Lesson Plans
By Trusha Patel

A-B-C Tell me what you see

Shapes and Colors

Regrouping by Tens

Teaching Customs

 Butterfly’s Life Cycle




A-B-C Tell me what you see

Primary Learning Outcome

A.     Students will be able to tell me the upper- and lowercase letters of the alphabet even if out of order.
 

Related QCC Standard

Standard 19: Identifies upper- and lower-case letters of the alphabet out of sequence.

Materials and Equipment

1.      Dry erase board
2.      Markers
3.      Eraser
4.      Upper- and lower-case letter cut outs
5.      Two trays
6.      Paper
7.      Pencil
8.      URL: http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=11863

Procedures

Step one: Introduction Duration: 10 minutes

Tell the children that they are going to play a game in which they will have to recognize the upper- and lower-case letters of the alphabet. Review the alphabet with the students. Hold up few letters and have students recognize the letters.

Step two: Teaching the Primary Learning Outcome Duration: 20 minutes

Review game rules. In one tray put upper-case letters and the other lower-case letters. Have students pick out a letter from each tray. After everyone has his or her letters, start with letter ‘A’. Find the student with letter ‘A’ and ask him to show it to the class. The student should also have a lower-case letter, ask him to show it to the class as well and have him tell me which letter it is. Then ask the class if that is correct or not. Ask the student to pick the next person.

Step three: Closure Duration: 5 minutes

Tell the students that today they learned to recognize the upper- and lower-case letters. Call out the letters for the students to write on their paper. Write an upper-case letter on the board and have students write a lower-case of that letter on their paper. Also write the lower-case letter on the board and have students write the upper-case letters.

Assessment
Watch how the students perform in step three.


Shapes and Colors

Primary Learning Outcome
            A. students will learn the shapes and be able to draw the shapes.

Related QCC Standard
Standard 37: Copies simple shapes, designs, numerals, and letters.

Materials and Equipment
            1. Dry erase board
            2. Colored markers
            3. Eraser
            4. Paper
            5. Pencil
            6. Crayons
            7. Colored shapes 

Procedures
Step one Duration 10 minutes
Tell students that they are going to learn to draw and color different shapes. Review and show different shapes and colors.  Draw the shapes on the board using the color markers, fill in the shapes with the matching colors so the students know which colors to use when coloring their shapes. Have specific colors for specific shapes.
 

Step two Duration 10 minutes

Give students their paper, pencil and crayons. keep your shapes and colors on the board for them to look at. Let students draw the shapes and color with crayons.
 

Step three Duration 5 minutes

Tell the students that today they learned shapes and colors. Review shapes and colors again.
 

Assessment
Hold up the shapes and ask students to tell which shape it is. Use the markers to mark on the board and ask what color it is. look the room and ask them to tell the color and/or shape of a certain object.


Regrouping by Tens

Primary Learning Outcome

A.     Students will be able to regroup and count by ten.

Related QCC Standard

Standard 19: Counts the number of elements in a ser and writes the corresponding numeral (0 through 10). Counts by rote, 0through 10 forward and backward. Skip counts.

Materials and Equipment


1.      Dry erase board
2.      Markers
3.      Eraser
4.      Base ten- blocks (single and tens)
5.      Paper
6.      Pencil

Procedures

Step one: Introduction Duration: 5minutes

Tell the children that today they are going to learn to regroup by ten. Show then the blocks and explain how they will use it in the lesson today.

 Step two: Teaching the Primary Learning Outcome Duration: 20 minutes
Explain how the blocks work by drawing on the board. Show how they are grouped in tens and also show the single blocks. On the board, draw ten blocks in a vertical line so the students can relate their long stick of ten blocks with the one you drew. Count to the students how many blocks make one stick. There should only be ten blocks, no more or less than ten. Have your students in the groups of two and provide them with few sticks, blocks and a sheet of paper. Have students count and record on their paper. Then have students move to another table and do the same.

 Step three: Closure Duration: 5 minutes
Tell students that today they learned regrouping by tens. Review by drawing some more of the base ten-blocks and have students recognize that number.
Assessment
Have students do the assessment worksheet.


Teaching Customs

Primary Learning Outcomes:
A. Students will be able to discuss some customs that are important to their family.
B. Students will be able to compare and contrast their own customs with other students in the class.
C. Students will be able to compare and contrast their own customs with that of families of another culture.
Related QCC Standards:
A. Core Social Study Skill Standard 38: Follows established rules.                                                                   
 
B.  Core Social Study Skill Standard 41: Identifies and uses alternative methods of conflict resolution.
 C. Social Studies Standard 3: Identifies the need for family and community rules.     Recognizes that these rules may vary from culture to culture.     
Materials and Equipment:
1. Teacher's family pictures or cultural mementos to share during the activity
2. Paper                                                                                                                                                                                 3. Crayons/Markers
Procedures:                                                                                                                                  
Step One:
Teacher Preparation
Prior to teaching the lesson send the attached parent letter home in order to receive feedback from caregivers about some of their family rules. Also, familiarize yourself with etiquette rules from other cultures before teaching.
Step Two: Introduction Duration: 20 minutes
Ask the students if they have any rules at home that they have to abide by and allow them to respond. Most students will give examples of chores or daily routines such as going to bed by a certain time or cleaning their room. Explain to the students that these are valid rules and are important, but they are going to learn about some customs of America as well as those of other countries. Ask the students if they know what customs are and allow them to respond. Explain that customs are unwritten rules in which people participate. Give a couple of examples of American customs, such as going to a major league baseball game, having a family cookout on the Fourth of July, or celebrating Christmas. Explain that customs are unique not only to countries, but to individual families as well. Share with the students some customs of other countries as learned from the Web resources listed in step one. Explain to the students that in Japan people use chopsticks to eat, take their shoes off before entering a home, and share the same tub water for all family members when bathing. In Mexico, most mothers stay at home instead of going out to work in order to raise the children, people attend the Catholic church faithfully, and are proud of their country and traditions. In Canada, some mothers have a job outside of the home and people practice various religions. Allow students to ask questions and discuss how these customs and traditions are different from those practiced in their families. Share with the students some traditions, rules, or customs that your family practices. If desired, bring in some pictures or items that are relevant to the discussion and allow the students to view them. Then, ask students to get their family rules/ customs sheet and allow them to share some of their experiences that their family follows. Continue until all students have had an opportunity to share.
Step Three Closure Duration: 5 minutes
Lastly, allow each pair of students to share their comparisons and discuss what they learned about each other. Give each pair ample time to tell the class what they have learned and continue until all of the students have had an opportunity to share. Close the lesson with a simple review of the learned material and answer any questions students may have regarding cultural rules and customs.
Assessment:

Students will be assessed by their participation in the discussions and by their group comparison activity.

 

Butterfly’s Life Cycle

Primary Learning Outcomes:
A. Students will be able to sort out a butterfly’s life cycle and discuss the stages with other classmates.         
B. Students will be able to arrange/draw the stages of a butterfly’s life cycle in the correct order.
Related QCC Standards:
A. Science: Inquiry Standard 1:  Asks questions, makes and keeps simple records of observations, sorts objects, communicates with others, and makes predictions and uses estimation and measurement.
B. Fine Arts: Visual Arts Standard 1: Creates art with different subjects and themes and from personal experiences.
Materials and Equipment: 

1.       The article: The Life of a Butterfly, from MyWeeklyReader, Edition K, May/June 2001, Week 3.
2.      White paper
3.      Handout 1: Sequencing Cards
4.      Handout 2: Label the life cycle stages
5.      Pencils
6.      Crayons
7.      Scissors
8.      Glue
Procedures:          
                                                                                                                       
Step One: Introduction Duration: 10 minutes
Ask the students to name some of the spring animals and insects also ask why they think they are called spring animals/insects. Give some examples of spring animals and insects (some birds, butterflies etc.) Tell students that today they are going to learn about the insect that is seen the most in the spring. Have students guess the insect then tell them that they are going to learn about the life cycle of a butterfly.
Step Two: Teaching the Primary Learning Outcomes Duration: 20 minutes
Ask students what do they know about butterfly. Ask how do they think butterflies come to life. Tell students that you are going to read them an article called The Life of a Butterfly. While reading the article, explain the pictures. Give students the handout, Butterfly Life Cycle with the sequencing cards and students would cut and glue the cards in order of the life cycle on a paper. Give students another piece of white paper and have them draw, name and color the life cycle. Put students in groups of two and have them discuss their pictures with each other. 
Step Three
Closure Duration: 5 minutes
Tell the students that today they learned about life cycle of a butterfly. Answer any questions students may have.
Assessment:
Give students the handout in which they have to label the stages of the life cycle.