Spring 2014 Sem I-ECED372

LESSON PLAN OUTLINE

JMU Elementary Education Program Shannon Donegan Ms. Marion, Kindergarten, Clymore Elementary March 6th, Time TBD

Where is the Bear? - This activity will review recognizing words in isolation in order to help the
students when taking their PALs. The students will be practicing recognizing and saying their sight words. The instructor will have written sight words on cups that are flipped upside down. The instructor will then hide a bear under one of the cups while the students are hiding their eyes. The students will then take turns guessing which cup has the bear underneath. In order to guess which cup the bear is under they must say the sight word on the cup.

CONTEXT OF LESSONThis activity is appropriate for the children at this time because it will prepare them for the Kindergarten PALS (phonological awareness Literary Screening), which will take place shortly after they partake in this lesson. This lesson covers one of the literary concepts that the PALS tests which is recognizing words in isolation. The lesson covers this through a game, which reviews the students sight words. This lesson fits into Mrs. Marions curriculum sequence because the students have been introduced to sight word throughout the year and it will further review the childrens understanding of sight words prior to there testing during the PALS.

OBJECTIVES AND ASSESSMENT

Developmental Objectives 1. The students will use their motor skills to roll out play dough and to print the dinosaurs footprints. Assessment I will observe each childs ability to flatten, roll out, stamp and create a well pressed footprint into the play dough. I will also measure their fine motor skills when they draw and create their own dinosaur footprint at the end of the clay activity. I will record this information on the attached data collection instrument. I will listen for the childrens descriptions about how each footprint is different. I will measure their use of describing words such as big, small, pointy, round, sharp and so on. I will ask questions like what do you notice about the prints you made? Are any of them the same? Are they all the same size? I will document their responses and I will take a picture of the students final piece of play dough to collect the data. For those who do not readily share their observations I will ask them individually to describe how two of the footprints are similar or different. I will record this information on the attached data collection instrument. I will note if the child refers to the cards without my direction. If

2. The students will describe how each footprint is different.

3. The students will refer to the

Spring 2014 Sem I-ECED372 instruction cards and will follow the various instructions given by the instructor of this lesson. the child does not refer to the instruction card and asks what to do I will give further instructions and will note if they follow them. I will listen and record both their verbal and nonverbal responses. I will record this information on the attached data collection instrument.

COLLECTION OF ASSESSMENT DATA ** See DATA COLLECTION FORM attached to this lesson plan. ** RELATED VIRGINIA STANDARDS OF LEARNING (K)
English kindergarten SOL: K.2 The student will use listening and speaking vocabularies. a) Use number words. b) Use words to describe/name people, places, and things. c) Use words to describe location, size, color, and shape. d) Use words to describe actions. e) Ask about words not understood. f) Follow one-step and two-step directions. g) Begin to ask how and why questions Kindergarten Visual Arts SOL Visual communication and production K.11 The student will use motor skills (e.g., pinching, pulling, squeezing, twisting, pounding, rolling, folding, cutting, modeling, stamping) to create two-dimensional and threedimensional works of art. The student will classify objects in the environment by their visual qualities (e.g., color, texture, line, shape, pattern).

Analysis, Evaluation, and Critique K.16

MATERIALS NEEDED
-4 Dinosaur toys (Lexi) -4 Play doughs (Lexi) -Rolling pin(s) (Lexi) -Paper (Lexi) -Pencils (Truslow) -Crayons (Truslow) -Instruction cards (Lexi) -Camera (Lexi)

PROCEDURE

Spring 2014 Sem I-ECED372 Preparation of learning environment: Set up the instruction card in the middle of the table. The instruction card should have pictures on both sides so that every student should see it. At each seat there will be a piece of play dough, a dinosaur toy, a piece of paper and pencil and crayons at the disposal of the children. A rolling pin will be there for children that need it but they do not HAVE to use the rolling pin. The students are grouped by their literacy levels and their name tags are color coded as well as the assessment collection instrument. This activity will take place at table #3 which is the second student table from the window. The activity will take about approximately 9-10 minutes, and will rotate to table #4 which is the student table closest to the back wall and window. Engagement and introduction of the lesson: I will introduce the activity by talking about how we all have different fingerprints and how no human has the same fingerprints not even identical twins! Fingerprints distinguish one person from another and just like fingerprints dinosaur footprints distinguish one dinosaur from another. This is how archeologist use footprints to determine what dinosaur created the print. I will ask them what they have already learned about dinosaurs from the other activities and the lessons that Mrs. Truslow has taught, and will make sure that each child has the opportunity to stamp the different dinosaurs feet into their piece of clay. Implementation of the lesson: Tell students to refer to the instruction card but if they have further questions answer them. Introduce lesson with the information in the last bullet. Throughout the activity ask them the following questions and document their responses: o What have you learned so far about dinosaurs? o What do you notice about the different prints? o Are all the prints similar or different from one another? o Do you think dinosaur footprints are actually this small or are they larger? o Which dinosaur has the biggest footprint how about the smallest? Encourage students to answer and share their observations Closure: After they have shared their observations and stamped all the dinosaur prints they can move on to the final activity, designing their own footprint and/or drawing their own dinosaur. If they have time to create their own footprint ask them what they learned in the activity and how fingerprints and dinosaur footprints are similar and why it is important to notice the differences between the various types of prints. Clean up: Before the students leave the activity area ask them to make a neat pile of their finished footprints paper in the middle of the table and to ball up their play dough so that the next group of students can start from scratch. After the workshop is completed and every group has gone through the activity collect the play dough and put it in their designated containers. Collect the materials that were brought and return Mrs. Truslows materials. Wipe off tables with disinfecting spray that can be found in the far left cabinet above the cubbies.

DIFFERENTIATION- The students within Mrs. Truslows class do not have any health or physical
limitations that would cause a problem or hinder this activity. There is, however, a variety of children at different stages. Mariah, Byanka, Landen, Haley, Adrienne, and Michaela might need further assistance to stay on track, and might need some coaxing to get responses from. Haley tends to stutter, Mariah tends to require more assistance and has limited language proficiency, you may need to direct specific questions to her and might have to scaffold the activity by showing her how to stamp the feet and by pointing out how some are similar and different. Byanka tends to copy her peers and drift off task you may need to direct her attention to the activity and ask her

Spring 2014 Sem I-ECED372 footprint questions to her directly, Landen has trouble following directions, and Adrienne and Michaela are very quiet and will need further questioning to get them to verbally participate in the activity. The others, however, usually participate or otherwise dominate the discussions. Try to give each student the time to respond and reflect on the activity and do not let some kids dominate and others to let their peers answer directed questions for them. The higher level kids might fly through the first activity when pointing out similarities and differences, if this happens you can talk about the actual dinosaurs and how and why they look different (for example: the long neck dinosaur, why does he have a much longer neck? Because his food source is up high in the trees).

WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
-students might go off track and play with the dinosaurs instead of using them as a tool to create prints. If this occurs you should tell them to switch dinosaurs and to stamp the next footprint. Ask them questions or ask them if they have any questions. Document this on the DATA COLLECTION SHEET if this occurs. -Students might not stamp each footprint in a way that one can clearly see the differences. You might have to assist them or make them start over. Scaffolding how to print a dinosaur helps the students realize how to do it. Tell them that you have to stamp the print hard. Document this on the DATA COLLECTION SHEET if this occurs. -Students might have a problem sharing and circulating the dinosaurs so that each one gets the opportunity to stamp their prints. If this happens you can either tell them to switch dinosaurs or tell them that if they do not follow directions they will not be able to participate. Document this on the DATA COLLECTION SHEET if this occurs. -If a student does not want to participate you can give them the sheet of paper and tell them to draw their own dinosaur and document this on the DATA COLLECTION SHEET. -If they run out of time and do not make their own footprint write it down on the data collection sheet.