Daisy teaches you to follow directions
Project Daisy the Dinosaur App and show students a sample challenge lesson where we ask Daisy to follow a set of instructions. Provide students leadership opportunities by coming up to give Daisy a direction. Keep this short because we will come back to Daisy! Next students will practice giving one another instructions.
2 Direct Instruction
Time to teach studens important an vocabulary lesson!
Explore directional vocabulary together by physically demonstrating what each word means and draw a symbol to represent the word:
• Up ^
• Down (draw down facing arrow)
• Between •|•
• Turn o
• Left <
• Right >
• Backwards <------
• Forwards ------>
3 Guided Practice
Provide students with colored post-it notes to represent different directions (if they are unable to draw the symbols).
Have each student create 3 different directions in groups.
Have students practice giving one another directions to follow in their groups.Suggest to students that one of them be Daisy while the other students give directions.
4 Independent Practice
Have students work solo or in small groups on their iPads in Daisy The Dinosaur giving her directions and going through several levels.
Have students come up and present to the class giving directions to one another with thier post-it notes or show their Daisy exercise that they created. Make videos of students giving each other directions and playback for the class. Have students transition to the next activity in class by providing simple Daisyesque instructions.
Key Standards Supported
|L.K: Vocabulary Acquisition and Use|
|L.K.4||Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.|
|L.K.4a||Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).|
|L.K.4b||Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.|
|L.K.5||With guidance and support from adults, explore word relationships and nuances in word meanings.|
|L.K.5a||Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.|
|L.K.5b||Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).|
|L.K.5c||Identify real-life connections between words and their use (e.g., note places at school that are colorful).|
|L.K.5d||Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.|
|L.K.6||Use words and phrases acquired through conversations, reading and being read to, and responding to texts.|
Speaking & Listening
|SL.K: Continue a conversation through multiple exchanges.|
|SL.K.2||Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.|
|SL.K.3||Ask and answer questions in order to seek help, get information, or clarify something that is not understood.|
|Presentation of Knowledge and Ideas|
|SL.K.4||Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.|
|SL.K.5||Add drawings or other visual displays to descriptions as desired to provide additional detail.|
|SL.K.6||Speak audibly and express thoughts, feelings, and ideas clearly.|
Number And Operations In Base Ten
|1.NBT: Extend The Counting Sequence.|
|1.NBT.1||Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.|