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Name of theme and strategy, why it was I chose cars because I noticed how much the children enjoy
chosen, how it is relevant to children and playing with cars. Cars require interactive play where they
a description of the activities or projects have communication which enhances language skills and
Target Age Range and Group Size Preschool (3 year old), 12 children
Learning Foundations – 1.
are planning to address during the Substrand: 2.1 Children develop age-appropriate vocabulary.
lesson. (One Language and Foundation: 2.1 (around age of 60 Months) Understand and
Literacy, and one from another use an increasing variety and specificity of accepted words for
symbolic contexts.
● List the domain, strand, (CDE, 2008, p. 59)
2012) or from the California Substrand: 1.0 Children use nonverbal and verbal strategies to
others effectively
56)
Objectives– Objective 1.
children will learn in measurable terms. The children will identify the different parts of a car that an
encouraged to be innovative and The children will define the terms in order to imagine how to
For example:
Literacy Objectives
in the story.
sequence.
Math objective:
The children will use the terms
whether the children have learned the The children will learn the vocabulary words about a car and I
objectives you set out to achieve and will know they have achieved this by making an activity where
whether they are moving toward the they are learning orally of words. I want the children to learn
foundations or standards? about cars and their parts by having them see a car and all of
Describe in specific detail, how you will create their own cars out of cardboard in order for them to
assess the children’s progression towards learn more about what their interpretation is for a car.
example, while retelling the story with When we go over the definitions of the vocabulary words, the
puppets, the child will use the character children should be able to tell where the parts go on the car.
names and retell the story in sequence. The children will also be able to identify each part and say
Also describe how you will make further cars themselves however they want.
assessments.
Strategies and Interactions – The Domain: History Social Science
Frameworks Vol. 1, Vol. 2, Vol. 3 (CDE, Substrand: 1.0 Skills for Democratic Participation
2010, 2011, 2013) and the California Strategy from CA Curriculum Framework: Become involved
(CDE, 2012) list teaching strategies and understanding of the importance of considering others’
interactions within each Sub Strand opinions, group decision making, and respect for majority rules
section. Include at least two strategies and the views of group members who disagree with the
appropriate domains. (They should align Implementation: I would use this strategy in my activity by
with your chosen foundations, above.) having the children take turns with having ideas on what to put
Write them like this example: on their car when we build one together as a group.
Domain: Science
Strand Listening and to raise questions about objects and events in their
Speaking environment.
Substrand 1.0 Language Use Implementation: I want the children to ask their parents
and Conventions questions about cars and see if they can come up with new
Strategy: Engage in “getting to know vocabulary words and ideas they can add to their cars. I believe
you” conversations.
Implementation: Describe how this will allow the child and parent to bond through
format. 4. Paintbrushes
5. Scissors
6. Scrap Paper
they want.
I will have the children watch a car video and because they are
1. Anticipatory Set – how you will
already interested in cars, having them watch a car video will
introduce and engage the children in the
allow them to want to create a car themselves.
activity. Be creative! Think about what
will be exciting to the children and draw Step by Step Description
execute all the procedures that are part 2. The teacher will set out different materials such as
of your activity, how to interact with the cardboard, paint, paint brushes, scissors, scrap paper,
children during the activity, and any glue and anything the children bring from home to put
sure to include what the teacher does 3. The children will sit at the table and paint their
and what the teacher does. Write this in cardboard boxes to their liking. The children will then
a numbered format. add whatever they want to the box such as glitter.
4. Next, the class will talk about what a car needs in order
In order to practice integrating literature The book will be read while the children are doing their activity in
into all areas of the room, choose at least order to give them ideas on their own cars.
interest area. Explain where the books 2. Everything I know about cars by tom lichtenheld
Language Learners learners can benefit from eye contact because it makes
Refer to the Preschool English Learners children comfortable when they are trying to help the child
language, and telegraphic/formulaic) and 2. Having the child use his home language to teach the
one strategy for each. students words in his language for their cars.
Accommodations One accommodation would be for the teacher to sit next to the
Include at least one accommodation for a exceptionals needs child and help them paint their cardboard boxes.
child with exceptional needs. Include the The teacher can also have another child sit next to that child in
child’s identified need and the order for them to help and answer questions together as well.
Family Engagement/Cultural 1. I would have the child and parent write down words in
Integration – English that they come up with for this activity and also
Give two suggestions on how you would write them in Spanish as well in order for the child to know
cultures. (Tip: Family engagement 2. I want to be able to create developmentally, and culturally,
strategies are listed in each subsection of appropriate activities that capitalize on students' intellectual
the sub-strand section of California strengths in learning to communicate with both languages. I
Preschool Curriculum Frameworks, also want to assign any DLLs in the classroom to activities
Volumes 1, 2, and 3) that match their developmental levels and learning needs.