

Materials:Construction Paper to put key vocab. Words on , Student workbooks

Motivation/PreparationUsing construction paper put key vocab words on for students to put sentences together, Put students together into groups, have a recorder, writer, and speaker

PresentationDivide students into two groups, divide key vocab. up among students, make students divide into Speaker, Reporter, Writer after students put sentences together, have them write sentences down on paper, and have them read sentences.

Practice/ApplicationStudents will say out loud, My name is, I’m from, You may call me, students will also write these questions down.

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Review/EvaluationAgain have the students go around room and practice saying my name is, I’m from, You may call.

Extension Take students over to next class room to practice introducing themselves.

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Grade Level Adults/Teal

Theme: Survival Shopping/ Shopping Skills

Lesson Topic: How to find items in a grocery store

Objectives:

Content: If students do not have a Kroger Card we will fill an application, Showing students how to find grocery items

Language:

Speaking/ListeningStudents will use Kroger ad to find items they may want to buy, Asking how much does item cost with card/without card

Reading/WritingUsing Kroger Ad have students write down items they may want or need to purchase, what aisle it is in, is it on sale, how much will it cost

StructuresQuestions, How much, Where is it located?,

Thinking/Study Skills:Have students look at ad before you go, finding items that are on sale, is their a coupon for that item?, double coupons?

Key Vocabulary:Coupon, double coupon, credit card, Kroger card, application, expiration date

Literature: Kroger ad

Materials: Kroger ad, Application for a Kroger Card

Motivation/PreparationBefore you go to Kroger’s look at ad to see what is on sale, items students may need to purchase or what to purchase, show them coupons and how they work, ex. .25 doubled would be .50, .50 would be $1.00 off of that product.

PresentationTake students over to Kroger’s with their papers, have them find items they need or would like to purchase, show them how grocery store is divided into aisles.

Practice/ApplicationLooking at ads for grocery stores, comparing prices, actually shopping.

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Review/EvaluationHave students get any item they may wish to purchase at store using their card.

Extension Students doing their own shopping.

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Grade Level Adults-Teal

Theme: The Fun in Me

Lesson Topic: Neighborhoods

Objectives:

Content: Prepositions

Language:

Speaking/Listening We talked about their neighborhoods at home and here. We used the prepositions at the top of the page to give locations of various things on the neighborhood map.Angel and I modeled the conversation on P. 46 and discussed the meanings of some of the words.

Reading/Writing P. 46 Part A We read and matched the words and their definitions.

Structures Sentence punctuation and prepositions

Thinking/Study Skills: 1.) Took students and cards with prepositions on them outside to practice using the preposition when giving directions in a neighborhood. 2.) P. 50 Read, asked, and answered these questions with our classmates.

Key Vocabulary: neighborhood, apartment, bank, drugstore, gas station, theater, Laundromat, library, pay phone, and street.

Literature:

Materials: text, drawing paper and colored pencils

Motivation/Preparation

Presentation

Practice/Application Wrote sentences using neighborhood prepositions and illustrated them.

Review/Evaluation Proofread their sentences, explained their mistakes and had them correct them.

Extension

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Grade Level Adults – Teal

Theme: The Fun in Me

Lesson Topic: Vacations

Objectives:

Content: Past tense of be (was, were) and their contractions (wasn’t and weren’t).

Language:

Speaking/Listening We talked about vacations we have taken. We discussed what we liked and disliked about these vacations. Then we discussed where we would like to go for a dream vacation and why we chose that particular vacation.

Reading/Writing Reading- We read and discussed the conversation on p.43 and what we wrote on our postcards. Writing- We wrote WV postcards to their families.

Structures Postcard formatPast tense of be

Thinking/Study Skills: Paired reading

Key Vocabulary: car, city, country, mountains, beach, dancing, drive, housework, trip, and weather

Literature:

Materials: WV postcards, text

Motivation/Preparation 1. Displayed the postcards and discussed the pictures. 2. They were very excited about writing a postcard to their family.

Presentation

Practice/Application Wrote their postcards

Review/Evaluation Proofread their postcards

Extension

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Grade Level: Adult (Lime)

Programmatic Theme: The World In Me

Week Three Theme: The Environment in Me

Lesson Topic: The Power of Exercise

Objectives:

Content:

Three questions will be presented to the class. They will write each questionin their notebook then we will discuss each one orally.Do you think that exercise helps people to learn and remember better?Can you think of some benefits from exercise?What benefits are most important to you?

Key vocabulary in the story will be introduced and discussed. Each student will record unfamiliar words in their notebook. As I orally read the article called Smart Moves, taken from the newsprint called News For You, the students will read silently. They should be thinking back to the discussion of their answers to the three questions. The students will understand the benefits of exercise and learn how others incorporate exercise into their day. The students will use verbs and adverbs in structured writing activities.

Language:

Speaking/ListeningEach student will listen to the three questions presented to them. They will discuss their answers with others in the class. Each student will verbally identify their favorite form of exercise and discuss their own exercise patterns. Each student will listen to key vocabulary as they are introduced for the story Smart Moves, and they will join in class activities

where they must identify verbs and adverbs in sentences through sentence and paragraph writing.

Reading/WritingEach student will record key vocabulary in their notebook.

They will read silently as the story is being read orally. They will write sentences in their notebook in order to reinforce proper verb and adverb use and they will write a story about their favorite sport.

StructuresStudents will graph their answers to the fitness poll so they can visually see how many people in their class has a good fitness program. They will be engaged in discussion about exercise and in structured writing activities where they will identify verbs and adverbs. Students will list the benefits of exercise in their notebook.

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Thinking/Study Skills:Students will take a fitness poll. Each student will use their thinking skills as they record and think about the meaning of each key vocabulary word from the story Smart Moves. Each student will study the use of verbs and adverbs in a sentence and paragraph writing.

Key Vocabulary program, aerobics, exercise, pulse, poll, volunteer, couch potato, fitness freak, sports fanatic, verb and adverb

Literature: News For You (newspaper)

Materials: newspaper; graph paper; notebook; pencil; pictures of top six sports, couch potato fitness freak, and a sports fanatic

Motivation/Preparation: Explain and demonstrate how to take their pulse. Each student will take his/her own pulse. Show each student a visual representation of a couch potato,

fitness freak, and a sports fanatic.

Presentation: presentation of the top 6 sports with pictures

Practice/Application: Students will take their own pulse. They will record their exercise habits on a graph and they will tell how they incorporate exercise into his/her

day. Key vocabulary will be pronounced and discussed for meaning. Students will identify the benefits of exercise.

Review/Evaluation: Each of the three questions presented in the beginning of class will be discussed in detail. A list of benefits from exercise will be generated and written on the chalkboard for the students to record in their notebook.

Extension: Students will write about their favorite sport. They will underline all the verbs and adverbs used in their story. We will take a walk around the track, checking our pulse before and after the lap.

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Grade Level: Adult (Lime)

Programmatic Theme: The World In Me

Week Three Theme: The Environment in Me

Lesson Topic: Factors That Affects Family Life

Objectives:

Content:The teacher will orally read the article called More Children Have Moms Who Stay Home, taken from the newsprint called News For You . Each student will read along as the story is read orally. Through repeated reading, identification of all key vocabulary words, and discussion of word meaning, the students will understand the main idea of the story. They will respond to the story by discussion about: family, family values, the economy, finances, use of daycare facilities, employment, and the benefits of staying at home with small children vs work outside the home. Students will learn about similarities and differences of cultures in regards to family life.

Language:

Speaking/ListeningEach student will listen, as well as, read along with the teacher as the story is being read. Each student will orally respond to questions about the story. In addition, each question will be discussed as a group.

Reading/WritingAs I, the teacher, is reading the story orally each student will be reading the story silently. Each student will utilize his/her notebook to record all key vocabulary words and their meaning. Students will be engaged in a word search activity where they can apply their spelling skill in order to spelling each word accurately.

StructuresThe students will read the story called More Children Have Moms Who Stay Home. Students will learn the spelling and meaning of unfamiliar words through a word search activity. All words that will be used in this activity will be listed on the chalkboard in no specific order and they will be pronounced for clarification. Each student will attempt to complete the word search on his/her own. After a sufficient amount of time has elapsed all words will be discussed for meaning so students can think about their answer choices and determine if any answer needs to be changed. All answers will be discussed in detail.

Thinking/Study Skills:Each student will use their thinking skills as they record and think about the meaning of each key vocabulary word discussed in the story called More Children Have Moms Who Stay Home. They will also be searching through their memory and thinking about word meaning in order to complete the crossword puzzle.

Key Vocabulary

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Census Bureau, million, percent, reported, expert, economy, spouse, employer, employee, benefits, offer, directs, plan, adjusted, growth, researcher, perhaps and expert

Literature: News For You (newspaper)

Materials: notebook, pencil, newspaper, family photos, book: My Favorite Book

Motivation/Preparation: present family photos to the class Read aloud “My Family”Discussion about family treesWordbank

Presentation: Students will present their family photos to the class; Photos will lead to a discussion about their family tree and culture.

Practice/Application: Students will be able to compare and contrast the culture of their classmates to their own in regards to family life and values. They will learn new vocabulary through the use of structured writing activities and they will understand the main idea of the story through class discussion. Through rereading they will understand and comprehend the content.

Review/Evaluation: Assessment of student learning will be conducted through group and individual responses to the questions related to the story, as well as, their pronunciation and identification of key vocabulary words, and sentence writing.

Extension: Explain and give an example of prefixes and suffixesShow syllabication of larger words on the chalkboard

Demonstrate how to use the American Heritage Dictionary and allow time for each student to look up key words from the story Create a yarn dollCreate a three dimensional art project called “paper environment” from a memory of a special family gathering (use of only paper)

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Grade Level: Adults Lime

Theme: Teachable Moment: day before the 4th of July

Lesson Topic: Why do we celebrate the 4th of July?

Objectives:

Content: Introduction why and how the United States separated from England. Explained some reasons why we are celebrating Independence Day 4th of July.

Language:

Speaking/ListeningStudents watched and listened to the video American Rock (the animated video shown on television) telling how the United States separated from England and the reasons for doing so.

Speaking Questions:Asked students from whom did America separated? Several other questions were asked and answered by the other students.

Reading/WritingI had the students write a introduction to their second teacher telling their name, how long they have been in the United States, from where they came, where they live now, how old they are, if they have children, name of their children if any, how old they are. Students range from 18 to 78. Some students began studying for the Citizenship Test. After the movie, “It Was A Teachable Moment!” the Ukrainian new citizen began talking to the Du’s and it JUST took its natural course. They began to study for the Citizenship test, while Ivy was finishing her collage (and it is a beauty!). Salvador and Ulysis worked on the questions about the Chinese Dam and other information correcting their introductions.

StructuresLooking for a topic that might be used to understand American traditions and to understand the 4th of July.

Thinking/Study Skills:While using this time students used this time to study for the citizenship tests. Other students were listening to the others while they studied.

Key Vocabulary:Declaration of Independence and other words that where used in the Declaration of Independence.

Literature:In the afternoon students were taken to the Library to get Library cards and to understand the possibilities that the library has to offer. Dr. Du found and passed the Citizenship review on the computers in the library.

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Materials:I used videotapes, camera, magazines, chalkboard, paper-notebooks, pens, markers, text books, newspaper, field trips- Library.

Motivation/Preparation Interesting enough, the students were motivated to learn about The United States Independence. Self-motivation.

Presentation:Wrote questions of the day on the board. Showed the film, asked questions, students wrote information about themselves and their answers to the questions about America’s Independence.

Practice/Application Student’s wrote information on self, talked about questions, and watched their own introductions on film.

Review/Evaluation:Students can write their introduction and tell information about themselves. They now have an idea about the 4th of July celebration and the reasons for celebration.

Extension:Students can introduce themselves . They have in their notebook information for the teacher of the second week. They should continue in the second week and continue in the workbook in Chapter 2

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Grade Level: Adults Lime

Theme: Survival Shopping.

Lesson Topic: Survival by food shopping.

Objectives:Content: Introduction to coupons, storecards , credit cards. debit cards. Created a list of

vocabulary for that day. Overhead of types of coupons and how to fill out a store sheet to get lower prices.

Language:

Speaking/Listening Use of talking about what the store has to offer as well looking and seeing what is available. Example bank and stamps .

Reading/WritingLook at the overhead of market information. Fill out forms using titles Mr. Mrs. Ms. for Kroger’s saving card.

StructuresLooking for titles with in the store to be able to find their food. Example: Picnic goods will contain paper plates, plastic forks, spoons, knives.

Thinking/Study Skills: It takes a great deal of transfer from their language to our language. Some of our types of groceries have many different names. In other countries they may have one name as chili means peppers in Spanish how what about the difference between Green Peppers and Hot Peppers need to be understood for their list.

Key Vocabulary: Words as credit cards, debit cards, coupons double & triple coupons, cash check, store bonus card, bakery goods, bakery goods, picnic goods, pharmacy, money orders, hygiene expiration date on coupons and find, due date, extra, bonus, pound/lb, ounce/oz, fluid ounces, external taxes and internal tax.

Literature:Newspaper, magazines talking to other people.

Materials:I used video tapes, camera, chalk board, overheads , paper, pens, markers, textbooks, newspaper, field trips- Kroger & Library.

Motivation/Preparation Need to eat and need to use money wisely.

Presentation:Show adds from Krogers, Make lists of food items to look for.

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Practice/Application:Go to Krogers with a list to check and list to check of other information. Make out application for Kroger Card.

Review/Evaluation: July 2 we will go to Krogers. If there are needs we will check and go over questions.

Extension Those who need to buy food will continue to use the information in the future.

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Grade Level - Adult (Lime)

Theme: Catalog Buying

Lesson Topic: Learning how to purchase merchandise from a catalog.

Objectives:

Content: First looking at samples of catalogs. Learning what an order form is and how to fill it out.

Language:

Speaking/Listening - Learning the topics. Listening and learning what the terms mean.

Reading/Writing – Reading the description of the articles whey wish to purchase. Writing terms in their journals and understanding the meanings of terms.

Thinking/Study Skills:Thinking skills are developed by deciding the color, quantity of items, size, etc. then unit price and finally total price. Then learning about shipping and handling, taxes, method of shipment and finally the total price of the entire order.

Key Vocabulary:Terms used on the order form. For example, page #, item description, color, Qty., unit price, & total price.

Literature:4 examples of catalogs: Spiegels, Natural Wildlife, Crossing Point, & Chico’s

Materials:Catalogs and order forms

Motivation/PreparationExplain why you want to order from a catalog. Ease of shopping, time saving and convenient. Sometimes prices are cheaper.

PresentationPresent and explain terms on board.

Practice/ApplicationPut practice form in journals.

Review/EvaluationDo oral review after lunch. Evaluation – do posters showing parts of form.

ExtensionReview next day and add further explanation of any points they did not understand.

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Grade Level - Adult (Lime)

Theme: What Did We Learn

Lesson Topic: Discussion and review of things we learned this week.

Objectives:

Content: Materials we used in class during the week. Textbook & newspaper.

Language:

Speaking/Listening – Conversation concerning the topics we learned about this week.

Reading/Writing – Writing notes in journal concerning music and newspaper vocabulary.

Thinking/Study Skills:Asking questions and answering the students questions to enhance thinking and study skills.

Key Vocabulary:Every word that has been introduced during the week. For example, Catalog – size, quantity, item # etc.; Music – classical, jazz, opera, rock etc.; Newspaper – comics, obituaries, bulletin board, and weather

Literature:Catalogs, Textbook, and Newspaper

Materials:Same as literature and art supplies for projects – poster, color poster, mobile.

Motivation/PreparationDid you learn anything this week if so WHAT.

PresentationMaterials plus board work.

Practice/ApplicationPosters plus mobiles.

Review/EvaluationLecture reviewing all words. Evaluation – posters on catalogs and newspaper. Make mobiles for music understanding.

ExtensionPosters and mobiles.Game – Bingo, I introduced on Monday Survival Bingo. By Thursday, they called the symbols themselves. Had fun playing the game. Understood the game and the symbols.

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THEME: The Fun in Me

LESSON TOPIC: Hobbies

OBJECTIVES:

Content: To define hobbyTo orally describe own hobbiesTo write in journal about hobbies

Language:

Speaking/Listening: dialogue, listening comprehension

Reading/Writing: read aloud, journal writing

Structures: past tense verbs, words paired with verbs

Thinking/Study Skills: journal writing, compare/contrast hobbies, summarizing

Key Vocabulary: hobby, hobbies, weekend, relax(vocabulary specific to students: quilting, knitting, decorating, comedy, drama)

LITERATURE: “New Interchange: English for International Communication” by Jack C. Richards

MATERIALS: overhead projector, journals

MOTIVATION/PREPARATION: Teacher will show items needed for my hobbies Reading: books, magazines, newspapers

Watching movies: videosExercise: workout clothes, weights

PRESENTATION: Define hobbyAsk each student to name and describe hobbies—teacher will write each hobby on overhead (attached)Ask who had same hobbies/how were hobbies different (for example: I read mysteries; you read romance)

PRACTICE/APPLICATION: Oral reading of “The Weekend” on page 40—each student takes a turn

Grammar Focus—using past tense verbs on page 41Word Power—collocation on page 42

REVIEW/EVALUATION: Oral responses to questions about hobbiesAsk students to summarize each others hobbies

EXTENSION: Write in journal about your hobbies; WHAT IS YOUR HOBBY?

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GRADE LEVEL: Advanced adults

THEME: The Fun in Me

LESSON TOPIC: Vacations

OBJECTIVES:

Content: To define vacationTo list types of vacationsTo orally describe last vacationTo give opinions on types of vacationsTo make a hotel reservation by phoneTo write postcards

Language:

Speaking/Listening: dialogue, listening comprehension

Reading/Writing: read aloud, partner reading, writing responses, postcards

Structures: past tense of ‘to be’, question words

Thinking/Study Skills: summarizing vacations, making opinions

Key Vocabulary: vacation, sightseeing, abroad, cruise, reservation, check-in, check-out, postcard

LITERATURE: “New Interchange: English for International Communication” by Jack C. Richards

MATERIALS: overhead, postcards

MOTIVATION/PREPARATION: Teacher will share pictures of vacations—beach, national parks, state parks, sightseeing

PRESENTATION: Define vacationUsing overhead, list types of vacations (attached)

Students will share pictures from vacations/ask each other questions

PRACTICE/APPLICATION: Read aloud “On Vacation” on page 43—take turns readingReview question words: who, what, where, when, why, how (pronounce and create questions)Work in pairs to answer questions about most recent vacation; then pairs will interview each other in front of class (worksheet attached)Using overhead, complete opinion chart on why you would like/dislike each type of vacation (chart attached)Grammar Focus—past tense of ‘to be’ on page 43

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Work in pairs to read “making a hotel reservation”; then pairs will read in front of class (script attached)Read aloud “Writing postcards” on page 44-45—take turns readingUse overhead to show example of writing a postcardEach student will write a postcard to a friend/relative

REVIEW/EVALUATION: Oral responses to questions about vacationsOral summary of a personal vacation

EXTENSION: Write a poem about a vacation;

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TYPES OF VACATIONS

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VACATIONS

Where did you spend your last vacation?

How did you get there?

How long were you away?

What did you do there?

What did you enjoy the most?

What did you enjoy the least?

How was the weather?

How was the food?

Do you want to go there again?

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OPINION CHART

Would you like the following types of vacations? Why or why not?

LIKE (WHY) DISLIKE (WHY)

BEACH

CRUISE

EUROPE

NATIONAL PARKS(EXAMPLES—YELLOWSTONE OR YOSEMITE)

CAMPING

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MAKING A HOTEL RESERVATION

HOTEL EMPLOYEE: Hello, thank you for calling Holiday Inn. How may I help you?

CUSTOMER: Hello. I would like to make a reservation.

HOTEL EMPLOYEE: When would you like to check-in?

CUSTOMER: I would like to check-in on Monday, July 28th.

HOTEL EMPLOYEE: When would you like to check out?

CUSTOMER: I would like to check out on Saturday, August 2nd.

HOTEL EMPLOYEE: I have you checking-in on July 28th and checking-out on August 2nd. Is that correct?

CUSTOMER: Yes, that is correct.

HOTEL EMPLOYEE: Would you like a smoking or non-smoking room?

CUSTOMER: I would like a non-smoking room.

HOTEL EMPLOYEE: How many adults will be staying in the room?

CUSTOMER: There will be two adults staying in the room.

HOTEL EMPLOYEE: I have you and your guest staying five nights in a non-smoking room. The room rate is $75 per night plus tax. Would you like to pay using your credit card?

CUSTOMER: Yes, I would like to use my Visa.

HOTEL EMPLOYEE: Please read me the account number off your Visa.

CUSTOMER: My account number is 5487 2196 3581.

HOTEL EMPLOYEE: When does the Visa expire?

CUSTOMER: The Visa expires on 03/04.

HOTEL EMPLOYEE: Thank you. We will see you on July 28th. Good-bye.

CUSTOMER: Good-bye.

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Grade Level: ?

Theme: The Science in Me

Lesson Topic: Kinds of Light

Objectives

Content: The student will identify different kinds of light.

Language:

Speaking/Listeninglistening for specific information, understanding explanations, and participating in discussions

Reading/Writingunderstanding specialized vocabulary, labeling a diagram

Structuresdeclarative sentences, finding subject and verb, open and closedcompound words

Thinking/Study Skills: categorizing, matching

Key Vocabulary: candlelight, street light, flashlight, electric light, sunlight

Literature: Light and Dark by Doug Kincaid

Materials:Word log for each student, blank index cards, pictures of key vocabulary, picture cards relating to light vocabulary, blank bulletin board headed with key vocabulary, large chart paper

Motivation/Preparation:Turn off the lights in the classroom. Before doing so, make sure the students are in their desks or safely situated. Ask the students what is different than before. Their responses should be related to having no light. Read Light and Dark by Doug Kincaid.

Presentation:Introduce vocabulary using picture cards. As each new word is introduced, place it in a word tree on large chart paper with the picture card taped beside it. These vocabulary words present a great opportunity to discuss open compound and closed compound words. Have the students add the vocabulary words to their word logs. Using the chalkboard, explain and model each vocabulary word in a declarative sentence pointing out the subject and verb for each one.

Practice/Application:Using magazines, newspaper ads, etc., have students cut out pictures of different kinds of light and tape on a blank bulletin board under the correct title in which each section of the board is labeled with each key vocabulary word. Have the students work as partners to write a

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declarative sentence using one of the vocabulary words. Encourage them to use the bulletin board they completed to help them create the sentences. Have the students trade sentences with another set of partners to find the subject and verb of the sentence.

Review/Evaluation:Given index cards with key vocabulary words and pictures of those words, have the students play a game of “Memory” whereby they match up the vocabulary word to the corresponding picture.

Extension:Have the students visit the library to find and check out books on light.Have the students make their own “Memory” game related to light and play it with a family member.

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Grade Level: ?

Theme: The Science in Me

Lesson Topic: Uses of Light

Objectives

Content: The students will identify uses of light.

Language:

Speaking/Listeninglistening for specific information, understanding explanations,

participating in discussions, asking for clarification

Reading/Writingunderstanding specialized vocabulary, labeling a diagram

Structurescouplets

Thinking/Study Skills: categorizing, matching

Key Vocabulary: read, sanitize, dry, correct, burn, safety, heat

Literature: Light by Brenda Walpole and Light by Steve Parker

Materials: blank T-chart, tree diagram, index cards, large chart paper, light regalia, wordlog for each student

Motivation/Preparation:Have the students brainstorm and list different uses of light. In a T-chart, the students will divide those uses according to whether they think they are necessary or unnecessary. Discuss reasons why they categorized the uses as they did. Read Light by Brenda Walpole to the students.

Presentation:Introduce vocabulary related to using light. Supply regalia for better understanding. Have the students add the vocabulary to their word log. Read Light by Steve Parker to the students. Lead a discussion about the uses of light and encourage the students to ask questions. Using the chalkboard, explain and model writing a couplet having to do with light.

Practice/Application:Divide the students into small groups and have each group use a given tree diagram to categorize uses of light. The tree diagram will have each kind of light as the titles with the uses of these lights written on index cards to be placed under the correct title. Check these as a whole group using a large tree diagram on chart paper. Allow the students to move their index cards around

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to the correct title if they were incorrect. Have each group choose one use of a particular kind of light and create a couplet about it. Let each group share their couplet.

Review/Evaluation:Have the students play a modified Bingo game. The title will be “Light”, and instead of numbers, it will have information about the uses of light in each of the boxes.

Extension:Have the students design a new kind of light and its use.Have the students visit the library to find and check out books on uses of light.

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Grade Level: ?

Theme: The arts in me

Lesson Topic: Color

Objectives:

Content: Hypothesize the outcome of the experiment.What will happen to the colors when the water wicks up into the paper?Will the primary colors react the same as the secondary colors?

Language:

Speaking/ListeningThere was active conversation involving all students as well as the teacher. Each student was asked to tell his or her expectations for the outcome of the experiment.

Reading/WritingRead aloud of the story What Makes a Rainbow? The students were actively listening and predicting what would happen next.

Structures:Students created their own rainbows using markers.

Thinking / Study Skills:Predicting, team work

Key Vocabulary: red, blue, green, yellow, orange, brown, color, experiment

Literature: What Makes a Rainbow? By Betty Ann Schwartz

Materials:mat board, a clear container for water, water-soluble markers in the following colors- red, blue, yellow, green, orange, brown

Motivation/Preparation:I asked children what their favorite colors were.I read the book What Makes a Rainbow?Discuss primary and secondary colors

Presentation:A “hands-on” group activity doing an experiment to see what happens to the colors.

Practice/Application:

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Each student participated in the experiment. All of the vocabulary words were written on the board so I could point to them as we discussed color. I asked each student to write the color words down and then read them.

Review / Evaluation:We had a group discussion. We discussed what our hypothesis was and what the actual outcome of the experiment revealed.

Extension:Each student draws a rainbow. A second lesson involving various colors of Play Dough and continues the theme of color and allows for more discussion about primary and secondary colors.

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Grade Level: ?

Theme: The arts in me

Lesson Topic: “It’s a small world after all”

Objectives:

Content:Recognize the oceans, continents and various countries on a world map.

Language:

Speaking/Listening: Dialogue

Reading/Writing:Write down facts about his/her and his/her family, include the country that the family originated from, as well as siblings, parents, etc.

Structures:“All about my family” paper, world map

Thinking / Study Skills:Team works making connections to previous color lesson on how secondary colors are made.

Key Vocabulary:red, blue, green, yellow, orange, brown, color, continent, oceans, countries

Literature: We did not connect this activity to another piece of literature

Materials:Foam core, poster board, red, yellow, blue, green, white, and orange Play Dough, a world map for reference.

Motivation/Preparation: Each student was given a sheet of paper and asked to write down facts bout his/her and his/her family. Students were asked to include the country that the family originated from, as well as siblings, and any other information that they wanted to include.

Presentation:We used a large world map to give a visual reference. We talked about countries of origin, oceans, continents, and the United States of America. Students then created their “All About My Family” papers.

Practice/Application:After the motivational and preparation activities the students worked as a very cohesive team to create a slightly three-dimensional model of a world map. The activity took almost two hours.

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During this time the students were all actively engaged in dialogue as well as molding the Play Dough.. There were many opportunities to discuss countries, continents, oceans, primary colors, and mixing of primary colors to create secondary colors.

Review / Evaluation:The students, in a sense, created their own review. They were so mesmerized by their creation that they continuously referred back to- it pointing out various countries and color combinations.

Extension:Although time did not allow for it, this lesson could have been followed up with reading various books about our countries of origin.

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