Lesson Plans

By Trusha Patel

### Primary Learning Outcome

### Related QCC Standard

### Materials and Equipment

## Procedures

#### Step one: Introduction Duration: 10 minutes

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

### Step
three: Closure Duration: 5 minutes

### Primary Learning Outcome

### Related QCC Standard

### Materials and Equipment

## Procedures

__Step one:__ Introduction Duration: 5minutes

By Trusha Patel

A-B-C Tell me what you see

Shapes
and Colors

Regrouping
by Tens

Teaching Customs

Butterfly’s Life Cycle

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

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

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__

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.

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.

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

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

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.

1.
Dry erase board

2.
Markers

3.
Eraser

4.
Base ten- blocks (single and tens)

5.
Paper

6.
Pencil

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.

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.

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__

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.