discussion

Goal

To teach how to put objects to a groups by English and Spanish 

Objective

The child is able to collect objects and put them in groups e.g. toys, water bottle.

The child attempts to call the objects based on the Spanish name.

Standards Included

Pennsylvania's Learning Standards for Early Childhood with guidance and support.

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines

Texas Early childhood care and education (ECCE).

Materials

Paper to label

Soft objects, toys, teddy bear, building block, sponge, water bottle

Introduction

Hi class, yesterday we learned to name objects using the Spanish language. Ask, “who knows the Spanish name for toys? Wait for their responses and share ideas. Say, “today we are going to put the objects in groups by its Spanish name then by the English name. As we practice, we are going to be working on our movement skills and understanding different ethnic names for the objects. It’s going to be fun. “

Lesson Development

1.      Place the objects on the floor and different positions.

2.      Label tables with English and Spanish names.

3.      Model how you can move the objects from the floor into the tables.

4.      Ask the students to name the objects as they pick them up.

Differentiation

If the children can master how to collect the objects quickly, they can try dropping them back to the floor.

Assessment (Practice/Check for Understanding)

1.      Have the children pick up the objects one at a time

2.      Remind them to restate the different names

3.      Monitor the children as they pick the objects and move.

4.      Record anecdotal notes about their movements and statements

5.      Modify the activity using the ideas on differentiation.

Closing

Bring the children together and summarize the learning by talking on what they did. Ask them if they can remember the different ethnic names assigned to the toys and objects. Reinforce the learning by demonstrating the importance of arranging toys. Restate that it is important to respect other ethnic groups.

Goal

To teach the children about the different animals around the world.

Children will get to learn animals from different parts of the world

Children from different cultures will get to write down the most common animal in their cultures.

Objective

The primary theme is Animals All Around. Students ought to listen to tales, act out behaviors, and play matching games that concentrate on Animals and their characteristics. In the lessons children will discuss their previous awareness and share new understandings with respect to how animals and their young ones have similar and different character and appearances.

Standards Included

Alabama Standards- RL.K.9. Actively engage in group reading activities with purpose and understanding. [RL.K.10

W.K.30. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [W.K.8]

SL.K.32 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. [SL.K.2]

SL.K.35 Add drawings or other visual displays to descriptions as desired to provide additional detail. [SL.K.5]

Materials

Book Animals All Around

Pencils

Crayons

paper

Introduction

Good morning class, today we will be reading about animals around the world. Ask, “Who can name an animal from a different country?” Wait for them to raise their hands then call on a student. Introduce the book Animals All Around, then explain then them how they will identify these animals from their own culture background.

Lesson Development

1. As an entire group read the book Animals All Around

2. Knowledge animal characteristics

3. Knowledge on the most common animals in different parts of the world such as the Kangaroo in Australia

4. Demonstrate how an animal the children are familiar with is drawn

5. As students are working instructor moves around the class to help them as needed

Differentiation

Students with advance comprehension will be asked to tell about the books in their own words. With the help of the teacher, students with moderate comprehension can create a story chart on what they think the book is about

Assessment

(Practice/ Checking for

Understanding)

1.Write down sentences as clues to give a description of the animal

2. Share their illustrations and clues

3. Talk about domestic and wild animals common to their culture

Closing

At the end of the lesson, have the children sit in a circle and one at a time share the clues and peers will guess the identity of the animals and what countries these animals can be found in, with respect to the clues regarding its characteristics. The children will be excited share their drawing of animals from their culture.