Lesson Plan Five ECED 329 Candidate: Amber Jordan Date and Time of Lesson: March 27, 2013
8:30 am School: Greenwood Early Childhood Center Subject: EEDA/English Language Arts 1. Curriculum Standards Addressed: Education and Economic Development Act Standards: Standard 1: Students will understand the relationships among personal qualities, education and training, and the world of work. Indicators: 1.2. Recognize that men and women can have the same work. 2. Cross Curricular Connections: Good Start Grow Smart Standards ELA-4K-2.5: Seek information by looking at texts, signs, and photographs in the classroom. 3. Instructional Objective(s) Criteria: Students will be able to recognize that men and women can have the same career after they have been given a lesson about different careers that men and women share. 4. Assessment(s) of the Objectives: Pre-Assessment- On a day prior to the lesson, ask students about their prior knowledge about careers in the community. Ask the students questions like: 1) Do you know what a career is? 2) Can you tell me a job that a woman does? 3) Can you tell me a job a man does? 4? Do you think they can have the same jobs? Anecdotal notes will be taken on the pre-assessment checklist to provide documentation of students previous knowledge to the lesson. During-Assessment- During the lesson, the students will be assessed on how well they interact. Did the students understand the lesson? Could they identify the careers on the picture cards? Did they identify the real life pictures of the different careers? Anecdotal notes will be taken on sticky notes to document these observations. Post-Assessment- The students will create their own fire hydrant book. The book will be a fire hydrant that teaches them that men and women can have the same career. The questions will consist of: 1) What is a career? 2) Name a career a woman might have? 3) Name a career a man might have? 4) Can men and women have the same careers? These notes will be taken in the post-assessment checklist to have documentation of knowledge gained through the lesson. L#: 00178188 Grade Level: 4K Cooperating Teacher: Annette Blackwell Lesson Title: Men & Women Community Helpers
5. Materials/Resources: Book- Curious George and the Firefighters by Margret & H.A. Rey Copy of Lesson Plan Pre-Assessment, During-Assessment, and Post-Assessment Checklist Pre-made Fire Hydrant Book Pre-made fire hydrant book for students to color and paste Pictures to color of men and women firefighters Pictures to color of men and women putting out the fire Crayons Glue Scissors 6. Prerequisites (Prior Knowledge): The students should have some prior knowledge of community careers and what careers men and women have. They should be able to identify some of these careers. They may not know everything that each career does. In the pre-assessment the students knew some careers in the community. Some of the students knew that men and women could have the same jobs but most did not. Some of the students could name careers in a few seconds but most had to think harder. They did not know the word career but knew the word job. 7. Procedures: 1. On a day prior to the lesson, ask students about their prior knowledge about careers in the community and whether or not men and women can have the same careers. Ask the students questions like: 1) Do you know what a career is? 2) Can you tell me a job that a woman does? 3) Can you tell me a job a man does? 4? Do you think they can have the same jobs? Anecdotal notes will be taken on the pre-assessment checklist to provide documentation of students previous knowledge to the lesson. 2. Start the day off by getting the students calm and quiet on the colorful rug. Have the students sit with their legs crossed and with their hands in their lap. Tell them to get ready to listen by getting their listening eyes and ears ready. 3. Begin the lesson off by introducing the word career which is a new vocabulary word to them. In the preassessment none of the students knew what the word meant. Explain and describe what a career is and give them examples of people in the community. After verbally giving them examples show the picture cards to the students. The picture cards have different community careers on them such as a doctor, fireman, or a teacher. Before telling them what each picture is ask students to identify the people on the cards. 4. Next, start a discussion about how all of these careers can have men and women working in the same profession. Show each card again and ask students if they know anyone that has these careers. 5. Next, I will then show real life pictures on the smart board of each of the careers. They will be pictures of men and women in the same career. I will have students to tell me what each of the careers are and whether or not men and women can have the same career. 6. Following the smart board activity, I will then read Curious George and the Firefighters by Margret & H.A. Rey aloud to the class. This book is based on firefighting but it has pictures of men and women in the firefighting career. I want children to see that no matter what gender, male or female they are they can be anything they want to be when they grow up.
7. Following the book we will discuss that there were men and women in the book working as a firefighter to put out fires. 8. We will then review the picture cards of the careers and recall that men and women can have the same careers. 9. I will then ask students to tell me what they want to be when they grow up and whether or not they think men and women can share the same career. 10. I will model to the students that we will be making a fire hydrant book that will set an example that men and women can have the same career. I will go through each page and explain exactly what the students will be doing at my table. I will show them that on the front cover, the students will color and write their name. On the first page, the students will be able to color a man and a woman firefighter to represent that men and women can have the same career. On the second page, the students will color a picture of the men and women firefighters putting out a fire. Finally, on the last page the students will be able to draw themselves as a firefighter or what they want to do when they grow up. 11. After modeling to the students they will be divided into centers. At my kidney table, I will have four to five students to make their fire hydrant book. 11. Before the students get started, I will go through the book to show them exactly what they will be making. We will go through the activity together as a group. 12. We will start by coloring our front cover and writing our names on the front. We will then color our men and women firefighters that will go on the first page. After coloring the picture, the students will glue the picture to the first page. Next, we will color a picture of the men and women firefighters putting the fire out. This will be glued on the second page. Finally, the students can draw themselves as a firefighter or as what they want to be when they grow up. 13. After creating the fire hydrant book, I will go over the book and ask them post-assessment questions to see if they understood the lesson and what they gained from the lesson. The questions will consist of: 1) What is a career? 2) Name a career a woman might have? 3) Name a career a man might have? 4) Can men and women have the same careers? These notes will be taken in the post-assessment checklist to have documentation of knowledge gained through the lesson. 8. Accommodations: During the lesson, for the students who have a hard time listening and focusing, have them sit on the floor near the teacher so they will listen and focus. Also if problems still continue ask student(s) to help with the lesson. If there are early finishers in small group instruction the students will return to the centers and continue with their work there. Make sure the students with IEPs are at the front of the rug so they can hear, see, and focus. In small group instruction, if any students are struggling, I will give them the help needed to ensure they understand and can do the activity. 9. References: Education and Economic Development Act Standards Good Start Grow Smart Standards Curious George and the Firefighters by Margret & H.A. Rey
