Professional Documents
Culture Documents
ST Standard A
ST Standard A
ST Standard A
Video Activities:
https://www.youtube.com/watch?v=baaqHVACckE
Franklin and The Thunderstorm
https://www.youtube.com/watch?v=rD6FRDd9Hew&vl=en
How's The Weather? | Super Simple Songs
5
6
7
Weather: 1 hour
Students will be introduced to the topic of weather. Students will
explore different weather vocabulary and different weather
patterns.
Unit objectives:
1. Students will be able to describe various types of weather.
2. Students will use and share quantitative observations of local weather conditions to
describe patterns overtime.
3. Students will be able to evaluate weather conditions to provide an appropriate response
(“It is windy, so I will need to wear a jacket”).
Standard(s) to be addressed in this lesson:
K-ESS2-1. Use and share quantitative observations of local weather conditions to describe
patterns over time. Clarification Statements: • Examples of quantitative observations could
include numbers of sunny, windy, and rainy days in a month, and relative temperature. •
Quantitative observations should be limited to whole numbers.
(K-ESS3-2): Ask Questions to obtain information about the purpose of weather forecasting to
prepare for and respond to, different types of local weather.
8
Learning Outcomes:
Students will be able to describe and display various types of weather.
Students will use different weather vocabulary.
Assessments
(include all that are relevant, formal and informal)
What should students know and be able to do prior to starting this lesson?
● Ability to observe weather.
● Draw the weather. Prior to the start of the unit on weather, the students have been
recording the daily weather patterns during their morning meeting.
● Ability to turn and talk with peers.
Instructional Items
(explain in detail; attach extra items)
Materials for Students and Resources (such as texts, Tools (such as anchor charts,
Teacher videos, websites, etc.) scientific or mathematical
equipment, etc.)
● Anchor chart to
Whole group: ● On a hot, hot day
display class ideas
Book by Nicki Weiss
● ·Weather vocabulary about weather
● Computer
● Read aloud book: On www.teacherspayteac
● Projector
a hot, hot day Book by her.com
● Ipad to record lesson
Nicki Weiss
● Powerpoint with
pictures
● Overhead/projector
● Flipchart paper to
make weather
knowledge chart
● Markers
● Crayons
● Pencils
● Meteorologist book
● My favorite weather
worksheet
● Student folders to
keep weather work
and meteorologist
book in.
Lesson Delivery
This is specific to the content area you are teaching, including an explanation of:
● Differentiation Strategies (highlight these in your steps below)
● Safe Learning Environment (include examples in your steps below)
● Step-by-Step Procedures (be specific below)
Whole group:
1. The lesson will begin with the teacher reviewing behavior expectations.
3. Using the essential question, the teacher will activate the students’ prior knowledge by
creating an anchor chart.
● Think-Pair-Share: Students will turn to a friend and share 1 thing they know about
weather. Teacher will then call on students to share their response with the class.
4. The teacher will then display a blank web on flip chart paper. Together as a class a
weather web will be created.
Weather Web: Weather will be in the center and students will provide different ideas about
weather.
During the Lesson (Teaching, Asking questions throughout lesson) – obtaining formative
evaluation information
Whole Group:
1. Read Aloud: On a Hot, Hot Day by Nicki Weiss
a. Inquiry Questions include
i. ?
2. Take out vocabulary words and present a slideshow on board with pictures to label with
vocabulary words.
Review vocabulary words by reading words out loud & class will repeat. Review
meaning of word and give students turns to put magnetic weather word on the board
where the picture is displayed.
Weather Vocabulary words:
a. Sun- Causes rain, wind, snow and temperature changes on Earth
b. Rain- water droplets that fall our of the clouds
c. Clouds- large collection of tiny droplets of water or ice crystals that form in the
air,
d. Wind- moving air
13
Bibliography
www.livinglifeintentionally.blogspot.com
Essential Question(s) What are clouds? What are the different types of clouds?
Clouds: 1 -2 hours
This lesson introduces students to the 3 types of clouds; cirrus, (completed over 2-3
cumulus, and stratus. Students will learn what clouds are made of days)
and be able to describe the characteristics of clouds.
(K-ESS3-2): Ask Questions to obtain information about the purpose of weather forecasting to
prepare for and respond to, different types of local weather.
Learning Outcomes:
Students will create a cloud book that displays the 3 different types of clouds.
Students will illustrate and identify the 3 types of clouds.
16
Assessments
(include all that are relevant, formal and informal)
● Stratus: Gray clouds that sit low in the sky usually bring rain, mist or snow (overcast,
rainy, or snowy days).
● Cumulus: White puffy clouds
● Thunderstorm: a storm cloud with lightning and thunder
● Lightning: a burst of electricity that happens very quickly during a thunderstorm.
● Thunder: a loud sound that follows a flash of lightning
What should students know and be able to do prior to starting this lesson?
● Students will be previously introduced to types of weather from the previous lesson.
● Students will be able to observe weather and talk about the weather from looking out the
window.
● Ability to turn and talk to peers and discuss a topic.
Instructional Items
(explain in detail; attach extra items)
Materials for Students and Resources (such as texts, Tools (such as anchor charts,
Teacher videos, websites, etc.) scientific or mathematical
equipment, etc.)
● Blue construction
paper (premade
books)
● “Amazing World of
18
Lesson Delivery
This is specific to the content area you are teaching, including an explanation of:
● Differentiation Strategies (highlight these in your steps below)
● Safe Learning Environment (include examples in your steps below)
● Step-by-Step Procedures (be specific below)
Bibliography
Teachers Pay Teachers. (2019). FREE - Clouds Activity - The Amazing World of Clouds.
[online] Available:
https://www.teacherspayteachers.com/Product/FREE-Clouds-Activity-
The-Amazing-World-of-clouds-257727 [Accessed 1 Mar. 2019].
Rain and Snow; What is rain and snow why does it happen? 1 hour & 30 mins
Learning Outcomes:
1. Students will be able to identify where rain and snow come from and how they form.
2. Students will tell the results of their science experiment using the sentence, “The food
coloring__________because____________.
Assessments
(include all that are relevant, formal and informal)
● Cloud: large collection of tiny droplets of water or ice crystals that form in the air.
● Rain: water droplets that fall from clouds
● Precipitation: release of water from the sky
● Droplets: tiny drops of water that are so small you cannot see them
● Stratus cloud: Gray clouds that sit low in the sky often have rain or snow (overcast, rainy,
or snowy days).
What should students know and be able to do prior to starting this lesson?
● Students should be familiar with 3 types of clouds.
● Students should be able to identify what rainy or snowy weather looks like
Instructional Items
24
Materials for Students and Resources (such as texts, Tools (such as anchor charts,
Teacher videos, websites, etc.) scientific or mathematical
equipment, etc.)
Lesson Delivery
This is specific to the content area you are teaching, including an explanation of:
● Differentiation Strategies (highlight these in your steps below)
● Safe Learning Environment (include examples in your steps below)
● Step-by-Step Procedures (be specific below)
Lesson Closing (Going back to learning outcome, activity for practice, going into extension
of lesson, summative assessment)
● After completing the experiment the group will discuss what happened and how this
happens in clouds when it rains and snows.
28
Bibliography
YouTube. (2019). How to make a Rain cloud in a jar science experiment. [online] Available at:
Assessments
(include all that are relevant, formal and informal)
Together with the teacher, The teacher will ask frequent The teacher will observe
students will compile a list of questions, take formal and students' completion of the
words they know that begin informal notes on students ‘L’ word sorts and assess
with the little ‘L’. progress towards identifying each partner group's ability to
words that begin with the sort and identify ‘L’ words
30
Instructional Items
(explain in detail; attach extra items)
Materials for Students and Resources (such as texts, Tools (such as anchor charts,
Teacher videos, websites, etc.) scientific or mathematical
equipment, etc.)
31
Lesson Delivery
This is specific to the content area you are teaching, including an explanation of:
● Differentiation Strategies (highlight these in your steps below)
● Safe Learning Environment (include examples in your steps below)
● Step-by-Step Procedures (be specific below)
a. Taking turns/sharing
b. Making eye contact
c. Using nice words
d. Personal space
3. Each pair will then be given a baggie with various picture cards.
4. Each group will sort the card pictures and identify all pictures that begin with the letter
‘L’ by lining the cards underneath a Letter ‘l’. Students will then pile non-letter ‘L’
pictures and identify the beginning sound and letter.
5. Once the group has completed the picture sort students will be given a white ‘L’ cut out.
On this ‘L” students will draw 4 pictures of words that begin with the letter ‘L’ and write
the word underneath each.
Lesson Closing (Going back to learning outcome, activity for practice, going into extension
of lesson, summative assessment)
1. When students have completed their pictures with labels on their ‘L’ cut out students will
present their pictures to the group. Student’s will point to each picture and verbalize the
word.
Extension of Lesson (activity to inform summative assessment)
1. Once students have completed the picture sort, the teacher will review students' work.
Students will point to each picture and say the word out loud (practice saying the
vocabulary and emphasizing the /l/ phoneme.
2. When students have completed the “L with drawings”, the teacher will review students
work and ask students to show their work by showing each picture and verbalising the
word they chose.
33
Consonant blends with /l/ (Sl, Pl, Bl & Fl)/ 1-2 hours
Standard(s) to be addressed in this lesson:
Foundation Skills 3.a. Demonstrate basic knowledge of one-to-one letter-sound
correspondences by producing the primary or many of the most frequent sounds for each
consonant.
1. K.RF.2“Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
c.Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three-
Phoneme.”
Learning Outcomes:
Students will recognize the consonant blends in various given words.
Students will organize picture cards by consonant blend.
Students will state words that begin with a consonant blend; specifically sl, pl, bl, or fl.
Assessments
(include all that are relevant, formal and informal)
To activate prior knowledge, Throughout the lesson, the At the end of the week
students will state words they teacher will observe students students will complete a
know that begin with a as they work by taking notes worksheet, the teacher will
consonant blend. At the on student progress. The assess students completed
34
beginning of the week, the teacher will ask students to work and review work with
teacher will construct a orally state the consonant each student.
consonant blend chart that blends and take notes on
displays words students were students ability to orally state
able to state. The chart will and identify the consonant
only focus on /bl/, /pl/, /fl/ blend.
and /sl/.
Instructional Items
(explain in detail; attach extra items)
Materials for Students and Resources (such as texts, Tools (such as anchor charts,
Teacher videos, websites, etc.) scientific or mathematical
equipment, etc.)
Lesson Delivery
This is specific to the content area you are teaching, including an explanation of:
● Differentiation Strategies (highlight these in your steps below)
● Safe Learning Environment (include examples in your steps below)
● Step-by-Step Procedures (be specific below)
5. Students will be given 5 minutes to organize the pictures into 5 consonant blends (/sl/,
/bl/, /fl/, /pl/ & /cl/).
6. Once students have completed the sort the teacher will review the sort. Students and
teachers will orally state the name of the card and emphasize the consonant blend.
7. After students have completed the sort, students will be given a white board and dry erase
marker. With the white board students will choose 4-5 words from the sort and write
them onto the board.
8. Once words have been written, the teacher will listen to the student read each word and
check the spelling.
Lesson Closing (Going back to learning outcome, activity for practice, going into extension
of lesson, summative assessment)
● Students will practice orally saying the words as the teacher reviews the work completed
on the white board.
● The following day students will work on a worksheet focused on sorting beginning
consonant blends with the /l/ sound.
● This worksheet will serve as a way to demonstrate their ability to identify consonant
blends. This worksheet will be collected as a summative assessment to monitor student
progress on ability to identify consonant blends.
Adjustment to Practice
A key part of adjustment to practice is using findings from previous lessons to adjust practice
and implement appropriate differentiated instruction. Throughout this lesson I have identified
areas where I have adjusted my practice from a previous ELA lesson working with the letter ‘L’.
● During a previous lesson, I incorporated a picture sort. Most students found great joy in
this activity. Because of this I used students' interest to reuse this activity in a new topic
(consonant blends).
● During the previous lesson, a few students asked for clarification on the correct name for
cards. Because of this discrepancy, I have adjusted my practice by reviewing the correct
name for each card before administering the picture sort to students.
● Based on student performance in the previous lesson, many students did not orally state
the words when completing the picture sort. This caused students to struggle with further
work with the phoneme. In order to adjust my practice, I have put great focus on
encouraging students to say each word out loud and emphasize the beginning consonant
39
blend. I have also added the opportunity for students to practice writing the words with
the focused phoneme.
40
Learning Outcomes:
Students will retell the story of Oh, The Places You’ll Go.
Students will construct a picture of the place they wish to travel to.
Students will write about a place they wish to travel to.
Assessments
(include all that are relevant, formal and informal)
Students will think-pair-share The teacher will have Students completed work will
places they can travel to like discussions with students as be reviewed by the teacher
those told in the story Oh, they construct their project to and assessed based on
41
Instructional Items
(explain in detail; attach extra items)
Materials for Students and Resources (such as texts, Tools (such as anchor charts,
Teacher videos, websites, etc.) scientific or mathematical
equipment, etc.)
v=D6ZeZA6wF-k
● https://www.youtube.c
om/watch?
v=elyWgUpPhtc
Seuss)
● Pictures of various
to reference and
visualize.
43
Lesson Delivery
This is specific to the content area you are teaching, including an explanation of:
● Differentiation Strategies (highlight these in your steps below)
● Safe Learning Environment (include examples in your steps below)
● Step-by-Step Procedures (be specific below)
Bibliography
44
https://www.youtube.com/watch?v=D6ZeZA6wF-k
WeAreTeachers Staff on October 3, 2018 .contest-social .share-links svg. (2018, October 25).
These Teachers Use Dr. Seuss's "Oh, the Places You'll Go!" in the Most Inspiring
activities/
45
experiment. Anaesthetic experience students explored in this unit was the creation of the cloud
book. During this 2nd weather lesson, students used craft materials such as glue, crayons, cotton
balls, and paint, to construct different types of clouds. This experience allowed students to
explore creativity and science to create a book about clouds.
Other than the interdisciplinary thematic unit, I developed many lessons and activities
that used developmentally appropriate curriculum by linking to MA curriculum standards, use of
multiple intelligences by incorporating different strategies to learn about a topic and use of
different instruction tools to build student knowledge. The non-unit lessons I developed
incorporating cooperative learning, technology, and child-generated presentations. Within my
first non-unit lesson, cooperative learning is a key practice I incorporated into the lesson. In this
lesson, students work with a peer to identify ‘L’ words on various picture cards. In this lesson,
students are asked to work together to organize various cards based on the beginning sound.
Cooperative play is greatly important to incorporate into lessons in order to help students build
cooperative and life long skills such as taking turns, ways to speak to others, use of eye contact,
personal space and social/emotional learning. My third non-unit lesson incorporated both
technology and child-generated presentations. This unit is focused on the author Dr.Seuss and his
book Oh, The Places You’ll go! This lesson incorporated technology with the use of a video. The
lesson also asks students to construct a project that demonstrates a place they wish to travel to. In
this lesson students develop their own presentation relating to the book Oh, The Places You’ll
Go! Throughout my time in Mrs. Rodrigues classroom, I have had the opportunity to develop a
variety of lessons and activities in which I have implemented throughout my time. I have
explored a variety of pedagogic practices and instructional strategies in which I will bring into
my career as a teacher.