Hunter Lesson Plan TemplateName: Rachel Sirman Date: week 2 mon, tueSubject: Social Studies, ELAGrade Level: KindergartenAllotted Time: 4hrsTopic of Lesson: School community helpers

TEKS/Objective(s):ELA K.19.(A) ask questions about topics of class-wide interest; andSS K.7 (A)  identify jobs in the home, school, and community; and          (B)  explain why people have jobs.

9.(A) identify authority figures in the home, school, and community; and   (B) explain how authority figures make and enforce rules.

Purpose (Value/Relevance):Important for students to see the different jobs people have in their school and how those people help them.  

Materials: Anchor chart (see example below)School Helpers page for each student (see below)

M- Anticipatory Set:  Are there a lot of different people that help us while we are at school? (Shout it out)Who are some people that help us at school?(Think pair share)

M- Instructional Input:. Once the students have come up with a list of names the teacher will begin brainstorming and writing down things school authority does.

M- Modeling:There are people at school who help us do a lot of different jobs. Let’s think about the different ways they help us. How does the principal help us? – they help us by making relationships with you and your parents and making sure teachers are doing their best to help you learn. They also provide with things for our classroom that help us learn the best we can. How does the vice principal help us? – they help us by making sure everyone follows the rules. They help keep our school and classrooms safe. How does the nurse help us? – They make sure he are safe and healthy while we are at school. If we are sick they give us medicine so we feel better. How does the counselor help us? – They listen to us and they help us when we feel sad or angry. How does the teacher help us?- they help us by teaching us how to learn and help others. They help our minds grow big and strong so we can be good citizens.

T- Check for Understanding:The teacher will have students provide the information of how school authority figures help us. How are some ways the nurse helps us (popcorn)How are some ways the principal etc. help us (popcorn)The teacher will write the students responses on the anchor chart

T- Independent practice: The teacher will then give them the school helpers paper. Here students will cut out the people that help us at school and paste them into their journals. Next to each picture one way that person helps us at school.

T- Closure:The teacher will walk around the room while the students are cutting out the people and asking them again how the people help them in their school.

Evaluation (Formative or Summative as applicable):Formative- anchor chartSummative – journal work

Name _________________________________________________________________________________________

School Helpers

Instructions: Cut each box out and glue into journal. Write a sentence about what that school helper does.

Principal: Mrs. Henderson Vice Principal: Mr. Jackson

Librarian: Mrs. Jones Nurse: Mrs. Maines

Counselor: Mrs. Sandahl

School Helpers Anchor Chart

Hunter Lesson Plan TemplateName: Jordan Hendricks & Rachel Sirman Date: Week 2 Monday Subject: Math Grade Level: Kindergarten Allotted Time: 90 minutesTopic of Lesson: Length, Capacity, & Weight

TEKS/Objective(s):K.7(A) give an example of a measurable attribute of a given object, including length, capacity, and weight;

(B) compare two objects with a common measurable attribute to see which object has more of/less of the attribute and describe the difference.

Purpose (Value/Relevance):Students will be able to compare two objects and draw connections, similarities, and differences between real world objects.

Materials: ● Measurable Attributes Worksheet (see below) for each student ● Pencils ● Markers● Objects around classroom

Anticipatory Set: The teacher will ask: How can we tell things apart? What makes two objects similar or different from each other? Students can respond by pulling random Popsicle sticks. The teacher will say: “We call these things ‘measurable attributes’.”

Instructional Input:The teacher will instruct students that we can tell things apart through measurable attributes such as length, capacity, and weight. The teacher would define that length is how long something is; capacity is how much space something takes up or how big something is; and weight is how heavy or light something is.

Modeling:The teacher can collect a few objects from around the classroom, such as: a stuffed animal, a book, a glue stick, and a glue bottle. The teacher will compare a stuffed animal and a book by modeling that one is longer than the other, one takes up more space than the other, and one is heavier than the other.

Check for Understanding:The teacher will then model and ask students the measurable attributes of a glue stick and a glue bottle to show relationship between similar, but different objects. The teacher will ask the students: which object appears to be longer? Students will respond chorally. The teacher will ask the students: which object appears to take up more

space? Students will respond chorally. The teacher will ask students: which object is heavier?  Students can turn to their shoulder partner to discuss which object they believe is heavier.

Guided practice: Students will be instructed work with their shoulder partner at their desks and find the measurable attributes of a marker and a pencil. Students will be encouraged to work together to discover the length, capacity, and weight of each and how they compare.

Students will be given a three pencils, three markers, and worksheet with categories labeled “Light/Heavy,” “Small/Big,” and “Short/Long.” With their partner, the students will sort the pencils and markers into their appropriate category.

Independent practice: Students will choose two objects from the classroom and will be instructed to compare their measurable attributes and complete the same worksheet independently, finding the length, capacity, and weight (See sup. Mat.).

Evaluation (Formative or Summative as applicable):Formative: Discussion/ObservationSummative: Worksheet

Name __________________________________________________________________________

Measurable Attributes Worksheet Instructions: Sort objects into the correct box that matches each measurable attribute.

Length

Short Long

Capacity

Small BIG

Weight

Heavy Light

5E Lesson Plan Template

Name: Rachel Sirman & Jordan HendricksDate: Week 2 Tues, Wed, & ThuSubject: Science & MathGrade Level: Kindergarten Allotted Time: 4.5 hours Topic of Lesson: Rocks, soil, and water

TEKS/Objective(s):SC K.7(A) observe, describe, compare, and sort rocks by size, shape, color, and texture;

(C) give examples of ways rocks, soil, and water are useful.

M K.7(B) compare two objects with a common measurable attribute to see which object has more of/less of the attribute and describe the difference

Materials: ● Cups for observation walk ● “Rock Sort” worksheet (see below) for partner work● Crayons or colored pencils● Pencils

T-Engage: Students will go on a nature walk throughout playground and school grounds, observing rocks, soil, and any water they may see. Students will be distributed small cups to collect rocks and soil while they walk around and observe.

T-Explore: The students will be encouraged to walk around and look for water around their school grounds and playground. After students have walked around, the teacher will gather them for discussion. The teacher will ask students: While you were walking around, where did you see water? Where do you think it came from? Did the water make the ground soft or hard? If the water looked like it was coming from the building, how do you think it was being used? Students would respond using the popcorn method.

The students will be distributed their cups and encouraged to collect different kinds of soil around the school. After students have been given sufficient time to fill their cups, the teacher will gather them for discussion. What color soil did you find? Where did it come from? What does it feel like? Does your soil feel the same as the person next to you? Is it soft or hard? Students would respond using the popcorn method.

After they have collected, the teacher will gather students for discussion and ask students to compare the rocks they have collected with their fellow students. The teacher will ask questions such as: what color are the rocks that you found? Did you find different colors than the person next to you? Have you found different sizes of rocks? Does your rock feel the same as the person next to you? What shape is your rock? Did the person next to you find different shapes of rocks?

The teacher will write students’ names on cups with rocks and collect them for the following day’s lesson.

W-Explain:.

The students will return to the classroom and gather on the carpet. The teacher will lead them in a discussion asking them: What things around our school did we see that are built out of rocks? How do we see soil being used for around our school? In what ways do we use water around the school and inside the school? Students can discuss with shoulder partner.

The teacher will draw pictures of things we use or create out of rocks, soil, and water while explaining how they are useful to daily living (such as buildings, sidewalks, vegetable gardens, water slides, water fountains). After several examples of the teacher modeling and explaining her thought process, the teacher will draw a few examples of how rocks, soil, and water are useful without explaining what they are made of and ask the students why they are useful. Students will respond through the teacher pulling random popsicle sticks.

Students will return to their seats and complete “Rock Sort” worksheet independently (see supp. Mat.).

Th-Elaborate:The teacher will distribute students their cups of rocks and instruct them that they are going to sort their rocks by shape, size, color, and texture with a partner.

Each pair of students will be given a worksheet with different categories labeled “Rough/Smooth,” “Big/Little,” “Square/Round,” and “Dark/Light.” One at a time, each pair of students will sort their rocks in each category.

Evaluate:Formative: discussion/observation Summative: worksheet

Name __________________________________________________________________________

Rock Sort Instructions: Compare two rocks and sort into box that they match.

Size

BIG Small

Shape

Square Round

Texture

Rough Smooth

Color

Dark Light

5E Lesson Plan TemplateName: Rachel Sirman & Jordan Hendricks

Date: week 2 W, TH, FSubject: SS, ELAGrade Level: Kindergarten Allotted Time: 6 hrsTopic of Lesson: community authority figures

TEKS/Objective(s):SS-  7.(A) identify jobs in the home, school, and community; and           (B) explain why people have jobs.       9.(A) identify authority figures in the home, school, and community; and           (B) explain how authority figures make and enforce rules.ELA- 5.(B) recognize that compound words are made up of shorter words;

Materials:

Picture of compound words (teacher will cut out enough for each student to have their own set) Cut and paste worksheet “Citizenship” by Lucia Raatma

W, TH, F Engage: The teacher will play the book trailer for Citizenship book: https://etbu.blackboard.com/webapps/assignment/uploadAssignment?content_id=_154058_1&course_id=_10196_1&assign_group_id=&mode=view#The teacher will read the book Citizenship by  Lucia Raatma

W, Th, F: 30 min Explore: W: The teacher would ask a firefighter to come into the classroom and talk about how he helps people in our community, how he is an authority figure, and how he enforces rules and safety in the community.

Th: The teacher would ask a policeman to come into the classroom and talk about how he helps people in our community, how he is an authority figure, and how he enforces rules and safety in the community.

F: The teacher would ask the judge to come into the classroom and talk about how he helps people in our community, how he is an authority figure, and how he enforces rules and safety in the community.

Students will be encouraged to ask the authority figures questions about what they do, how they help people, etc.

Th-Explain:.

The students will come to the carpet and the teacher will write the following words on the board one at a time:  Firefighter, Policeman, crosswalk, stoplight, firehose, firetruck, handcuffs, handgun, flashlight, and courthouse. The teacher will point to each word and ask students what words we put together to form that word. The teacher will explain that we call this type of word a compound word (two words we put together to make one word).

The students will return to their seats and the teacher will then pass out picture cards to each student. The teacher will explain that when combined these picture cards will represent a compound word. For example, with the compound word “firehose” there will be a picture of a fire, a picture of a garden hose, and a picture of a firefighter putting out a fire with a firehose. The teacher will explain her thinking as she shows them how to put the pictures in order to create the compound word. The teacher will walk around the classroom as she observes the students working with their shoulder partners on putting their compound words together.

F: Elaborate:Once the teacher has observed that students understand and can apply the pictures to their understanding of the creation of compound words, students will be given a cut and paste worksheet of authority figure and related compound words to work on independently.

Evaluate:Formative: discussion/ asking questionsSummative: cut and paste worksheet

Compound Words Picture CardsInstructions: Teacher can cut out picture cards and provide a set to each student.

Fire HoseFirehose

Fire FighterFirefighter

Police Man Policeman

Cross Walk Crosswalk

Stop Light Stoplight

Fire truck Firetruck

Court House Courthouse

Hand

Gun

Handgun

Name_____________________________________________________

Cut-and-Paste Compound WordsInstructions: Cut out pictures and glue them in the correct box to create a compound word. Write the name of the picture under box to create compound words.

_____________________  +  ___________________  =  ____________

________________________   +  _______________________  =  ______________

________________________   +  _______________________  =  _______________Hunter Lesson Plan Template

Name: Jordan Hendricks & Rachel Sirman

Date: Week 2 Friday Subject: Tech during Math & ScienceGrade Level: Kindergarten Allotted Time: 90 minutes Topic of Lesson: Learning how to use iMovie

TEKS/Objective(s):Tech K.1(B) create original products using a variety of resources; 2(C) format digital information, including font attributes, color, white space, graphics, and animation, for a defined audience and communication medium; and

Purpose (Value/Relevance):Students will be able to apply the technology they are learning to their unit project to be able to inform and relate to others.

Materials: ● video● iPod or iPads

Anticipatory Set:  The teacher would gather the students on the carpet and show them this humorous video tutorial for iMovie: https://www.youtube.com/watch?v=fpjROxdU0eQ

Instructional Input:The teacher can play the video again, stopping after each step to write it on the board and discuss what they are doing during that step in the process.

Modeling:The teacher will demonstrate how to create an iMovie on the Smartboard, following the steps she had written from the video.

Check for Understanding:The teacher will instruct the students to talk to their shoulder partner and go through the steps they had just covered.

Guided practice: The teacher will instruct the students that they will make an iMovie together. The teacher will ask the students to guide her through the steps they had learned from the video and through the teacher modeling.

Independent practice: Students will be given iPod or iPad and instructed to follow the steps on the board and create a short video of their choice. If students get stuck, they can refer back to the anticipatory set video. Students will be encouraged to explore iMovie: adding text, drawing on the slides, adding pictures, etc.

Evaluation (Formative or Summative as applicable):Formative: discussing steps with shoulder partner

Summative: unit project