III. BACKGROUND KNOWLEDGE
|
|
|
- Laurence Johnathan Thomas
- 7 years ago
- Views:
Transcription
1 And the Moral Is Grade Level: Kindergarten Presented by: Kathy Smith, Cindy Pitchford, and Sandra Carney, James R. Tate Elementary, Van Buren, AR Length of Unit: 4 Lessons I. ABSTRACT This unit focuses on four of Aesop s fables ( The Lion and the Mouse, Androcles and the Lion, The Tortoise and the hare, and The Ant and the Grasshopper.) Students will be involved in activities that instill moral values, choices and consequences. Through the reciting and memorization of morals and quotes, the student will relate these values to his or her everyday life experiences. II. OVERVIEW A. Identify concept objectives. 1. Students will gain an appreciation of fables and their purpose. 2. Students will recognize similarities and difference in fables. 3. Students will learn we all make choices. 4. Students will understand all choices have consequences. B. Identify content objectives. 1. Aesop 2. Fables 3. Saying and phrases 4. Pattern 5. Number Sequence 6. Listening and Understanding C. Skills will be addressed in individual lesson plans. III. BACKGROUND KNOWLEDGE A. Teacher Background Knowledge 1. Aesop s Fables by: Anne Terry White (Highly recommended) 2. Aesop s Fables by: Ash-Highton 3. The Book of Virtues 4. Encyclopedia (Aesop) IV. RESOURCES A. A variety of books of Aesop Fables (see bibliography) B. The Book of Virtues C. What Your Kindergartner Needs to Know V. LESSONS Lesson One: The Lion and the Mouse A. Daily Objectives 1. Lesson Content a. The Lion and the Mouse 2. Concept Objective a. The student will gain appreciation of fables and their purpose. 3. Skill Objective a. The student will be able to identify Aesop.
2 b. The student will be able to identify a fable. c. The student will be able to discuss the moral of a fable. d. The student will be able to illustrate the meaning of compassion. e. The student will be able to role-play a compassionate act. B. Materials 1. world map 2. Aesop s Fables (readers choice) 3. Mouse pattern : Appendix A 4. Lion pattern: Appendix B 5. Rope or fish net C. Key Vocabulary 1. fable 2. compassion 3. moral D. Procedures/activities 1. Introduction to fable unit. Discuss and record students responses to the questions: a. What is a story? b. What is a fairytale? c. What is a fable? 2. Define fable. 3. Introduce Aesop s personal background. 4. Locate Aesop s home country on a map. (Greece) 5. Read Lion and the Mouse and discuss. 6. Record the students responses of their interpretation of the story s moral. 7. Discuss moral and quote Little friends may be great friends. 8. Define and discuss compassion (using every day life example) relation it back to the fable. E. Evaluation / assessment 1. Students will role-play the fable, Lion and the Mouse. 2. Students will draw a picture showing compassion and compile a class book. 3. Students will take the class book home to share with their family. This will be done on a rotation basis until all student shares had a turn to share the class book with their family. Lesson Two: Androcles and the Lion A. Daily Objective 1. Lesson Content a. Androcles and the Lion 2. Concept Objective a. The students will recognize similarities and difference of fables. 3. Skills Objective a. The student will contract and compare The Lion and the Mouse with Androcles and the Lion by using a Venn diagram B. Materials 1. Book Aesop s Fables (readers choice) 2. Venn Diagram C. Key Vocabulary 1. kindness 2. grateful 3. courage 4. slave 5. pity
3 6. liberty 7. freedom 8. friend 9. noble 10. soul D. Procedures 1. Review classroom word of the day, compassion, and quote Little friends may prove to be great friends. 2. Read and discuss Androcles and the Lion. 3. Draw a Venn diagram on the board to show similarities and differences of the Lion and the Mouse and Androcles and the Lion. 4. Students will recall the similarities and differences of the two fables with the teacher recording responses on Venn diagram. 5. Write quote on the board and discuss A noble soul never forgets a kindness. E. Evaluation / assessment 1. Students will illustrate and compare the two fables on a mural using a Venn Diagram. Mural can be displayed in hall or classroom. Lesson Three: The Hare and the Tortoise by Aesop A. Daily Objective: 1. Lesson Content a. The Hare and the Tortoise 2. Concept Objective: a. The student will understand that everyone makes choices. 3. Skill Objective: a. Students will be able to identify the choices made by the characters in the story b. Students will be able to contrast the outcome of a good choice vs. a poor choice in the story. c. Students will be able to identify the choices they made this morning before coming to school, waiting to catch the bus, on the bus, on the playground, at school, etc. (good choices vs. poor choices) d. Students will be able to make a prediction. B. Materials: 1. Book Aesop s Fables (There are many, use the one of your choice.) 2. Flannel Board & Hare and Tortoise kit or puppet see Appendix C 3. Hare and Tortoise video with Bill Cosby 4. Hare and Tortoise live animals 5. Tortoise puppet drawing see Appendix C 6. Hare puppet drawing see Appendix C 7. Prediction chart see Appendix D C. Key Vocabulary 1. tortoise 2. hare 3. choice 4. boasting 5. goal 6. finish-line 7. prediction
4 D. Procedures / activities: 1. Discuss meaning of choice and other key vocabulary words. 2. Discuss choice made by student before coming to school, waiting for bus, riding bus, before school behavior on the playground, while eating, etc. 3. Set background of fable. 4. Review: Aesop and meaning of bale, moral, etc. 5. Tell fable: The Tortoise and the Hare: through the use of flannel board and kit or use puppets. 6. Have students retell story in their own words using the flannel board characters and / or through the use of Tortoise and Hare puppets. 7. Discuss moral of fable: Slow and steady wins the race. 8. Discuss how the moral fits their lives. (Applies) Where there is a will, there is a way. 9. Discuss choices made in the fable by the characters. 10. Compare good choices and poor choices in the fable. 11. Predict outcome in race between live tortoise and hare. 12. Conduct race between tortoise and hare. 13. Discuss outcome of race and compare outcome of live tortoise and hare race with race in the fable. Discuss predictions. 14. Watch video: The Tortoise and the Hare as told by Bill Cobs. 15. Compare the similarity and differences between the video and the fable as read. E. Evaluation / assessment: 1. Students will retell story in their own words using flannel board characters. 2. Students will recite the moral of the fable, Slow and steady wins the race. 3. Students will be able to give an example of a choice they have made. 4. Students will be able to complete a prediction chart. Lesson Four: The Ant and the Grasshopper by Aesop A. Daily Objective: 1. Lesson Content a. The Ant and the Grasshopper 2. Concept Objective a. The student will develop awareness that there are consequences for their choices. 3. Skills Objective a. The students will be able to discuss the choices of the Ant and the Grasshopper, and the consequences of their choices. b. The students will be able to recite one of the following quotes: There s a time for work and a time for play. No bees, no honey. No work, no money. Better safe than sorry. c. The student will be able to show his or her own hard work by creating a snack (related to story), using sequences card. d. Students will be able to count an assigned number. e. Students will be able to create an A- B pattern. B. Materials: 1. Book Aesop s Fables (There are many, use the one of your choice) 2. Original song, The Ant and the Grasshopper see Appendix E 3. Fiddle and bow: see Appendix F 4. Large paper crumpled (newspaper, paper grocery sack, etc.) 5. Recipe for Ants on a log : see Appendix G
5 6. Grocery supplies: Celery, raisins (both golden and dark), peanut butter, paper plates, plastic spoon, napkins 7. Sequence card and A B pattern: see Appendix H 8. Visor: see Appendix I C. Key Vocabulary 1. consequences 2. responsibility 3. fiddle and bow D. Procedure / activities 1. Define the term responsibility and other key vocabulary words 2. Review meaning of choice and have students give examples of choices they have made. 3. Predict outcome of fable after reading the title to class. 4. Encourage students to choose to become a playful grasshopper or a hardworking ant before the fable is read. Discuss the traits of the playful grasshopper and the qualities and traits of the hardworking ants. Allow student to choose which they would rather be. Separate into two groups while they listen to the bale. 5. Read and discuss the fable: The Ant and the Grasshopper. 6. Sing original song: The Ant and the Grasshopper. 7. Role-play: The Ant and the Grasshopper. (Use fiddle and bow for grasshopper. Use large crumpled paper a food props for the ants.) 8. Prepare Ants on a Log snack using sequence cards. 9. Student s will count 6 ants (raisins). 10. Students will discuss the work involved in creating snack before getting the reward (to eat the snack). E. Assessment / Evaluation 1. Students will recite from memory the quotes used with this fable: There s a time for work and a time for play No bees, no honey. No work no money. Better safe than sorry 2. Role-play The Ant and the Grasshopper. 3. Students will choose the quote they like best to use as an illustration on a visor. VI. CULMINATING ACTIVITY A. As a class or grade level, the students will produce a play for each fable. The plays will be preformed for Rise and Shine, PTA meeting, other classes, or community organizations (like Rotary club, etc.). Costume and props for the plays will foster parental and community involvement. Production can be as elaborate or as simple as you would like. VII. BIBLIOGRAPHY A. Ash, Russell, Higton, Bernard. Aesop s Fables. San Francisco: Chronicle Books, 1990 B. Bennett, William J. The Book of Virtues. New York: Simon and Schuster, 1993 C. Daugherty, James. Andy and the Lion. New York: Viking Press, 1983 D. Hirch, E. D. Jr. What Your Kindergartner Needs to Know. New York: Dell Publishing, 1996, ISBN E. White, Anne Terry. Aesop s Fables. New York: Random House, 1964, Card Number F. Video: Aesop s Fables as told by Bill Cosby. HBO Studio, ASIN: B
6
7
8
9
10
11
12
13
14
Learning Life Lessons through Fables
Published on AASL Learning4Life Lesson Plan Database Learning Life Lessons through Fables Created by: Kathy Lawrence Title/Role: Librarian Organization/School Name: Hiawatha Elementary School Location:
MAPS AND GLOBES: WHERE IN THE WORLD ARE WE?
MAPS AND GLOBES: WHERE IN THE WORLD ARE WE? Grade Level: Kindergarten Presented by: Karen Davis and Tamara Young, Tate Elementary, Van Buren, AR Length of unit:5 lessons I. ABSTRACT A. This unit focuses
II. Kindergarten, Teaching Language Arts in Kindergarten 2003 Colorado Summer Writing Institute 1
Teaching Language Arts in Kindergarten Using Stories, Aesop s Fables, and Tall Tales Grade Level or Special Area: Kindergarten, Language Arts Written by: Lori Dawn Montanez, Cesar Chavez Academy, Pueblo
ELEMENTARY SCHOOL LIBRARY LESSON PLAN # K-1.2a
ELEMENTARY SCHOOL LIBRARY LESSON PLAN # K-1.2a 1.2 The student who is information literate accesses information efficiently and effectively by recognizing that accurate and comprehensive information is
Character Traits. Teacher Talk
Character Traits Teacher Talk What: (What are character traits, emotions and motives?): Characters are the people or animals in a story. When looking at characters, notice details about how they look,
What does compassion look like?
Lesson One: What does compassion look like? Learning Objectives: Students will: Demonstrate an understanding of the concept compassion. Identify elements of compassion shown in various images. Begin to
Previous Letterland at Tweetsie Railroad Motivation and reward Letterland at Tweetsie Curriculum Guides
Previous Letterland at Tweetsie Railroad Each May since 2007, children from all over North Carolina (and Texas and Georgia) have come to Letterland at Tweetsie Railroad, where we have transformed our theme
Language Arts Core, First Grade, Standard 8 Writing-Students write daily to communicate effectively for a variety of purposes and audiences.
Genre Unit Reading and Writing Fables by Amy Kinney Language Arts Core, First Grade, Standard 7 Comprehension-Students understand, interpret, and analyze narrative and informational grade level text. Objective
II. III. IV. RESOURCES A. Best Buy Bargain Books, Social Studies K-1 by Frank Schaffer ISBN 0867344512
What on Earth is...a Map?...a Globe? Grade Level: Kindergarten Written by: Lisa Fagan Cross County Elementary, Teressa Davis Vanndale Elementary, Amy Searcy, and Cheryl Green Hickory Ridge Elementary,
APPENDIX A: ACTFL GUIDELINES. APPENDIX C: Methodology for Innovative Instruction in K-12 World Language Programs
APPENDIX A: ACTFL GUIDELINES APPENDIX C: Methodology for Innovative Instruction in K-12 World Language Programs 261 APPENDIX A: C: METHODOLOGY ACTFL GUIDELINES FOR INNOVATIVE INSTRUCTION IN K-12 Figure
Liberación!: Independence in Latin America
Liberación!: Independence in Latin America Grade Level: Grade 6 Presented by: Terri Littlejohn, Washington Elementary, Rochester, MN Length of Unit: 15 days I. ABSTRACT The revolutions in the United States
I. ABSTRACT II. III. IV.
Teaching About Magnets in Kindergarten Grade Level or Special Area: Kindergarten Written by: Lori Dawn Montanez, Swallows Charter Academy, Pueblo West, CO Length of Unit: Five lessons (approximately two
Contents. A Word About This Guide... 3. Why Is It Important for My Child to Read?... 4. How Will My Child Learn to Read?... 4
Contents A Word About This Guide............................... 3 Why Is It Important for My Child to Read?................ 4 How Will My Child Learn to Read?....................... 4 How Can I Help My
Parent Education Activities
PART III: PARENT EDUCATION Parent education sessions need to be planned and should follow a similar sequence each time. The suggested sequence is listed here and is explained later in this article. Also,
Retelling. In the beginning.. Then,... After that,... And then,... Finally,... Do I understand what I read? Does it make sense?
Retelling Gr 1-3 In the beginning.. Then,... After that,... And then,... Finally,... Do I understand what I read? Does it make sense? Retelling Gr 1-3 Page 1 Grade: Prior Knowledge: What prior knowledge
By Jeanne DuPrau. Teacher s Guide By Daphne Greene
SCHOOL VIOLENCE PREVENTION DEMONSTRATION PROGRAM Lesson and Book Overview DIGGING INTO SOCIAL, ECONOMIC, AND POLITICAL ISSUES WITH T HE CITY OF EMBER By Jeanne DuPrau Teacher s Guide By Daphne Greene The
LEADING VALUES AND MORAL DILEMMA DISCUSSIONS
LEADING VALUES AND MORAL DILEMMA DISCUSSIONS Learn step by step how to lead engaging and animated discussions of character, values, and moral issues using hypothetical, curriculum based, or real life dilemmas.
Money Unit $$$$$$$$$$$$$$$$$$$$$$$$ First Grade
Number Sense: By: Jenny Hazeman & Heather Copiskey Money Unit $$$$$$$$$$$$$$$$$$$$$$$$ First Grade Lesson 1: Introduction to Coins (pennies, nickels, dimes) The Coin Counting Book by Roxanne Williams A
Week 4 Lesson Plan. Pre-K. Our Neighborhood. Macmillan /McGraw-Hill. Extend. the Unit
Lesson Plan Extend Unit the Unit Pre-K Our Neighborhood Alphabet Time.....................2-3 Book Time.........................-5 Retelling Puppets..................6-7 Content Area......................8-9
THE CONTEST BETWEEN THE SUN AND THE WIND. Outcome: Students will learn about Aesop and Aesop s fables.
Outcome: Students will learn about Aesop and Aesop s fables. World map or globe Sun Graphic Organizer worksheet Blackboard or Whiteboard Unlined paper Lined paper Markers or pastels Optional: Cleveland,
Lesson 4 What Is a Plant s Life Cycle? The Seasons of a Tree
Lesson 4 What Is a Plant s Life Cycle? The Seasons of a Tree STUDENT SKILLS: predicting, communicating prior observations and knowledge, listening, cooperating, observing, sequencing, communicating, reasoning,
AR State PIRC/ Center for Effective Parenting
Helping Young Children Learn to Read What Parents Can Do Reading is one of the basic building blocks for your child s learning and school success. It is a skill on which most other learning is built. Children
Lesson plan Primary. Why is handwashing. important?
Lesson plan Primary Why is handwashing important? 1 Introduction Each day, 2000 children die as a result of diseases caused by unclean water and poor sanitation in the developing world. The simple act
LifeSmarts Safety Smart Ambassador Program PowerPoint Discussion Notes
Slide 1 Safety Smart Ambassador Program LifeSmarts challenges teens to engage in service learning and community service This presentation will help you understand more about the Safety Smart Ambassador
By Heather Forest. Outcome: Students will learn about farm animals and how the animals in this story adopt human traits.
Outcome: Students will learn about farm animals and how the animals in this story adopt human traits. Materials: Blackboard or Whiteboard From Seeds to Cake Sequencing worksheet Hen Body Parts worksheet,
Literacy. Work Stations. Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work
Literacy Work Stations Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work Kyrene Reading Instruction Focus: Improve student achievement through implementation of curriculum and adopted
PUTTING ENGLISH TO WORK 1: UNIT 2. In this unit you will learn:
PUTTING ENGLISH TO WORK 1: UNIT 2 WHERE DO YOU LIVE? In this unit you will learn: THESE LIFE SKILLS: Ask for and give personal information Tell time Fill out forms Address an envelope Where do you live?
K-1 Common Core Writing Santa Fe Public Schools Presented by: Sheryl White
K-1 Common Core Writing Santa Fe Public Schools Presented by: Sheryl White Session Objectives Review expectations in Common Core Writing Gain ideas for teaching opinion writing Collaborate and articulate
Library Mouse by Daniel Kirk
Library Mouse by Daniel Kirk A Choose to Read Ohio Toolkit About the Book Every child can be a writer and Library Mouse will show you how! Beloved children s books author and illustrator Daniel Kirk brings
Animals that move slowly, animals that move quickly
Unit Three Time 74 Animals that move slowly, animals that move quickly Unit 3: Time Image courtesy of: Microsoft clipart Focus: Animals that move slowly and quickly linked with time Whole class activity
II. 2005 Core Knowledge National Conference, Magnets Rock, Kindergarten 1
Magnets Rock! Grade Level: Kindergarten Written by: Erica Armstrong, Mills Elementary, Hobbs, NM Kim Drake, Will Rogers Elementary, Hobbs, NM Susan Gatewood, Mills Elementary, Hobbs, NM Pam Penick, Booker
The Cycle of Life. For further information contact
The Cycle of Life For further information contact Marci Bocanegra South McKeel Academy 2122 Edgewood Drive South Lakeland, FL 33803 Route A (863)510-0044 marcidiaz@mckeelacademy.com n PROGRAM OVERVIEW
Reading Strategies by Level. Early Emergent Readers
The charts below were created as a common language for teachers and students in the Wallingford Public Schools in kindergarten through eighth grade. The level of the chart selected for use in the classroom
Authority versus Power by Melissa McDermott
Authority versus Power by Melissa McDermott Lesson Description: This formative lesson focuses on developing an understanding of the concept of authority. Students will identify and role play scenarios
Week 4 Lesson Plan. Pre-K. Animals in the Wild. Macmillan /McGraw-Hill. Extend. the Unit
Lesson Plan Extend Unit the Unit Pre-K Animals in the Wild Alphabet Time.....................2-3 Book Time.........................-5 Retelling Puppets................... 6 Content Area......................7-8
Personal Timelines Grade Two
Ohio Standards Connection Data Analysis and Probability Benchmark C Represent data using objects, picture graphs and bar graphs. Indicators 3. Read and construct simple timelines to sequence events. 5.
Making Judgments. A Winning Breakfast
Making Judgments PRATIE 5: SAMPLE irections Read the passage. hoose the best answer to each question. A Winning Breakfast When track star Nora James races, she usually finishes first. What makes Nora a
244 Printables. Susie s Day
244 Printables Susie s Day Susie comes into her classroom in the morning excited about the day. When she goes to put her lunch in her cubby, she kneels in front of Mike s cubby. Mike comes by and pushes
California Treasures High-Frequency Words Scope and Sequence K-3
California Treasures High-Frequency Words Scope and Sequence K-3 Words were selected using the following established frequency lists: (1) Dolch 220 (2) Fry 100 (3) American Heritage Top 150 Words in English
Companion Animals Amphibians & Reptiles Cats Dogs Horses Veterinary Science
Making the Character Connection with Companion Animals Amphibians & Reptiles Cats Dogs Horses Veterinary Science Being a person of good character means you follow the Six Pillars of Character SM everyday.
Citizenship. (Ask) What does citizenship mean? (Ask) What are ways you can show good citizenship? (Ask) Why is citizenship important?
Citizenship Pre-teach: Greet the students and tell them you will be discussing the character trait citizenship with them today. Ask the following questions and call on different students for answers. Below
II. III. 2004 Core Knowledge National Conference, Grade Level, (Unit Name Here) 1
Teaching A Touchy Topic: Life Cycles and Reproduction Grade Level: Fifth Grade Written by: Kimberly Ruckh, Linda Cambra, Dallas Bankston; Challenge Charter School, Glendale, Az. Length of Unit: Five Lessons
Exploring How Rocks Are Formed
Exploring How Rocks Are Formed Grade Level: 3-4 Purpose and Goals: In this lesson, students are introduced to the three types of rocks: igneous, sedimentary, and metamorphic. After receiving background
Green Eggs and Ham. by Dr. Seuss. overview THE WHEATLEY PORTFOLIO. overview TeXT-DepenDenT questions assessment fluency. Rationale
TEXT STUDY Green Eggs and Ham by Dr. Seuss map Grade 1 Unit 3 Unit Life Lessons Type Literary Text (Lexile 30L) overview Rationale overview TeXT-DepenDenT questions assessment fluency This text is one
Close Reading Read Aloud
Text Title: We the Kids: A Preamble to The Constitution of the United States Author / Illustrator: David Catrow Publisher: Penguin Group (USA) Incorporated ISBN 13: 9780142402764 Learning Objectives: The
Newsletter. This Week We Are. Reminders and Notes. August 22-26, 2016 Contact: Ms. Sobh jsobh@cremedelacreme.com or (678) 389-4403
Newsletter August 22-26, 2016 Contact: Ms. Sobh jsobh@cremedelacreme.com or (678) 389-4403 This Week We Are Everyday Mathematics: 1-6 Reading, ordering, comparing whole numbers; one more and one less 1-7
Kindergarten Butterfly Lessons
Kindergarten Butterfly Lessons Title: Butterfly Introduction Grade Level: Kindergarten Subject: Language Arts Content Standards: Concepts of Print, Comprehension Strategies, and Self-Monitoring Strategies
George Washington: Was he a responsible family man as well as a great leader?
Published on AASL Learning4Life Lesson Plan Database George Washington: Was he a responsible family man as well as a great leader? Created by: Dianne Hemminger Title/Role: Library Media Specilaist Organization/School
Differentiated Instruction & Understanding By Design Lesson Plan Format
Differentiated Instruction & Understanding By Design Lesson Plan Format Title: The Pearl novel study Subject Matter Emphasis and Level: Reading/Lit. class Middle School 8 Author: Wanda Swenson School District:
Grade R Term 2 English Home Language Lesson Plan. Weeks 1-3 There are 30 worksheets in total for 3 weeks. These are the lesson plans for week 3.
Grade R Term 2 English Home Language Lesson Plan Weeks 1-3 There are 30 worksheets in total for 3 weeks. These are the lesson plans for week 3. Name of topics: My family Who belongs to my family Activities
Safety Smart Ambassador Lesson Plan Safety Smart Healthy & Fit! A Lesson In Health And Safety For Children K 2
INTRODUCTION LifeSmarts invites you to become a Safety Smart Ambassador! As a Safety Smart Ambassador, you will have the opportunity to share reassuring, clear and confidence-building messages to help
Preparing Your Child for School
Preparing Your Child for School The Early Years Foundation Stage was developed from the Foundation Stage which was introduced in September 2000 for children aged three, and continues until the end of Foundation
A Picture Book of Martin Luther King, Jr. By David A. Adler ISBN: 0-8234-0847-7
Martin Luther King, Jr. A Picture Book of Martin Luther King, Jr. By David A. Adler ISBN: 0-8234-0847-7 Teacher: Danielle Burke Grade: 3 Unit Topic: Famous Americans History Essential Questions: How did
parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS
TM parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS 5 America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past
Unit 1 Title: Reading Grade Level: Second (2 nd ) Timeframe: 5 Weeks
Unit 1 Title: ing Grade Level: Second (2 nd ) Timeframe: 5 Weeks Unit Overview: In Unit 1 students will gain an understanding of the overall structure of a story and its components. also be able to identify
Sweatin Through the Industrial Revolution Grade Level: Tamara Chase and Cathy Winn, Central Middle School, Van Buren, Arkansas
Sweatin Through the Industrial Revolution Grade Level: Presented by: Length of Unit: 6th Tamara Chase and Cathy Winn, Central Middle School, Van Buren, Arkansas 5 Lessons I. ABSTRACT This unit will build
The Elements of Fiction
The Elements of Fiction Fiction Where do stories come from? Some are whispered in the glow of a campfire. Others are discovered in a book. Wherever you find them, all stories begin in someone's imagination.
Lesson Description. Texas Essential Knowledge and Skills (Target standards) Skills (Prerequisite standards) National Standards (Supporting standards)
Lesson Description The students are presented with real life situations in which young people have to make important decisions about their future. Students use an online tool to examine how the cost of
NFL Quarterback Bernie Kosar told
RESEARCH PAPER VOLUME 1 Why It Is Important to Teach Phonemic Awareness and Alphabet Recognition by Dr. Cathy Collins Block Professor of Education Texas Christian University NFL Quarterback Bernie Kosar
Story Elements for Kindergarten
Trinity University Digital Commons @ Trinity Understanding by Design: Complete Collection Understanding by Design Summer 2015 Story Elements for Kindergarten Renee D. Faulk Trinity University, rfaulk@sbcglobal.net
Suggested Grade 1 2 Lesson Plan Students Rights and Responsibilities
Suggested Grade 1 2 Lesson Plan Students Rights and Responsibilities Lesson 1 My Rights and Responsibilities Grade 1 st and 2 nd Objective: The students will discuss and summarize their rights and responsibilities
Expressive Objective: Realize the importance of using polite expressions in showing respect when communicating with others
QUARTER 4 - WEEK 1 Theme: My School and Friends TARGET SKILLS : At the end of the lesson the students should be able to: Expressive Objective: Realize the importance of using polite expressions in showing
Talking and Listening. Language and Literacy in the Foundation Stage
Acknowledgements The Early Years Literacy Interboard Group wishes to record its thanks to the following schools for their willing co-operation in the production of this resource. Ballysillan Primary, Belfast;
United Church of God An International Association. Level 3 Unit 5 Week 3 THE PARABLE OF THE TALENTS
United Church of God An International Association SABBATH S CHOOL Preteen Sabbath Instruction Program Teacher s Outline Level 3 Unit 5 Week 3 THE PARABLE OF THE TALENTS OBJECTIVE: To prepare for God s
MStM Reading/Language Arts Curriculum Lesson Plan Template
Grade Level: 6 th grade Standard 1: Students will use multiple strategies to read a variety of texts. Grade Level Objective: 1. A.6.1: compare/contrast the differences in fiction and non-fiction text.
Zoos Classroom Activity
Zoos Classroom Activity The Classroom Activity introduces students to the context of a performance task so they are not disadvantaged in demonstrating the skills the task intends to assess. Contextual
Grade 1. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand
Grade 1 Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Turtle Island Conservation Ontario Teacher Resource Bundle 1 The
Webb s Depth of Knowledge Guide
Webb Webb s Depth of Knowledge Guide Career and Technical Education Definitions 2009 1 H T T P : / / WWW. MDE. K 12.MS. US H T T P : / / R E D E S I G N. R C U. M S S T A T E. EDU 2 TABLE OF CONTENTS Overview...
Title: All Families Are Special
Title: All Families Are Special Grade: K 2 nd Grade BACKGROUND Students often express genuine curiosity and interest in one another s family composition. At other times, they may make fun of actual or
Teaching. Social Skills
Tool S ToolS for Teaching School Grades K 12 Social Skills in Lesson Plans, Activities, and Blended Teaching Techniques to Help Your Students Succeed Michele Hensley, M.S. Jo C. Dillon Denise Pratt Jacqueline
Plan 1: The Politics of Revolution. Subject Areas: World History, Political Science, Current Events, and Social Studies
Plan 1: The Politics of Revolution Introduction: In this lesson, students will focus on learning about the political issues that ultimately led to the French Revolution. They will also learn about the
Unit: Why is Jesus important to Christians?
Unit: Why is Jesus important to Christians? About this unit: The aim of this unit is to introduce Children to the parables of Jesus as a first look at his teaching, also to introduce them to the Birth
COMPUTER TECHNOLOGY IN TEACHING READING
Лю Пэн COMPUTER TECHNOLOGY IN TEACHING READING Effective Elementary Reading Program Effective approach must contain the following five components: 1. Phonemic awareness instruction to help children learn
Lesson 15 Teacher Page A
Lesson 5 Teacher Page A Overview Students explore fraction equivalence using chips. Materials Chips for students Display chips for teacher Student Pages A-E Teaching Actions. Tell the students this story:
STUDENT CURRICULUM TEMPLATE Adapted from STARTALK program template
STUDENT CURRICULUM TEMPLATE Adapted from STARTALK program template Teacher Name: Hong Jiang Grade or Level: Grades 6-8 Language(s): Target Proficiency Level: Novice-Low Novice -Mid Number of Contact Hours:
GRADE 1 MENTAL AND EMOTIONAL WELL-BEING
GRADE 1 MENTAL AND EMOTIONAL WELL-BEING MENTAL AND EMOTIONAL WELL BEING GRADE: 1 LESSON: INTRODUCTION TO SCHOOL HEALTH PROGRAM THEME: CONCEPT: EVERYONE CAN MAINTAIN AND IMPROVE PERSONAL HEALTH AT SCHOOL
Related KidsHealth Links
Grades 3 to 5 Personal Health Series KidsHealth.org/classroom Teacher s Guide This guide includes: Standards Related Links Discussion Questions Activities for Students Reproducible Materials Standards
Parable of The Prodigal Son
Parable of The Prodigal Son Teacher Pep Talk: Children need to know that they are loved unconditionally. In fact, we all need to know it! In the Parable of the Prodigal Son, Jesus assures us that God will
Literature Discussion Strategies
1 Kathy G. Short From Creating Classrooms for Authors and Inquirers, Kathy G. Short and Jerome Harste, Heinemann, 1996. FREE WRITES (Connection) After reading the book, set a timer for anywhere from 5-15minutes.
Domain and goal Activities Dancing game Singing/Vocalizing game Date What did your child do?
AUDITION Sways, dances or vocalizes to music and singing CD, MP3, radio Voice Bombardment of /p/ Speech Sounds p.5 6 An important aspect of learning to listen is learning that music and singing is different
Third Grade Shapes Up! Grade Level: Third Grade Written by: Jill Pisman, St. Mary s School East Moline, Illinois Length of Unit: Eight Lessons
Third Grade Shapes Up! Grade Level: Third Grade Written by: Jill Pisman, St. Mary s School East Moline, Illinois Length of Unit: Eight Lessons I. ABSTRACT This unit contains lessons that focus on geometric
Professional Development Needs Assessment for Teachers
Professional Development Needs Assessment for Teachers Name _ Grade Level / Subject Date ABOUT THIS INSTRUMENT: RCB Medical Arts Academy places a high priority on the continuing professional development
Days of the Week Grade Kindergarten
History Ohio Standards Connection: Benchmark A Use a calendar to determine the day, week, month and year. Indicator 1 Recite the days of the week. Lesson Summary: The children will participate in a variety
III. BACKGROUND KNOWLEDGE
Chemistry: Phase Changes: Heat and Matter Grade Level: 5 Presented by: Gail Scott-Taylor, R.N. Harris Integrated Arts/Core Knowledge School Length of Unit: Seven lessons I. ABSTRACT Roll up your sleeves
Operation: Breaking the Boy Code. Adapted from Breaking the Boy Code by Dr. Poppy Moon
Operation: Breaking the Boy Code Adapted from Breaking the Boy Code by Dr. Poppy Moon Lesson 1: The Boy Code Brotherhood (BCB) Objectives: Boys will understand the purpose of the group Boys will meet and
12. Choose You This Day
RWS #106, Our Mighty God... 12. Choose You This Day Joshua 23-24 Joshua was a good example. He put God first in his life. When Joshua died at the age of 110, he was called the servant of the Lord (Joshua
Teacher notes and activities
Teacher notes and activities This resource provides teachers in the early years with a versatile classroom resource that can be used on the Internet or printed out and presented as a booklet or worksheets.
What ARE the Other Kids Doing? K-2 Meaningful Literacy Centers
What ARE the Other Kids Doing? K-2 Meaningful Literacy Centers Kathy Bumgardner Literacy Specialist / Consultant National Consulting Author Macmillan McGraw Hill kbumreading@yahoo.com Kathy Keane ELA Curriculum
Grade 5: Module 3A: Unit 2: Lesson 13 Developing an Opinion Based on the Textual Evidence:
Grade 5: Module 3A: Unit 2: Lesson 13 Developing an Opinion Based on the Textual Evidence: Jackie Robinson s Role in the Civil Rights Movement This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike
CHARLOTTE S WEB Grade Level: Second Grade Presented by: Pamela Lee, Margaret Davenport, Michelle Rogers Length of Unit: 19 Lessons
CHARLOTTE S WEB Grade Level: Second Grade Presented by: Pamela Lee, Margaret Davenport, Michelle Rogers Length of Unit: 19 Lessons I. ABSTRACT This unit is written for a variety of learners. It integrates
Something to Think About Autumn 2015
Something to Think About Autumn 2015 Podcasts and downloads These programmes are available as downloads or podcasts for 60 days following transmission. Further information at the Podcasts page of the website:
Grade Level: 2 nd Grade
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.2.1.
II. 2008 Core Knowledge National Conference, 2 nd Grade, Action! Action! We Want Fractions 1
ACTION! ACTION! We Want Fractions! Grade Level or Special Area: Second Grade Written by: Monique Cavaleri, Marie Maggio, Anne Slack, P.S.108, Brooklyn New York Length of Unit: 5 Lessons I. ABSTRACT Fractions
Handale Primary School Music Curriculum Year EYFS ( 4-5 year olds)
Handale Primary School Music Curriculum Year EYFS ( 4-5 year olds) Music at EYFS stage reflects the different ways in which children learn and engage with other people. Many examples of stories, songs
Transportation: Week 2 of 2
The Minnesota Literacy Council created this curriculum with funding from the MN Department of Education. We invite you to adapt it for your own classrooms. Beginning Level (CASAS reading scores of 181-200)
- We do not need to burn books to kill our civilization; we need only to leave them unread for a generation. - R. M Hutchins
!! - We do not need to burn books to kill our civilization; we need only to leave them unread for a generation. - R. M Hutchins " " The Golden Recommendation Shelf The Golden Recommendation Shelf (GRS)
FIDDLIN WITH FRACTIONS
FIDDLIN WITH FRACTIONS Special Area: Connections (Fourth and Fifth Grade) Written by: (Dawn Ramos, Joan Johnson, Mindy Wilshusen, St. Mary s School) Length of Unit: (6 Lessons) I. ABSTRACT The purpose
Kristina Carssow Gateways Lesson Plan Lesson Plan #1 Manifest Destiny Lesson Plan
Manifest Destiny Lesson Plan Lesson length: 9-10 50-minute class periods Lesson overview: Students will analyze the term Manifest Destiny through picture and song and be able to compare and contrast two
Reading Aloud with Children of All Ages
with Children of All Ages Derry Koralek THE SINGLE MOST IMPORTANT ACTIVITY for building knowledge for their eventual success in reading is reading aloud to children, stressed Becoming a Nation of Readers,
Fostering Early Literacy Teacher s Packet
Fostering Early Literacy Teacher s Packet A KET professional development workshop for educators approved for Professional Development Training by the Kentucky Department of Education. Kentucky Educational