Objective+Two

Lesson Two

4. Critical Thinking, Problem Solving, and Decision Making. d.Use multiple processes and diverse perspectives to explore alternative solutions || After the teacher has read the (The Lady Who Swallowed The Fly) story to the students, students should be able to recognize specific words used in the story and spell those vocab words || Interactive smart board, vocabulary worksheet. ||
 * Vocabulary Lesson || R.WS.00.10 in context, determine the meaning of a few words, familiar and repeated phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including picture clues, prediction, and other people. || NETS-S

Vocabulary || phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including picture clues, prediction, and other people. || 4. Critical Thinking, Problem Solving, and Decision Making. d.Use multiple processes and diverse perspectives to explore alternative solutions || what types of animals where in the story? how do you spell the animals names? || 2. The teacher will bring up the prezi and the begin talking about the story. || 2. This will go on till all the words have been spelled correctly and the students have written them down. 3. Once completed, the teacher will hand out the vocab handout to the students. || 2. As the students finish the front half the will be instructed to go to the back. And start on that half of the paper. Practicing writing the words three more times after tracing the dotted trace word. 3. As the students finish up, have them finish up coloring the front if they haven’t finished or work on other assignments that they haven’t finished yet. ||
 * Unit Title || The Old Lady Who Swallowed The Fly (week) ||
 * Lesson Title || The Old Lady Who Swallowed The Fly ||
 * Subject Area || English Language Arts/Phonemic Awareness
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Grade Level || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Kindergarten ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">GLCEs/ CCRS || <span style="color: #1d1c1c; font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">R.WS.00.10 in context, determine the meaning of a few words, familiar and repeated
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">METS-S/NETS-T || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">NETS-S
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Essential Questions || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">After reading the story to the students.
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Objectives || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">After the teacher has read the (The Lady Who Swallowed The Fly) story to the students, students should be able to recognize specific words used in the story and spell those vocab words by writing them down correctly ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Tools and Resources: || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">computer access, smart board, Prezi presentation, vocab sheet and writing utensil ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Rationale || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">This lesson is to show that the students can recognize words that are used in everyday life. ||
 * || **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Sequence of Lesson: Beginning – Middle – End ** ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Methods of Instruction || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Students will stay seated. And during the prezi will volunteer to come up and spell the word that the picture depicts and class will write the words as the student does on the board ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Anticipatory Set || * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Students may not remember the story / or the words
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Students may ask to read the story over again, they can but not as a class, they can read it again either by themselves or in a small group. ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Beginning of Lesson (connection between anticipatory set and new lesson/ learning – setting purpose) || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">1. The teacher will introduce assignment by reminding the students about how they had read the story The Old Lady Who Swallowed The Fly. And that there was some words that they should have remembered.than ask the students what kind of words they remember? (names of the animals, swallowed, lady)
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Middle of Lesson (connection to previous lessons/ new lesson/ learning- information) || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">1. The teacher then will ask for students to raise their hands if they know what the pictures are they would could come up and write it on the board, as the student is writing the word on the board the students will be instructed to write the word along with the student who is writing it on the board.
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">End of Lesson (Conclusion – connection to future lessons/ learning and recap of learning || # <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">The students will complete the first half of the sheet and when done they will color the pictures on the front.
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Student Handout/Rubric || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">The hand out is further down on the page. ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Student Work Product/ Sample || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">N/A ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Assessment || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Students followed along during the interactive part of the lesson and then the Students have completed vocab sheet and have written vocab words out at least three times on back of sheet. Any words that needs work students will write out more in space provided. ||
 * || **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Lesson Differentiation: Above, Below, and Special Needs ** ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Academically Gifted || **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Student above benchmark in the following academic area(s): **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;"> the student will have a list of harder words for them to work on for that week. But it will look the same so that the other students won’t know much of a difference. ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Delayed Learner || **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Student struggles in the following academic area(s): **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;"> the student will work with the teacher on the words that the student has a hard time working on ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Certified Special Needs || **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Student is certified in the following area(s): **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">the student will work on understanding the letters and sounds to the words of the week or where they have left off. ||



[|Prezi Sample]

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** C.D.C's Lesson One **
 * C.D.C's Lesson Three **
 * C.D.C's Lesson Four **
 * C.D.C's Lesson Five **

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