Lesson Plan For Kindergarten


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A lesson plan for kindergartners to learn about friendship and sharing.

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Lesson Plan For Kindergarten

  1. 1. Creators: Katrina Castañeda Conchitina De Leon Marianne Francisco LESSON PLAN Target Teaching Date: Feb. 19, 2009 Photo by: Evelyn Saenz http://www.flickr.com/photos/evelynsaenz/4109606678/ I.Learning Objectives The aim of this lesson is for the students to… A.Expressive 1.Realize the importance of sharing 2.Appreciate the helpfulness of the character at the end of the story 3.Value the gift of nature and learn how to care for it B.Instructional 1.Describe the main characters in the story through a character profile 2.Plan and carry out balancing with others in a game 3.Decorate a picture frame and create a promise of the main characters to each other 4.Portray an ideal environment by removing pollutants and pinning helpful substances in a relay using a hula hoop.
  2. 2. II.Subject Matter Book Title: It’s Mine! Written and Illustrated by: Leo Lionni III. Materials play activity charts recorded songs lyrics of song in cartolina pebbles coloring materials food to share silver minnows rainbow timer pictures ferns and leafy weeds 5 hula hoops waste basket strip of words puzzle and outline stars and chart CD player golden box IV. Procedure A.Pre-reading Activities (15 minutes) 1.Unlocking of Difficulties “I have a story to share with you and it is about my brother and I. Are you ready to listen? One morning, I went in the garden of our new house. It has a lot of ferns and leafy weeds, like these. (Show the ferns and weeds.) Please pass them around. How can you describe the ferns and weeds? How do they feel? (Post the words and definitions) As I walk around the garden, I found pebbles! They are so beautiful. I have here some of the pebbles I collected and I will share it with you (pass the pebbles to the students). What can you say about my pebbles? What is their color? Is it smooth or rough? (Post the words, with the real objects) I picked them up and ran home quickly. When my brother saw them, we started bickering. We fought and quarreled over the pebbles for he wanted to get it from me. What is another word for ‘bickering’? (Post the word and the definition) Yes, we quarreled. We stopped fighting when Mommy came and said, ‘You quibbled, just for this stone? Stop quarreling about this unimportant thing, this is just a pebble.’ What is another word for ‘quibbled’? (Post the word and the definition) And every time we quarrel, Mom tells us not to be quarrelsome. What is quarrelsome? (Post the word and definition) Mommy told him to share some of the pebbles, but he just ran away defiantly. He did not listen and obey what Mommy told him. He just ran to the garden and hid. What do you think ‘defiantly’ means? (Post the word and definition)
  3. 3. Finally, I found him sitting by a small pond. He told me some of the pebbles fell in the water. We both went down and got them. The pond also had lots of rocks and leaves so we also got them out. After cleaning the pond, we noticed the water was less than before. It subsided. Who has an idea what ‘subsided’ means? (Post the word and definition) As we looked at the water in the pond, I saw silver minnows swimming. Look! I caught some of them for you! Can you describe the minnows? And so, silver minnows are… (Put in a sentence that the kids used to describe the minnows) Now let us see if you still remember our new words… (Show the pebble) What do you call these stones? How does it feel upon touching the pebbles? (Show the ferns) What is the name of this one? (Show the leafy weeds) How about this one? What about the fishes my brother saw in the pond? What are these?” (Show the silver minnows) Lastly, what is another word for ‘quarreling’? (bickering) I also have two words I want to share with you. Does anyone know how the word ‘mine’ is used? Mine is used for things a person owns. For example, ‘That bag is mine.’ What about ‘ours’? How do we use ‘ours’? Ours is for things two or more people own. For example, ‘This classroom is ours.’ 2.Activation of Prior Knowledge and Developing Motivation for Reading “Did you ever have a fight with someone? What did you fight about?” Introduction of Story Motive Question: “Let us find out in our story who are fighting and what they are fighting about.” “Are you ready to listen?” (Review the guidelines during story reading) A.During Reading (10 minutes)
  4. 4. The teacher will read the story and whenever the phrase ‘It’s mine!’ appears, the teacher will raise a placard written with ‘It’s mine!’ The students will imitate the frogs by saying ‘It’s mine!’. Questions in between reading the story: Spread 1: What is the name of the pond? What is in the middle of it? Spread 2: What do the frogs always do? Spread 7: Did the frogs listen to Toad? Spread 8: What will cause a flood? How does thunder sound? Can you make it with your feet? Spread 10: Let’s imitate the calm after the storm…let’s be quiet for a minute. Spread 13: How do you think the frogs feel? C. Post Reading Activities After each activity, stars will be given to each group. A puzzle piece will also be given to a group. One member of each group will stick a piece on a pattern paper having the outline of the puzzle pieces fitted together. After the ending song has been sung, one of us will put the last piece to form the five major scenes in the story with the caption ‘It’s Ours!’. “Who are the characters in the story? At the beginning of our story, what did Rupert, Milton, and Lydia always do?” Activity 1: It’s me! It’s me! (Character Profile; 10 minutes) “Now, let us review the story. We will play a game to complete our photo album (show the album).” Procedure and Mechanics: Each spread has the picture of a character on the left, and on the right, incomplete sentences about them are written. Target Target Target Sentences Sentences Sentences pictures pictures pictures Target Target Sentences Sentences pictures pictures Target Sentences:
  5. 5. 1.Stay out of the (pond), yelled (Milton). 2.The (earth) is mine, shouted Rupert. Get off the (island). 3.The (air) is mine, screamed (Lydia). 4.A large toad lived on the other side of the (island). He said to the frogs, ‘There is no peace because of your (bickering). You can’t go on like this.’ 5.Milton ran off with a large (worm). The other frogs said it was for (everybody). Hold up the album before the students. Turn the cover to reveal the first spread. Ask the students to read the text aloud. Tell them that each group will get a member to fill in the blanks on the first spread by getting the words pasted on the large drawing of Kerokeropi! The words will be stuck on the album. Say “Go!” for them to start. After the first spread, the next member of each group will get to answer, then the third members on the third spread and so on. Each group that gets the correct answers will get stars. More stars will just be given to those who stick them on the album first. After the game, each group will be assigned a page of the album they will present and read to the class. Questions to be asked after each group presents: Spread 1: What did Milton like most in the island? What did Milton say when the other frogs joined? (It’s Mine) Spread 2: What did Rupert like most? Can you think of another word for ‘earth’? What did Rupert say when the other frogs joined? (It’s Mine) Spread 3: What did Lydia like most in the island? Is Lydia like Milton and Rupert? What word best describes Milton, Rupert and Lydia? What did they always say? Spread 4: Why did Toad visit the frogs? What do you think Toad felt? Did the frogs listen to him? Let’s see what happened. Group 5, please. Spread 5: Do you think they listened to Toad? What did they do, then? What did they fight about? What can you say Milton, Rupert, and Lydia? (Selfish) Will you be selfish to your friends? Why? Will you the same with your classmates? Afterwards, teach the “frog clap”. Everyone gives themselves a frog clap for their effort. A group will also be given a puzzle piece. Transition Questions (will be asked while others pack up the materials): Let’s see if you remember the story. What happened after Toad visited? (it began to rain) What happened to the color of the sky? (it darkened) What color did it change into? (black) There was a thunder heard. How does thunder sound? Can you do it with your feet again? What started falling from the sky? (rain) Very good. What did the frogs do when it rained? (stayed on the rocks) Activity 2: The Storm (10 minutes)
  6. 6. “We will do what the frogs did during the storm by playing this game. We will stand on paper rocks like the frogs.” Procedure and Mechanics: The class will be divided into 2 groups. There will be two paper rocks in the middle of the room. All the students will stand across it. The game will be like “The Boat is Sinking.” The teacher will say, “The island is sinking, 4 students stay on each rock!” Music will play and when it stops, there must be 4 students on each rock. On the next round, there will be 3 more added to each rock. Lastly, 5 students will be added on one rock while 6 on the other. All students will fit on the rocks; they just have to strategize how to do it. After completing the correct number of students per rock, the students will shout “It’s Ours! After the game, teach the “storm clap” and give stars and a puzzle piece. Transition Questions: Like what we did in our game, the frogs huddled in a rock. How long did they huddle together? What did they stay on? What do you think the frogs should say or do for Toad? When someone helps you, what should you say or do? The frogs want to say “thank you” to Toad. They want to give him a gift. (Show the picture frame) Can we help our frog friends in preparing the gift? Activity 3: Friends Forever (10 minutes) Procedure and Mechanics: Each group will be given a picture frame, coloring materials, and a blank promise note. They need to decorate the picture frame and write the frogs’ promises to Toad on the note. The timer will be a rainbow which forms by color. When it is complete, the activity ends. Picture of the 3 frogs Dear ______, Thank you for _____ _______________________. We promise to _____ _______________________. LOVE, ___________ Each group will present their work and receives claps and stars.
  7. 7. Activity 4: What a sight! (Relay game; 5 minutes) Do you still remember where our frog friends live? (Rainbow Pond) But look at what happened to Rainbow Pond! What are the things that you see? Identify the things pinned on the chart. What would they feel if they live in this place? Let us help them fix/clean their home by playing this game called What a Sight!. Procedure and Mechanics: Each group will be given a hula hoop. Their first task is to clean up the chart by pulling off the picture of the garbage while inside the hula hoop. The first member of a group will take the picture, return to their line, place it in their waste basket, and have the next member go inside and share the hula hoop. When all of the members of the group are in the hula hoop and have cleaned the chart, they will now decorate and beautify the chart using the pictures in the golden box. The first group to finish wins the game. Transition Questions: What can you say about Rainbow Pond now? What happened in the ending? How did the frogs feel at that time? Do you think their home became more beautiful when they shared? What other things can you do to take care of the earth? Here is a song on the frogs sharing. V. Conclusion Part (15 minutes) The lyrics and actions of the song “It’s Mine” will be introduced to the class. Its tune is from the song “Community”. It’s mine, it’s mine, the water is Milton’s. It’s mine, it’s mine, the earth is Rupert’s. It’s mine, it’s mine, the air is Lydia’s. The water, earth, air is ours. Lalala. Milton shared the water, Rupert shared the earth. Lydia shared the air and there’s peace in Rainbow Pond. (2 times)
  8. 8. After the song, the students will be asked to form a circle. They will be asked, “What are the things that you can share to your friends?” The second verse of the song above will be sung while a pack of food is passed around. The person who gets the food after the song will say what he/she will share to his/her friends. The process is repeated until all 13 packs are distributed. The last puzzle piece will be given to a student from the group that has not received one to complete the puzzle. It will form the words ‘It’s Ours!’ and the students will say it aloud. We will reinforce by saying, “The food is ours. Please share your food to a person who doesn’t have.”