| Lesson Plan ID: |
54 |
| Title: |
Kindergarten Reading Lesson 1 |
| Overview/Annotation: |
Pathways for Learning: K-6 - Reading
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| Content Standard(s): |
| ELA(K) | 6. Identify various forms of narrative texts, including nursery rhymes, poetry, and stories. |
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| Local/National Standards: |
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| Primary Learning Objective(s): |
Exhibit an awareness of the concept of story.
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| Additional Learning Objective(s): |
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| Approximate Duration of the Lesson: |
0 to 30 Minutes |
| Materials and Equipment: |
The Gingerbread Boy by Paul Galdone
Flannel board character pictures and flannel board
Enlarged pattern of a Gingerbread Boy (See attachment.)
Rick rack (for each student)
Buttons (for each student)
Glue (for each student)
Gingerbread Boy cookie (for each student)
Candies (for each student)
Frosting (for each student)
Paper plates (for each student)
Craft sticks (for each student)
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| Technology Resources Needed: |
None |
| Background/Preparation: |
Read The Gingerbread Boy by Paul Galdone to the students.
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| Procedures/Activities: |
1.)These steps cover five class periods.
1. Read and discuss The Gingerbread Boy with students.
2.)Have students retell the story.
3.)Instruct students to identify characters in the story using flannel board character pictures.
4.)Allow students to role play the events in the story.
5.)Allow students to decorate and eat the Gingerbread Boy cookies.
6.)Have students make individual Gingerbread Boy/Girl puppets.
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| Attachments:**Some files will display in a new window. Others will prompt you to download. |
GINGERBREAD BOY PATTERN.doc
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| Assessment Strategies: |
AHSGE I-1, I-2, II-1, III-2 |
| Extension: |
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| Remediation: |
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Each area below is a direct link to general teaching strategies/classroom
accommodations
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
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| Presentation of Material
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Environment |
| Time Demands |
Materials |
| Attention |
Using Groups and Peers |
| Assisting the Reluctant Starter
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Dealing with Inappropriate
Behavior |
Be sure to check the student's IEP for specific accommodations. |
| Variations Submitted by ALEX Users: |
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