Kg

__1st unit__ 1. **__Popcorn Poetry__** (Jan, Roberta, Roberta) **Objective**- Students will read the poem ''Why Does Popcorn Pop?",write random words about popcorn and then use those words to describe popcorn. **Summary**- Students will have the opportunity to observe popped and unpopped popcorn and use their senses to describe the experience using WORD or KIDSPIRATION. Students will be able to add pictures and use different fonts when describing.
 * Implementation**- Students brainstormed words with the teacher to describe the popcorn popping. Verbs and adjectives were generated by the class and listed on chart paper. The class was encouraged to use the five senses as they generated the words. The class read the poem chorally. Students took a copy of the poem and added it to the individual anthologies which they are creating. Students used the laptops Word Art to list the verbs and adjectives.

http://literacyhooks.pbwiki.com/Poetry+and+Integrating+Technology

2. Math a. Use Kidpix and the draw shapes feature to draw, maybe label, circles, squares, rectangles, etc. b. Using Kidpix, have students draw a square in the middle of the screen, then use the stamp feature to place items //'above, below, inside, outside,// using appropriate vocabulary as needed.

Independent Student Activities: Teacher-Student Interaction: Integration of Technology: Career awareness: After completing the tasks, students complete the following rubric with partners, then the teacher: 1. I typed the poem with no mistakes. 2. My picture goes with the subject of the poem. 3. I read the poem with no mistakes. 4. I printed the page.
 * The students use Kid Works 2 to create a multimedia alphabet poem book, page by page.
 * The students type an alphabet poem using their word-processing skills.
 * They illustrate the poem with a computer generated drawing using the Kid Works 2 illustrating tools.
 * After creating the poem page, students record themselves reading their poem aloud and then replay it.
 * Hard copies are produced to make a poem book to take home.
 * The teacher observes and may question students as they work.
 * When necessary, the teacher guides the students in focusing on accuracy, beginning sounds, and drawing an appropriate picture for the poem.
 * The use of the Power Macintosh G3 and Kid Works 2 program allows students another hands-on tool for learning letter sounds and words while giving them experience in utilizing technology. This is particularly useful in planning meaningful activities for students who often need several different exposures to a topic.
 * Students’ awareness of the many ways to utilize technology is broadened.
 * Reteaching and Enrichment:**
 * The teacher asks questions of the students regarding the accuracy of their typing.
 * The teacher asks if the picture matches the poem and if not, what picture would be more appropriate.
 * The teacher asks the students to read words from the poem beginning with the featured letter/sound. The teacher asks, “How do we know this word is alligator? How do we know it is not pizza? Are there any other words that begin with the same beginning sound as alligator?”
 * Review and Closure:**
 * Students produce typed and illustrated alphabet book pages with their recorded voices reading the poems.
 * Students print copies of the illustrated poem pages to make hard copies for themselves as well as the class book.
 * Students share their experiences using the program with the teacher. They comment on the areas that may need more practice.
 * Assessment**:

In kindergarten, one of our math units is patterns. Children need to identify what is a pattern and what is not a pattern. They need to create their own patterns, copy patterns, and create their own patterns. Two of the ways we use utilize technology in this unit is by: Kid Pix/Kidspiration- Using both programs students can use the stamp feature to create, copy and extend patterns.