1 explain to the students that they will be creating

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1. Explain to the students that they will be creating their own acrostic poem. 2. Write the word SPRING on the board and tell them that they will be making an acrostic poem using the word SPRING. 3. Come up with some spring related words for each letter as a group and write them on the board. 4. After the class has created a list of spring related words for each letter, they will proceed to their seat to make their poem. 5. While passing out construction paper, have the students get out their markers or crayons. 6. Instruct them to spell out SPRING, in capital letters on top of the construction paper. The paper must be turned so that they are writing on it the long way. 7. Next inform them to write down the words that they feel describes SPRING to form an acrostic poem. They may either used the words that the class came up with, together or come up with their own. 8. The important thing is that each word starts with the first letters of S.P.R.I.N.G. The example is provided on the board for them to see. 9. Once they are finished coming up with their words, they may draw a picture or scene that relates to the words they have chosen. Closing Once the students have completed their acrostic poem, they will form together, on the circle rug, to share their poems. Each student will have a chance to stand up, in front of the class, and share their words that they felt related to spring and show the drawings that they created. As they say each word, I will have them pronounce the beginning sound of each of their words and ask what letter their word starts with. I will also ask them why their words remind them of spring and what it means to make an acrostic poem. Lesson Plan - Friday Content Area or Developmental Focus: Reading Age/Grade of Children: Kindergarten Topic: Beginning, Middle, & End Length of Lesson: 90 minutes Goal The students will be able to complete a special story map using the letter S that
Unit Plan 13 represents the three elements that make up a story, beginning, middle, and end. Objective Continuing our spring unit and recognizing the S, students will be connecting the beginning, middle, and end of a book. We will be using the non-fiction book called Seeds by: Gail Gibbons. The students will correctly distinguish between the beginning, middle, and end Seeds by describing the process of planting seeds. This will also help to introduce the next week’s unit on plants. Standards Included “Wisconsin Reading Standards for Informational Text K-5 (Kindergarten)” (Common Core State Standards Initiative, 2015). “With prompting and support, ask and answer questions about key details in the text” (CCSSI, 2015, p.53). “Identify the front cover, back cover, and title page of the book” (CCSSI, 2015, p.53). “Actively engage in group reading activities with purpose and understanding” (CCSSI, 2015, p.53).

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