Orange Board of Education



Lesson Plan for the Week of:? July 13, 2020-July 17, 2020??Grade Level: Preschool Disabled Classroom? ? Subject:? ELA ? Teacher(s): Mrs. Marin, Mrs. Moinvil, Ms. AmiraGoals & Objectives:o Alphabetic knowledge: Students will be able identify letter names and their sounds.O Writing: Students will be able to trace/write a letter or letters by using scribble-writing, letter-like forms, letter-strings, and invented spelling during writing activities throughout the day.?o?Students will be able to trace/print many alphabet uppercase and lowercase letters.Focus of Lesson for the Week:What and Where is the Farm???????2. What animals live on the Farm???????3. Who takes care of the Farm?Morning Meeting:Fingerplay SongGreeting Time: “Good Morning Song”Morning MessageWeather Song/Our Weather ChartInteractive Calendar: Days of the Week/Month/Year??Identifying Farm Animals/Farm Vocabulary WordsWeekly Informational Text for Read-Aloud/Story Time:Title: The Big Red Barn by Maragret Wise Brown and illustrated by Felicia BondStandards & Materials:Standard(s):RL.PK.3 With prompting and support, identifying characters, settings, and major events in a familiar story.RF.PK.1(d)Recognize and name many uppercase and lowercase letters of the alphabet.RF.PK.3(c) Recognize their name in print as well as other familiar print in the environment.W.PK.1Use a combination of drawings, dictation, scribble writing, letter-strings, or invented spelling to share a preference or opinion during play or other activities.SL.PK.1 Participate in conversations and interactions with peers and adults individually and in large groups.(a)Follow-agreed upon rules for discussions during group interactions.SL.PK.2 Ask and answer questions about text or other information read aloud or presented orally.L.PK.1Begin to understand the conventions of standard English grammar when speaking during interactions and activities.?(a)Print many alphabet letters.L.PK.2Begin to understand the simple conventions of standard English grammar during reading and writing experiences throughout the day.(c)Attempt to write a letter or letters by using scribble-writing, letter-like forms, letter-strings, and invented spelling during writing activities throughout the day.??Materials:computer, read-aloud story,? paint/paint brushes, popsicle sticks, alphabet cards, name cards, cheerios, farm letter mats, markers, play dough, paper, glue, magazines, salt, salt tray.?Monday:READ ALOUD/STORY TIME: Students will participate in morning message, will label/identify farm animals and answer essential questions about the farm. Students will participate in read-aloud, “The Big Red Barn” via YouTube link along with teachers.?Activity: Students will engage in the activity “Pigs in the Mud Alphabet”. For our younger students, they will be provided with upper and lower case alphabet letters, that they will have to identify as well as those letters in their name. For our older students, will be provided with our farm vocabulary words and can also work on sight words. After identifying the letter(s)/words, students will trace the letter(s)/words(with brown paint/paint brush, with their finger, or they can form the letter with play dough).??Tuesday:READ ALOUD/STORY TIME: ? Students will participate in morning message, will label/identify farm animals and answer essential questions about the farm. Students will participate in read-aloud, “The Big Red Barn” via YouTube link along with teachers.Activity: Students will work on identifying the letters in their name, sight words, and/or Farm Vocabulary Words. Students will be encouraged to practice the formation of the letters in their name, sight words, and/or Farm Vocabulary Words using cheerios.???Wednesday:READ ALOUD/STORY TIME: ?Students will participate in morning message, will label/identify farm animals and answer essential questions about the farm. Students will participate in read-aloud, “The Big Red Barn” via YouTube link along with teachers.?Activity: Students will work on identifying/tracing the letters Ff for farm, Bb for barn (where the farm animals live), Cc for cow, chicken, and chick) on farm animal letter mat. For our older students, they will be encouraged to also trace/write sentences such as, F is for Farmer.?Thursday:READ ALOUD/STORY TIME: Students will participate in morning message, will label/identify farm animals and answer essential questions about the farm. Students will participate in read aloud, “The Big Red Barn” via YouTube link along with teachers.?Activity:? Students will identify letters in their name by using an old newspaper or magazine to find, cut or tear letters of the alphabet. For our younger students they will work on tearing out the letters of your name. Put them in order to spell their first name. For our older students, they will be encouraged to find upper and lowercase letters. The students will glue the letters onto a piece of paper and identify those letters in their full name, sight words, and/or farm vocabulary words..? ? Friday:READ ALOUD/STORY TIME:? ?Students will participate in morning message, will label/identify farm animals, and answer essential questions about the farm. Students will participate in read-aloud, “The Big Red Barn” via YouTube link along with teachers.?Activity: Students will engage in a pre-writing/fine motor activity.? Practice writing alphabet letters/our name using a “Salt Pan while working on our fine motor skills. Encourage children to use their pointer finger to draw or write in the salt or any other ingredient.???TechnologyIntegration:??Use of Computer via Google Meet and ClassDojo throughout the day to review the Morning Message, Story Time/ Read Alouds, participate in interactive Farm websites and Farm theme related activities using the computer, tablet, YouTube, and epic.Standard(s):RI.PK.10 Actively participate in read aloud experiences using age-appropriate information books individually and in large group.?Assessment(s):????Observation, anecdotal notes and classwork.? Differentiation: Some students will be given hand-over-hand assistance at home, along with lots of visuals and verbal prompts during the activities. Students will be encouraged to work independently. Positive reinforcement will be provided.Lesson Plan for the Week of:? July 13, 2020-July 17, 2020??Grade Level: Preschool Disabled Classroom? ? Subject: Math ? Teacher(s): Mrs. Marin, Mrs. Moinvil, Ms. AmiraGoals & Objectives:o Number words and symbols: Students will be able to recognize and use number words and symbols.o Counting: Students will be able to count things.?o Students will be able to count to 10 or 20 by ones with minimal prompting.o Students will be able to recognize and name one-digit number up to 10 or 20 with minimal prompting.o Shapes: Students will be able to identify, name, and describe shapes.??Focus of Lesson for the Week:Identifying numbers and number wordsCounting 1-10/1-20Identifying color and color patternsIdentifying shapesStandards & Materials:Standard(s):4.1 Children begin to demonstrate an understanding of number and counting.4.2 Children demonstrate an initial understanding of numerical operations.4.3 Children begin to conceptualize measurable attributes of objects.4.4 Children develop spatial and geometric sense.Materials:popsicle sticks, shape cards, paint, color cards, vegetables (potatoes, carrots, apples), colored cardstock/paper markers, painter’s tape, small toys from around your house, Number Toy Hunt Printable, shape cards, colored legos, construction paper, animal crackers.??Monday:Activity: ?Students will identify/label/point to shapes (triangle, square, rectangle, circle) from shape cards presented by the teacher. Students will form shapes triangle/square out of popsicle sticks to build a farm animal barn.??Tuesday:?Activity: Students will identify/label/point to colors (red/blue/yellow/orange/green) from color cards presented by the teacher. Teacher will discuss with students the vegetables that grow in the farm. Students will create a stamp color pattern using potatoes, carrots, and apples.???Wednesday:Activity: Students will identify numbers and count objects that represent the numbers on the number card. Teacher will review numbers 1-10, 1-20 with students from rooster number cards. For our younger learners, students will have number cards 1-10/ prewritten numbers on paper and will count objects/toys in their home that represent that quantity. Students will be encouraged?to find ONE toy to go in each circle on the card. Then have your child COUNT all of the objects on that card and say the number. For our older learners, students will have number cards 1-20/ have students write the number on paper and have them count objects/toys in their home that represent that quantity. Students will be encouraged?to find ONE toy to go in each circle on the card. Then, have your child COUNT all of the objects on that card and say the number. You can also practice having them match the number to the quantity of toys or objects. Have them tell you which number is more or less. Ask them to add the two numbers together. For example, 6 toys+2 toys=8toys and write the total number.?? ? Thursday:Activity: For our younger learners, students will identify/label/point to shapes. When presented with a shape card, students will build the shape out of Legos, blocks, popsicle sticks, play-dough. For our older learners, students will identify/label/point to shapes. When presented with a shape card, students will build the shape out of Legos, blocks, popsicle sticks, play-dough. Encourage them to describe the 2-D shape and talk about the 3-D shape s(ex:2-D shape: Square and 3-D shape: Cube.)Friday:Activity:? Students will identify/label/point to numbers 1-10, 1-20.. Students will point to each number written on construction paper, saying it aloud. Then will place and count the corresponding number of animal crackers, cheese-its, cookies, fruit snacks to match the written number.??TechnologyIntegration:??Use of Computer via Google Meet and ClassDojo throughout the day to review the Morning Message, Story Time/ Read Alouds, participate in interactive Farm websites, and Farm theme related activities and review counting 1-10 or 1-20.?Standard(s):??4.1.1 I can count to 20 by ones.??4.1.2 I can name numbers up to 10 or 20 with minimal prompting.?4.1.3 I can write numbers up to 10 or 20.??4.1.4a I can count objects up to 10 or 20 with 1:1 correspondence.Assessment(s)???? Observation, anecdotal notes and classwork.?Differentiation: Some students will be given hand-over-hand assistance at home, along with verbal prompts during the activities. Students will be encouraged to work independently. Positive reinforcement will be provided. ................
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