1. Topic


2. Content

Vocabulary:
group, do, look like, made of, parts, where 


3. Goals: Aims/Outcomes

1. Students will begin to develop an understanding of what each
ball on the Expanded Expression Tool Represents.
2. Students will begin to develop an understanding of how to organize
their thoughts by using the Expanded Expression tool (WEET)to first
understand that objects/items/nouns belong to a specific group(ex.
an apple is a fruit, not a person). 


4. Objectives

1. Using the EET, review what each ball represents to check for
basic recall of the vocabulary used thus far.
2. By modeling with students first, begin to group objects together
in order to ensure understanding of task.
3. To demonstrate a basic understanding of grouping objects/items.
4. To recall the name of the first ball of the EET tool. 


5. Materials and Aids

1. Large sheet with a house drawn on it.
2. Large pictures of items that belong in a house.
3. Smaller student worksheets with a house on it.
4. Smaller pictures of items that belong in a house for students.
5. Scissors
6. Glue
7. EET tool
8. An object (toy) 


6. Procedures/Methods

A. Introduction
1. Review each ball of the EET and tell what each one represents
as a group.
2. Use the Leapfrog toy we used in a previous lesson to help review
what each one represents.
3. Using the Leapfrog toy, focus on the first ball, which is green
and stands for "group". 


B. Development
1. Using the large paper of the house and pictures, as a group talk
about the different areas of a house.
2. Begin to sort and talk about talk about the items that go into
a house.
3. Demonstrate where they go by placing some of them in each room. 


C. Practice
1. Begin to call students up individually place the some of the
remaining items in the large house (leave two or three items out).
2. The remaining two or three items, purposely place them in the wrong
room to see if they notice they don't belong there.
3. If not continue, and go back over each item in each room to see
if they notice then. If they have already noticed they are wrong,
have the students help put them in the right place. 


D. Independent Practice
1. Students will go back to the horseshoe table to work on their
own house, it will be a replica of the bigger one we worked on together.
2. Students will glue the items for a house into each the correct
room. 


E. Checking for understanding
1. Observe as they finish their gluing items into each room of their
house.
2. If not, refer back to the one we did as group to see if they can
see the difference.
3. If further help is needed, look at each of the rooms with the child
and help to make corrections. 


F. Closure
1. Review the EET tool.
2. Recall the first ball of the EET tool and its name. 


7. Evaluation

1. The following week, Students will independently group items together
like shapes, numbers and letters with the teacher. 

