CC01 Integrated Lesson Plan

Foundations of Lesson Plan

Content Areas and Developmental Domains

State/District/Professional Standards

Identify one early learning standard that informed your planning of this learning experience.

The professional standards that are used for these activities are the Mississippi Early Learning Standards for Classrooms Serving Infants to Four-year-old Children. (Mississippi Department of Education, 2012).

· Math: M.G.PK4.1 With guidance and support, correctly name shapes. (Mississippi Department of Education, 2012).

· Fine-Motor: PD.FM.PK4.4 With prompting and support, use fine motor skills for self-expression (e.g., coloring, painting, writing, building, dressing-up in dramatic play). (Mississippi Department of Education, 2012).

· Language: ELA.L.PK4.1 With prompting and support, demonstrate awareness of the conventions of standard English grammar and usage when speaking. (Mississippi Department of Education, 2012).

· Art: VA: Cr2.1.PK Organize and develop artistic ideas and work. (Mississippi Department of Education, 2012)

Learning Goals

Briefly describe your goal(s) or desired outcome(s) of the learning experience.

· The goal for the four specific content areas are as follows:

· Fine motor : The children will participate in fine motor activity for self-expression and/or social interaction.

· Math : The children will explore, identify, and describe shapes.

· Language : The children will explore conventions of standard English.

· Art : The children will use a variety of art making tools.

· Materials/Technology/Equipment/Resources

· List texts, websites, writing/art supplies, props/artifacts, assistive technology, computer software, Internet resources, audio/visual media, and other tools and materials needed for this experience.

· Press-Out Geometrical Shapes Assorted/Different sized shapes (circles, squares, triangles, and rectangles)

· “My Body” Shape Worksheet

· Elmer’s Glue/glue sticks

· White Paper/Colored Construction Paper

· Easy-Grip Pencil/Crayons

· Mr. Potato Head

· White Construction Paper

Introduction/Anticipatory Set

Describe initial teacher-and-child activities that establish a warm connection and capture children’s attention. Answer the following:

· How will you build a sense of relationship and connection with children during the introduction?

· How will you relate the lesson to children’s interests, prior knowledge, and families/communities?

· Good morning, boys and girls! Today we will learn all about “The Body". “Who can tell or name some body parts we have learned?” Wait for the children’s responses. Today we are going to work on identifying/name common body parts, assembling a person as a whole using press-out assorted shapes, drawing a self-portrait, and ask and answer questions in conversations about “The Body.” We will learn we all have 1 body but we come in many different shape sizes or different backgrounds. “Can everyone look around the room and see how different we are?” Wait for children’s responses. We all come from different cultural backgrounds. These may include: China, Mexico, USA, or many other places. “Can someone tell me some things that make us different?” Some students answered: our skin color or race, the language we speak, or city we live in or come from. That’s awesome children! We all know we are unique in our own way. So today we will participate in activities of “The Body”! We will learn how creative as a person we can be.

Building/Applying Knowledge and Skills

Describe specifically, and in a step-by-step fashion, what you and the children will do in all activities and transitions that are part of this learning experience. Make sure each activity is meaningful and supports your goal(s). Be sure to consider specific content areas and developmental domains that are relevant to the learning experience.

For each activity, explain how the activity might be differentiated to meet the needs of individual children, including children with exceptionalities. Give specific examples related to particular children in the classroom that you observed.

3–5 paragraphs

1. Place the materials for activity on each table in front of children.

2. Model each shape to show children how they will properly form a person using the pre-cut shapes.

3. Model to point out how we glue or use different sized shapes to represent each body part.

4. Enrichment: The teacher will observe children who can identify common body parts and classify and recognize basic shapes.

5. Support: The children who needs more reinforcement I will give them one-on-one assistance with identifying the different body parts and 4 basic shapes by using picture cards and Mr. Potato Head. If the children are having difficulty with fine motor skills of gluing or pasting the teacher will assist them. Comment by Carol Todd: This is really not a strategy.

6. Each child will use pre-cut triangles, squares, circles, or rectangles of different sizes to create a person of representing, for example, Comment by Carol Todd: Is this math or science?

· Head- big square

· Eyes-small circles

· Arms- Big rectangles etc……

Assessment

Assessment is the process by which early childhood professionals gain understanding of children’s development and learning. Describe strategies you will use to assess children’s learning. Consider how you will:

· Utilize and document observation to assess children’s learning.

· Make sure all assessments are aligned with your goal(s) for the lesson.

· I will check and practice for understanding of the theme activities. The children will complete a “My Body Shape" Worksheet. They will identify the shapes used to represent each body part (Math goal). The children will be monitored and support will be provided when needed. As the children correct name each shape (Language), I will record in my anecdotal notes. For example, Bobby states, “I used 5 triangles, 4 rectangles, 2 squares and 6 circles. Turn on back of sheet and draw or color a person with 4 to 6 body parts (Fine-Motor Skills or Art). Collect the children’s “My Body Shape" Worksheet once they are done. Review worksheets to assess their understanding.

Closure

Learning Activities:

Closure is the conclusion of your learning experience. It is a time to wrap up the experience by summarizing, reviewing, and/or reflecting on the learning that has taken place. Describe all activities and strategies you will use in the closure of your learning activity.

1–2 paragraphs

· As a whole bring the children back together as a group. Summarize the learning by talking about what the children did. Ask the children to describe what they were doing as they used the press-out shapes to assemble. We will also discuss our self-portraits and different shapes used. We will engage in conversations ask and answer questions of “The Body “. Reinforce that the child had to assemble the shapes into a figure of “the body” in order to create the common body parts: Head, arms, legs, eyes, ears, mouth, etc. I will assist the children in displaying their work around the classroom. (Greenfield, 2009)