The document outlines a three-part lesson plan where kindergarten students will go on field trips to their local police station, library, and fire station. Over the course of three weeks, the students will walk to each location with their teacher and parent volunteers. They will learn about the important roles of police officers, librarians, and firefighters in their community. After each trip, the students will make maps of the routes taken. Finally, the students will make an overall map labeling all three locations. The goal is to deepen the students' understanding of their local community.
Grammar is the structural foundation of our ability to express ourselves. The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language. It can help foster precision, detect ambiguity, and exploit the richness of expression available in English. And it can help everyone--not only teachers of English, but teachers of anything, for all teaching is ultimately a matter of getting to grips with meaning.
The Degrees of Comparison in English grammar are made with the Adjective and Adverb words to show how big or small, high or low, more or less, many or few, etc., of the qualities, numbers and positions of the nouns (persons, things and places) in comparison to the others mentioned in the other part of a sentence or expression.
The Positive Degree of an adjective in comparison is the adjective in its simple form. It is used to denote the mere existence of some quality of what we speak about. It is used when no comparison is made.
The Comparative Degree denotes the existence of a higher degree of the quality than the positive. It is usedwhen two things (or two sets of things) are compared.
The Superlative Degree denotes the existence of the highest degree of the quality. It is used when more than two things are compared.
The grammatical category associated with comparison of adjectives and adverbs is degree of comparison. The usual degrees of comparison are the positive, which simply denotes a property (as with the English words big and fully); the comparative, which indicates greater degree (asbigger and more fully); and the superlative, which indicates greatest degree (as biggest and most fully). Some languages have forms indicating a very large degree of a particular quality
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KUD Lesson Planning TemplateGrade LevelPre-Kindergarten and ki.docxsmile790243
KUD Lesson Planning Template
Grade Level
Pre-Kindergarten and kindergarten (3-4) because I believe this is the most appropriate age for students to begin to learn numbers in different ways
Instructional Model
I will use the direct instruction model is applied in this case because it allows explicit and straightforward teaching techniques and allows high levels of student involvement (Huitt, 2003). I also chose this method because the class will be grouped in small and large groupings, which will allow room for explaining and provides the students opportunities to practice.
Standards
CCSS.MATH.CONTENT.K.CC.B.4
Know the connection between numbers and quantities; link counting to cardinality (Common Core State Standards Initiative, n.d.)
Objectives
Students will understand
· Students will understand that number can be shown in multiple methods such as numerals, dots, and tallies
Students will know
· Students will know the sequence of numerals from 1-10
· Students will know how the relationships among numbers and the number system
·
Students will be able to
· Students will be able to sum loud successively from 1-10
· Students will be able to match digits to objects from 1-10
· Students will be able to recognize numerals 1-10 in isolation
· Students will be able to use one-to-one correlation when counting
· Students will be able to write digits from 1-10, draw dots, tallies to signify the number of items counted
·
Assessment Plan
Formative:
I will write the numbers 1-10 on a four-index card and assign the students in four groups and each group will have a teacher. In this assessment, the teacher will remind the students to write their names on their paper. This will be followed by the teachers instructions on the grab and count game. I will show the students how to play the game, which involves the taking counters, placing them in a line them and counting them by utilizing one-to-one correlation . The students will have the opportunity to; first grab the counters and count and then count the set again for accuracy. They students will also say the number they counted last and write the number in the first square either a tally, a dot or a numeral. The game involves four squares and the students will have the opportunity to show how group of items can be represented in three diverse ways.
This exercise will allow me to evaluate the student’s attention during the assembly and their knowledge of the class. By assessing their question sheet and listening to their explanations of how they write the counted items.
Summative:
Students will work independently and with the assistance of the teacher to write their names on top of their paper grab and count objects in this activity. The teacher observes and provides feedback when required.
This will allow the teacher to assess the child’s motor abilities and skills, how they write numerals, how they hold their pencils and assists them where necessary.
Procedure
1. Review previously learned m ...
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Geography final project lesson plan
1. My Community
By: Carmie Kua
Lesson Overview:
The students will be introduced to the concept of community including those people/places that
make up their local community. They will also be exposed to three maps of the local area
detailing the locations of the Police Station, Library, and Fire Station. Over the course of three
weeks, the students will walk to the Police Station, Library, and Fire Station. The teacher will
discuss in great detail the routes that they will take on each field trip. At the conclusion of each
fieldtrip, the students will make their own map of the route taken to get to each destination.
After the third field trip, the students will be asked to make a map detailing all three routes with
each destination labeled. The purpose of this lesson is to enlarge the students understanding of
the importance of each person in the community as well as deepening their understanding of the
locations of various places in the community.
Part 1: Preparation and Goals
Number of Leaders: 1 classroom teacher, 5 parent volunteers
Grade of Student Participants: Kindergarten
Number of Sessions: 3
Length of each Session: 2 hours
Materials:
1. Map of the La Quinta area detailing the Library, Police Station, and Fire Station.
2. Pictures of the Library, Police Station, Fire Station.
California State Standards in History-Social Science (Geography):
K.3 Students match simple descriptions of work that people do and the names of related
jobs at the school, in the local community, and from historical accounts.
K.4 Students compare and contrast the locations of people, places, and environments and
describe their characteristics.
1. Determine the relative locations of objects using the terms near/far, left/right, and
behind/in front.
2. 4. Construct maps and models of neighborhoods, incorporating such structures as police
and fire stations, airports, banks, hospitals, supermarkets, harbors, schools, homes, places
of worship, and transportation lines.
National Geography Standards:
The World in Spatial Terms
2. How to use mental maps to organize information about people, places, and
environments.
Places and Regions
4. The physical and human characteristics of places.
Student Objectives:
The students will gain understanding of the concept of community. They will be brainstorm on
the people and places found in their local community. The students will gain a deeper
understanding of maps and their usefulness. They will be exposed to three maps of the local
community detailing the local Police Station, Library, and Fire Station. The students will also be
exposed to a compass and will briefly discuss direction. The students will also enlarge their
mental maps of their local community by constructing three maps of the community over the
course of three weeks. The students will gain added appreciation for the people in their local
community.
Part 2: LESSON PLAN
Anticipatory Set:
In order for this lesson to be most effective, the teacher should have explained and demonstrated
in great detail the concept of maps. At this point, the children should be very comfortable with
being able to understand the information on simple maps. The teacher will also need to touch on
the idea of a compass and discuss direction briefly with the students. The teacher should also
have previously had the students construct a map of their room and even their home. The week
preceding the first fieldtrip will be needed to mentally prepare the students for their outings. She
will show the students three different maps of the La Quinta area detailing the route from the
school to the Library, Police Station, and Fire Station. She will discuss the walking directions
and explain in great detail each route. The teacher will be mindful to use the terms near/far,
left/right, and behind/in front when describing the routes. The teacher will also show the
3. children each route using the satellite view on Google maps. She will also continuously remind
the students that after each fieldtrip, they will make their own map of detailing the route.
Additionally, the teacher will have discussed the different places that make up a community.
She will let the children express their ideas on the places that make up their local community. If
needed, she will guide the discussion by suggesting places in the community such as; the
Library, Police Station, and Fire Station. The teacher will also discuss the importance of each
member of the community including various jobs. She will remind the students that they will all
have the opportunity to meet a Librarian, Police Officer, and Fireman.
Central Activity:
The first fieldtrip will be walking to the Police Station. The day of the fieldtrip the teacher will
place the students in groups of five and assign them to a parent volunteer. The teacher will
remind the students that Police Officers are a very important part of the community and that they
will have the opportunity to actually meet one. She will remind the students to be respectful and
to follow directions during the walk to the Police Station. She will go over the route again with
the children to ensure that they are very familiar with the route. She will also remind them to
stay with their group and parent volunteer, especially when crossing the street. She will remind
the students that their homework will be to construct a map showing the route they took to the
Police Station. The class will walk to the Police Station and the teacher will talk to the students
the entire way detailing the route. For example, she will tell the students that they are heading
east on Calle Tampico and when they get to the stoplight, she will mention that they are heading
south on Avenida Bermudas. She will point out that they are passing Village Gas Station, and
the Post Office. Once the class arrives, a local Police Officer will explain his duties and turn a
siren on for the children to hear. The officer will also allow the children to sit on a Police
motorcycle. The children will then return to school to eat lunch.
Closing:
The teacher will thank the students for being respectful and following directions. She will ask
the students if they enjoyed their walk and if there was anything unexpected. She will ask the
children what they learned by visiting the Police Station and will remind them of the importance
of Police Officers in the community. The teacher will then instruct the students to make a map
of their route for homework.
Central Activity (Session Two):
The second fieldtrip will be to the La Quinta Public Library. The teacher will follow the same
procedure as the first in discussing the importance of the Librarian as well as reminding the
students to be respectful and follow directions. The students will again be placed into six groups
(5 students per group) and assigned to a parent volunteer. The teacher will also discuss the route
to the library and remind the students to stay in their respective groups. During the walk to the
4. library, the teacher will again use descriptive language to describe the route including direction
and landmarks. While at the library, the Liberian will give the students a brief tour and then the
children will attend a story time reading. The students will then return to school.
Closing (Session Two):
This will also be much like the first. The teacher will thank the students for being respectful and
following directions. She will allow the students to discuss the fieldtrip including anything new
they learned. The teacher will again discuss the importance of the librarian in the community
and remind them to make a map of their route for homework.
Central Activity (Session Three):
The day of the fieldtrip, the students will again be placed into groups of five and assigned to a
parent volunteer. The teacher will again discuss proper manners and the importance of staying
with their parent volunteer. The teacher will review the route to the fire station and will use
descriptive language the entire route describing the direction and street names they are crossing.
The teacher will also highlight the familiar places they will pass such as Ace Hardware, Village
Gas Station, the Post Office, the Police Station, and Fritz Burns Park. Once at the Fire Station,
the children will be taken on a brief tour by a local Fireman. He will discuss the duties of a
fireman and show the children the gear a fireman must wear when getting ready to fight fire.
They will also be able to view a fire truck and learn about all the compartments that hold the
necessary items to extinguish fire. The students will then return to school.
Closing (Session Three):
The teacher will again thank the students for their participation and for following directions. She
will again allow the students to discuss what they learned and their favorite part of the trip. The
teacher will also discuss the importance of Firemen in the community. She will tell the students
that their homework is to make a map of their route to the fire station.
Follow Up:
The week following the last field trip, the teacher will briefly discuss all three field trips and
have the students make a map showing all three locations visited.