Lesson Plans Letter: H Teacher: Lauren Butler Week of:

Lesson Plans Letter: H
Teacher: Lauren Butler
Week of:
Room #:
Objective-TSW identify what letter
habitat starts with. TSW create an
ocean habitat.
Materials- Rainbow Fish, shoe
box/small box, glue, crayons, scissors,
sand, blue construction paper, fish,
shells, etc…
Procedure- Teach students about
what a habitat is. Read Rainbow Fish.
Talk about the different objects in
the ocean (a fishes habitat). Have
students color small fish & glue sand,
etc to a box to create a (class) ocean
habitat.
Evaluation- students can identify
objects found in an ocean habitat.
Objective-TSW
create a happy
heart for their
family.
Materialsheart template
on construction
paper/ paper
bag, red & white
paint, brushes,
marker, stapler,
newspaper/tissu
e paper
ProcedureTSW paint
hearts red on
the bag/paper,
cut out hearts
and teacher help
staple half of
the heart
together.
Students will
stuff the hearts
with paper.
Staple the heart
closed. Put
students
handprints on
the heart w/
white paint.
Write on the
heart…Happy
Heart for my
family.
Evaluationfollowing
directions.
Objective-TSW decorate the
letter Hh with hearts.
Materials- Hh template printed
on paper, paper hearts/ heart
stickers, crayons/ markers,
scissors, glue
Procedure- TSW identify the
letter Hh. Color the letters Hh
with crayons/ markers. Next
the students will decorate the
Hh’s with hearts.
Evaluation- following
directions. Can identify the
letter Hh.
http://www.freekidcrafts.com/htemplate.html
Objective-TSW recall what hungry
means.
Materials- The Very Hungry
Caterpillar, colorful pom-poms, glue,
pipe cleaners, googly eyes, red circles
cut in half (for a mouth)
Procedure- Read The Very Hungry
Caterpillar. Ask students what it
means to be hungry and what do you
do when you’re hungry. Talk about
what the caterpillar ate. Make
caterpillars. (see website below for
directions)
Evaluation- students can identify the
word hungry. Following directions.
http://www.thriftyfun.com/tf92202265.tip.ht
ml
Objective-TSW identify the
human body and that human starts
with the letter H.
Materials- long white butcher
paper (the size of a 4 yr old),
crayons, pencil; yellow, brown,
black or red yarn pieces
Objective-TSW
Materials- The
Little Old Lady
Who Was Not
Afraid of
Anything, paper
plates, orange
paint/ markers,
brushes, brown
stem
ProcedureRead The Little
Old Lady Who
Was Not Afraid
Of Anything.
Talk about
Halloween and
ask the students
to identify what
letter it starts
with when
written on the
board. Show
students an
example of the
pumpkin they will
make. Students
will paint/color
the paper plate
orange and draw
eyes, nose and
mouth when
dried. Glue
brown stem on
top of plate.
Evaluationfollowing
directions
Objective-TSW recite the
ObjectiveTSW create/
decorate huge
coffee filters
as hats. TSW
identify that
hat begins with
Objective-TSW create a
mini book for the letter Hh.
Materials- copies of letter
H mini-book, crayons,
scissors
Procedure- At circle time
ask students what the items
nursery rhyme Hey Diddle
Diddle.
Materials- Hey Diddle
Diddle rhyme written on a
large piece of paper, mobile
templates, crayons, scissors,
tape, string
Procedure- Teach students
the rhyme. Have students
color the mobile pieces and
cut out. Help students tape
pieces to string and put
together. (see website listed
below)
Evaluation- following
directions.
http://www.freekidcrafts.com/diddlemobile.ht
ml
Procedure- Have students lay
down one at a time on a piece of
butcher paper. Trace students.
Have them draw parts of their
body: eyes, nose, ears, mouth,
clothes, shoes, etc. Color their
own human body.
Evaluation- following directions.
h.
Materialslarge coffee
filters,
watercolors,
brushes
ProcedureStudents will
identify what
hat begins
with. Then
color the
filters with
watercolors
for decoration.
Evaluationfollowing
directions &
identify the
beginning
letter of hat.
on the mini-book are & what
letter they begin with. Have
students go to their seats
and color, trace letters &
write their name. Then they
will cut out the rectangle on
the dotted lines. Help
students cut middle line to
fold and make book.
Evaluation- following
directions
Theme Lesson Plans
Theme: Families
Objective-TSW identify family
members and their roles. TSW
develop an understanding of how
their families function.
Materials-crayons, family member
chart
Procedure1. Discuss with students why they
think families are important and
what they like about their families.
Ask children to think about special
contributions each family member
makes to the family.
2. As children respond, create a
Objective-TSW identify family
members. TSW connect everyday
items to family members.
Materials-feely box, everyday
items used around the home in box
such as baby rattle, perfume bottle,
eyeglasses, tie, mixing spoon,
toothbrush, comb, baby bottle, etc.
Procedure1. Teacher places objects pertaining
to a family into a box.
2. Students feel the objects in the
box and try to identify them.
3. Students name object and who in
Objective-TSW create a craft
representing his/her family. TSW
share about his/her family through
verbal expression.
Materials-small empty water/soda
bottle, photos of family members,
trinkets, family momentos. small
items from home, sequins, alphabet
letters, ribbons, glitter
Procedure1. Send bottle with a note home
with students telling them to fill
bottle with family pictures,
momentos, trinkets, or any item
class family chart on template and
record some of their responses.
Encourage children to think about
their own role in their family. What
do they contribute? How do they
help?
3. Students create their own family
chart illustrating what each family
member does.
Evaluation-Student identification
of family members and their roles.
Objective-TSW particpate in
family songs, poems, and fingerplays.
Materials- A Family Finger-play,
Family Items, Grandmother’s
Glasses, My Mother is a Baker song
and printed books for students to
follow along with
Procedure1. Students will recite A Family
Finger-play.
2. Students will recite Family Items
finger-play.
3. Students will recite
Grandmother’s Glasses finger-play.
4. Students will sing My Mother is a
Baker by Dr. Jean using student
books.
Evaluation-Student participation.
Objective- TSW name and identify
the members of his/her family.
TSW create a family craft and
snack.
Materials- apple sponges/big
stamps, tree picture, paint, broccoli
stalks, cherry tomatoes, ranch
dressing, plates
Procedure1. Students sponge paint apples onto
tree picture to represent each
family member.
2. Teacher writes each family
member’s name under apple.
3. Students make a family tree
snack by placing broccoli stalks on
plate. Then they name each family
member while placing a cherry
tomato on plate to represent them.
Serve ranch dressing on the side to
make it yummy!
Evaluation-Student participation,
ability to follow directions, and
ability to name family members.
family is most likely to use it.
Evaluation-Student identification
of objects and naming of family
members.
that represents their family.
2. Students decorate bottle and
label it with their name.
3. Students share their bottles with
the class telling about their family.
Evaluation-Student participation
and verbal expression.
Objective-TSW create a craft as a
family and as a class. TSW identify
items that tell about his/her family.
Materials-fabric/felt quilt squares
(you may want to include small bags
filled with some items or ideas,
scissors, and glue for families to use
at home)
Procedure1. Send fabric/felt squares home
with each student. Include a note
telling each family to decorate the
square together using small objects
from home that represent the
family.
2. Students bring quilt square back
to school and put together to make
a class family quilt.
3. Each student tells about his/her
quilt square.
Evaluation-Student participation.
Objective-TSW create a craft
representing his/her family.
Materials- magazines, glue, craft
sticks, empty milk cartons covered
with construction paper, craft
supplies
Procedure1. Students cut out pictures from
magazines of people to represent
their family members and glue the
pictures onto craft sticks (these
are their family puppets).
2. Give students milk carton covered
in construction paper. Students add
windows, doors, etc using
construction paper/craft supplies to
create their house.
3. The class uses their houses to
form a neighborhood or town and
takes their “family members”
(puppets) to visit other families.
Evaluation-Student participation.
Objective-TSW identify and
appreciate similarities and
differences within families.
Materials-shapes, scissors, glue,
crayons, house cutouts, Families are
Special by Norma Simon
Procedure1. Read Families are Special by
Norma Simon or any family book.
2. Discuss that families come in all
colors, shapes, and sizes and that no
one has the same family. Discuss
that families have similarities and
differences.
3. Students cut out shapes and glue
onto house paper cutout. Students
then draw body parts onto shapes to
represent that families come in all
colors, shapes, and sizes.
Evaluation-Student participation
and fine-motor skills work.
Objective-TSW tell why their
family is special using sentence
dictation.
Materials- student
handprints/hand cut-outs, glue,
crayons, pencils
Procedure1. Teacher traces each student’s
handprint twice and cut it out or use
pre-cut handprints.
2. Students glue handprints on both
ends of a long sentence strip stating
“My family is special because…”
3. Students finish sentence and
dictate to teacher.
Evaluation-Student participation
and sentence dictation ability.
A Family Fingerplay
This is a family hold up one hand, fingers spread
Let's count them and see,
How many there are,
And who they can be count 1, 2, 3, 4, 5
This is the mother touch pointer finger loves everyone the father touch big finger
fun.
Who
And this is
Who is lots of
This is my sister touch ring finger
helps and she plays, the baby touch little finger each day.
She
And this is
He's growing
But who is this one? touch thumb out there alone, Jackie, the dog, chewing a bone. wiggle thumb.
He's
Why it's
And he's
Family Items
These are Mother's knives and forks
interlock as in praying fingers and lift them slightly
And this is our dining table
lower fingers keeping them interlocked, straighten wrist to
form a flat surface
This is Sister's looking glass
form a circle by touching thumbs and index finger
And this is the baby's cradle
cup hands together to form cradle
Grandmother's Glasses
These are Grandmother's glasses
make circles around each eye with fingers
This is Grandmother's cap
hold fingers interlocked over head
This is the way she folds her hands
fold hands
And lays them in her lap
lay hands in lap.