Name: Hand Tree Project Grade: Kindergarten Standard Domain: EL.K.

7 2006 - LISTENING AND SPEAKING: Skills, Strategies, and Applications Students listen and respond to oral communication. They speak in clear and coherent sentences. Students deliver brief oral presentations about familiar experiences or interests. Standard: K.7.1 Understand and follow one- and two-step spoken directions. K.7.2 Share information and ideas, speaking in complete, coherent sentences. K.7.3 Describe people, places, things (including their size, color, and shape), locations, and actions. Objective: The students will follow one and two step spoken directions, speak in complete and coherent sentences, and use descriptive words in order to describe and create the art project. Materials/Media/Technology: Table Paint (variety of colors) 12 Paintbrushes Water Paper towels Paint Shirt

____________________________________________________________ I. MOTIVATION: The students will be motivated by the quote, Promise me youll always remember: You are braver than you believe, stronger than you seem, and smarter than you

think. The students will discuss what the quote means to them. Who wants to get their hands dirty? Today we will be using finger paint to put our handprints onto a table. We will be making this for an art project! Who wants to join us? I am going to read a quote to the whole class, Promise me youll always remember: You are braver than you believe, stronger than you seem, and smarter than you think. What do you think of this quote? Tell me how you can relate this to your own life? II. GOAL FOR LEARNER: The students should be able to follow directions given orally. The students should also be able to use complete sentences to describe the quote written on the table. Today we are going to be working on following directions and using complete sentences. Remember, when we are speaking, we are using complete sentences. Now, I need someone to describe to me, what might we paint on the table that goes along with the quote or the tree? III. PROCEDURE: 1. Show the students the table a. The table is in view of the students, but the students cannot touch 2. Read the quote aloud to the students (We will read the quote to the class!) a. Promise me youll always remember: You are braver than you believe, stronger than you seem, and smarter than you think. 3. Ask the students what they think the meaning of the quote is a. If nobody speaks up right away, give an example and have the students explain why they agree or why they do not agree i. Examples: You may be working on a problem in

school that you think is really hard, but you remember you are smart and

you can figure out the problem ii. Have a meaningful discussion, the students should use complete sentences

4. Give detailed directions on how the students will pick their color, get their hand painted and washed. a. Break the students up into even amount of groups i. ii. One at a time the students will have their hand painted The student will place their hand on the table to make their hand print look like a leaf on the tree iii. The student will then go to the nearest sink and wash their hand

5. While the students are waiting to get their hand painted, they will be at two different stations, one drawing a picture to represent the quote they just discussed and the second will be mini activities that can be completed. a. There will be three groups all together i. ii. iii. Putting hands on the table Drawing a picture to represent the quote Rotating between mini stations

6. Once everyone has placed their hand on the tree, ask the students what they think the meaning of their hands on the tree is a. Friendship b. Unity c. Nature 7. Review and restate what the students said about the meaning of the quote and the importance of their hand print

NEW INFORMATION: The students will learn the importance of following directions, speaking in complete sentences, and using descriptive words to explain what they mean. CHECKING FOR UNDERSTANDING: Ask the students if they know the steps they will take to get their handprints on the table. Can anyone tell us what we need to do in order to get your handprints on the table? What materials might we need? As a class we need to make sure we follow all the directions given. First, I will break you into even groups, one group will be working on a drawing to represent the quote that is on our table, the other group will be going to another station to read a book and do an activity, the last group will be getting their hands painted and washed. Lets get started! MODELING: The students should know the steps they need to take to put their handprint on the table, but to review again, show step by step what they need to do. If you are in in group one, you will be putting your hands on the table first. Group one, when you finish, you will go back to your seat to read your own book, and you must be reading! Group two, first you will be working on drawing your picture to represent the quote. Remember the quote, Promise me youll always remember: You are braver than you believe, stronger than you seem, and smarter than you think. If you need a reminder I have written the quote on the board for you to look at. Group three, you will be going to the mini stations. Pick one station to go to first. Once you are finished, you may move on to the next. I have each station and which groups go first written on the board. GUIDED PRACTICE: Once the steps have been modeled, call on a student to model the steps that will need to be taken to get their hands painted, put on the table, and cleaned. The student will also model how they will transition from station to station. I need a volunteer who knows all the steps and stations to model for the class. (Student is picked,

his name is Jimmy) Okay Jimmy, you are in group one what is your first step? (Jimmy does the steps for the hand print.) Great! Now, someone tell Jimmy something he did correctly. (Student answers) Thank you. Jimmy, what must you do now? (Jimmy goes to the next station and begins to draw a picture) Yes! Good! Now, someone else, tell me something Jimmy did correctly. (Student answers) We are moving on the last big station. (Jimmy does the steps correctly to finish the station.) CHECKING FOR UNDERSTANDING: As the student is modeling, have the students direct their classmate to the next step he needs to take. I need a volunteer to tell me in complete sentences what Jimmy needs to do in this last station. (While one student is explaining the steps, Jimmy is modeling those steps.) Great! Now students, do we understand all the steps that need to be taken? Remember, if you are in group two, you are starting with the drawing, if you are in group three you are starting with the mini stations. PRACTICE: Now that the steps have been explained in detail at least three times, it is the students turn to follow all the directions. The students will get into groups. Once the students are grouped, they will start on their activity. The students who are having their hands painted will place their handprint on the table, and then they will then go and wash off the paint in the nearest sink. The students in group two will be working on the mini activities and group three will be drawing their picture over what the quote means to them. ASSESSMENT: The students will be assessed according to following directions, speaking in complete sentences, and their participation. EXTENSION: Every student will finish at a different time. The students who went first will be done way before the last student who puts his/her handprint on the table. There are stations set up for students who are finished with their drawing and putting their hand print on the tree.

Station one: Students read Have You Filled a Bucket Today? by Carol McCloud. In this station, students will write out three ways they can be a bucket filler. After writing out the three ways, the students must draw the actions they will take to fill a bucket. Station two: The Tiny Seed by Eric Carle. Students will pick a picture from the book and use descriptive words to describe the size, shape and colors of what they see. Station 3: The students will read Sheila Rae, the Brave by Kevin Henkes. The students will think of 3 different times in their life when they had to be brave, they will write down the three different times. Using Story Creator on the iPad, students will create a short story of one of the times they had to be brave and what happened after they made the decision to be brave. CLOSURE: When finished, and all of the paint is washed off the hands of the students, all of the stations have been picked up, and the drawings turned in the class will get back together and discuss the meaning of handprints in relation to the quote. Awesome job everyone! Who had fun? Lets look at our finished project! Everyone did a nice job going from station to station and completing the tasks. What was your favorite mini station? (Students answer using complete sentences what their favorite station was and why.) I think everyone worked great together as a team! Now that our table is complete what do you think? (Every student says one thing they like about the completed art project using complete sentences) IV. EVALUATION

The student followed all the directions. (moving from each station and completing the stations)

The student spoke in complete sentences when asking or answering questions. The student was respectful to every classmate. The student participated in all activities with a positive attitude.

Books: Sheila Rae, the Brave by Kevin Henkes Have You Filled a Bucket Today? by Carol McCloud The Tiny Seed by Eric Carle Be a Friend to Trees by Patricia Lauber

References Council of Chief State School Officers. (2011, April). Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards: A Resource for State Dialogue. Washington, DC: Author. Retrieved from http://www.ccsso.org