1. Topic-
|
|
|
2. Content-
|
Focusing on phonics, consonants and vowels
(Listening,Speaking, Reading, and Writing) |
| |
|
3. Goals: Aims/Outcomes-
|
1.Students able to find different objects with the same sound as
letters in name.
2.Students can identify the consonants from the vowels.
3.Students use cameras and creativity to express their own names. |
| |
|
|
4. Objectives-
|
1. Progresses in proficiency
2.Works well in groups
3.Offers valid examples of letter recognition and sounds |
| |
|
5. Materials and Aids-
|
| Camera, Paper, Stapler, Pencil and Crayons |
| |
|
6. Procedures/Methods-
|
|
A. Introduction-
Create "Picture-Name" books to be displayed at "School Night" for
students, staff and families to view.
|
| |
|
|
B. Development-
1.Students view an example of a book made by the letters in my name..each
letter is coupled with a picture/drawing of something that starts
with each of the same letters.
2.Students will sound out phonetically each letter in their name,
and then give an example of another word/thing that has the same sound.
3.I demonstrate the D that begins my name and then hold up a picture
of a dog, the students practice with me through my entire name. |
| |
|
|
C. Practice-
1.Students practice writing their first names.
2.Students break up into 2 groups:names that start with consonants
and names that start with vowels.
3.Students work together to brainstorm different objects that start
with the same letters. |
| |
|
|
D. Independent Practice-
1.Students take pictures of things that coincide with the letters
in their names.
2.Students cut out pictures in magazines of things that sound like
the letter sound they are trying to copy.
3.Students work on practice sheets of letters in their names. |
| |
|
|
E. Accommodations (Differentiated Instruction)-
1.Students bring pictures to the class and discuss how they chose
the objects.
2.Students can draw pictures of objects if camera or examples are
not available.
3.Students work with teacher to verify that the appropriate examples
are made. |
| |
|
|
F. Checking for understanding-
Students present their finished book to teacher and get feedback.
2.Students present their books to their groups.
3.Groups present their books to the class.
|
| |
|
|
G. Closure-
1. At the end of the block, the class will discuss the process: what
they learned, what was difficult and what they liked the most.
2.A display will be offered of the books at "School Night"for the
entire school and families to see.
|
| |
|
7. Evaluation-
|
For each grade cluster, the standards specify one or more performance
indicators for each content area within each of the four language
domains: Listening, Speaking, Reading, and Writing. The language development
proficiency levels are:
Level 1-entering,Level 2-Beginning,Level 3-Developing,Level 4-expanding,Level
5-Bridging |
| |
|