Early Childhood Lesson Plans

Lesson Plan Guide

Teacher Candidate: Date:

Grade and Topic: 12-month-olds Length of Lesson: 10 minutes Mentor Teacher: School:

CENTRAL FOCUS:

Older infant touches and explores different textures (rough, smooth, and soft).

STANDARDS ADDRESSED:

TN-ELDS Language and Early Literacy (LE)

LE.0-12.1 Respond to sights and sounds.

TN-ELDS Physical Development (PD)

PD .0-12.2 Hold things briefly before dropping.

LESSON Objectives:

Language Development

Older infant will respond to sights and sounds of different textures.

Fine Motor Development

Older infant will be able to pick up and explore different textures.

MONITORING STUDENT LEARNING - FORMATIVE AND SUMMATIVE ASSESSMENTS: • Formative Assessment – Teacher observes and uses a texture checklist to document whether the older infant feels, explores, and matches the correct textures such as soft, rough, smooth, bumpy, etc. (Language Objective and Fine Motor Objective).

• Formative Assessment – Photos used to document the older infant’s exploration with different textures (Fine Motor Objective).

MATERIALS:

• Stuffed animals and dolls

• Plastic dinosaurs

• “Touch and Feel Kitten”

• Sand paper

• Turf

• Gel shoe inserts

• Carpet

• Silk

• Felt

• Tile

• Small snap containers

• Hot glue

• Hot glue gun

BACKGROUND and RATIONALE:

• Older infants are learning to grasp with their fingers and palm.

• Older infants are grasping finger foods during mealtime.

• Older infants are experiencing and exploring different textures during mealtime (sticky, rough, slimy, etc.)

• Older infants let objects go voluntary

PROCEDURES AND TIMELINE:

• Introduction: Initial Engagement

Teacher says/asks:

o Hi, _____. How are you today?

Older Infant Responds:

o Looks and smiles at teacher in response to his / her name.

Teacher picks up teddy bear. Teacher brushes teddy bear on his / her cheek and says / asks: o Oh, the teddy bear is so “soft.”

o Would you like to feel the “soft” teddy bear?

Teacher brushes the teddy bear on the older infant’s cheek and says / asks:

o Oh, the teddy bear is so “soft.”

o Can you feel the soft teddy bear?

Teacher repeats the process with the following toys:

o “Smooth” stuffed snake

o “Rough” plastic dinosaur

• Procedures:

Matching Activity - Textures

• Teacher places one texture in front of the older infant, touches it, and says / asks: o Can you feel it?

o Does it feel “soft?”

• Older infant touches it and smiles.

• Teacher removes the “soft” texture.

• Teacher places another texture in front of the older infant, touches it, and says / asks: o Can you feel it?

o Does it feel “rough?”

• Older infant touches it and smiles.

• Teacher places the “soft” and “rough” textures in front of the older infant, touches it, and says / asks: o Touch the one that feels “soft.”

o Touch the one that feels “rough”

• Teacher places two “soft” textures and two “rough” textures in front of the older infant, touches them, and says / asks:

o Can you feel the two that are “soft?”

o Can you feel the two that are “rough?”

• Teacher turns them upside down and says / asks:

o Can you find one that is “soft?”

o Can you find the other one that is “soft?”

• Teacher turns them upside down again and says / asks:

o Can you find one that is “rough?”

o Can you find the other one that is “rough?”

• Teacher repeats the process using textures that are “bumpy,” “smooth,” “sticky,” and “squishy.”

• Closure:

Children’s literature – “Touch and Feel Kitten”

o Teacher reads the book, “Touch and Feel Kitten”

o As the teacher reads the different textures, the older infant feels it (soft, rough, smooth, etc.)

ASSESSMENT EVIDENCE:

Formative Assessments:

• Teacher observes whether the older infant touches and matches the correct texture named by the adult (soft, rough, smooth, bumpy, etc.) (Language Objective).

• Teacher uses a texture checklist to document whether the older infant feels and matches the correct textures (soft, rough, smooth, bumpy, etc.); see attached texture checklist. (Language Objective and Fine Motor Objective).

• Teacher uses photos to document the older infant’s exploration with different textures (Fine Motor Objective, photos attached).

MODIFICATIONS:

• For additional practice, the teacher uses multiple stuffed animals to feel (soft, furry, fuzzy, etc.). • For enrichment, the teacher places three or more textures upside down for older toddlers to turn over and match.