6/12/2013

Early Childhood Education

Learning Experience Plan
Name: Jacqueline Schmidt
Date: 4/1/16

Lesson Title: Miss Jacqueline Says Game

Circle one:
ECE

Grade Level: Preschool

PKSN

Standard(s)/Guideline(s): Physical Well-Being and Motor Development; Motor Development: Use non-locomotor skills with control, balance and
coordination during active play (e.g., bending, stretching and twisting). Cognitive and General Knowledge (Math); Measurement and Data:
Collect data by categories to answer simple questions.
Pre-assessment of current knowledge: Ask the students if they prefer moving fast, slow, and like loud of soft sounds.
Instructional Objectives (1-2)
One/Two Assessed Instructional
Objective(s): The student will be
able to...

Assessment of Student Learning

Learning Experience

Identify Evidence: (What will you collect or record as data

to demonstrate students have met your objective(s) and
skill?)

Academic Language: Volume, tempo, speed, pitch.

Procedural steps:

1. Follow directions and

move according to what I
ask in playing the game
Simon Says.
2. Decipher the difference
between fast and slow,
loud and soft music.

Create a chart with each students name, and whether or

not they were able to move fast and slow and speak loudly
and softy.
Child
Name:
Child 1
Child 2
Child 3

Loud

Soft

Fast

Slow

Y
N
Y

Y
Y
Y

N
Y
N

Y
Y
Y

One Assessed Developmental

Skill:
Students will be able to explore
different music and manipulate
their bodies to match the tempo
and volume.

Safety Considerations:
None

Program Monitoring: (How will you aggregate or compile

your evidence into a class or group view?)
Create a checklist of the standards for the lesson, and write
the students name next to it. Check off whether each
student was able to meet each standard.
Child Name:
Child 1
Child 2
Child 3

Standard 1:
x
x
x

Standard 2:
x
x
-

1. Gather children to the carpet in the front of the room

by singing the song Shake your sillies out.
2. Teacher will instruct the students to stand up, and
engage in the game Simon Says.
3. Teacher will have the students march in place and
first go slow and then fast. Repeat with different
movements like clapping the hands and stomping the
feet.
4. The teacher will then have the students speak softly
and loudly.
5. The teacher will have recordings of sounds that are
soft and loud, fast and slow to introduce tempo and
volume.
6. Teacher will play two sound recordings (one that is
loud and one that is soft). After play the first one
again and ask the children if the volume was loud or
soft. Repeat with the second recording.
7. Teacher will play two more recordings one that is fast
and slow and repeat by asking the students to
identify what each one represents.
8. When the children answer, have the teacher record
the answers in a chart that was created before the
lesson began.
9. Have a mini dance party, where the children are
encouraged to move around according to how the
sound makes them feel.

6/12/2013

Early Childhood Education

Learning Experience Plan

Authentic Materials: (Describe authentic real life, hands-on

materials.)
Sound recordings of loud and soft, fast and slow sounds.
Adult Roles:
Facilitate the students in the game Simon Says and with
identifying and classifying the sounds as fast and slow and
loud and soft.
Resources & References:
http://education.ohio.gov/getattachment/Topics/Early-Learning/Early-Learning-Content-Standards/Birth-Through-Pre_K-Learning-and-Development-Stand/ELSDCognition-Standards.pdf.aspx
Recordings from Iphone

Reflection: (What have you learned about your students? How will this inform future instruction?)

Did not implement this lesson.