Education Thematic Unit and Lesson Plans Assignment: All materials

Facilitating Language Development through a Thematic Instructional Unit

This unit is to be designed for 3-4 year olds in an integrated preschool classroom/setting.

Planning Components:

Step 1

Choose a theme:

· Farm Animals

Step 2

Choose 2 books to read and explore related to the theme.

http://www.magickeys.com/books/farm/page7.html

Big Red Barn by Margaret Wise Brown

Step 3

Brainstorm and list Target Vocabulary (what vocabulary should the children learn and use) related to the theme. Be sure to include vocabulary from the two books above.

Cow, Horse, Pig, Sheep, Duck, Chicken, Goat, Moo, Nah, Oink, Quack, Cluck, Baa, Milk, ride, mud, wooly, swim, waddle, eggs, barn, hay, pasture, in, around, stall, feed, trough, herd, mane, snout, beak, saddle, gallop, trot, harness, jump, hoofs, wool, feathers, dirty, stinky, roll, corn, fast, slowly, soft, rough.

Complete the target vocabulary word class planning sheet. Completed See supplement attachment.

Step 4a

Write a lesson plan to teach and practice 4-6 vocabulary words from the above list. This will be a small group activity. See Completed Attached.

Step 4b Identify 2 centers (dramatic play, literacy, blocks, art, manipulatives, etc.). Describe how you will design the centers to encourage the specific vocabulary for this unit. This is the Independent Practice on Vocabulary Lesson Plan.

Step 5

Choose a Phonological Awareness Skill Objective.

Objective a: Child combines words to make a compound word (e.g. foot + ball =football)

Objective b: Child segments words into syllables

Objective c: Child combines onset and rime (can be a rhyming activity, or blending)

Objective d: Child segments words into phonemes such as 1) can identify beginning sounds in words, 2) can identify ending sounds in words, 3) can identify all sounds in words

Write a 1 lesson plans to address 1 of the above objectives (needs to be related to the theme). This is a small group activity

See attached Completed Lesson Plan Attached.

Vocabulary lesson Plan for Thematic Unit

By __Dr. Goldstein______________

Objective: The children will be able to identify the following vocabulary with 90% accuracy: _Horse__, ___Sheep_, __, __wooly, mane, _soft, __rough____________.

This is conducted with a small group of 4 or 5 children.

Presentation: (What will the teacher do to present the vocabulary terms?):

Include materials and procedures:

Materials: toy barn, toy horse, sheep, cow, duck, chicken, goat, video of horse and sheep on a farm. Wool, Cotton, sand paper. Pictures of horses and sheep.

Review all the animals:

· hold up toy animals and name them

· have children repeat the names of the animals

Teacher Says: “Today we are going to just look at the horse and sheep. What do you know about horses and sheep? (Children respond, teacher elaborates on answers).

The horse and sheep have 4 legs. Let’s count them: 1,2, 3, 4. The horse has smooth fur and a hairy mane and tail. The teacher points to the body parts and has children repeat them.

Teacher Says: “The sheep grows wool all over their bodies. Sometimes we say they are woolly. The farmer shaves the wool and this can be made into clothing. It is soft.” (Have the children feel wool or cotton to understand “soft”) This is different from something that feels “rough”. (Have the children feel the sandpaper.)

Guided Practice: (What will the teacher do to practice the vocabulary with the children?):

Include materials and procedures:

The children each has a toy horse and sheep (or pictures). Have the children point to body parts of the animals as the teacher names them. Children point to the legs, head, tail, mane, etc. Now teacher points to the body part and child names.

Now children hold up the correct toy animal after the question.

· Which animal has a mane? Have children repeat “The horse has a mane.”

· Which one is woolly? Have the children repeat “The sheep is woolly”.

· Which one has 4 legs?

· Etc.

The sheep’s wool is soft. Have various items that are soft and rough in a bag. Have children pull an item out and tell you if it is soft or rough.

Independent Practice: (How will the teacher design 2 centers to facilitate the use of the vocabulary in a natural setting?)

Art Center: The art center will have many different materials to make a collage. One paper will have the word “soft” and a piece of cotton. The children will paste all the soft materials on here.

Another paper will have the word “rough” with a piece of sandpaper. The children will paste all the rough materials on here. Teachers will encourage descriptive language.

Manipulatives Center: The toy barn and toy animals will be provided for the children to play with. Teachers will encourage vocabulary naming body parts, movement of animals, sounds of animals, etc.

How will you evaluate Mastery of the objective? At the end of the week the teacher will interact with the children with the toy barn and animals, and soft and rough materials. Through conversation and questioning the teacher have the children use the targeted vocabulary.

Complete the checklist:

	horse	sheep	wooly	mane	soft	rough
Carly	X	X	X	X	X	X
Sam	X	X	X	X	X
Cedric	X	X
Manuel	X	X	X	X	X	X

Phonological Awareness lesson Plan for Thematic Unit

By ________________

Objective: Child segments words into phonemes. The child will identify beginning sounds (phonemes /d/, /h/, /p/, /sh/) in words with 90% accuracy. ____________________________________________________________________

This is conducted with a small group of 4 or 5 children.

Presentation: (What will the teacher do to present the phonological awareness skill?):

Include materials and procedures: See sample materials in supplemental attachment.

The teacher will present the pictures “duck, horse, pig and sheep”. Each child will name the pictures. If any child is not able to name a picture the teacher will provide a model and have the child repeat. The teacher will show one picture and identify the beginning sound. The children will repeat the sound. The teacher will review the concepts of “same” and “different”.

The teacher will point to one of the pictures (duck, horse, pig and sheep). The teacher will then show each child a different picture (with the same beginning sounds) . The child or the teacher will name the picture and then identify the beginning sound. The teacher will repeat the sound and state if it is the “same” or “different”.

This will be repeated for all pictures (duck, horse, pig and sheep).

Guided Practice: (What will the teacher do to practice the phonological awareness skill with the children?):

Include materials and procedures:

Step 1:

The teacher will give each child 3 pictures of items with various beginning sounds. The teacher will show one of the pictures (e.g., “duck”). The child will show one of their pictures and say the name of the picture, then say the beginning sound, then state if it is has the same beginning sound as the teacher’s picture. Teachers will scaffold all learning, providing models, prompts, repetition or reteaching if necessary. This is repeated for all the pictures and beginning sounds introduced.

Step 2: The teacher will place all the teacher’s pictures on the table (duck, horse, pig and sheep). Each child will name one of their pictures and place it with the teacher’s picture with the same beginning sound. If needed, you can start with only 2 of the teacher’s pictures to make it easier. Again, provide as much scaffolding as necessary.

Once the teacher is certain the children are reaching 85-90% accuracy then move to independent practice.

Independent Practice: (How will the children independently practice the phonological awareness skill?

Small groups of children will be given all the pictures from the above activities. They will lay out the original teacher pictures (duck, horse, pig, and sheep). The children will place all the other pictures with the one that has the same beginning sound. Master is

90% or higher accuracy.