Gelds 48-60

LESSON PLANS

Name:

Date:

Course: ECE

LESSON PLAN

Name of Activity: Self Portraits Unit Theme: I am Special

Age or Grade level: PreK

Type of activity: Large group story and art center follow up

Curriculum area: Language Arts

Standards: LD3- Children will develop an understanding of new vocabulary introduced in conversations, activities, stories or books.

Choose 2 of the following standards write and objective for each and then develop an activity that would help 4 year old children meet that objective and standard

Georgia PreK (48-60 months) Standards Found at GELDS http://www.gelds.decal.ga.gov/

Language and Literacy Development

 CLL3.4a Uses more complex gestures and actions to enhance verbal communication of needs and wants.

CLL3.4b Communicates feelings using appropriate non-verbal gestures, body language and actions.

CLL5.4b Retells familiar stories.

CLL5.4c Discusses books or stories read aloud and can identify characters and setting in a story.

Mathematical Development

CD-MA2.4b Counts at least 10 objects using one-to-one correspondence.

CD-MA6.4a Recognizes and names common two-dimensional and three-dimensional shapes, their parts and attributes.

CD-MA4.4b Sorts and classifies objects using one or more attributes or relationships.

CD-MA4.4c Creates and extends simple, repeating patterns.

Health and Physical Development

PDM5.4a Coordinates movements to perform more complex tasks. (Gross Motor)

PDM6.4a Performs fine-motor tasks that require small-muscle strength and control.

Two methods for Lesson Plan development:

Have an activity idea for a language, math, or health activity that you think would be appropriate for 4 year olds then look at the standards to see if any of them fit with your activity and to make sure what you are doing is developmentally appropriate.

Choose a standard that you want to have your children work on and then think of an activity that will focus on that skill.

Writing Objectives that follow the standards:

Use the ABC format…

Antecedent

What the teacher does, says or provides

Behavior

What the child or children will do

Criteria

How you will determine success

Antecedent What the teacher does, says or provides

Given: a model, a demonstration, physical assistance, verbal direction, teacher assistance, a visual cue, the opportunity, a signal to pick up, a “wh” question, play dough and a roller, paper and markers,

child sized scissors and paper, given scissors and a 4” line drawn on paper, a choice of books, a small group setting, a one to one setting, a large group setting, a story read to a group, a variety of art materials, a variety of dramatic play props, etc……….

wash hands after toileting answer questions will make a prediction about what will happen next tell about his/her day in a sequence of three events engage in a three turn conversation will tell the weather will count five objects with one to one correspondence write the fist letter of his/her name act out a play scenario etc…..

Behavior What the child or children will do

the child (or children) will walk to circle pick up toys put on coats and hats snip paper cut on the line take turns with toys use appropriate volume of voice draw a picture Hop on one foot put puzzles together attend to the activity for ___minutes

Criteria How you will determine success

on a consistent basis on a par with peers 90% of the time 80% of the time at an age appropriate level 2 out of three times most of the time to the satisfaction of the teacher etc…..

Standard: CLL4.3c Describes activities and experiences using details.

Objective:

A

Given the story, “Colors of Me” and asked to describe themselves,

B

children will use descriptive words and or color names

C

90% of the time.

SED1.3a Recognizes self as a unique individual.

A

After looking in a mirror and at photographs

B

children will draw and decorate a self portrait that includes at least three characteristics

C

to the satisfaction of the teacher.

Sometimes you can come up with two objectives from the same Standard….

Make sure they are looking at two different behaviors….

SED1.3a Recognizes self as a unique individual.

1. After looking in a mirror and at photographs, children will draw and decorate a self portrait that includes at least three characteristics to the satisfaction of the teacher.

3. After doing a self portrait children will compare similarities and differences in how they and their peers look using positive descriptive phrases in three out of four opportunities.

Choose a partner/or do independently

Decide on an activity and two standards that you will use for a lesson plan

Write two objectives in ABC format

Materials: List all the items needed for this lesson plan

You may have to come back and recheck this item after finishing the procedure….

Work with your partner or alone to list the materials you may need for this activity

Procedures:

Introductory activity (“The hook”, Engagement)

This is a short way to attract the children’s attention before beginning the activity. It might be a song, finger play, a picture or poster, a costume or other object brought to the group by the teacher.

THE HOOK…

The Teacher starts the activity with a prop related to the lesson plan such as a hat, mask, tool, or other accessory. The teacher may engage the children with a song, finger play, motor activity or picture/object.

Procedures:

Introductory activity (“The hook”, Engagement)

Bring to circle a variety of portraits (For example: A large color photograph of the teacher as a child) Show the children the picture and have them guess who the picture is.

Examples-

• Lesson on fire safety- teacher come to circle wearing a fire fighter’s

helmet.

• Lesson plan using a literacy activity related to “The Runaway Bunny”

-Teacher and the children all hop to their seats in the story circle.

• Science lesson on the parts of an apple - The teacher and the children

recite the finger play “Way Up High in the Apple Tree”.

• Math lesson plan on counting /graphing family pets – teacher comes

to the table with a color photograph of her dog.

• Art activity making fish prints – teacher comes to the art area with a

fishing pole to introduce the activity.

You or you and your partner come up with some ideas to use as a hook for your activity…

DEVELOPMENTAL ACTIVITY:

° Write out each step of the activity

° Include what the teacher will do and say and what

the children will do and say

° Make sure that both objectives are covered in the

activity

Developmental Activity

Look at photographs Point out the colors of the hair, eyes and skin. Have children look at their own hands and compare colors.

Read “The Colors of Us”

Give children time to discuss what they look like.

Tell the children that during center time they can come to the art

area to begin working on their own portrait.

At the art table have hand held non-breakable mirrors, large white paper and crayons.

Invite four children at a time to come to the art table. After they look at themselves in the mirror have them draw their face shape with any color crayon they think is their color.

 Optional: If you have access to a projector, project life-sized photographs of each child up on the wall so children can trace face shape and features.

Over the following two weeks the children can return to the art area to work on their portrait. Provide them with tempera paints in people colors, fabric scraps and colored yarn to add details to their portraits

  Once completed mount the portraits on dark paper or frame them and hang them in the “art gallery”

  Ask open-ended questions such as, “When you look in the mirror,

what shape is your face?”, “What colors do you see when you

look at your face?

You or you and your partner write the steps for your developmental activity.

Use bullets or number the steps

Remember that the reader must be able to follow your directions.

Assessment : How will you know that the children have met the objectives?

The teacher will keep a language sample of descriptive words children used during the story and then those used at the end of two weeks at the closing circle. Photographs of the children’s portraits will be taken as a work sample.

 Closing Activity

This is similar to the “hook”. It is a short activity that will help the children transition from this activity to the next.

After each center time children will clean up the art area and put away their materials. Artists will carry their work over to the art gallery area to store or to get ready to be mounted if they are finished. Sing “Head Shoulders, Knees and Toes” as they pick up and go to small group.

Examples-

Lesson on fire safety- Children are instructed to demonstrate “stop drop and roll” when their name is called and then go line up to wash for snack.

Lesson plan using a literacy activity related to “The Runaway Bunny” -Children all hop to the centers for Center Time.

Science lesson on the parts of an apple - The teacher and the children recite the finger play “Way Up High in the Apple Tree” as they pick up their area and go to the circle.

Math lesson plan on counting /graphing family pets – teacher sends children to line up for recess by saying “All girls who have a cat for a pet go line up.” “All boys with a dog go line up” “Anyone with a hamster for a pet go line up” etc.

Art activity making fish prints –children clean up and put art work to dry and go to small group tables while singing “Have you ever seen the Fishies?”

You and your partner decide on how you will evaluate the children’s success with the two objectives

You and your partner come up with ideas for a closing

Evaluation: If you actually did this activity with children (Not required for 1103 lesson plan – just list the four questions below)

How well did the students do in meeting the objectives? How motivated were they? Did you do sufficient preparation, explanation? What would you do differently in the future? For lesson plans that you did not actually do with children you must at least have the four questions

Accommodations for inclusion students: How will you modify this activity to meet the needs of a child with a specific disability?

Three steps:

Describe the child’s needs

Review the original objectives

Provide supports that will allow them to engage in the activity with their peers

Describe the child’s needs

For a child with a developmental delay who is working at a 3year old level (in Kindergarten) For a child who has a hearing loss For a child who had Attention Deficit Disorder For a child who is visually impaired For a child who has limited receptive language skills For a child who has limited expressive language skills For a child who has limited mobility and is unable to move without assistance (wheelchair, crutches, etc.) For a child who has a fine motor delay and is unable to grasp tools

Review the original objectives

Look at the cognitive skills required such as the ability to write letters, number, words or sentences Look at the requirements to listen and take in auditory information Look at the need to pay attention and follow direction Look at the requirement to look and take in visual information Look at the need to understand what is being said, the ability to follow direction and understanding of vocabulary Look at the need to express themselves using works, phrases or sentences Look at the need for the child to move about the room/ playground, or perform motor skills such jumping, skipping, etc Look at the need for the child to move their hands, have hand strength, or control to make shapes, cut tear hold tools, etc

Provide supports that will allow them to engage in the activity with their peers

Provide patterns to trace, models to copy, one to one assistance, etc Provide visuals, sign language interpreter, demonstration, etc Provide seating closer to an adult, give them a prop to hold, seat them on a bolster or ball at circle Provide more auditory information, tape recordings, Braille, finger spelling, 1-1 assistance Provide visuals, shorten directions, model, give demonstrations, pair with a peer Provide verbal models and pair with pointing to answers. Use of augmentative communication, sign language, pictures, voice computer Alter activity to movements the child can make (upper body instead of legs for example) Use ramps instead of steps, etc Use adapted equipment such as Velcro straps for tools, larger pencils, hand over hand assistance, special scissors, etc.

Accommodations for inclusion students:

For a child with limited expressive language skills, modify the activity so that s/he can point to colors or shapes when asked to describe how they look. The teacher should then model the vocabulary words for them.

For a child who has a fine motor delay and is unable to hold drawing instruments, adapt crayons and paint brushes by using a small Velcro strap around the tool and their hand. Provide partial or full physical assistance if needed.

You or you and your partner brainstorm some ideas for accommodations for your lesson plan

Enrichment: How will you modify this activity so that is a challenge for a child working above his or her age level?

Describe the child’s strengths

Review the original objectives

Provide challenges that will make the activity more suitable

Describe the child’s strengths

“For the child who is working above their age level” and Is writing letters and words Is able to write sentences Has an advanced vocabulary Understands math concepts at a 2nd grade level (in kindergarten) Understands science concepts of prediction, experimentation and data collection Is reading 1st grade level books (in PreK) Demonstrates above average ability in fine motor strength and coordination Is able to make representational drawings with great detail (at age 4) Demonstrates above average ability in gross motor strength and coordination

Review the original objectives

      Look at the cognitive skills required such as the ability to write letters, number, words or sentences Look at the need to express themselves using works, phrases or sentences Look at the need for the child to problem solve Look at the need for the child to read and understand print. Look at the need for the child to move their hands, have hand strength, or control to make shapes, cut tear hold tools, etc Look at the need for the child to think symbolically and creatively Look at the need for the child to move about the room/playground, or perform motor skills such jumping, skipping, etc

Enrichment:

For children who working above age level and are beginning to write letters and words, have them write a story about themselves. If they are using invented spelling ask them to read the story to you and then write their words down as a postscript to their writing. These can be posted next to their picture in the “art gallery”.

You or you and your partner brainstorm ideas for Enrichments

Follow Up:

What are activities you might do at another time to reinforce this lesson or extend it?

Read a specific story that reflects ethnic diversity.

Set up the dramatic play center as a Hair Salon.

Invite family and friends to the art gallery to view the portraits before they are sent home.

Use photos of the portraits and have the children tell a story about their class using the photos as illustration. Bind the book and put it in the classroom library

Appendices: Any resources needed to complete this lesson plan such as recipes, words to a song, templates, etc.

You or you and your partner brainstorm some ideas for follow-up.

Go back and check to make sure you included both objectives in your Developmental Activity procedures

Go back and make sure you included all the materials needed for this lesson plan.

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