Westerly Hills Academy
OWL Daily Lesson Plan
Unit: Friends Week: 2D 5 Room: 118
Date: 11-7- 2011 Monday (Circle one) M-T-W-Th-F Teacher: Spell
Morning Meeting (15 minutes)· Day of week song
· Morning Song: Stomp Stomp Clap
· Letter of Day ( Rr is for Reflection) The teacher will provide students with pictures that begin with this letter.
· Class Attendance: Select a girl to count the boys aloud then the teacher will write number on the board. Select a boy to count the girls then the teacher will write the number. Afterwards the teacher will pick a student to count all the children.
· Review Class Rules and Procedures
Center demonstrations/explanations:
Dramatic Play Center: Teacher will introduce new props such as table cloth, plates, cups, balloons, candles, birthday cake and birthday hats for birthday party at Pizza Hut.
Art Easel: Show some samples of the easel of the easel pictures made with chalk. Be sure to show a variety (e.g., those that resemble the Golden Bear illustrations and others that have original themes).
Block Center- Teacher will model how to build a playground. Teacher will tell students to create a community pool and climbing structures for the playground with paper and construction blocks.
Teacher Directed/Modeled Writing Activity: Peter saw his reflection in the puddle.
Conclusion: What learn did you today in centers? What did you see in centers? What will you play with tomorrow?
Let’s Find Out About It-Let’s Talk About It-RECAP _ (20 minutes)
Activity: LFO Work Friends Pages: 84
Materials: Book : Road Builders
Explain that road builders are grown-ups who operate the heavy equipment needed to build the roads we drive on. Point out that the builders must work well together to get the work done. They get to know one another as they work, often they become friends. As you read point out how the friends are working together.
Extension: Point out the plan the road worker hold up in Road Builders, and provide simple plans on big pieces of paper for them to use in the sand table.
Story Time (20 minutes)
Expectation: SW develop and apply strategies and skills comprehend text that is read, heard, and viewed. SW begin to imitate the special language in storybooks and story.
___1st ___2nd ___ 3rd __x_ 4th Reading Page: 81 Title: A Letter To Amy Author: Ezra Jack
Before: This story will be acted out with teachers and students.
· Assign characters roles of: Amy, Peter, Eddie, Willie, Mom, Parrot, 4 or 5 boys at birthday party
During:
· Assign a student to say the words that Peter speaks as you read the story again.
· A teacher will take the role of Peter’s mother and ask other students to be some of the other story characters. Encourage the student to speak Peter’s lines with emotion.
· Students and teachers will focus on the main vocabulary words of the story. Discuss key vocabulary words such as candles, parrot, stamp, envelope and reflection
After:
· Teachers will call upon different student to answer various questions and what their favorite part of the story was. Which one of the boys do you think is Eddie? Why? Do you think all the other boys agreed with Eddie’s reaction to Amy? Why or why not? What other times might you eat cake other than birthdays? Do you think Peter should have offered everyone another piece of cake or eat the rest himself? Why or why not?
Vocabulary to clarify while reading: candles, hopscotch, invite, parrot, reflection, seal, spoiled, stamp, stare, wish
Location of materials Transition Activities (3+) for the week:
Morning Meeting and LFO/LTAI/RECAP- 1-1- Name that Alphabet and what sound it makes.
-Morning Meeting Basket on carpet
Story Time-On teacher book stand 2- Name that color
SWPL-Big Book of Poetry on chart stand,
props in plastic tub labeled SWPL 3- Count to twenty
Songs, Word Play, Letters (20 minutes) Pages 82-831. Shapes (to the tune of Head, Shoulders, knees, and toes)
2. Alphabet Memory(Beginning sounds)
3 Little Monkeys (Poem and Song) / Materials
Poster of Shapes
Alphabet memory Pocket chart
Big Book of Poetry
Differentiation: Lower Level: For the shapes song, have children repeat shape names as you point to them. For Alphabet memory chart using beginning sound pictures, say the word with them and have them repeat the sound. Guide them through finding the right match. For 3 little monkeys, have children identify a letter that is isolated in the sentence. Higher Level: for shapes song, have children give the attributes of the shapes. For alphabet chart using beginning sound, have children repeat the sound to the class along with the word. Then have them point to the give another word that goes with the sound. For 3 Little monkeys, have children point to a letter and give you the name and letter sound of that letter (try and have children focus on the 1st letter in a paragraph)..
Expectation: Children will experiment with and use numbers and counting in their play. Children will sort, classify, and order objects on the basis of one or two attributes. / Expectation: Children will be aware pf print and understand it carries meaning. Children will work on letter recognition and letter matching. Children will play with writing letters. / Expectation: SW recognize and duplicate simple patterns within their environment using manipulatives. SW sort, objects on the basis of one or two attributes. Student will recognize and name some letter of the alphabet, especially those in their own name and in the names of other who are important to them
Teacher’s Group :
Activity: Identifying, Sorting and counting coins,
Description of Activity – The teacher will open the small group with teacher made coin book in order to introduce vocabulary. The teacher will then model sorting different coins. Each child or pair of children will then get a pre-sorted bag of coins to sort out on their sorting mat. After sorting the coins, everybody count a specific coin. If time permits write the number on the sorting mat. Repeat for each coin.
Materials: Pre-sorted coin baggies, sorting mats,
Vocabulary to clarify: quarter, dime, nickel and penny. Sorting mat.
Differentiation: Higher level kids will sort all four types of coins, lower level kids may only sort 2 types of coins like the penny and the quarter. Higher kids can write the number of each coin down on their mat.
Conclusion / Wrap-up: Re-read the coin book and have the kids hold up the corresponding coin as they are reading about it. / Instructional Assistant’s Group:
Activity Making store words using letter cards.
Description of Activity- Review the book “The Supermarket” with the kids from a few weeks ago. Discuss the sections of the grocery store, and one word card to the each of the kids and have them match up where they would find that item in the book. Discuss the difference between between the picture and the word. Also discuss how we are going to help the grocer today. Model for the kids how to match the letters to the words to make a word. Remind the kids that we did this with our names. Now, allow the kids to complete the activity with pre-sorted letter bags.
Materials: letter bags to go with word cards, visa-v markers for kids writing, Book, “The Supermarket”
Vocabulary to clarify: deli, baker, stocker, vocabulary from the word cards
Differentiation:
Lower level kids, give them a bag with only the letters needed to form the words on the mat. They may also trace the letters on the mats. Higher level children will have extra letters mixed in with the letters needed to form the given words.
Conclusion / Wrap-up: Review the sections of the grocery store that we discussed and items that they may find in that section. Have the kids isolate the beginning sound of the items they list. / Independent Group:
Activities
_x_ Book Browsing
__x_Puzzles
Who?
___Other (describe)
Pattern Mat Activity: Remind students of activity from small groups. Encourage students to work with a friend to create a pattern. Use books to encourage students to search for patterns.
Uppercase/lowercase matching and game from small groups last time. Show the game that the TA’s group played and encourage students to play with their friends.
Westerly Hills Academy
OWL Daily Lesson Plan
Unit: Friends Week: 3 D1 Room:118
Date: 11-8-2011 Tuesday (Circle one) M-T-W-Th-F Teacher: Spell
Morning Meeting (15 minutes)Opening Activities:
· Day of week song
· Morning Song: Month of year in English and Spanish
· Letter of Day ( Bb is for Barbershop) The teacher will provide students with pictures that begin with this letter.
· Class Attendance: Select a girl to count the boys aloud then the teacher will write number on the board. Select a boy to count the girls then the teacher will write the number. Afterwards the teacher will pick a student to count all the children.
· Review Class Rules and Procedures
Center demonstrations/explanations:
Teacher will show students a barbershop on the internet.
Sand Table: Show children some road vehicles from the sand table. Remind children about the book Road Builders and tell them they can pretend they are members of a work crew.
Dramatic Play: Demonstrate using a rolling pin and a cookie cutter to make clay dough cookies. Place cookies on a tray to bake in the play oven.
Library Area: Teacher will add book about road construction and vehicles. Teacher will model how picture walk will students.
Teacher Directed/Modeled Writing Activity: Dandelion is going to barbershop.
Conclusion: What learn did you today in centers? What did you see in centers? What will you play with tomorrow?
Let’s Find Out About It-Let’s Talk About It-RECAP _ (20 minutes)
Activity: LFO Exploring Signs of Advertising Pages: 102
Materials: Book: Matthew and Tilly: coins, advertising signs from local business
Show the page in Matthew and Tilly where it says, “ They sold lemonade together.” Point out the pitcher of lemonade, the glasses, and the sign hung on the railing. Point to the sign you have copied onto the easel paper, and tell children that you have copied it from the sigh in the book. Read the sign, underlining with your finger as you go. Explain that the sign tell what is for sale, and the price- how much the lemonade costs.
Extension: For children who are ready for a challenge, help them sound out and read with some of the store signs.
Story Time (20 minutes)
Story Time (20 minutes) Expectation: SW develop and apply strategies and skills to comprehend text that is read, heard, and viewed. SW formulate questions that a text might answer before beginning to read.
_x__1st ___2nd ___ 3rd ___ 4th Reading Page:
Title: Dandelion Author: Don Freeman
Before: Have a copy of Dandelion wrapped in wrapping paper. Say, “Friends when I arrived at school today there was this present sitting against our classroom door. I wonder what this could be. I decided that we should open this as a class. What do you think it could be?” Make a list of what the students think the book is about. Teacher will tear a little bit of wrapping paper off and say, “What do you see?” Select four other students to gradually small pieces of wrapping paper.
During: Do a picture walk with students of five or six illustrations where you can focus on key vocabulary words: cane, bouquet, mane, barbershop. Use computer to show students pictures of the words we do not have picture cards for. Read the story. Ask students what do you think will happen in this story? Who do you think this is? (Point to select characters. What is happening on this page?
.
After: Complete a circle map by putting a picture of a lion in the middle. Have students raise their hand and tell you what they know about a lion. Refer back to students predictions to see which student where right in regards to what our story was about. Follow up Questions: Why do you think Dandelion is all dressed up? Where do you think he is going? What do you think a barbershop is? Who do you think lives at this house? How do you think Dandelion is feeling when Jennifer does not recognize him? Do you think that is why she did not let him in? Why did Jennifer recognize Dandelion the second time he came to her house? What can happen when we change ourselves too much all at once?
Location of materials Transition Activities (3+) for the week:
Morning Meeting and LFO/LTAI/RECAP- 1-1- Name that Alphabet and what sound it makes.
-Morning Meeting Basket on carpet
Story Time-On teacher book stand 2- Name that color
SWPL-Big Book of Poetry on chart stand,
props in plastic tub labeled SWPL 3- Count to twenty
Songs, Word Play, Letters (20 minutes) Pages 100-101Activities
1. Wheels On The Bus
2. Mix A Pancake (and those words begin with the same sound)
3. I’m thinking of a ______clue game (A Letter to Amy)
4. Come On and Join In to the Game / Materials
OWL CD
Big Book of Poetry
Book of A Letter to Amy
Differentiation: Teacher will pick students to point to words as the teacher read aloud. Teacher will provide visual aids help to
guess what object I am talking about from ( A Letter to Amy).Lower Level: for Mix a Pancake, have children identify a letter that is
isolated in the sentence. Higher Level: for Mix a pancake, have children point to a letter and give you the name and letter sound of that
letter. For wheels on the bus, add on the extended verses. For the clue game have children identify the beginning sounds, repeat
sounds, and then clap out the syllables of the words as a class.
Expectation: Children will experiment with and use numbers and counting in their play. Children will sort, classify, and order objects on the basis of one or two attributes. / Expectation: Children will be aware pf print and understand it carries meaning. Children will work on letter recognition and letter matching. Children will play with writing letters. / Expectation: SW recognize and duplicate simple patterns within their environment using manipulatives. SW sort, objects on the basis of one or two attributes. Student will recognize and name some letter of the alphabet, especially those in their own name and in the names of other who are important to them
Teacher’s Group :
Activity: Identifying, Sorting and counting coins,
Description of Activity – The teacher will open the small group with teacher made coin book in order to introduce vocabulary. The teacher will then model sorting different coins. Each child or pair of children will then get a pre-sorted bag of coins to sort out on their sorting mat. After sorting the coins, everybody count a specific coin. If time permits write the number on the sorting mat. Repeat for each coin.
Materials: Pre-sorted coin baggies, sorting mats,
Vocabulary to clarify: quarter, dime, nickel and penny. Sorting mat.
Differentiation: Higher level kids will sort all four types of coins, lower level kids may only sort 2 types of coins like the penny and the quarter. Higher kids can write the number of each coin down on their mat.
Conclusion / Wrap-up: Re-read the coin book and have the kids hold up the corresponding coin as they are reading about it. / Instructional Assistant’s Group:
Activity Making store words using letter cards.
Description of Activity- Review the book “The Supermarket” with the kids from a few weeks ago. Discuss the sections of the grocery store, and one word card to the each of the kids and have them match up where they would find that item in the book. Discuss the difference between between the picture and the word. Also discuss how we are going to help the grocer today. Model for the kids how to match the letters to the words to make a word. Remind the kids that we did this with our names. Now, allow the kids to complete the activity with pre-sorted letter bags.
Materials: letter bags to go with word cards, visa-v markers for kids writing, Book, “The Supermarket”
Vocabulary to clarify: deli, baker, stocker, vocabulary from the word cards
Differentiation:
Lower level kids, give them a bag with only the letters needed to form the words on the mat. They may also trace the letters on the mats. Higher level children will have extra letters mixed in with the letters needed to form the given words.
Conclusion / Wrap-up: Review the sections of the grocery store that we discussed and items that they may find in that section. Have the kids isolate the beginning sound of the items they list. / Independent Group:
Activities
_x_ Book Browsing
__x_Puzzles
Who?
___Other (describe)
Pattern Mat Activity: Remind students of activity from small groups. Encourage students to work with a friend to create a pattern. Use books to encourage students to search for patterns.
Uppercase/lowercase matching and game from small groups last time. Show the game that the TA’s group played and encourage students to play with their friends.
Westerly Hills Academy