Tamia B. Lesson Plan
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Lamar University *
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Course
322
Subject
Information Systems
Date
Apr 3, 2024
Type
doc
Pages
10
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HD 321/HD 322 Activity Lesson Plan Meets NAEYC Professional Standards: 1a, 1b, 1c, 3a, 3b, 3c, 4a, 4b, 4c, 5a, 5b, 5c
ACTIVITY INFORMATION
Name: Tamia Bryant Date of Activity: Classroom Teacher: Children’s Ages: Size of Group: Title of Activity:
CONTEXT OF LEARNING
1.
Describe children’s development related to
your activity. What do you know about the children’s social and emotional development; cognitive and physical development; and language development for communication? Connect to relevant theories. 2.
Prior learning and prerequisite skills related to the activity. What do children know, what can they do, and what are they
learning to do related to the activity? LEARNING OBJECTIVES
3.
Specify four (4) objectives (child actions
) for the activity (keep in mind each area of development). (NAEYC Professional Standard 1c)
Physical
The children will use fingers and hands
(7a) by shaking, touching and feeling the
colored rice bags.
Social-Emotional
The children will interact with peers (2c) by taking turns with the rice bags, sharing
and using the given materials.
Cognitive
Language
4.
Describe how the learning objectives promote children’s active nature of learning. 5.
Describe how the learning objectives promote children’s multimodal nature of learning.
1
Children will have the opportunity to interact with each other by sharing the rice
COMMUNICATION SKILLS & LANGUAGE VOCABULARY
1
6.
What vocabulary will you teach or develop (key words specific to the content you are teaching)?
2
Texture
Color
Sharing
Taking Turns
7.
What are key communication skills related to the learning objectives (e.g., reading, writing, listening, speaking, re-telling, answering, selecting, responding, and demonstrating/performing, etc.)?
The key communications related to this learning objective will be: listening, responding, demonstrating and performing. The rice of different colors will be put into different bins. The children will be able to verbally
say what color they see. They also will use spoons and/or cups to scoop the rice and play with it as they please. 8.
What opportunities will you provide for children to practice the communication skills and vocabulary?
What are your planned supports for assisting children (e.g., vocabulary development, modeling, guided practice, graphic organizers, etc.)?
PREPARATION OF THE ENVIRONMENT AND MATERIALS
9.
Where and how will you set up the activity? (
NAEYC Professional Standard 4b
)
9a. Describe what could be done to construct a physical environment that supports the (1) active and
(2) multimodal nature of young children’s learning.
9b. Describe how you plan to create an
environment that demonstrates rapport
with and mutual respect for children and
among children.
Instructions will be given to the students prior to the
activity.
9c. List materials needed, including quantities. Specify where the materials
White rice
Food coloring
1
Active nature of young children's learning refers to practices for young children that promote learning through meaningful, relevant, and authentic experiences with materials and with people—by doing (engaging with open-ended, multi-use, rich materials, play, physical action, hands-on experiments), and by having relationships (engaging in conversations, generating, and asking questions), following their own interests and curiosity, being able to make mistakes and learn from their mistakes, learning to control impulses and regulate their emotions, and through the model of adults (how they talk, act, treat each other, etc.).
The multimodal nature of young children's learning refers to teaching practices for young children that promote learning through the engagement of all their senses, utilizing varied approaches to learning and to demonstrating that learning (i.e.,
integrated, meaningful experiences that build on children's interests, nurture their curiosity, and respond to their
own unique styles of learning while scaffolding and challenging them to grow in less developed areas). Use of technology should be developmentally appropriate, active and engaging, support creativity, empower children’s construction of knowledge (e.g., digital storytelling) and be one of many options to support learning.
2
Developmentally appropriate sounds, words, phrases, sentences, and paragraphs that you want children to use or create. For example, including: (1) words and phrases with subject-specific meanings that differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline. Content (terms, facts, principles, or vocabulary) is provided
and defined (3 pieces of content). At least 3 pieces of content are needed in every lesson plan.
2
are located and how you plan to obtain them. (NAEYC Professional Standard 4b)
Small bins (4)
Plastic spoons (10)
Plastic cups (5)
Newspaper
Paper towels
Ziploc bags
o
I will bring all materials from home
INSTRUCTIONAL STRATEGIES & PEDAGOGICAL TECHNIQUES
(
NAEYC Professional Standards 4b, 4c, 5a, 5b, 5c
)
10. Introduction of the activity, including (a) inviting children to participate and (b) providing an opportunity for children to explore the materials
11. Step-by-Step Procedures (Teacher Actions)
Behavioral Expectations for
Children
Correspondence Between Child Actions (Learning Objectives) and Teacher Actions (Procedures)
Physical
Social-Emotional
Cognitive
Language
12. Describe how you will connect to prior learning experiences and/or lived experiences.
13. Include information on how you plan to use interdisciplinary (i.e., more than one discipline- science, math, language/literacy) 3
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learning experiences during the activity.
14. Questions to Prompt Thinking
15. How will you differentiate instruction (in two
of the four possible areas below) to account for the diversity in your classroom? Include two
simplifications and two extensions in the two areas you choose. a.
content
(what you will teach)
b.
process
(how the
material will be taught and learned)
c.
product
(what the children demonstrate at the end of the lesson to demonstrate mastery)
d.
learning environment
(physical layout of
the classroom, use of space, groupings, etc.) 16. Closure
4
PLANNING COMMENTARY
17. What limits do you anticipate using in guiding the children through the activity (size of group, guidelines before beginning)? (
NAEYC Professional Standard 4a
)
18. Describe how your instructional strategies and planned supports are appropriate for the children (whole class, individuals, groups, children with specific learning needs). Connect to relevant theories. 19.
How do you expect the children to respond to the activity? (
NAEYC Professional Standard 1b
)
19a. What behaviors might children exhibit during the activity? How will you
address them? 19b. What developmental approximations
3
or misunderstandings might occur? How will you address them? 20.
What assessment strategies
4
will you use? Describe how your planned formal and informal assessments will provide direct evidence of children’s learning for each objective
. This could include observation, responses to questions that check for understanding, behaviors that demonstrate the learning objectives, and others. Physical
Social-Emotional
Cognitive
Language
21. How will your assessment strategies allow for the assessment of a variety of skills and
learning? 3
For example, beginning or transitional language errors or other attempts to use skills or processes just beyond a child’s current level/capability. 4
Assessment strategies refer to all those activities undertaken by teachers and by their students that provide information to be used as feedback to modify teaching and learning activities. Assessments provide evidence of children’s prior knowledge, thinking, or learning in order to evaluate what children understand and how they are thinking. Informal assessments may include, for example, children’s questions and responses during their learning experiences and teacher’s anecdotal observations of children as they work or perform. Formal assessments may include, for example, samples of children’s writing, drawing, painting, photos, project work, and performance tasks.
5
6
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REFLECTION
1.
Evaluation of the activity (to be completed after activity has been carried out with children): (NAEYC Professional Standards 3a, 3b, 3c, 4d) a.
Specific documentation on two (2) focus children:
Identify which objectives each child met or accomplished, providing evidence. Also indicate if any simplification or extension activities were used, as well as whether specific teacher assistance was used at any point during the activity. This could include any hand-over-hand techniques, any help using the tools, or specific points during the activity that the child was unable to continue without a teacher stepping in
Evidence of children’s learning is provided through verbatim talk and rich description of children’s behaviors
.
Child 1
Child 2
Identifiers: (gender, shirt color, hair
color)
Identifiers: (gender, shirt color, hair
color)
1.
Physical
2.
Social/Emotional
Social (adult-child, child-child interactions)
Emotional (expressing feelings)
3.
Language (samples)
Use of vocabulary and language
Infants (non-verbal forms of communication)
7
4.
Cognitive
(Refer to your questions to prompt thinking if they relate to the objective)
Evidence of Learning
5.
Feedback
Clarifications (when a child misunderstands or lacks understanding)
Acknowledgements and/or expansions (when a child does understand) 6.
Use of Individualized instructional supports
(differentiated instruction)
Do you feel the learning objectives were accomplished? Why or why not? Give Examples.
7. Evidence of children’s learning is provided for each objective looking at the whole group of participating children. Evidence is
specific and objective. Teacher interpretation is objective and evidence-based. 8. Evidence of children’s learning is provided looking at the whole group of participating children. Include evidence of patterns (both
qualitative and quantitative) of learning for the whole group and the focus children. Describe evidence of learning in percentages or ‘most’. 9. For language, describe how your introduction to vocabulary promoted understanding of the learning experience. Consider how you introduced word meaning for different levels of development. 8
How effectively did you guide the children?
10. Reflective commentary on your use of instructional supports (differentiated instruction/individualized instruction) for the whole group of
participating children. Description of how the teacher (a) guided the children through the activity and (b) guided their behavior is described. 11. Description of how the teacher evaluated and changed teaching practices to meet a variety of learning styles using different learning modalities. How effectively did you provide feedback?
12. Reflective Commentary on the whole group of participating children on providing feedback (clarifications, acknowledgements, expansions, extensions). How effectively did you solve any issues?
13. What problems did you have and how did you resolve them? If no problems were encountered, what
made your implementation go well such that no problems occurred?
What improvements would you make to your activity lesson plan?
Provide a description of proposed changes to the activity that address children’s individual AND collective learning needs and support with theory. 14. Describe improvements to instructional practices and pedagogical techniques.
15. Describe improvements to revisions to learning objectives.
16. Describe revisions of simplifications and extensions.
17. Describe changes to/in the preparation of materials and/or the environment.
18. Based off of your assessment of 9
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what the children know and are able to do, what would be your next plans for instruction if you wanted to continue this investigation? 10