Lesson Plans Letter: H Teacher: Lauren Butler Week of: Room #: Objective-TSW identify what letter habitat starts with. TSW create an ocean habitat. Materials- Rainbow Fish, shoe box/small box, glue, crayons, scissors, sand, blue construction paper, fish, shells, etc Teach students about what a habitat is. Read Rainbow Fish. Talk about the different objects in the ocean (a fishes habitat). Have students color small fish & glue sand, etc to a box to create a (class) ocean habitat. Evaluation- students can identify objects found in an ocean habitat. Objective-TSW create a happy heart for their family. Materialsheart template on construction paper/ paper bag, red & white paint, brushes, marker, stapler, newspaper/tissu e paper TSW paint hearts red on the bag/paper, cut out hearts and teacher help staple half of the heart together. Students will stuff the hearts with paper. Staple the heart closed. Put students handprints on the heart w/ white paint. Write on the heart Happy Heart for my family. Evaluationfollowing directions. Objective-TSW decorate the letter Hh with hearts. Materials- Hh template printed on paper, paper hearts/ heart stickers, crayons/ markers, scissors, glue TSW identify the letter Hh. Color the letters Hh with crayons/ markers. Next the students will decorate the Hh s with hearts. Evaluation- following directions. Can identify the letter Hh. http://www.freekidcrafts.com/htemplate.html
Objective-TSW recall what hungry means. Materials- The Very Hungry Caterpillar, colorful pom-poms, glue, pipe cleaners, googly eyes, red circles cut in half (for a mouth) Read The Very Hungry Caterpillar. Ask students what it means to be hungry and what do you do when you re hungry. Talk about what the caterpillar ate. Make caterpillars. (see website below for directions) Evaluation- students can identify the word hungry. Following directions. http://www.thriftyfun.com/tf92202265.tip.ht ml Objective-TSW identify the human body and that human starts with the letter H. Materials- long white butcher paper (the size of a 4 yr old), crayons, pencil; yellow, brown, black or red yarn pieces Objective-TSW Materials- The Little Old Lady Who Was Not Afraid of Anything, paper plates, orange paint/ markers, brushes, brown stem Read The Little Old Lady Who Was Not Afraid Of Anything. Talk about Halloween and ask the students to identify what letter it starts with when written on the board. Show students an example of the pumpkin they will make. Students will paint/color the paper plate orange and draw eyes, nose and mouth when dried. Glue brown stem on top of plate. Evaluationfollowing directions Objective- TSW create/ decorate huge coffee filters as hats. TSW identify that hat begins with Objective-TSW recite the nursery rhyme Hey Diddle Diddle. Materials- Hey Diddle Diddle rhyme written on a large piece of paper, mobile templates, crayons, scissors, tape, string Teach students the rhyme. Have students color the mobile pieces and cut out. Help students tape pieces to string and put together. (see website listed below) Evaluation- following directions. http://www.freekidcrafts.com/diddlemobile.ht ml Objective-TSW create a mini book for the letter Hh. Materials- copies of letter H mini-book, crayons, scissors At circle time ask students what the items
Have students lay down one at a time on a piece of butcher paper. Trace students. Have them draw parts of their body: eyes, nose, ears, mouth, clothes, shoes, etc. Color their own human body. Evaluation- following directions. h. Materialslarge coffee filters, watercolors, brushes Students will identify what hat begins with. Then color the filters with watercolors for decoration. Evaluationfollowing directions & identify the beginning letter of hat. on the mini-book are & what letter they begin with. Have students go to their seats and color, trace letters & write their name. Then they will cut out the rectangle on the dotted lines. Help students cut middle line to fold and make book. Evaluation- following directions Theme Lesson Plans Objective-TSW identify family members and their roles. TSW develop an understanding of how their families function. Materials-crayons, family member chart 1. Discuss with students why they think families are important and what they like about their families. Ask children to think about special contributions each family member makes to the family. 2. As children respond, create a Theme: Families Objective-TSW identify family members. TSW connect everyday items to family members. Materials-feely box, everyday items used around the home in box such as baby rattle, perfume bottle, eyeglasses, tie, mixing spoon, toothbrush, comb, baby bottle, etc. 1. Teacher places objects pertaining to a family into a box. 2. Students feel the objects in the box and try to identify them. 3. Students name object and who in Objective-TSW create a craft representing his/her family. TSW share about his/her family through verbal expression. Materials-small empty water/soda bottle, photos of family members, trinkets, family momentos. small items from home, sequins, alphabet letters, ribbons, glitter 1. Send bottle with a note home with students telling them to fill bottle with family pictures, momentos, trinkets, or any item
class family chart on template and record some of their responses. Encourage children to think about their own role in their family. What do they contribute? How do they help? 3. Students create their own family chart illustrating what each family member does. Evaluation-Student identification of family members and their roles. Objective-TSW particpate in family songs, poems, and fingerplays. Materials- A Family Finger-play, Family Items, Grandmother s Glasses, My Mother is a Baker song and printed books for students to follow along with 1. Students will recite A Family Finger-play. 2. Students will recite Family Items finger-play. 3. Students will recite Grandmother s Glasses finger-play. 4. Students will sing My Mother is a Baker by Dr. Jean using student books. Evaluation-Student participation. Objective- TSW name and identify the members of his/her family. TSW create a family craft and snack. Materials- apple sponges/big stamps, tree picture, paint, broccoli stalks, cherry tomatoes, ranch dressing, plates 1. Students sponge paint apples onto tree picture to represent each family member. 2. Teacher writes each family member s name under apple. 3. Students make a family tree snack by placing broccoli stalks on plate. Then they name each family member while placing a cherry tomato on plate to represent them. Serve ranch dressing on the side to make it yummy! Evaluation-Student participation, ability to follow directions, and ability to name family members. family is most likely to use it. Evaluation-Student identification of objects and naming of family members. Objective-TSW create a craft as a family and as a class. TSW identify items that tell about his/her family. Materials-fabric/felt quilt squares (you may want to include small bags filled with some items or ideas, scissors, and glue for families to use at home) 1. Send fabric/felt squares home with each student. Include a note telling each family to decorate the square together using small objects from home that represent the family. 2. Students bring quilt square back to school and put together to make a class family quilt. 3. Each student tells about his/her quilt square. Evaluation-Student participation. Objective-TSW create a craft representing his/her family. Materials- magazines, glue, craft sticks, empty milk cartons covered with construction paper, craft supplies 1. Students cut out pictures from magazines of people to represent their family members and glue the pictures onto craft sticks (these are their family puppets). 2. Give students milk carton covered in construction paper. Students add windows, doors, etc using construction paper/craft supplies to create their house. 3. The class uses their houses to form a neighborhood or town and takes their family members (puppets) to visit other families. Evaluation-Student participation. that represents their family. 2. Students decorate bottle and label it with their name. 3. Students share their bottles with the class telling about their family. Evaluation-Student participation and verbal expression. Objective-TSW identify and appreciate similarities and differences within families. Materials-shapes, scissors, glue, crayons, house cutouts, Families are Special by Norma Simon 1. Read Families are Special by Norma Simon or any family book. 2. Discuss that families come in all colors, shapes, and sizes and that no one has the same family. Discuss that families have similarities and differences. 3. Students cut out shapes and glue onto house paper cutout. Students then draw body parts onto shapes to represent that families come in all colors, shapes, and sizes. Evaluation-Student participation and fine-motor skills work. Objective-TSW tell why their family is special using sentence dictation. Materials- student handprints/hand cut-outs, glue, crayons, pencils 1. Teacher traces each student s handprint twice and cut it out or use pre-cut handprints. 2. Students glue handprints on both ends of a long sentence strip stating My family is special because 3. Students finish sentence and dictate to teacher. Evaluation-Student participation and sentence dictation ability.
A Family Fingerplay This is a family hold up one hand, fingers spread Let's count them and see, How many there are, And who they can be count 1, 2, 3, 4, 5 This is the mother touch pointer finger Who loves everyone And this is the father touch big finger Who is lots of fun. This is my sister touch ring finger She helps and she plays, And this is the baby touch little finger He's growing each day. But who is this one? touch thumb He's out there alone, Why it's Jackie, the dog, And he's chewing a bone. wiggle thumb. Family Items These are Mother's knives and forks interlock as in praying fingers and lift them slightly And this is our dining table lower fingers keeping them interlocked, straighten wrist to form a flat surface This is Sister's looking glass form a circle by touching thumbs and index finger And this is the baby's cradle cup hands together to form cradle
Grandmother's Glasses These are Grandmother's glasses make circles around each eye with fingers This is Grandmother's cap hold fingers interlocked over head This is the way she folds her hands fold hands And lays them in her lap lay hands in lap.