Writing a Lesson Plan

Choice Activity (From curriculum map): My Favorite Food Book

Age: 4-5
Domain: Language
Theme: Farm and Food

1. Objectives and Goals (What is the standard/standards you will cover with this
lesson)
● 6.PK.2 Demonstrate the muscle strength, dexterity, and control needed to
manipulate items (e.g., scissors, writing utensil, paint brushes, play dough,
buttons/snaps, etc.).
● 1.PK.3 Identify letters in own name.
● 1.PK.5 Demonstrate awareness that print carries a message.

2. Anticipatory Set (What is your introduction to this lesson: Give Detail)

First, I will sit all of the children at the carpet and read the story Eating the
Alphabet written and illustrated by Lois Ehlert. I will start by saying "Today we are
going to read the story Eating the Alphabet by author Lois Ehlert. This book is all
about the many different kinds of fruits and vegetables that we can eat. Fruits
and vegetables come in many impressive colors, shapes, and sizes. Some of them
are bright and tiny while others might be gigantic and dark. Where do you think
our fruits and vegetables come from?"

After children give their responses, I will tell them "Most of our fruits and
vegetables are originally from a farm. Farmers plant the seeds, tend the soil,
water the plants, and finally they harvest the fruits and vegetables. To harvest
means to gather or pick the fruits and vegetables. What do you think happens
after they harvest all of those delicious fruits and vegetables?" Again, I will allow
children time to discuss and engage in back and forth conversations.

Finally, I will begin reading the story. I will pause throughout the story to allow
for more questions and discussion. "You like blueberries? I enjoy blueberries as
well. I even like to cut them into smaller pieces and mix them into my pancake
batter. How do you like to eat your blueberries?" "How do you think that
jalapenos are grown?" "What stores do you go to in order to buy your grapes?"
 and so forth. After concluding the story, I will explain to the children that we are
going to be the authors and illustrators of our own food story!

3. Required Materials for Activity

● Eating the Alphabet by Lois Ehlert
● Blank white paper books
● Crayons
● Pencils

4. Direct Instruction (Define lesson step by step)

I will tell the children that we are each going to receive our own blank books where we
will create the cover, illustrate the body, and write the words on the pages of a book
about our favorite foods to eat. I will excuse the children to their two big tables one
child at a time. The books will have the title "My Favorite Foods" already printed on the
front. Next, I will pass out one book to each child followed by giving them their pencil
bags. Children that have difficulty grasping their pencils will have pencil grips placed
upon them. The children will also receive their name plates for reference.
"What is the first thing that we should write on the front cover of our books? Our
names! Without our name on the cover no one will know who the author and illustrator
of these wonderful books are." I will show them the cover of Eating the Alphabet noting
that there is a title, the author/illustrator name, and even some illustrations. "The cover
of your book does not require these same illustrations. It is your personal book so you
can create whatever illustrations you would like for your cover."
I will then instruct the children to open their book to the first page. "Now you can begin
filling in the body of your food story. The body is all of the pages in-between the front
cover and the back cover of the book. This book is your creation so you can draw the
food however you envision it. You can choose to draw individual food items such as the
fruits and vegetables in this story or you can draw complete meals that you enjoy.
Maybe you enjoy eating a big bowl of fried rice with spring rolls, maybe you enjoy eating
a vanilla birthday cake, maybe you enjoy eating naan bread with hummus. There is no
right or wrong way to draw. We all think in unique ways and so we will draw in unique
ways. All of our work will look different and that is completely okay!"
The children will begin to draw pictures of their favorite foods throughout the pages. I
will prompt them with questions such as "Can you tell me about your drawing on this
page? Why did you choose to use the scarlet crayon for this drawing?" ect. After the
children have drawn for a few minutes I will then prompt them to write about their
different drawings. I will encourage children to take their time reminding them "There is
always time to complete things later on. Please do not stress yourself to complete each
page because we all work at our own pace. Some of us may finish each page today but
some of us will need more time and that is completely fine." I will continue to walk from
child to child, asking open ended questions and making comments. I will also offer hand
over hand assistance as needed.
To conclude this activity, I will ask which children would like to read their story to the
class. I will allow them to take turns explaining their story, their drawings, and their
favorite food choices to their classmates.

5. Guided Practice (Scaffolding/Questions: How will YOU participate in this lesson)

I will participate in this activity by asking plenty of open ended questions as the
students draw and write. I will also engage the students in back and forth
conversations.
Potential Questions:
● Can you tell me about this drawing?
● Why did you use navy blue to draw your watermelon?
● Can you tell me about the last time that you ate pasta? What ingredients
do you need to make it?
Scaffolding:
● What colors do you see when you buy strawberries from the store? Do
you have any of those colors in your pencil bag?
● What have you already tried when drawing your birthday cake?
● Sometimes my crayons break if I am pressing very hard. Maybe you can try
to color more softly on your paper.

6. What will you assess during this lesson?

 During this lesson, I will assess a few different things. One thing I will be assessing
is the children’s fine motor skills. How do they grip their pencils and crayons? Can
they control their writing utensils enough to use them? Another thing I will be
assessing is how many letters of their name can the child identify. Finally, I will be
assessing if the children are making the connection between print (the symbols
we write with) has a purpose. It is okay if students are not able to write words or
sentences. They may be capable of conventional writing, they may be scribbling,
they may be creating letter strings,ect. The purpose is not to push for
conventional writing,rather, it is to see if they understand that written words
carry a message. When I ask them to read to me, do they simply tell me about
the picture or do they reference their “writing” as actual text? If I point to their
writing do they attempt to read it or do they lump it together with their drawing?
Do they attempt any kind of writing or stick to illustrating?

7. Closing: (Answer the following questions)

List DAP principles that relate to this lesson.
Have you looked at inclusion? Culture? Is it planned well?
Related DAP Principles:
● All areas of learning and development are important.
● Development and learning proceed at varying rates.
● Development proceeds towards greater complexity, self regulation, and or
symbolic representational capacities.
Inclusion: I do feel that this activity is inclusive in that I will provide pencil grips for those
with less developed fine motor skills. I will also provide hand over hand assistance for
students that are struggling to make certain shapes and ask for help.
Culture: I do feel that I have addressed culture with this activity as I have mentioned
different cultural foods that children might enjoy eating. I also offered hand over hand
assistance for those who may come from a cultural background that may stress
interdependence over independence.
Is it planned well? I personally feel that this lesson is planned well. I give detailed
instruction, provide a story for reference, ask open ended questions, make real world
connections, encourage back and forth conversations, and encourage children to
express themselves through art and early writing. This activity includes art, a lot of
language, and early writing/fine motor practice.