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Product A-1: Interdisciplinary Thematic Unit

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Product A-1: Interdisciplinary Thematic Unit

Unit Topic: Weather
Unit objectives:
1. Students will be able to describe various types of weather.
2. Students will use and share quantitative observations of local weather conditions to
describe patterns overtime.
3. Students will be able to evaluate weather conditions to provide an appropriate response
(“It is windy, so I will need to wear a jacket”).

Weather Unit concept web:

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Weather Unit Read Aloud Books

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Video Activities:
https://www.youtube.com/watch?v=baaqHVACckE
Franklin and The Thunderstorm

https://www.youtube.com/watch?v=rD6FRDd9Hew&vl=en
How's The Weather? | Super Simple Songs
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A-1: Interdisciplinary Thematic Unit

Unit Lesson #1

BSU Elementary & Early Childhood Education Department

Lesson Plan Template
February ,2020
Teacher Name:Kristina Smith

Cooperating Teacher: Maria Rodrigues

East Taunton Elementary School

Grade Level: Kindergarten

Essential Question(s) What is weather? What are different types of weather?

Lesson Topic Lesson Duration

Weather: 1 hour
Students will be introduced to the topic of weather. Students will
explore different weather vocabulary and different weather
patterns.

Unit objectives:
1. Students will be able to describe various types of weather.
2. Students will use and share quantitative observations of local weather conditions to
describe patterns overtime.
3. Students will be able to evaluate weather conditions to provide an appropriate response
(“It is windy, so I will need to wear a jacket”).
Standard(s) to be addressed in this lesson:
K-ESS2-1. Use and share quantitative observations of local weather conditions to describe
patterns over time. Clarification Statements: • Examples of quantitative observations could
include numbers of sunny, windy, and rainy days in a month, and relative temperature. •
Quantitative observations should be limited to whole numbers.

(K-ESS3-2): Ask Questions to obtain information about the purpose of weather forecasting to
prepare for and respond to, different types of local weather.
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· (SL.K.1): Participate in collaborative conversations with diverse partners about kindergarten

topics and texts with peers and adults in small and larger groups.

Learning Outcomes:
Students will be able to describe and display various types of weather.
Students will use different weather vocabulary.

Assessments
(include all that are relevant, formal and informal)

Pre-Assessment Formative Assessment Summative Assessment

A pre-assessment worksheet Through observations, Student’s completed work

will be administered to discussions and students will be reviewed. A
students prior to the first completed work, I will assess summative assessment will be
lesson. By circling and each student’s ability to administered at the end of the
drawing pictures, students identify and use weather unit on weather.
will identify types of weather, vocabulary.
weather tools, clothing to
wear for the weather, and the
current weather conditions.
Specific Notes

Modifications for English Learners

● In order to support English

Language Learners, this
activity will use pictures when
using various vocabulary
words. The use of pictures can
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help assist students in making

connections between the
picture and the English
vocabulary. Students can also
point to the picture when he or
she is unable to identify the
correct oral word in English.
The vocabulary with pictures
will be brought to the center
activity for students to
visualize the vocabulary word
and make the connection
between the picture and oral
language in English.
● A name card will be given to
an ELL student who struggles
to write his name. Each
worksheet requires students to
write their name. By providing
this student with his name card
can assist him in writing his
name completely

Targeted Academic Language (key vocabulary and content knowledge)

● Weather- the combination of sunlight, clouds, wind, rain, snow, and temperature.
● Meteorologist- a person who studies and predicts or forecasts the daily changes in our
weather.
● Sunny- When the sun is seen in the sky. Can be seen in all 4 seasons
● Raindrop- a single drop of water from a raincloud
● Tornado- A powerful storm with swirling winds.
● Rainy- water droplets fall from thick dark clouds.
● Clouds- large collection of tiny droplets of water or ice crystals that form in the air,
● Wind- moving air
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● Snow- frozen water droplets that fall from clouds.

● Snowflake- a single crystal of ice
● Temperature- how hot or cold something is in degrees.
● Thermometer- a tool to measure temperature
● Thunder- the loud sound that follows a flash of lightning.
● Lightning- a huge burst of electricity that happens very quickly during a thunderstorm.
● Thunderstorm- A storm cloud with lightning and thunder
● Blizzard- a winter storm with high winds and snow

What should students know and be able to do prior to starting this lesson?
● Ability to observe weather.
● Draw the weather. Prior to the start of the unit on weather, the students have been
recording the daily weather patterns during their morning meeting.
● Ability to turn and talk with peers.

Anticipated student pre-conceptions and misconceptions (from pre-assessment):

● Students may assume sunny weather automatically is associated with warm or hot
weather.
● Students may not know clouds are associated with weather.
● Students

Instructional Items
(explain in detail; attach extra items)

Materials for Students and Resources (such as texts, Tools (such as anchor charts,
Teacher videos, websites, etc.) scientific or mathematical
equipment, etc.)

● Anchor chart to
Whole group: ● On a hot, hot day
display class ideas
Book by Nicki Weiss
● ·Weather vocabulary about weather

cards ● Vocab cards- ● Thermometer to show

Playdough to Play students a real

● White board thermometer
from
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● Computer
● Read aloud book: On www.teacherspayteac
● Projector
a hot, hot day Book by her.com
● Ipad to record lesson
Nicki Weiss

● Powerpoint with
pictures

● Overhead/projector

● Flipchart paper to
make weather
knowledge chart

● Markers

● Crayons

● Pencils

● Meteorologist book

● My favorite weather
worksheet

● Student folders to
keep weather work
and meteorologist
book in.

Lesson Delivery
This is specific to the content area you are teaching, including an explanation of:
● Differentiation Strategies (highlight these in your steps below)
● Safe Learning Environment (include examples in your steps below)
● Step-by-Step Procedures (be specific below)

Lesson Opening (Introduction, Activate prior knowledge, Build Background)

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Whole group:

1. The lesson will begin with the teacher reviewing behavior expectations.

● Class will review classroom rules displayed on easel next to rug.

● Students will choose a color on the rug to be their seat for the remainder of rug
time.
● Students will use their listening ears and raise a quiet hand when answering or
asking questions.

2. Introduce the essential Question: “What is weather?”

3. Using the essential question, the teacher will activate the students’ prior knowledge by
creating an anchor chart.

● Think-Pair-Share: Students will turn to a friend and share 1 thing they know about
weather. Teacher will then call on students to share their response with the class.
4. The teacher will then display a blank web on flip chart paper. Together as a class a
weather web will be created.

Weather Web: Weather will be in the center and students will provide different ideas about
weather.

During the Lesson (Teaching, Asking questions throughout lesson) – obtaining formative
evaluation information
Whole Group:
1. Read Aloud: On a Hot, Hot Day by Nicki Weiss
a. Inquiry Questions include
i. ?
2. Take out vocabulary words and present a slideshow on board with pictures to label with
vocabulary words.
Review vocabulary words by reading words out loud & class will repeat. Review
meaning of word and give students turns to put magnetic weather word on the board
where the picture is displayed.
Weather Vocabulary words:
a. Sun- Causes rain, wind, snow and temperature changes on Earth
b. Rain- water droplets that fall our of the clouds
c. Clouds- large collection of tiny droplets of water or ice crystals that form in the
air,
d. Wind- moving air
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e. Snow- frozen water droplets that fall from clouds

f. Temperature- how hot or cold something is
g. Thermometer- a tool to measure temperature
h. Thunder- the loud sound that follows a flash of lightning.
i. Lightning- a huge burst of electricity that happens very quickly during a thunder
storm.
j. Thunderstorm- A storm cloud with lightning and thunder
k. Blizzard- a winter storm with high winds and snow
l. Precipitation- water that falls to the earth as hail, rain, sleet, or snow
Small Group
After the whole group lesson students will break off into morning centers (4 centers; Mrs.
Rodrigues table; Miss. Smith table; Miss. Wade table; ST math). At my center students will
explore weather further.
Students will be given a “Meteorologist Logbook” with a tracking weather chart. Students will
observe the weather through the window of the classroom and shade the square that matches the
current weather conditions. This chart will be completed over the course of the unit. Students
will then complete a “My Favorite Weather” worksheet. With this worksheet, students will
illustrate a picture of themselves in their favorite type of weather. After, they will write a1-2
sentences about why they like that weather.
Lesson Closing (Going back to learning outcome, activity for practice, going into extension
of lesson, summative assessment)
After completing the centers activity, students will find a buddy to sit on the rug with and
explain to their buddy what weather they chose to draw and display their drawing to their buddy.

Bibliography

www.livinglifeintentionally.blogspot.com

Play to Playdough “Weather Activity Packet”

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A-1 Interdisciplinary Thematic Unit

Lesson #2

BSU Elementary & Early Childhood Education Department

Lesson Plan Template
Teacher Name:Kristina Smith

Cooperating Teacher: Maria Rodrigues

East Taunton Elementary School

Grade Level: Kindergarten

Essential Question(s) What are clouds? What are the different types of clouds?

_____- Well Structured Lesson

Lesson Topic Lesson Duration

Clouds: 1 -2 hours
This lesson introduces students to the 3 types of clouds; cirrus, (completed over 2-3
cumulus, and stratus. Students will learn what clouds are made of days)
and be able to describe the characteristics of clouds.

Standard(s) to be addressed in this lesson:

(K-ESS3-2): Ask Questions to obtain information about the purpose of weather forecasting to
prepare for and respond to, different types of local weather.

(SL.K.1): Participate in collaborative conversations with diverse partners about kindergarten

topics and texts with peers and adults in small and larger groups.

Learning Outcomes:
Students will create a cloud book that displays the 3 different types of clouds.
Students will illustrate and identify the 3 types of clouds.
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Assessments
(include all that are relevant, formal and informal)

Pre-Assessment Formative Assessment Summative Assessment

A pre-assessment worksheet Through observations, Students completed cloud

will be administered to discussions and students books will be reviewed. I will
students prior to the first completed work, I will assess also ask students to explain
lesson. By circling and each student’s ability to their cloud books to me. After
drawing pictures, students identify and use weather discussions and reviewing
will identify types of weather, vocabulary. completed books, I will take
weather tools, clothing to notes about students work and
wear for the weather, and the discussion.
current weather conditions.

Modifications for English Learners

1. In order to support English Language

Learners, pictures of each type of
cloud will be displayed during whole
group and small group work. Having
visual representations of each type of
cloud can help English Language
Learners make connections between
the differences of each type of cloud
and make connections between the
visual representation and the oral
sound in English.
Targeted Academic Language (key vocabulary and content knowledge)
● Cloud: a large collection of tiny droplets of water or ice crystals that form in the air.
● Droplet: tiny drops of water
● Cirrus Clouds: High sky clouds; thin and wispy.
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● Stratus: Gray clouds that sit low in the sky usually bring rain, mist or snow (overcast,
rainy, or snowy days).
● Cumulus: White puffy clouds
● Thunderstorm: a storm cloud with lightning and thunder
● Lightning: a burst of electricity that happens very quickly during a thunderstorm.
● Thunder: a loud sound that follows a flash of lightning

What should students know and be able to do prior to starting this lesson?
● Students will be previously introduced to types of weather from the previous lesson.
● Students will be able to observe weather and talk about the weather from looking out the
window.
● Ability to turn and talk to peers and discuss a topic.

Anticipated student pre-conceptions and misconceptions (from pre-assessment):

Instructional Items
(explain in detail; attach extra items)

Materials for Students and Resources (such as texts, Tools (such as anchor charts,
Teacher videos, websites, etc.) scientific or mathematical
equipment, etc.)

● Now I Know Clouds ● Computer

Whole group:
by Roy Wandelmaier ● Projector

● Vocabulary cards with

pictures and
definitions.
● PowerPoint with
pictures of clouds

Small group center:

● Blue construction
paper (premade
books)
● “Amazing World of
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Clouds” print out

● Scissors
● Glue
● Cotton balls
● Pencils
● Crayons
● Paint brushes

Lesson Delivery
This is specific to the content area you are teaching, including an explanation of:
● Differentiation Strategies (highlight these in your steps below)
● Safe Learning Environment (include examples in your steps below)
● Step-by-Step Procedures (be specific below)

Lesson Opening (Introduction, Activate prior knowledge, Build Background)

During the Lesson (Teaching, Asking questions throughout lesson) – obtaining formative
evaluation information
Whole Group:
1. The teacher will begin the lesson by reviewing the classroom rules and expectations.
2. The teacher will then introduce the essential question for the lesson; “What are clouds?”
3. Think-Pair-Share or Turn and Talk: Ask students to find a friend and tell 1 thing they
know about clouds. Ask 3 students to share with the class.
4. Introduce cloud vocabulary- Read aloud each cloud name ask students to repeat name
a. Cloud: a large collection of tiny droplets of water or ice crystals that form in the
air.
b. Droplet: tiny drops of water
c. Cirrus Clouds: High sky clouds; thin and wispy.
d. Stratus: Gray clouds that sit low in the sky usually bring rain, mist or snow
(overcast, rainy, or snowy days).
e. Cumulus: White puffy clouds
f. Thunderstorm: a storm cloud with lightning and thunder
g. Lightning: a burst of electricity that happens very quickly during a thunderstorm.
h. Thunder: a loud sound that follows a flash of lightning
5. Introduce read aloud book: Now I Know Clouds
a. Ask students to listen for cloud vocabulary (Cumulus, stratus & Cirrus)
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6. Display cloud picture on board (from powerpoint)

a. Ask students to describe what each type of cloud looks like (fluffy, flat, dark, etc.)
7. Explain the center activity: Cloud book
a. Display completed book
b. Students will…
i. Cut out each type of cloud
ii. Cloud each strip to each page (6)
iii. Glue cotton balls to pages creating each type of cloud
iv. Last page create favorite cloud
v. Write name and let dry
8. Dismiss students to centers
Lesson Closing (Going back to learning outcome, activity for practice, going into extension
of lesson, summative assessment)
Small Group (Table 3 activity)
● Students will rotate among 4 centers (Mrs. Rodrigues table, Miss. Smith table, Mrs.
Wade table & ST Math on ipads)
● At my table students will create a cloud book with construction paper, cloud definitions
on paper, glue, and cotton balls.
● During the first day of construction, students will glue the title onto the book, draw a
picture of clouds and create the first cloud with cotton balls (cirrus clouds).
● Pictures, labels, model books and definitions of each cloud will be displayed at the center
for students to reference.
● Students will complete the book during the next 3 centers time (afternoon centers &
following day).
○ (Next Center time) Students will complete the stratus and cumulus page.
○ (Following day morning center) Students will complete any unfinished pages then
“My favorite cloud” page and then finish by sharing with group
Extension of Lesson (activity to inform summative assessment)
● When clouds are complete, each group will discuss and display their books. Students will
share which cloud they chose to be their favorite. This will provide students with the
opportunity to practice using the weather vocabulary. The teacher will also informally
assess students completed books, listen for students use of vocabulary and meet learning
objectives.
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Bibliography

Teachers Pay Teachers. (2019). FREE - Clouds Activity - The Amazing World of Clouds.
[online] Available:
https://www.teacherspayteachers.com/Product/FREE-Clouds-Activity-
The-Amazing-World-of-clouds-257727 [Accessed 1 Mar. 2019].

Wandelmaier, Roy, and John Jones. Clouds. Troll Associates, 1985.

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A-1 Interdisciplinary Thematic Unit

Unit Lesson #3

BSU Elementary & Early Childhood Education Department

Lesson Plan Template
Teacher Name: Kristina Smith
Essential Question(s) What is Rain and Snow? How does rain and snow happen?

Lesson Topic Lesson Duration

Rain and Snow; What is rain and snow why does it happen? 1 hour & 30 mins

Standard(s) to be addressed in this lesson:

1. (K-ESS3-2): Ask Questions to obtain information about the purpose of weather

forecasting to prepare for and respond to, different types of local weather.
2. K-ESS2-1. Use and share quantitative observations of local weather conditions to
describe patterns over time.

Learning Outcomes:
1. Students will be able to identify where rain and snow come from and how they form.
2. Students will tell the results of their science experiment using the sentence, “The food
coloring__________because____________.

Assessments
(include all that are relevant, formal and informal)

Pre-Assessment Formative Assessment Summative Assessment

A pre-assessment sheet was Through observations, The teacher will gather

given at the beginning of the discussions with students, students completed science
unit to gather student’s prior questioning and reviewing experiment worksheets to
knowledge about types of students work I will analyze student’s ability to
weather. At the beginning of informally assess students identify the cause of the
the lesson students will also ability to identify where rain falling rain or blue dye.
be able to think-pair-share or and snow come from and it’s
“turn to a friend” to share cause.
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what they know about where

rain and snow come from.
Teacher will note student
responses.

Modifications for English Learners

● Each weather vocabulary card displays

a picture next to the written word. The
pictures help ELLs to identify the
meaning of the English word by
making a visual connection.
● Think-pair-share strategy: To activate
prior knowledge of rain and facilitate
the use of language building skills.

Targeted Academic Language (key vocabulary and content knowledge)

● Cloud: large collection of tiny droplets of water or ice crystals that form in the air.
● Rain: water droplets that fall from clouds
● Precipitation: release of water from the sky
● Droplets: tiny drops of water that are so small you cannot see them
● Stratus cloud: Gray clouds that sit low in the sky often have rain or snow (overcast, rainy,
or snowy days).

What should students know and be able to do prior to starting this lesson?
● Students should be familiar with 3 types of clouds.
● Students should be able to identify what rainy or snowy weather looks like

Anticipated student pre-conceptions and misconceptions (from pre-assessment):

● Rain comes from the sky not clouds
● Rain only happens when it is cold.

Instructional Items
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(explain in detail; attach extra items)

Materials for Students and Resources (such as texts, Tools (such as anchor charts,
Teacher videos, websites, etc.) scientific or mathematical
equipment, etc.)

Whole Group ● The Rainy Day By https://www.youtube.com/wat

● Weather vocabulary ch?v=x4GePPTUAjI
Anna Milbourne
cards
● Flipchart paper
● Read aloud book
Small group/Science
experiment

● 1 can shaving crème

● clear plastic cup (1 for
each small group; 4
total)
● Water
● 1 bottle blue food
coloring
● Material list (1 per
student)
● Science experiment
data recording sheet (1
per student)
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Lesson Delivery
This is specific to the content area you are teaching, including an explanation of:
● Differentiation Strategies (highlight these in your steps below)
● Safe Learning Environment (include examples in your steps below)
● Step-by-Step Procedures (be specific below)

Lesson Opening (Introduction, Activate prior knowledge, Build Background)

1. Lesson will begin by reviewing classroom rules and expectations
a. Students will choose a color on the rug to sit on claim this color for the entire rug
time. Practice the skills needed to sit on the rug.
b. Practice the skills to be an audience.
c. Students will raise his or her hand when asking or answering questions.
d. Students will practice these skills by positioning their body to face the teacher,
make eye contact and keep hands in lap.
2. To begin the teacher will introduce the main focus of today’s lesson. Rain and snow
a. Think-Pair-Share or Turn and Talk
i. Ask students to think of where they believe rain and snow comes from.
ii. Students will turn to a friend and share their thoughts
b. The teacher will ask a few students to share and record answers on the previous
weather chart.
During the Lesson (Teaching, Asking questions throughout lesson) – obtaining formative
evaluation information
Whole Group:
1. Read-Aloud of the book The Rainy Day, by Anna Milbourne
a. Ask frequent questions to keep students engaged and thinking about lesson topic.
2. Review rain and snow vocabulary
a. Students will repeat vocabulary word
b. Cloud: large collection of tiny droplets of water or ice crystals that form in the air.
c. Rain: water droplets that fall from clouds
d. Precipitation: release of water from the sky
e. Droplets: tiny drops of water that are so small you cannot see them
f. Stratus cloud: Gray clouds that sit low in the sky often have rain or snow
(overcast, rainy, or snowy days).
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3. Explain center activity; review directions and goal

a. Display science experiment worksheet
b. Goal: what happens to the food coloring; what happens to rain in a cloud.

Small Group: Rain Science Experiment

1. Pass out data recording sheets to each student

2. As a group read the main question “What makes rain fall from the clouds?”
3. Read out step 2
a. Make predictions on what will happen to the food coloring
b. The students have 3 prediction options; I think the food coloring will… (check
box)
i. Stay on top
ii. Disappear
iii. Fall down
4. Students will draw a picture to document the experiment before and after the food
coloring is added to the cloud of shaving cream.
5. Experiment procedure:
a. Make predictions
b. Put water in the cup. Water represents air.
c. Put a shaving cream cloud on top of the water. The shaving cream cloud
represents cloud.
d. Drop blue food coloring on the shaving cream cloud (4-5 drops). This shows
when the water or ice gets heavier in clouds.
e. Observe what happens when the water gets heavy on the cloud.
f. Write conclusion
6. Students record results of experiments using the prompt: The food coloring (stayed on
top/disappeared/fell down)
a. The food coloring …..(stayed on top, disappeared, or fell down). The students
will check the box next to their result.
7. Students will then write a conclusion statement using the writing prompt: “The food
coloring____________________ because_____________________”.
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Lesson Closing (Going back to learning outcome, activity for practice, going into extension
of lesson, summative assessment)
● After completing the experiment the group will discuss what happened and how this
happens in clouds when it rains and snows.
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Bibliography

Milbourne, A. and Gill, S. (2012). The rainy day. London: Usborne.

YouTube. (2019). How to make a Rain cloud in a jar science experiment. [online] Available at:

https://www.youtube.com/watch?v=x4GePPTUAjI [Accessed 3 Mar. 2019].

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A-2 Lesson Planning

Non-unit lesson #1
BSU Elementary & Early Childhood Education Department
Lesson Plan Template
Teacher Name: Kristina Smith
Which Essential Question(s) does this lesson help to address?
1. “What sound does the letter ‘L’ make?”
2. What words begin with the letter L or the sound /l/?

Lesson Topic Lesson Duration

The Letter ‘L’. Using cooperative learning to practice identifying 1 hour

the letter ‘L’ in the beginning of different words.

Standard(s) to be addressed in this lesson:

1. K.RF.2“Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
c.Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three-
phoneme.”
2. K.W.1 “Use a combination of drawing, dictating, and writing to compose opinion pieces
that tell a reader the topic”.
Learning Outcomes:
1. Students will identify items that begin with the letter ‘L’.
2. Students will collaborate with a peer to organize all pictures that begin with an ‘L’.
3. Students will draw a picture of 3 items that begin with ‘L’.

Assessments
(include all that are relevant, formal and informal)

Pre-Assessment Formative Assessment Summative Assessment

Together with the teacher, The teacher will ask frequent The teacher will observe
students will compile a list of questions, take formal and students' completion of the
words they know that begin informal notes on students ‘L’ word sorts and assess
with the little ‘L’. progress towards identifying each partner group's ability to
words that begin with the sort and identify ‘L’ words
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letter ‘L’. picture cards and non-’L’

words picture cards.

Modifications for English Learners

1. Pictures are incorporated into this

lesson in order to help ELLs visualize
the word and make connections
between the picture and the oral sound
of each English word.
2. Students will be asked to practice
saying each word out loud. This can
help ELLs practice building
vocabulary and identifying the /l/
phoneme.
Targeted Academic Language (key vocabulary and content knowledge)
● Sound (beginning)
● Phoneme
● /l/ phoneme
● Cooperative learning
What should students know and be able to do prior to starting this lesson?
● Prior to this lesson, students have practiced discovering words that begin with various
letters (a, c, t, h, p, o, m, n).
● Students should be able to verbalize the /l/ phoneme.
● Students should be able to draw a picture and explain the picture.
Anticipated student pre-conceptions and misconceptions (from pre-assessment):
● Students may identify all pictures in the picture sort as beginning with the letter ‘L’.

Instructional Items
(explain in detail; attach extra items)

Materials for Students and Resources (such as texts, Tools (such as anchor charts,
Teacher videos, websites, etc.) scientific or mathematical
equipment, etc.)
 31

● Picture cards with ● ● Complete ‘L’ chart

different pictures
containing many items
that begin with ‘L’.
● L cut out for students
to create pictures on.
● ‘Ll’ card
● Crayons
● Pencils

Lesson Delivery
This is specific to the content area you are teaching, including an explanation of:
● Differentiation Strategies (highlight these in your steps below)
● Safe Learning Environment (include examples in your steps below)
● Step-by-Step Procedures (be specific below)

Lesson Opening (Introduction, Activate prior knowledge, Build Background)

Whole Group:
This lesson will begin with introducing students to the letter of the week “L”. The teacher
will take out a chart with the letter “Ll” on the top. The teacher will ask students, “what sound
does the letter L make”? Students will repeat the phoneme /l/. Next, the class will compile a list
of words that begin with the letter ‘L’. The teacher will then explain the center activity to
students
During the Lesson (Teaching, Asking questions throughout lesson) – obtaining formative
evaluation information
Small Group:
Students will then transition to 4 center activities. Table 1: Mrs. Rodrigues, Table 2:
Miss. Smith Table 3: Mrs. Wade & table 4: ST math on Ipads.
This part of the lesson greatly focuses on using cooperative play for students to work with peers
to build phoneme knowledge with identifying the /l/ sound. Students will practice cooperative
skills while also working together to identify words that begin with the letter ‘L’.
1. Students will find a partner to work with.
2. As a small group we will review the skills needed to work with a partner
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a. Taking turns/sharing
b. Making eye contact
c. Using nice words
d. Personal space
3. Each pair will then be given a baggie with various picture cards.
4. Each group will sort the card pictures and identify all pictures that begin with the letter
‘L’ by lining the cards underneath a Letter ‘l’. Students will then pile non-letter ‘L’
pictures and identify the beginning sound and letter.
5. Once the group has completed the picture sort students will be given a white ‘L’ cut out.
On this ‘L” students will draw 4 pictures of words that begin with the letter ‘L’ and write
the word underneath each.
Lesson Closing (Going back to learning outcome, activity for practice, going into extension
of lesson, summative assessment)
1. When students have completed their pictures with labels on their ‘L’ cut out students will
present their pictures to the group. Student’s will point to each picture and verbalize the
word.
Extension of Lesson (activity to inform summative assessment)
1. Once students have completed the picture sort, the teacher will review students' work.
Students will point to each picture and say the word out loud (practice saying the
vocabulary and emphasizing the /l/ phoneme.
2. When students have completed the “L with drawings”, the teacher will review students
work and ask students to show their work by showing each picture and verbalising the
word they chose.
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A-2 Lesson Planning

Non-unit lesson #2
BSU Elementary & Early Childhood Education Department
Lesson Plan Template
Teacher Name: Kristina Smith
Which Essential Question(s) does this lesson help to address?
1. What is a consonant blend?
2. What sounds do /fl/, /sl/, /bl/, /pl/ and cl/ make?

Lesson Topic Lesson Duration

Consonant blends with /l/ (Sl, Pl, Bl & Fl)/ 1-2 hours
Standard(s) to be addressed in this lesson:
Foundation Skills 3.a. Demonstrate basic knowledge of one-to-one letter-sound
correspondences by producing the primary or many of the most frequent sounds for each
consonant.
1. K.RF.2“Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
c.Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three-
Phoneme.”

Learning Outcomes:
Students will recognize the consonant blends in various given words.
Students will organize picture cards by consonant blend.
Students will state words that begin with a consonant blend; specifically sl, pl, bl, or fl.

Assessments
(include all that are relevant, formal and informal)

Pre-Assessment Formative Assessment Summative Assessment

To activate prior knowledge, Throughout the lesson, the At the end of the week
students will state words they teacher will observe students students will complete a
know that begin with a as they work by taking notes worksheet, the teacher will
consonant blend. At the on student progress. The assess students completed
 34

beginning of the week, the teacher will ask students to work and review work with
teacher will construct a orally state the consonant each student.
consonant blend chart that blends and take notes on
displays words students were students ability to orally state
able to state. The chart will and identify the consonant
only focus on /bl/, /pl/, /fl/ blend.
and /sl/.

Meeting Diverse Needs

In order to build support for ELLs and diverse

learners, the main focus in this lesson is
practicing oral language and the use of
pictures.
1. Picture cards (pictures of all consonant
blend words) will be used in this
lesson in order to help ELLs make
connections between the meaning of
each word. The use of pictures can
help ELL students to easily identify
words and make connections between
the picture and oral sound in English.
2. The use of pictures can help learners
who learn best through visual
representations.
3. Throughout this lesson, we will be
practicing stating the consonant blends
to help students build confidence with
identifying and stating consonant
blends. Practice with stating words
orally can help ELL students build
vocabulary and phonetic skills.
4. A specific modification for a student
 35

in this class will be incorporating the

use of a pointer. A pointer will be
given to a specific student who has no
oral communication skills. The student
will use this pointer when working
with a partner/or trio to identify the
picture cards as they are said.
Targeted Academic Language (key vocabulary and content knowledge)
● Consonant
● Consonant blends
● Phoneme
● Sound
● Blending/Blend
● Segmenting/Segment
●
What should students know and be able to do prior to starting this lesson?
● Identify the phoneme for individual letters (specifically /l/. /b/, /s/, /p/, & /f/).
● Blend phonemes together
● Cut and glue
● Know the skills needed to work with a partner or in a group.

Anticipated student pre-conceptions and misconceptions (from pre-assessment):

● Student may place a vowel between the consonants and state they are consonant blends
(e.g. Bowl instead of Blow)

Instructional Items
(explain in detail; attach extra items)

Materials for Students and Resources (such as texts, Tools (such as anchor charts,
Teacher videos, websites, etc.) scientific or mathematical
equipment, etc.)

● Flip chart paper ● Reading Street ● Completed consonant

● Marker blend chart
Common Core;K.4 by
 36

● Picture cards (made Scott Foresman ●

with print out pictures
and note card)
● Large rug area
● Consonant blend
worksheet
● Scissors
● Glue
● Pencils
● Hand-held pointer
(For specific student)
 37

Lesson Delivery
This is specific to the content area you are teaching, including an explanation of:
● Differentiation Strategies (highlight these in your steps below)
● Safe Learning Environment (include examples in your steps below)
● Step-by-Step Procedures (be specific below)

Lesson Opening (Introduction, Activate prior knowledge, Build Background)

Whole Group Instruction
1. This lesson will begin by introducing students to the main topic “Consonant blends”. This
will be the focus for the week.
2. State the definition of consonant blend. “Two consonant sounds are put together to make
a consonant blend” (Foundations p.p)
3. The teacher will take out a flip chart paper with the consonant blends with the letter l on
the top of the page.
4. The teacher will ask students to raise a quiet hand and tell a word they know that begins
with the /sl/ sound.
a. Students will construct a list of /sl/ word and the teacher will write these words on
the chart (no more than 10 words)
b. Repeat process for /pl/, /fl/ and /bl/.
5. The teacher will then explain the centers activity.
6. Dismiss students into small groups/ ELA centers.
During the Lesson (Teaching, Asking questions throughout lesson) – obtaining formative
evaluation information
Small Group Instruction
1. The teacher will review with students the definition of consonant blend. Students will
take a look at the flip chart paper with consonant blends.
2. Next, the teacher will take out baggies with picture cards in each baggy.
3. Before giving students the opportunity to complete the consonant blend sort, the teacher
will show students each card and review the correct word for each. In order to meet the
needs of all students, this review can help clear up any confusion or discrepancies with
any of the cards.
4. The teacher will then put students into pairs (or 3’s if a small group has an odd number).
 38

5. Students will be given 5 minutes to organize the pictures into 5 consonant blends (/sl/,
/bl/, /fl/, /pl/ & /cl/).
6. Once students have completed the sort the teacher will review the sort. Students and
teachers will orally state the name of the card and emphasize the consonant blend.
7. After students have completed the sort, students will be given a white board and dry erase
marker. With the white board students will choose 4-5 words from the sort and write
them onto the board.
8. Once words have been written, the teacher will listen to the student read each word and
check the spelling.
Lesson Closing (Going back to learning outcome, activity for practice, going into extension
of lesson, summative assessment)
● Students will practice orally saying the words as the teacher reviews the work completed
on the white board.
● The following day students will work on a worksheet focused on sorting beginning
consonant blends with the /l/ sound.
● This worksheet will serve as a way to demonstrate their ability to identify consonant
blends. This worksheet will be collected as a summative assessment to monitor student
progress on ability to identify consonant blends.
Adjustment to Practice
A key part of adjustment to practice is using findings from previous lessons to adjust practice
and implement appropriate differentiated instruction. Throughout this lesson I have identified
areas where I have adjusted my practice from a previous ELA lesson working with the letter ‘L’.
● During a previous lesson, I incorporated a picture sort. Most students found great joy in
this activity. Because of this I used students' interest to reuse this activity in a new topic
(consonant blends).
● During the previous lesson, a few students asked for clarification on the correct name for
cards. Because of this discrepancy, I have adjusted my practice by reviewing the correct
name for each card before administering the picture sort to students.
● Based on student performance in the previous lesson, many students did not orally state
the words when completing the picture sort. This caused students to struggle with further
work with the phoneme. In order to adjust my practice, I have put great focus on
encouraging students to say each word out loud and emphasize the beginning consonant
 39

blend. I have also added the opportunity for students to practice writing the words with
the focused phoneme.
 40

A-2 Lesson Planning

Non-unit lesson #3
BSU Elementary & Early Childhood Education Department
Lesson Plan Template
Teacher Name: Kristina Smith
Which Essential Question(s) does this lesson help to address?
Who is Dr. Seuss?
Where is a place you would like to travel to?

Lesson Topic Lesson Duration

After watching an animated video of Oh, The Places You’ll Go 45 minutes

students will discuss a place they would like to go. Students will
the construct picture of a hot air balloon and write where they are
off to.

Standard(s) to be addressed in this lesson:

K.RI.10 Actively engage in group reading activities, with purpose and understanding.
K.RI.2 With prompting and support, identify the main topic and retell key details of a text.
K.W.2 Use a combination of drawing, dictating, and writing to compose informative.explanatory
texts that name and supply some information about a topic.

Learning Outcomes:
Students will retell the story of Oh, The Places You’ll Go.
Students will construct a picture of the place they wish to travel to.
Students will write about a place they wish to travel to.

Assessments
(include all that are relevant, formal and informal)

Pre-Assessment Formative Assessment Summative Assessment

Students will think-pair-share The teacher will have Students completed work will
places they can travel to like discussions with students as be reviewed by the teacher
those told in the story Oh, they construct their project to and assessed based on
 41

The Places You’ll Go. gather information on student’s ability to meet

students progress and learning outcomes.
thinking.

Modifications for English Learners

1. Pictures of places can be shown to

ELLs in order to help generate ideas
on where a person can travel to.
Targeted Academic Language (key vocabulary and content knowledge)
● Dr. Seuss
● Travel
● Hot air balloon
What should students know and be able to do prior to starting this lesson?
● Ability to cut, glue, write and illustrate
● Experience sitting and listening to a story.
Anticipated student pre-conceptions and misconceptions (from pre-assessment):
● Many students may not generate their own ideas and only copy those of the
teacher or peer.

Instructional Items
(explain in detail; attach extra items)

Materials for Students and Resources (such as texts, Tools (such as anchor charts,
Teacher videos, websites, etc.) scientific or mathematical
equipment, etc.)

● Colored Construction ● This lesson uses ● Fully completed

paper (Blue, green, picture as a model for
technology by
purple and yellow) students.
displaying an
● Pre-made hot air
balloons animated video of the
● Lined paper for
main story Oh, The
writing
Places You’ll Go!
● Pencils
● Crayons ● Use of computer
 42

● Glue sticks ● Use of projector

● Scissors
● https://www.youtube.c
● String or yarm
om/watch?

v=D6ZeZA6wF-k

(Oh, The Places

You’ll Go! video)

● https://www.youtube.c

om/watch?

v=elyWgUpPhtc

(Facts about Dr.

Seuss)

● Pictures of various

places (e.g park,

Disney world, beach,

etc.) for ELL students

to reference and

visualize.
 43

Lesson Delivery
This is specific to the content area you are teaching, including an explanation of:
● Differentiation Strategies (highlight these in your steps below)
● Safe Learning Environment (include examples in your steps below)
● Step-by-Step Procedures (be specific below)

Lesson Opening (Introduction, Activate prior knowledge, Build Background)

● Today is Dr. Seuss’s birthday. The teacher will initiate a class discussion about Dr. Seuss.
Students will share their experiences reading Dr. Seuss books or knowledge about Dr.
Seuss.
● Introduce Dr. Seuss real name (Theodor Seuss Geisel). Display Dr. Seuss books for
class
During the Lesson (Teaching, Asking questions throughout lesson) – obtaining formative
evaluation information
Whole Group
1. Next, students will watch a 5 minute animated video of the book Oh! The Places You’ll
Go!
2. After the video use “Think-Pair-Share” by asking students to think of a place they would
like to travel (can be a real or make-believe place e.g. Arendelle from Frozen).
Small Group
1. At my center students will write about a place they would like to travel to.
2. Next, students will glue the writings to blue construction paper with a pre-made hot air
balloon attached.
3. Students will then draw pictures of the place they chose around their paper.
4. A picture of each student will be put places under their balloon to show they are “floating
in the hot air balloon”
Lesson Closing (Going back to learning outcome, activity for practice, going into extension
of lesson, summative assessment)
Students will share their finished work with their small group and discuss where they wish to
travel to. After all students complete this activity, the teacher will hang up students work in the
hallway to present to the school.

Bibliography
 44

https://www.youtube.com/watch?v=D6ZeZA6wF-k

WeAreTeachers Staff on October 3, 2018 .contest-social .share-links svg. (2018, October 25).

These Teachers Use Dr. Seuss's "Oh, the Places You'll Go!" in the Most Inspiring

Ways. Retrieved from https://www.weareteachers.com/oh-the-places-youll-go-

activities/
 45

Product A-3: Reflection on Planned Curriculum and Instruction

Reflection
Throughout my time in Mrs. Rodrigues classroom I have implemented various lessons
and activities that demonstrate a variety of pedagogical practices and developmentally
appropriate curriculum. The thematic unit focuses on the topic of weather. This main topic is
developmentally appropriate as it is a key Massachusetts curriculum standard for Kindergarten
(K-ESS2-1 and K-ESS3-2). This unit allowed students to explore and track weather patterns,
build vocabulary, and explore how weather patterns occur through various hands-on activities.
Throughout this unit I implemented a variety of activities into my lessons that
incorporated a variety of ways of learning such as social/emotional, physical, linguistic,
cognitive and aesthetic. Activities that presented students with the opportunity to experience
social/emotional learning was by creating a picture of one’s favorite type of weather. This was
incorporated in the first weather lesson. This gave students the opportunity to present to the class
their favorite type of weather. Students practiced social/emotional learning by expressing their
feelings towards weather. It also provided students with the opportunity to display their work for
class. A second way I demonstrated attention to full range of development was by incorporating
kinesthetic/physical learning. Within my weather unit, I taught students a weather dance. This
weather dance asked students to explore movement that represents different types of weather
(e.g. move like a windy day, move like a rainy day). This opportunity allowed students to
explore the topic of weather through a bodily-kinesthetic experience. The use of cognitive
learning was also a key instructional strategy I used throughout my lesson. Throughout this
lesson it became important for students to explore weather vocabulary in order to build
knowledge and reach unit objectives. Many activities within my unit helped students to explore
linguistic and cognitive learning. The use of linguistic learning was a key component to my 3rd
weather lesson focused on rain and snow. Within this lesson, students used exploration and
problem solving skills to interpret how rain occurs. Students predicted what would happen to
food coloring as it was dropped onto shaving cream and water. Students then observed the food
coloring sink through the shaving cream and disperse or bleed throughout the water. Through
group conversation students developed a conclusion to how the food coloring movement occurs
and how it relates to a rain or snow storm. Students explored linguistic learning throughout this
entire lesson. This allowed students to make connections between the experiment and a real
weather pattern. The use of cognitive learning was demonstrated throughout many of the
weather-related activities such as weather math worksheets, weather tracking booklet and rain
 46

experiment. Anaesthetic experience students explored in this unit was the creation of the cloud
book. During this 2nd weather lesson, students used craft materials such as glue, crayons, cotton
balls, and paint, to construct different types of clouds. This experience allowed students to
explore creativity and science to create a book about clouds.
Other than the interdisciplinary thematic unit, I developed many lessons and activities
that used developmentally appropriate curriculum by linking to MA curriculum standards, use of
multiple intelligences by incorporating different strategies to learn about a topic and use of
different instruction tools to build student knowledge. The non-unit lessons I developed
incorporating cooperative learning, technology, and child-generated presentations. Within my
first non-unit lesson, cooperative learning is a key practice I incorporated into the lesson. In this
lesson, students work with a peer to identify ‘L’ words on various picture cards. In this lesson,
students are asked to work together to organize various cards based on the beginning sound.
Cooperative play is greatly important to incorporate into lessons in order to help students build
cooperative and life long skills such as taking turns, ways to speak to others, use of eye contact,
personal space and social/emotional learning. My third non-unit lesson incorporated both
technology and child-generated presentations. This unit is focused on the author Dr.Seuss and his
book Oh, The Places You’ll go! This lesson incorporated technology with the use of a video. The
lesson also asks students to construct a project that demonstrates a place they wish to travel to. In
this lesson students develop their own presentation relating to the book Oh, The Places You’ll
Go! Throughout my time in Mrs. Rodrigues classroom, I have had the opportunity to develop a
variety of lessons and activities in which I have implemented throughout my time. I have
explored a variety of pedagogic practices and instructional strategies in which I will bring into
my career as a teacher.