D A I L Y D O UB L E P L A N

Name: Kelsey Wheaton Overview

Unpacked Benchmark, CDAS, CRS, or IL State Standards. Language Arts 4.A.Kc Respond appropriately to information and ideas convey orally. Physical Development and Health 19.A.Ke Use writing and drawing tools with some control

Subject/Time: LA 10-1030

Date:9/11/12

Key Lesson Elements What is the Teacher Doing? What are the Students Doing?
Do Now (5 minutes): Hi class, I need you in listening position 5-your feet should be crossed, 4- your hands should be folded in your lap, 3 your mouths are quiet, 2 your eyes are on me, and 1 you are paying attention! Narrate as students are following through with expectations. If you look up here, I have a lot of different classroom things in front of me. I am going to be sorting them. I need you to figure out how I am sorting them. When you think you know what I am doing I want you to cover your mouth with both your hands without talking or shouting out!. Does everyone understand? (check understanding) Lets begin. Remember no shouting. This item I am going to put over here. This item I am going to put over there. . . etc (repeat with the objects- objects will be different classroom items. Will be sorting them into black and non black) Students will share out when they know the answer! State Lesson Objective & Lesson Agenda Today we are going to be learning about the color black! We are going to learn a song, do a walking search in our classroom, and color our monster in our monster book. I Do Input (1-2 Key teaching points): identifying similarities Check for Understanding: (5-7 min) Turn your body towards the screen. Everyone needs to check their body. We are going to listen to a song about Black and then we are going to practice singing it. (play youtube video) -B-L-A-C-K spells Black B-L-A-C-K spells Black flying bats are black scary cats are black jelly beans are black I like black Black spells black Black spells black Sunday shoes are black Santas boots are black B-L-A-C-K spells Black After watching it hold up the chart paper run through the words 2-3 X (echo read) Then replay the video 2X and sing along. Sitting on rug at level 0 Modeling sitting correctly Tracking speaker Responding to the teacher Sitting on rug at level 0 Sitting at rug Modeling sitting correctly at level 0

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Objective(s) SWBAT: Procedure SWBAT sit at the desks at voice level one and follow directions. SWBAT sit at carpet at level zero and follow directions and respond orally to questions Content SWBAT use a black crayon to trace the word Black SWBAT identify at least 1 object in the classroom that is black

We Do Guided Practice: identifying both similarities and differences Check for Understanding: (10-15 min) Now, please turn your bodies towards the easel. Please check your bodies, your feet, your hands, your mouth, and your eyes. (narrate as they do) Look up here? What does this word say? Very good, it says black. What is this letter, and this one and this one etc. (students will repeat letters after me) Now, its time to think. Remember how we think silently, without talking. (model) Think of something that is black. Eyes up here. Raise your hand if you would like to tell me what can be black? (call on students, draw as they tell me answers). Very good! Now we are going to take a little stroll around our classroom for a few minutes to see what is black. Now a stroll means we are just going to walk slowly around the classroom and see what we can see. Since this is our first stroll we are going to go as a group. We are going to stand up and walk around the classroom and with our eyes, look for black things! We are not touching things, We will be at a level 0 at all times and our line needs to look just like it does when we are in the hallway. Feet together, hands behind your back, mouths shut, eyes forward, and paying attention. We will be stopping so I need you to be paying attention. (check for understanding) What color are we looking for? What should our feet look like? Our hands? Our mouths? Our eyes? Call students to line up by door. Line them up and then take them around the room twice stopping and narrating good behavior and my seeings. Take them back to the front of the classroom. Call off table groups and have them walk back to their table and sit down. Cold Call on students to give answers of what they saw. Very good, we saw lots of different things that are black in our classroom.

Vocabulary words/Key Concepts: black

You Do Independent Practice: Check for Understanding: (10 min) Now, we are going to color our monster page. Please turn your book to the black page. Lets practice reading this page.

Students will be at a level 1 Sitting at table. Modeling sitting correctly

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Tracking speaker Black Black plays quarterback! Notice how my finger is moving from word to word. Now you do! Modifications/ Accommodations Material and concepts are at an age appropriate level Trace the letter words black, black when you are finished raise your hand. Students will then color in their monster. Remind them to color neatly! Responding to the teacher Working independently at table.

Exit Ticket (aligned to lesson objective) or assessment:

Students will be at a level 0 when completing the exit ticket.

While the students are coloring I will be walking around with a sheet of paper attached to a clipboard or folder where they will have to identify the object that is black and the letter that the word black starts with. Materials & Technology Closing/Preview for next lesson: 2-3 minutes Who can tell me what they learned today? (student response) Yes, we learned about the color black! Tomorrow we are going to learn our last color. Hmm, I wonder what that could be?

Crayons Monster book Random classroom items Computer with projector hook up Chart paper with poem Word Pointer Clipboard with colored pictures on there

Homework:

NA