Kindergarten LA LessonLesson Theme: Weather Week 27 – (Treasures Unit 7 Week 3)

Objective: TLW make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence. TLW summarize/identify main ideas and details.Language Objectives: The child will be able to make connections to plot and/or characters while listening to or reading books to understand the story completely. Use connections to understand the story. Relate the meaning of a text read aloud to something in his/her own experience.Standards(Texas Essential Knowledge and Skills):K.F19A Discuss the purposes for reading and listening to various textsK.F19F Make connections to own experiences, to ideas in other texts and to the larger community and discuss textual evidenceK.6C Recognize sensory detailsK.13A Plan a first draft by generating ideas for writing through class discussionK.13B Develop drafts by sequencing the action or details in the storyK.13C Revise drafts by adding details or sentencesK.13D Edit drafts by leaving spaces between letters and wordsK.13E Share writing with othersK.8A Observe and describe weather changes from day to day and over seasons (Science)K.8B Identify events that have repeating patterns, including seasons of the year and day and night (Science)K.2I Composing and decomposing numbers to 10 (Math)College and Career Readiness:I.B.1 (Reasoning) Consider arguments and conclusions of self and others.II.A.3 (Reading) Identify the intended purpose and the audience of the text.

VocabularyEssential:Hibernates/invernar, retreat/refugio, clear/despejado, experienceexperiencia, cozy/acogedor,

Supporting:Purpose/propósito, first/primero, next/después, last/por último, connections/connecciones, comprehend/comprender, understand/entender, community/comunidad, fiction/ficción, senses/sentidos, narrative/narración, imagine/imaginar

Lesson CycleEngage

Anticipatory Set:Show video from BrainPop: hibernation. Talk about changing weather and animals.

Lesson StagesPreview story Bear Snores On. I see a mouse, raven, rabbit, mole, badger, gopher and bear. Point to each animal as you name it. It looks like the bear is sleeping. Let’s read about what happens to a bear while it hibernates. Chart:

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Dual Language Activity 1 & 2Spanish Text: Y el oso ronca sin para by: Carma Wilson & Jane Chapman

Activity 1: Create a class chart “Fantasia y Realidad” and have pairs think-pair-share their thoughts about things that are true about the characters in the story and things that are fantasy or make believe. Have them use the sentences below or their own written thoughts to come up and sort them in the chart.(K.F19A)

Activity 2: Pairs will engage in a writing activity. They are to write what the story was about and illustrate their favorite part of the story. (K.13B) They will share their work when done.

Fine Arts: Students make pictures of hibernating animals or a story board

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Read to SelfPhonological Awareness:Refer to Phonemic Awareness by Dr. Heggerty (blue Kindergarten Edition) Week 26 page 51Work on WordsVocabulary: Texas Treasures Unit 7 Week 3; TE p. 1754Define: If something is cozy, it is warm, comfortable, and snug. Say the word with me.Example: The kittens felt cozy in a little basket.Ask: Where do you feel cozy?

Define: When the sky is clear, it is bright and not cloudy. Say the word with me.Example: Flying a kite is fun in a clear day.Ask: Is the sky cloudy or clear today?Shared Reading/Read Aloud: Obj. – Introduce book Bear Snores On. Explain to children that picturing things described in a story can have them monitor and adjust their comprehension. Explain to children that some stories are fantasy, or make believe and cannot really happen.Respond to literature: Provide other books by the author and illustrator for children to read. Tell them to write similarities between books.Additional books to read for a science connection: Down Comes the Rain by Franklyn M. Branley; Cloudy with a Chance of Meatballs by Judi Barrett; Flash, Crash, Rumble and Roll by Franklyn M. Branley; Seasons by Gail GibbonsPORTFOLIO PIECE: SCIENCE CONNECTION – HOW DO YOU KEEP WARM IN THE WINTER? THINK ABOUT IT. DRAW A PICTURE. WRITE LABELS. SHARE WITH A PARTNER. (TEKS K.8 A, K.13 E)Read to SomeoneShared Writing: Create a three-column chart. Title each column: Character/Does this/and Does this. Children will list the animals and two things that each one did. Ex: Mouse creep-crawls in and lights wee twigs. Continue with other characters. Read completed chart aloud and track the print. Explain words that children do not understand or use a dictionary to determine the meaning of unknown words.

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Character/personaje Does this/hace ésto And Does this/y hace ésto

Extension:Encourage students to write about themselves and hibernation. What are the advantages or disadvantages of sleeping through the winter? What would you miss by sleeping through the winter? Where would you hibernate? How would you prepare for hibernation?

Independent writing: Where do animals go in winter?/¿A dónde van los animales en el invierno? Children write and illustrate.

Sentence stem: I would like to experience ___. When a bear hibernates, it ___./Me gustaría experimentar______. Cuanso un oso inverna _______.

Hibernation Song Original Author UnknownSung to: "Are you sleeping"

Bear is sleeping, bear is sleepingIn the cave, In the cave.I wonder when he'll come out. I wonder when he'll come out.In the spring, In the spring.Birds are flying, birds are flyingIn the sky, in the sky.I wonder when

they'll come back, I wonder when they'll come back,In the spring, in the spring.Also Hibernation song and video: http://www.youtube.com/watch?v=MHAQN5wf4vg

You may find more songs on www.funtunesforkids.comClosure Activity

Remind students you have been learning about the weather and seasons. How does the weather influence how we dress, the activities we do and how does it affect animals?

Center ActivitiesABC Center:

Science Center:Provide pictures of different kinds of weather. Keep a weather journal throughout the week. Record weather and temperature daily. Set up “Blubber Experiment”.

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Pretend and Learn Center/Dramatic Play: Create a weather station or a “cave” for hibernating animals.Refer to SEL Lesson Review: Recall and demonstrate the Listening Rules. Demonstrate how to calm down. Recall the Fair Ways to Play. Have children draw a picture of a weather experience such as playing in the rain or snow. Ask them to write a sentence telling about the experience using high frequency words.

Math: composing and decomposing numbers to 10. Play “bear in a cave”

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Computer: www.pbs.org (build a neighborhood), starfall.com; tumblebooks, united streaming

Library: Find books on your campus library, local library and/or request themed books from the Library Media Center located at Allan ElementaryTitle: Teddy Bear Counting Book by Barbara McGrath; Animals in Winter by Henrietta Bancroft; Hibernation Station by Michelle Meadows; Hibernation by Robin NelsonOther themes: fitness, movement, sports, toys

Finger play:Marco the Polar Bear Original Author Unknown

Marco the Polar Bear, (make circle in front of body with arms) White as the snow, (extend out arms proudly)

Sat down on the ice (sit down)Near the cold water's flow. (shiver)

"Lunch! I need lunch" he said; (rub stomach) "I'll make a wish." (put hands together to make wish)

He stuck in his paw (put right hand down) And came up with a fish! (hold up right hand and smile)

The Bear Original Author UnknownHere is a cave,(make a fist)

Inside is a bear.(put a thumb inside fist)Now he comes outTo get some fresh air.(pop out thumb)

He stays out all summerIn sunshine and heat.He hunts in the forestFor berries to eat.(move thumb in circle)When snow starts to fall,He hurries insideHis warm little cave,

And there he will hide.(put thumb back inside fist)Snow covers the caveLike a fluffy white rug.

Inside the bear sleepsAll cozy and snug.(cover fist with other hand)Enduring Understanding: Writing about reading helps the reader form

deeper and more enduring understanding about the author’s message.

Text discussion allows readers to process a variety of perspectives and interpretations of

Essential Questions: What was the main idea of the story? What are some of the details the author

included in the story? What happened first, next, last in the story?

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ideas presented in text, take a stance and broaden their understanding.

Confirm using text evidence. How did this story remind you of an experience

that you have had? (text-to-self connection)

Lesson PreparationTrade Book – Bear Snores OnPicture cardsSongs on chart paper

Anchor of SupportLA chart: Main idea and supporting events – text to world connectionsHibernates/Does not Hibernate chartVocabulary chart: word, definition, example

Differentiation StrategiesStruggling Learners: Modify to accommodate student’s academic level. Have student tell you the story orally.English Language Learners: Pair with English speaking students. Have action words and high frequency words written on index cards and have them use the cards to make sentences and then copy.Extension for Learning: Students pick an animal that hibernates and create a web. Students write a fact book about their animal.GT: Work independently with booklet writing, fiction/non-fiction choicesSEL: Lesson review: Recall and demonstrate the Listening Rules. Demonstrate how to calm down. Recall the Fair Ways to Play

21st Century SkillsCommunication and Collaboration (Communicate Clearly): Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts.

English Language Proficiency Standards1(E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment;4(F) use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language;ELPS: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to support English Language Learners. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html - 74.4

Check for UnderstandingFormative: Observe the student making self-to-text connections, text-to-text connection and text-to-world connections.Summative: During center time take pictures of the students interacting with the themed materials and place these photos in the child’s portfolio for documentation. Provided needed vocabulary support if you don’t hear the children using the themed words during their conversations.

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