Millicent Atkins School of Education: Common Lesson Plan

Template

Teacher Candidate Name: Emily Gabur

Grade Level: Pre School
Subject: Table Activity
Date:1/24/2019

PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
 Construction Of Knowledge: Thinking and Reasoning: Goal CD-2: Through their
explorations, play, and social interactions, children recall information and apply it to
new situations and problems
 Approaches To Learning: Initiative, Effort, Engagement, and Persistence: Goal AL-3:
Children demonstrate initiative and effort in play and everyday tasks.
 Approaches To Learning: Risk-Taking, Problem-Solving, Flexibility and Resiliency:
Goal A:-6 Children are willing to try new and challenging experiences in play and
everyday tasks
 Approaches To Learning: Goal AL-9: Children demonstrate creativity, imagination,
and inventiveness in play and everyday tasks
List the Rationale (cite theories or theorists):
 Lev Vygotsky believed that children learn actively and through hands-on
experiences. Vygotsky viewed learning as an inherently social process, and was
known for understanding that interacting with others, learning becomes integrated
into an individual’s understanding of the world. Vygotsky’s zone of proximal
development which is the gap between what a person can do with help and what
they can do on their own will be prevalent throughout this lesson, and from this the
students will be able to progressively learn and increase their knowledge and skills.
List the learning objective(s) to be addressed in this lesson (specific, measurable,
attainable, timebound). Use the following format: “Students will be able to…”
 Students will be able to find the letters in their name and assemble them in the
correct order
 Students will be able to utilize their fine motor skills and cut out the small circles of
the snowman
 Students will be able to practice their social skills alongside their peers to ask for a
specific item they need, or help from their teacher
 Students will be able to create their art project of making a snowman.
Describe how the learning objective(s) and the learning outcomes is/are
appropriate for the age/developmental level of the students.
  These learning objectives are appropriate for the development level of the students
because we have been working on understanding the letters in their names, using
appropriate language in communicating what they need, and developing their fine
motor skills. This activity will allow the students to practice these three areas of
development.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special
needs, including those of gifted students, those of students’ physical needs, and
those due to cultural characteristics).
 In this classroom there are five boys and one girl.
 The special needs present throughout this classroom include Speech and Language
deficits, and developmental delay.
 Related services are provided for Occupational Therapy for two students
 There is one student on medication for ADHD
 The students are between the ages of four and five years old
 They are all Caucasian.
Describe your Knowledge of Students: (in terms of the whole class and individual
students)
(e.g., language needs; approaches to learning; prior learning and experiences;
academic proficiencies/behavioral differences; areas of interest).
 Student A is a four year old boy who likes having control, and dictating what his
friends should do. He likes to finish things first, and gets agitated when others finish
before him. He enjoys playing in the block area, and for the most part plays well
with one other peer present. He is on medication for his behavior, and is working on
using his inside voice. He goes to speech twice a week, as well as OT one time
weekly. He understands the letters of his name, and can rote count to 13. Student A
is becoming better at not talking when the teacher is talking, as well as using his
manners when communicating what he wants/needs. Student A can also identify
colors red, orange, yellow, green, brown, and black; as well as all shapes. Student A
is on an IEP for Developmental Delay.
 Student B is a four year old boy who is friendly, and enjoys being silly with his
classmates. He is pulled from class for speech therapy twice a week. He loves the
color green, and takes his time to complete his work. He loves listening to books
being read to him, and plays appropriately with his peers. He knows numbers 0,1,2,
and 3, and can trace the letters of his name. He needs supplemental help when
completing group table time activities, and uses appropriate communication skills
when he needs something. Student B can become frustrated when something gets
difficult for him, but with guidance persists through the activity. This student can
identify all shapes except oval. Student B is on an IEP for Speech.
 Student C is a five year old girl who communicates well what she wants. She
understands the letters of her name, shapes, and can identify numbers 1-5,7, and 8.
This student is friendly, and enjoys playing in the dramatic play center the most. I
know when this student is not feeling well, or herself because she becomes very
clingy and demands she needs attention on specific things she wouldn’t normally.
 (Ex: writing her name, and coloring in a shape) She is attentive at circle time, and
likes when we sing and dance. Student C is on an IEP for Developmental Delay
 Student D is a five year old boy who is very hyper, and active. This student
understands how to trace the letters in his name, assemble it, and can identify all
colors. Student D needs action and movement after sitting for a period of time, and
enjoys being silly with his friends. This student gets pulled from the classroom for
Speech twice a week. This student listens well to instruction and when re-directed,
he does what is asked of him. His favorite center is the block center, and loves
playing with magnetic tiles to build skyscrapers. He needs more verbal prompts for
behavior than the other students do, and likes to compare his work to his friends. He
uses his manners, and is on an IEP for Speech.
 Student E is a four year old boy who is quiet, and well behaved. The student is shy,
and most times will not verbally say what he needs help with. This student can
identify the letters in his name, and trace them. He can also identify all colors, and
numbers 0,1,2,3. This student participates willingly, and is engaged throughout
circle time. This student can identify the shape of a circle, square, rectangle, and
triangle. He plays well with his friends, and especially likes participating in gross
motor activities. Student E is on an IEP for Developmental Delay.
 Student F is a five year old boy who is energetic and enjoys playing with his friends.
He can identify all shapes, and colors. He knows numbers 0-5,7,8, and 10. He can
rote count to 12 and can identify the letters of his name, as well as trace them. He
actively participates in table time activity, and circle time. He is engaged throughout
instruction, and follows verbal re-direction well. Student F gets pulled for speech
once a week, and is on an IEP for developmentally delay and language. This student
communicates what he needs and wants, and has good fine motor skills. Student F is
on an IEP for Speech.
List the materials/resources you will need to teach the lesson.

The materials I will need to teach this lesson includes:

 Blue construction paper

 White paint
 Paint cups
 White paper circles for the letters of the students’ names
 Q tips for the students to paint with
 Black markers
 Scissors
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the
lesson and explain how it will enhance instruction and student learning.

 I will not be utilizing technology throughout this specific lesson. In this preschool,
they do not use technology before, or during table time activities; therefore I will not
be doing something out of their normal routine.
Accommodations: Base this on the information you provided for Classroom
Demographics and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet
the needs of all learners and accommodate differences in students’ learning, culture,
language, etc. *
 The accommodations I will provide will depend on each student’s individual needs.
 These accommodations include:
 Verbal prompts
 Physical gestures of pointing and cuing
 Scaffolding the students learning
 Helping organize their letters correctly
 Providing assistance on their cutting along the lines
 The use of visual supports and examples
 Supplemental support for the students who need it, and encouragement.
 Visual prompts
Pre-Assessment: Describe the instrument or process you will use to measure
students’ level of understanding toward the learning objective(s) prior to teaching
the lesson.

 For the pre assessment, I will give my students a mini white board and a black
marker. I will ask them to write their names on their whiteboard. From this pre-
assessment, I will be able to see where my students are at when writing their
names: if they can write the letters correctly, and in order, and who I will need to
provide individualized instruction for as we go through their creative art activity.
Pre-Assessment: Describe how the results of the pre-assessment (what the students
have demonstrated they know) will be used to design the lesson objectives,
instruction, and post-assessment. (Include charts, graphs if applicable)

 The pre-assessment will help me to gauge where my students are at, and how
I can individualize the instruction process for each one according to their
needs. This will help me to differentiate the instruction, as well as adapt it to
the students’ individual requirements.
 The pre-assessment will also help me to realize which students need
supplemental instruction in learning the letters in their own names.
Classroom Management
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.

 The classroom management strategies I plan to utilize are as follows:

 I will create an attention grabber to start the lesson, this will engage students in the
upcoming activity by getting them excited about what we are going to create.
 The use student-friendly language: It is important to utilize student friendly
language at this age. By doing this, you are giving the students an opportunity to
comprehend what you are saying in their own ability.
 Move at a brisk pace to encourage engagement throughout the lesson: Anita Archer
 believed that by moving at a brisk pace, you will keep the students attention, and as
a result there is less time for them to perform negative behaviors, and not be
engaged throughout the lesson. This strategy also helps your time management with
the lesson.
 Utilize efficient wait time: It is important to use effective wait time so your students
can complete the task without feeling rushed, and have time to think about what
they are doing. This also helps me see who is struggling so I can provide some extra
support if needed.
 Allow for the students to make text to life connections: In early childhood, it’s
important for students to make a life to text connection. Students learn best when
activities and lessons are meaningful for them, and one way for that is to allow them
to connect what we are doing in the classroom to their individual lives and interests.
 Utilize one-step re-direction statements when needed: It is important to keep your
directions short, and concise. By doing this, you won’t confuse your student on what
you are expecting, and it allows them to follow the one step re-directions easier than
a long, wordy, sentence.
 I will also use Anita Archer’s strategies of:
 Examples and non-examples: this strategy shows the students what they should be
doing, and provides evidence of what they should not be doing.
 Positive praise (praising the behaviors I want to see, and not giving attention to the
negative behaviors) If I provide positive praise, and positive behavior supports, the
students will understand what behaviors and actions are acceptable, and replica
what I am praising.
 Repetition of directions and expectations: Repetition is always a good way of
reinforcing what you want to see, and gives the students an opportunity to hear the
content and directions again.
Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)

Describe what instructional strategies you will use to model/explain/demonstrate

the knowledge and skills required of the objective.

 The first thing I will do to start the lesson is create an attention grabber. This
will be context clues as to what they are going to be creating. This will engage
the students and get them excited for the upcoming art project.
 After I have the student’s attention, I will then inform them on what we are
going to create today. I will show them mine, and we will talk about the
activity before we begin.
 I will then instruct them that they are to grab their black marker and write
each letter of their name on an individual snowball. I will provide and
example on how I did it, and show them how they are to write their letters on
their own.
 I will also provide verbal cues, and context questions as to where they are to
draw their letters, and how. (Do we draw two letters on the same snowball?
Are we drawing the letters on our blue piece of paper?) I will model this step,
 and then tell them to begin.

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).

 The students will have multiple opportunities to utilize their fine motor skills
when they cut out their circles, glue them on the paper, use the qtips to paint
the “snowflakes” on, and to draw the arms and fingers onto their snowman.
 The students will also be able to practice the letters in their names by writing
them on the snowballs, as well as how to order them. If they do not
understand the order of the letters correctly, I will provide individualized
instruction as how to correctly order them.
 Together, we will share ideas on how the students are going to make their
own snowman unique.

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives?

 Independently, the students will write the letters of their name on a

snowball.
 After they have done this, I will instruct them to cut out their snowballs
 After they have cut out their snowballs, they will assemble their snowballs in
the correct order of their name.
 When they have the order of their name correct, I will instruct them to put a
little bit of glue on the back of the snowballs (dot, dot, not a lot) and to press
them down onto their blue construction paper.
 Once all students have all snowballs glued down, we will grab the snowman
head we also cut out and glue that to the top of the snowman.
 After this step, the students will be able to draw arms onto their snowmen
with black markers
 Finally, the students will dip their q tips into their white paint and proceed to
paint “snowflakes” onto their art projects.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content
that were taught in an interactive manner (whole/small group, etc.).

 For the lesson closing, each student will be able to stand in front of the class
 and tell us how to spell their names, as well as about their snowman art
project they created. They will be able to make up a little story about their
snowman as well. This allows them to work on their social skills, as well as
language.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you
will use to measure students’ level of understanding toward the learning objectives after
teaching the lesson.

 The post assessment for this lesson plan was the same as the pre assessment. I
asked the students to name the letters in their names, and then to see if they could
order them correctly, and then finally glue them down in the correct order. All
students but one stated their letters correctly, and all but two students ordered
their letters in the correct order.

Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent
did students achieve the learning goals/objective of the lesson? Cite examples from the
lesson plan, assessments, and/or video.

If applicable, insert a table/chart/graph before your explanation.

 The students achieved the learning objectives. They were all able to find the
letters in their names
 They were able to assemble them in the correct order; two students needing
more hands on, supplemental instruction
 They all utilized their fine motor skills and cut out their circles
 They were given opportunities to practice their social skills, and did so
appropriately
 They created their art project of making a snowman

Reflect
Reflect on your instructional strategies, interactions with students, and classroom
management strategies. Describe what went well and what areas you need to revise in the
future. Cite examples (from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would
you make each revision? Cite examples from the lesson plan, video and/or student work
that would prompt revisions.

 Overall this lesson went very well. The classroom management techniques I used
were: moving at a brisk pace to keep the students engaged, proximity, scaffolding in
their learning and ideas, and providing individualized instruction on the spot when
needed for each student. The students hit a few different learning targets through
this lesson that included: fine motor, letter identification, gross motor, social skills,
and listening and comprehension. It was a great lesson that went very smooth and
the students learned a lot.