Early Childhood Special Education Lesson Plan

Teacher Candidate:
yr olds

Katy Lough

Grade Level: 2nd, 8:1:2, 8-9

Lesson: Writing - My VERY OWN Many Colored Days book

Unit of Study: Literacy My Many Colored Days, by Dr. Seuss (summer theme)
Goal of Lesson (Common Core State Standards/Division of Early Childhood where appropriate)
Reading Standards, Craft & Structure #4; Reading Standards, Responding to Literature #11; Writing
Standards, Responding to Literature #11
Objectives: Students will be able to create their own "My Many Colored Days" book by following the
poem format of the book and organizing their thoughts with a graphic organizer.
Social/Emotional: Students will be able to associate color with feelings/moods and make connections
between their moods and events in their life.
Language & Communication: Students will be able to write or share with a teacher who will assist them
with writing about colors, feelings, and events in their lives that make them feel a certain way.
Fine Motor: Students will be able to use pencil with or without a grip to write sentences and draw
pictures to illustrate the colors, feelings, and events.
Gross Motor: Students will be able to make large body movements as teacher models and describes
them.
Vocabulary: connection, organize, illustrate
L&C Accommodations: Challenging vocabulary will be reviewed.
Pre-Assessment:
Children have been writing in full sentences in response to writing prompts and to show and expand upon
reading comprehension. Each week the class has explored a color from the book, focusing on the moods
that are associated with the color, as well as what they do when they feel that mood. The lesson will help
synthesize the process of associating color, mood and activity, by creating their own book.
Post-Assessment:
The following questions will be answered based on the results of the book each student creates.
Were the students able to identify three colors and connect a feeling and event to the color?

 Were the students able to fill in the blank or write sentences about the colors, based on their graphic
organizers?
Were the students able to illustrate their thoughts?
Materials:
Yoga instructions
My Many Colored Days book by Dr. Seuss
graphic organizer
writing paper
title pages
pencils
crayons
iPad
iPad custom game: See, Touch, Learn
checklist for Day 1 and Day 2
Use of Technology: The iPad will be used as a motivator for children to work through the many steps to
create the book and complete their work. Once the children finish the work that is allotted for the day,
they will have an opportunity to use the iPad and play a custom game. The app, See, Touch, Learn will be
used to create a multiple choice, touch game about the children and the colors and activities they have
participated in during the summer, so far. It will be a fun way to review some of the activities or items that
the children have already associated with some of the colors from the book.
Differentiation:
Modifications (to make easier):
Students will only do 2 colors instead of 3.
Students will be given sentence starters for the writing portion.
Students will be required to fill in the blank with the color, feeling and event.
Students will be given lines to write their letters on as they come up with ideas to write.
Modifications (to make harder):
Student will include 4-5 colors/pages.

Modifications for Individual Students:

Harrison: Will use pencil grip.
Leilani: Will need lines drawn for each word she wants to write; also will need sentence starters
Trace: Will need lines drawn for each word he wants to write; also will need sentence starters
All children: Will need a checklist/schedule to follow
Seating Configuration/Use of Physical Space:
Three children cannot be filmed, so these students will be shifted away from the camera and likely will
need to sit in different seats, affecting the rest of the classs seating as well. This will affect their attention
and comfort level, as they are very accustomed to their assigned seats in the classroom. During the yoga
portion, rules will be reviewed and stickers will be used as motivators so students are less likely to be
disruptive to their classmate as they are spread around the room, making large body movements.
Teaching roles and collaboration:
Teaching Model:
Direct instruction and modeling for both large group and individuals
Teachers Role:
Review schedule
Yoga activity
Introduction, activate prior knowledge with dry erase board
Review book, My Many Colored Days
Give directions and model how to create and organize colors, feelings and events in a graphic
organizer to students
Monitor and assess independent work
Facilitate teaching share
Assistants Roles:
Tabby, Kim and Kelly will help with all students who need 1:1 help (Leilani, Trace, & Sammy) by
circulating amongst the group
Classroom Management: The classroom uses a star chart token economy. After each period, the
teachers ask the student if they think they earned a star by following the Juniper rules (follow directions,

keep a safe body, use kind words). The student responds yes or no and also shares what zone he or
she was in during the period (green = calm; yellow = excited body; red = angry; blue = sad). Jason has
two chances to earn a star for each period. If he does not heed the first warning, he will lose a star. He
can still get the official star for the period if he holds onto the second star. If he continues to not follow the
rules of the classroom, then he will lose the second star and will not get a star for the period. Additionally,
for every 3 stars in a row that he gets throughout the day, he will get a time with the student teacher to
play a game. Unexpected behaviors from him should be ignored and expected behaviors praised and
positively reinforced. The majority of his behaviors function to get attention, so if he has received attention
throughout the day and is engaged in the lesson, he is likely to have less difficulty staying on task and
following directions. Sammy gets three chances to earn his star. It is very motivating for him to keep his
star for the period, so typically warnings are enough to keep him on task. Trace will likely have difficulty
sitting in his chair appropriately as OT/PT have yet to find a chair that is best suited for him. Currently he
straddles a small chair in the Juniper classroom, but his back is typically humped over and he will not keep
his feet on the ground. An assistant teacher will be positioned near him to help him keep his mind on the
task at hand. He will be given movement break with an assistant, as needed. Breaks will be given to any
student who has trouble keeping a calm body. Byron may ask to take a break as a means of escape from
activities he is not interested in. If his body is showing that he needs a break, it will be given to him.
Engagement of students/anticipatory set/Motivation: Children will volunteer colors and their own
feelings during the group discussion. Students will be asked to volunteer to read their book and show their
pictures.
Connection to Previous lesson/Prior Knowledge: Before we get started with literacy, lets take some
time to calm our bodies and get into the green zone with some yoga. Read instructions about how to
pretend to paint the walls and ceiling with big arm movements. Everyone who is participating in
expected ways will get a sticker of his or her choice. Review expected ways of behaving and write on the
board. After the movement break, the lesson will begin This summer we have been reading the book,
"My Many Colored Days." Let's review some of the colors we have seen in the book." Children volunteer
colors and when they are said, write the color in the associated colored marker on the board.
Lesson Presentation:
Teach:

 PART I: "When you are having a "red" day (or any color), how might that make you feel?" Record the
color and feeling in a graphic organizer on the board.
"What might you be doing that would make you feel that way?" Record answer on board.
Repeat for 2 more colors.
"Today you're going to create your VERY OWN Many Colored Days Book. But first we have to organize
our thoughts." Show the graphic organizer. Explain they will need to pick 2-3 colors, connect them
to a feeling and write what they did that made them feel that way.
Pass out checklist to each child. There are several steps to this project so to keep track, everyone
has a checklist. As you finish, please check it off and see what is next. If you need materials, raise a
quiet hand and a teacher will help you. Tape it on the desk. [see attached for Day 1 Checklist]
Explain iPad game. There is a special Juniper class color game that I made on the iPad. When you
have completed everything on the checklist, write your name on the board to play the game on the
iPad. Everyone will have a turn, if not today, then tomorrow. After you have played the game, bring
it to the next friend whose name is on the board.
Pass out graphic organizer and pencils.
PART II: Review graphic organizer. "Now that we have organized our thoughts, we will put these
thoughts into a book. Write a sentence based on what you wrote in your chart for each color. Show
example. "Then you must illustrate your thoughts. Draw a picture of what you wrote."
Write sentence starter on the board. On _________ days, I feel ____________, when I
_____________________.
Pass out checklist for the day and explain that the iPad will be for anyone who has finished their
book. Review the checklist (1, write sentences; 2, illustrate the sentences; 3, make title page; 4,
staple book; 5, sign up for iPad).
Pass out writing paper, 3 to each child.
Children should write and illustrate on each page.
When completed pass out title page and instruct to include a title and his/her name.
Teacher should staple the book together
Estimated Time: two, 30 min lessons
Guided Practice/Active Involvement/Small group work/Independent Practice
The students will independently fill in a graphic organizer. Students will use the graphic organizer to

create their own many colored days book using colors, feelings and events of their choosing.
Estimated Time: a part of the two, 30 min lessons
Final Summary/Closure: During S.U.R.F time we can read each others books and compare them to Dr.
Seusss version to see how similar or different they are. Make an example of one of the students pages
and compare it to what the book says about that color.
Estimated Time: 2 minutes
Extension:
The books they create will be read aloud to the class by each student. The books will also be a part of the
Seuss Museum that each class is required to create by the end of the summer session.

By: ___________________________________________________

NAME:_____________________

NAME:_____________________

Filled in organizer Filled in organizer

Signed up for iPad Signed up for iPad
NAME:_____________________

NAME:_____________________

Filled in organizer Filled in organizer

Signed up for iPad Signed up for iPad

NAME:_____________________

NAME:_____________________

Filled in organizer Filled in organizer

Signed up for iPad Signed up for iPad
NAME:_____________________

NAME:_____________________

Filled in organizer Filled in organizer

Signed up for iPad Signed up for iPad

NAME:____________________

Wrote sentences
Illustrated (pictures)
Made title page
Stapled book
Signed up for iPad
NAME:____________________

Wrote sentences
Illustrated (pictures)
Made title page
Stapled book
Signed up for iPad

NAME:____________________

Wrote sentences
Illustrated (pictures)
Made title page
Stapled book
Signed up for iPad
NAME:____________________

Wrote sentences
Illustrated (pictures)
Made title page
Stapled book
Signed up for iPad

NAME:____________________

Wrote sentences
Illustrated (pictures)
Made title page
Stapled book
Signed up for iPad
NAME:____________________

Wrote sentences
Illustrated (pictures)
Made title page
Stapled book
Signed up for iPad
Color

NAME:____________________

Wrote sentences
Illustrated (pictures)
Made title page
Stapled book
Signed up for iPad
NAME:____________________

Wrote sentences
Illustrated (pictures)
Made title page
Stapled book
Signed up for iPad
Feeling

What am I doing when I feel

this way?

1.________________________________
_________

1.________________________________
_________

1.________________________________
_________

2.________________________________
_________

2.________________________________
_________

2.________________________________
_________

3.________________________________
_________

3.________________________________
_________

3.________________________________
_________