1.

Lesson/Instruction (hereafter lesson) name (ex: counting in routines or sorting laundry)

Elephants for the Elephant Parade- centered around the book, Elmer
2. Two IEP objectives targeted in lesson (from IEPs at a glance): If more than one child is the
target of the lesson, write first name and objective for each.
RD will maintain focus on activity for the duration of the activity.
A will use fine motor skills to separate tissue paper during the activity.
3. Materials needed:
Elmer template
Tissue paper- multiple colors (*that bleeds when wet!)
Paintbrush
Water cups

Elmer- David McKee

4. Environmental arrangement (where will the lesson take place; how is the environment set
up?) Activity is completed in large group at tables. Children are supported and helped by lead
teacher, student teacher, and preschool aide. Materials are at desk when children get to their
seats.
5. In what naturally occurring routines or activities will instruction of the above objectives be
embedded in addition to this lesson?
Objective 1
o Morning Work
o Small group activities
Objective 2 (fine motor skills)
o Writing center
o Art (specials)
6. Accommodations needed for child success (including those listed in IEP and others that you
see are needed for this activity: general adaptations for all children or child name, then
adaptations for that child): ONLY if needed as you teach this lesson or N/A.
Curriculum Adaptations: N/A
Materials Adaptations: N/A
Environmental Adaptations: AH will need one on one support to complete activity.
7. Lesson Sequence:
Beginning (how will you introduce the lesson? Remember natural cues)
Introduce the activity by reading Elmer by David McKee. Be sure to include that Elmer
and elephant begin with the letter e! Gain childrens interest in the colors that Elmer has on his
body. Explain the directions of the activity to the children in large group on the carpet when
finished reading the book. Explain and give example of the activity while children are still on
carpet in large group.

Error correction if necessary: Gain childrens attention to the book by having them identify
colors. If children get off task redirect them to the book. As the reader, you may need to use
better inflection or speed the reading slightly to keep their attention.
Middle: Implementation of the activity. Children are dismissed to their seats and instructed to sit
in the spot that has their nametag. Children find there seats and sit quietly. Materials are already
on the table. Children will begin activity by placing tissue paper onto squares and wetting them
with a brush to make the color bleed onto template like watercolor. Children are expected to fill
the entire Elmer with colors.
Error correction: Children may be finished even when they have only placed 3 colors on the
elephant The expectation is to fill the entire elephant and to keep them engaged until they
complete the activity. Redirection may be necessary, as well as, physical support by sitting with
them and helping. The point of the activity is to keep them working on activity until complete and
taking their time!
End: (how will you conclude the lesson and transition to the next activity or routine?) Children
are asked to place their projects on back table to dry after a teacher has looked at it to be sure
they have completed it. They transition to carpet to watch the Elmer video while other children
finish. Once everyone has completed the activity and the movie is over (8 mins), the children
are dismissed to centers.
Error correction: Children may not have their project checked. Children are reminded to show
a teacher before putting their Elmer on the back table. Children may not fill the whole elephant,
model the expected correct response by giving example on their paper. Have them repeat the
action until they are finished. Children may not stay on the carpet when they are done,
redirection.
8. Communication/Vocabulary: elephant, the letter e, colors (red, orange, yellow, green, blue,
purple, brown, black, white), tissue paper, water color, parade
9. Peer interaction (specific directions you will give to children that will result in interaction with
other children) The tissue paper is in large pile in middle of table specifically for the interaction
of children. The children must communicate to one another to get colors that they may not be
able to reach and to share. Engage the children in conversation by allowing them to share what
colors they are using and showing each other what their elephants look like. They are all
different
11. Evaluation: How did the lesson go? (Complete this after the lesson or home visit)
What worked: The children loved making the connection of their elephant to the book! They
understood the parade and how all of theirs looked different with different colors and patterns
just like the parade in the book
What did not work: Transitioning from calendar to theme time did not give children a break to
move and then pay attention again. Picking one tissue paper at a time was hard for some of the
children. The water became a little messy, as well, spilling on the table.
What will you do next time (address what did not work): I would give a movement break video or
song before reading the book out loud and having them engage in the activity. I may manually
pull apart more pieces of tissue paper than I originally had and I would give less water in each
cup to prevent spilling!