| Lesson Plans
The Market
I. Title: Visiting the Market
Subject: Social studies and Language Arts. II. NJCCC standards: 6.4, 6.5, 3.2, 3.3, 3.4. III. Objectives:
Mastery: Students will demonstrate the ability to follow "Visiting
the Market" as it is read aloud and discussed. Understanding: Students will come to understand the role of markets
in exchange for goods and services. Synthesis: Students will demonstrate the ability to use the information
gained to write about and draw a market containing foods
that they would buy. Involvement: Students will not only write and draw, but will have the
opportunity to share it during Author's chair. IV. Anticipatory Set: Ask: Where do you buy groceries/food? -Display vocabulary. -Choose students from a jar of Popsicle sticks to answer the above
question. V. Vocabulary: Market, Predict. VI. Instructional Materials/Resources: T.M. posters, web outline,
Social Studies textbook, workbook, pencils, lined paper, unlined paper,
and markers (for teacher use). VII. Procedure: a. Go through anticipatory set. b. Read pages 238-239. c. Ask Questions from page 239. d. Show students your web, writing, and picture (this is what the kids
will do). e. Students will fill in their web (what they will buy at the market). f. Students will write 2 to 3 sentences about what they are going to buy at
the market. g. Students will draw the market and put the goods they will buy in there
(possibly a cashier, and signs). h. Closure: Shared Writing. IX. Technology: http://www.socialstudies.com (for teacher's use). -The students will type up their writing at a later date. X. Accommodations: Those students who need additional time to
complete any part of the assignment will be
given that time at a later date. XI. Special needs: There is one student who requires the teacher to
wear a device that goes directly to her hearing
device so I will wear this. I will assist any students who may need directions clarified or may just
need that extra little push. I will continuously monitor the students
progress through walking around the room and observing. I will
rephrase directions if I have to. XII. Closure: Students will share their writing and picture with the class. XIII. Assessment/Extension: Students will be assessed on the basis
of their writing (neatness and
understanding). -Workbook pages 61 and 62 (next homework assignment for Tuesday) _____________________________________________________________
Holidays
I.
Title: We Celebrate Holidays.
Subject:
Social Studies
II. NJCCC Standards:
6.4, 6.5.
III. Objectives:
Mastery:
Students will demonstrate the ability to describe the origins of
selected
holidays and celebrations of the nation such as
Independence Day and Veterans
Day.
Understanding:
Students will demonstrate the ability to cite reasons for
observing these
special days.
Synthesis:
Students will demonstrate the ability to describe/define what a
holiday is and
give examples.
Involvement:
Students will, Complete a Graphic Organizer/web using
pictures, draw their
favorite holiday, briefly write about it (2 or
3 sentences), and share it with
the class.
IV. Anticipatory
Set: Pg. 212: What do you see? (Fireworks).
What
time of the year do you see fireworks? (Summer/ 4th of July)
We
are going to read about holidays. What
is a holiday?-Let's find out.
V. Vocabulary
words: Holiday, celebration, President.
VI. Instructional
Materials/Resources: Teacher made posters, Graphic
Organizer/web outline to be
filled in, Social Studies Textbook, pencils,
crayons, lined paper, unlined
paper, and markers.
VII. Procedure:
a.
Begin with anticipatory set.
b.
Read pages 212-215 from the text.
c.
Go over questions on page 215.
d.
List holidays on board with student participation.
e. Demonstrate how to create the web to use for their
writing.
f.
Show a model of your writing and picture.
g.
Pass out the web, and paper.
h.
closure.
*If there is time: students
will independently read pages 216 and 217.
*There may be students who
do not complete their writing, but this is okay because they will be given time
at a later date to complete it. _____________________________________________________________
Imagination Put to
Writing
I. Topic: Creative Writing
II.Objective: For the students to demonstrate their ability to
write a
story by initially brainstorming and than drawing a picture.
The students will use their drawing to help them in their creative writing process. Each student will have the
opportunity to share their stories with one
another.
III. Goal: For the students to use their imaginations as a tool
for
creative writing.
IV. Vocabulary: Imagination,
creative writing. V. Standards:
A. Writing
as a process
B.Writing
as a product
C. Mechanics,
spelling, handwriting
3.3 Speaking
A. Discussion
B. Questioning
(Inquiry) and contributing
C.Word
Choice
D.Oral
Presentation 3.4 Listening
A. Active
listening
B.Listening
comprehension
VI. Materials: Paper, pencil, journals, and crayons.
VII. Anticipatory Set: If you could be any animal, what animal
would you
want to be and why? Now draw
this animal and
use it to tell a story.
Make sure to write your
story in your journal.
VIII. Procedure:
1. As a
class we will share our favorite animals.
2. Each
child will use his or her imagination during this
process.
3. After
choosing an animal, each child will draw his or
her animal.
4. After
every child's picture is complete, the children will tell
a story about their
picture, thus taking part in creative
writing.
5. Think-Pair-Share
6. Each
child has had sufficient time to think, draw, and
write so now they will pair
up and share their stories
with each other.
7. Each
child will use a computer to type up his or her
story after handwriting it in
their journals.
VI. Conclusion: Each child will read his or her story aloud to
the class
and as a class we will decorate a bulletin of our Class
Stories.
VII. Assessment: Each child's performance of this task will be
assessed
on the basis of a rubric.
______________________________________________________________
Earth
I. Topic: Identifying
Earth and its importance to human beings.
II. Goal: Students will
be able to become familiar with and aware of the
importance the sun has to
earth.
III. Educational Objectives:
Mastery: The students will be able to recognize and describe
the
characteristics of the sun.
Understanding: The students will be able to understand our
spinning,
revolving planet, called Earth.
Synthesis: The students will be able to draw or create a model
of Earth.
Involvement: The students will be able to present their findings
of
planet
earth and of any one planet of their choice.
IV. Vocabulary: rotation,
air, oxygen, satellite
V. Content Standards:
5.9
Astronomy & Space Science
VI. Materials needed:
Yellow
Playdoh
Orange Playdoh
Paper
Pencil
Lost
in the Solar system by Joanna Cole
VII. Anticipatory Set: Read Lost
in the Solar System by Joanna Cole
and Bruce Degan to the class.
VIII. Procedure: Step one: Begin the lesson with a discussion of Earth.
Step two: Will ask the class why Earth is so important to us.
Step three: Will make a KWL chart on poster paper and as the
class
learns more we will fill it in.
Step four: Several books will be used to find out about earth
and one
planet of choice.
Step five: Presentation of Earth and planet of choice.
IX. Conclusion: Making the Earth out of Playdoh
X. Assessment: The teacher will review the clay models of earth.
XI. Extension: Our class will continue studying the planets.
_______________________________________________________
The Sun
I. Topic: Identifying the importance of the sun to Earth.
II. Goal: Students will
be able to describe the sun as the brightest, hottest
star, as well as its
importance to Earth.
III. Educational Objectives:
Mastery: The students will be able to recognize the
relationship between
the Earth and the Sun.
Understanding: The students will be able to understand that the Sun
is a
giant ball of fiery gases.
Synthesis: The students will be able to describe the important
relationship
between Earth and the Sun.
Involvement: The students will be able to further examine the Sun
through their own models of the Sun, using red and
orange clay.
IV. Vocabulary: Sun, Earth, Star, gases
V. Content Standards:
5.9 Astronomy & Space Science
VI. Materials:
Red Playdoh
Orange Playdoh
Books on the sun
Paper
Pencil
Circle stencils
Markers
VII. Anticipatory Set: Take the
class to the gym. Show the class a
basketball (Earth), and the basketball court
(Sun).
VIII. Procedure: Step one: Take class on mini trip to the gym.
Step two: Show the kids a basketball (Earth) and the basketball
court
(Sun).
Step three: Discuss why the sun is important to us.
Step four: Read Eye Wonder Space to the class
Step five: Hand out red and orange clay.
Step six: Have the class begin their clay models of the Sun.
IX. Conclusion: Each child will present their clay model of the Sun.
X. Assessment: the teacher will review the clay models.
XI. Extension: Our class will continue studying the planets.
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