Bobbi Richardson
Linda Branch
Rosemary Jodeit
Kindergarten
1st Nine-Weeks
“A, My Name Is”
Theme:
All About Me
Overview:
This kindergarten lesson is designed for use during the first week of school. Houston ISD’s CLEAR Curriculum states that the first week of school focus should be on listening purposefully, read aloud stories, and name games. In this lesson, students will listen and respond to a read aloud story about names, begin to recognize their own names in writing, and segment their names into syllables while using fine arts activities to reinforce instruction. Because of the age and attention span of kindergarten students, this lesson may be segmented to be taught in several sessions during the first week of school.
Clear Curriculum Objectives:
*Reading:
ELA.R.K.01.a – Demonstrate phonological awareness
ELA.R.K.01.c – Demonstrate print awareness
ELA.R.K.05.b – Listen actively to text being read aloud
ELA.W.K.01.a – Dictate messages for others to write
ELA.W.K.01.b – Write legible letters of the alphabet as developmentally appropriate
*Fine Arts (Music):
CP.K.01.a – Sing or play original music
PA.K.05.a – Identify aurally and visually like phrases and unlike phrases in music
MUS.K.1.01 – Explore vocal sounds by echo-singing, matching pitches, demonstrating fast\slow, loud\soft, and high\low.
MUS.K.1.03 – Sing or play a classroom instrument solo or as part of an ensemble.
*Fine Arts (Art)
CP.K.01.a – Create original art works
CP.K.01.d – Prepare group artworks representative of murals, collages, etc.
ART.K.1.11 – Develop manipulative skills when drawing, painting, printmaking, and constructing artworks, using a variety of materials.
ART.K.1.01 – Build/invent one artwork from classroom materials.
Materials:
Book “A My Name Is Alice” by Alice Lyne
1 name card for each student
Instruments (drum and drum stick, xylophone and mallet)
Metronome
1 life sized head and shoulder cut-out on cardstock or poster board for each student
Collage materials (i.e. yarn, scraps of felt, tissue and construction paper, sequins, buttons, etc)
Glue
Pencils/Markers
Optional: A photograph of each student’s face to glue onto collage
Introduction:
Read book “A, My Name is Alice” aloud to class. Seat students in a circle and have students follow the pattern of the story by taking turns saying “My name is_____ and I like _____”
Procedure/Activities:
After each student has had a turn, explain to students that words, including names, have parts called syllables. The syllables in a word are a lot like beats in music and poetry. Say several words with different amounts of syllables while clapping on each one. Ask students to identify how many “beats” they hear in each word. Teach them the poem “It’s A Beat”.
“It’s A Beat”
You can feel it in your heart
It goes thump, thump, thump
You can feel it in your toes when you jump, jump, jump
It’s a beat! It’s a beat!
You can feel it in your hands when you clap, clap, clap
You can feel it in your fingers when you snap, snap, snap
It’s a beat! It’s a beat!
It’s a thump, it’s a jump, it’s a clap it’s a snap
It’s a beat! It’s a beat!
Tell students that we will be playing a listening game. Introduce a drum and demonstrate its use. A drum is in the percussion family of instruments. To play a percussion instrument, you strike it. Explain that each student will take a turn to tap the beats (syllables) in his/her name on the drum and that the class will respond by singing their name back with the notes that they heard. First we will say the name, and then tap the correct number of syllables (beats) on the drum. The class will then say the name back while clapping the beats. Teacher will model this procedure using several words with different numbers of syllables until the students show understanding, and then allow them to begin.
***Note: this activity can be repeated the next day using a xylophone to focus on pitch. Instead of tapping a drum, students will play the syllables of their name by hitting xylophone keys. The class will sing the name back to them using the same notes the student played. Discuss the concepts of high and low with regard to pitch.
After each student has had a turn, tell them that they will be learning a new action song and that they will need to be on the lookout for their names as we sing the song. The song, sung to the tune of B-I-N-G-O, is:
In our class, there is a (girl/boy)
And ________ is (his/her) name-o
Stand up _________ (child’s name)
Turn around ________ (child’s name)
Sit down ___________ (child’s name)
We’re glad you are our friend.
Hold up one name card at a time and have that student raise his/her hand. (Some students may need help identifying their names in print.) Have the class sing the song to that student while that student acts out the words. Introduce the term rhythm. When we sing songs we often clap along with the beats. The rhythm of a song can be fast or slow. Introduce the metronome to the class. Have them clap along with the metronome changing the rhythm from slow to fast. Each time the students sing the song, change the speed of the metronome for students to clap along with.
Tell students that they will be making something special to display as part of their “All About Me” unit. Explain that they will decorate a collage of themselves using glue and the materials provided at their tables. (Optional – take photographs of the students’ faces beforehand and have them cut out and ready to glue onto their collage.) On a sentence strip, students will also dictate or write to fill in the blanks “My name is ____. I like ____.” Collages with sentence strips underneath will be tapes to the students’ individual chairs. (This is ideal to display during open house night.)
Extensions:
Math – Read book “Chrysanthemum” to class and create a class graph of how many letters are in students’ names. (MATH.K.12.A)
Science – use to name and identify parts of the face/body (SCI.K.05.A)
Bobbi Richardson
Linda Branch
Rosemary Jodeit
Kindergarten
1st Nine-Weeks
“A, My Name Is”
Theme:
All About Me
Overview:
This kindergarten lesson is designed for use during the first week of school. Houston ISD’s CLEAR Curriculum states that the first week of school focus should be on listening purposefully, read aloud stories, and name games. In this lesson, students will listen and respond to a read aloud story about names, begin to recognize their own names in writing, and segment their names into syllables while using fine arts activities to reinforce instruction. Because of the age and attention span of kindergarten students, this lesson may be segmented to be taught in several sessions during the first week of school.
Clear Curriculum Objectives:
*Reading:
ELA.R.K.01.a – Demonstrate phonological awareness
ELA.R.K.01.c – Demonstrate print awareness
ELA.R.K.05.b – Listen actively to text being read aloud
ELA.W.K.01.a – Dictate messages for others to write
ELA.W.K.01.b – Write legible letters of the alphabet as developmentally appropriate
*Fine Arts (Music):
CP.K.01.a – Sing or play original music
PA.K.05.a – Identify aurally and visually like phrases and unlike phrases in music
*Fine Arts (Art)
CP.K.01.a – Create original art works
CP.K.01.d – Prepare group artworks representative of murals, collages, etc.
Materials:
Book “A My Name Is Alice” by Jane Bayer
1 name card for each student
Instruments (drum and drum stick, xylophone and mallet)
Metronome
1 plain body cut-out on cardstock for each student
Collage materials (i.e. yarn, scraps of felt, tissue and construction paper, sequins, buttons, etc)
Glue
Pencils/Markers
Optional: A photograph of each student’s face to glue onto collage
Introduction:
Read book “A, My Name is Alice” aloud to class. Seat students in a circle and have students follow the pattern of the story by taking turns saying “My name is_____ and I like _____”
Procedure/Activities:
After each student has had a turn, explain to students that words, including names, have parts called syllables. The syllables in a word are a lot like beats in music and poetry. Say several words with different amounts of syllables while clapping on each one. Ask students to identify how many “beats” they hear in each word. Teach them the poem “It’s A Beat”.
“It’s A Beat”
You can feel it in your heart
It goes thump, thump, thump
You can feel it in your toes when you jump, jump, jump
It’s a beat! It’s a beat!
You can feel it in your hands when you clap, clap, clap
You can feel it in your fingers when you snap, snap, snap
It’s a beat! It’s a beat!
It’s a thump, it’s a jump, it’s a clap it’s a snap
It’s a beat! It’s a beat!
Tell students that we will be playing a listening game. Introduce a drum and demonstrate its use. A drum is in the percussion family of instruments. To play a percussion instrument, you strike it. Explain that each student will take a turn to tap the beats (syllables) in his/her name on the drum and that the class will respond by singing their name back with the notes that they heard. First we will say the name, and then tap the correct number of syllables (beats) on the drum. The class will then say the name back while clapping the beats. Teacher will model this procedure using several words with different numbers of syllables until the students show understanding, and then allow them to begin.
***Note: this activity can be repeated the next day using a xylophone to focus on pitch. Instead of tapping a drum, students will play the syllables of their name by hitting xylophone keys. The class will sing the name back to them using the same notes the student played. Discuss the concepts of high and low with regard to pitch.
After each student has had a turn, tell them that they will be learning a new action song and that they will need to be on the lookout for their names as we sing the song. The song, sung to the tune of B-I-N-G-O, is:
In our class, there is a (girl/boy)
And ________ is (his/her) name-o
Stand up _________ (child’s name)
Turn around ________ (child’s name)
Sit down ___________ (child’s name)
We’re glad you are our friend.
Hold up one name card at a time and have that student raise his/her hand. (Some students may need help identifying their names in print.) Have the class sing the song to that student while that student acts out the words. Introduce the term rhythm. When we sing songs we often clap along with the beats. The rhythm of a song can be fast or slow. Introduce the metronome to the class. Have them clap along with the metronome changing the rhythm from slow to fast. Each time the students sing the song, change the speed of the metronome for students to clap along with.
Tell students that they will be making something special to display as part of their “All About Me” unit. Show students a pre-made body collage of the teacher. Explain that they will decorate a collage of themselves using glue and the materials provided at their tables. (Optional – take photographs of the students faces beforehand and have them cut out and ready to glue onto their collage.) On a sentence strip, students will also dictate or write to fill in the blanks “My name is ____. I like ____” Collages with sentence strips underneath will be placed on a large sheet of colored butcher paper to make a class mural. (This is ideal to display during open house night.)
Assessment/Evaluation:
Extensions:
Math – Read book “Chrysanthemum” to class and create a class graph of how many letters are in students’ names. (MATH.K.12.A)
Science – use collages to name and identify parts of the body (SCI.K.05.A)