Spring 2014 Sem I-ECED372

LESSON PLAN OUTLINE JMU Elementary Education Program Shannon Donegan Christa Fisher, Prekindergarten, Clymore elementary February 27, 2013

TITLE OF LESSON Traveling Around the World: In this lesson, I will be conducting a read aloud. The book I will be sharing with the class is My Granny Went to Market. I will begin by asking the students questions about part of the actual book. Where is the cover of this book located? Where is the back cover? Where is the spine? Where are the pages? Throughout the read aloud I will ask them questions such as what is granny buying in this country? Have you ever seen one of those before? Do you know what that is?. I will also answer any questions they have about the items purchased in the book. After I finish reading the book I will ask the students where they would go if they had a magic carpet, why would they go their, and what would they do their. Then there will be a quick break. I will have all of the students stand up and shake their hands around like they are shaking the cow bells in the book. I would then have them sit down (in order to transition them back to sitting on the floor so that I can continue) and bang their imaginary drums like the drums in the book. I will then do the activity I have planned. I made a poster board with a map of the world on it and have written on the map each place visited in the book. I would ask the students if we know where they live on the map. I also have cut outs of each of the things purchased in the story that can be velcroed to the map. The students then will each have the opportunity to come up and place the object where it was purchased on the map. There are 15 pieces to Velcro on so every student would each have a turn CONTEXT OF LESSON The current theme of the classroom is space. This theme includes space exploration as well as cultural awareness. During this theme students need to learn about other cultures as well as their place in the world. This story also fits in to Mrs. Fishers Curriculum in regards to literacy. This book introduces students to new vocabulary. The lesson allows students to make predictions, engage in turn taking during discussion, listen attentively to stories, and follow one and two step oral instruction. OBJECTIVES AND ASSESSMENT Developmental Objectives 1. The students will answer questions about what is happening the story 2. The students will make predictions about what will happen next in the story 3. The students will relate the book to their own experiences. Assessment I will take down notes of the students responses during the read aloud. I will further their thought process by asking them more questions. I will ask the students what do you think will happen next? I will make note of what predictions the students make. I will ask students questions such as: Have you ever played a drum before? Where did they play the drum? I will ask them Have you ever worn a mask? if they have I will ask them What kind of mask? Was it scary or funny? I will record the students responses.

COLLECTION OF ASSESSMENT DATA

**SEE ATTATCHED REFLECTION DOCUMENT**

RELATED FOUNDATION BLOCKS (Preschool)

Oral Language
Children gain language and vocabulary skills by having multiple and frequent opportunities to talk, as well as listen to, Page 1

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adults and peers. These opportunities must occur frequently throughout the day as children begin to read and write. . a) Listen with increasing attention to spoken language, conversations, and texts read aloud. . b) Correctly identify characters, objects, and actions in a text with or without pictures and begin to comment about each. . c) Make predictions about what might happen in a story. . d) Use complete sentences to ask and answer questions about experiences or about what has been read. . e) Use appropriate and expanding language for a variety of purposes, e.g., ask questions, express needs, get information. . f) Engage in turn taking exchanges and rules of polite conversation with adults and peers, understanding that conversation is interactive. . g) Listen attentively to stories in a whole class setting. . h) Follow simple one- and two-step oral directions.

Vocabulary
The more children know about the world around them, the easier it is for them to express new information, ideas, and vocabulary to communicate this knowledge. Helping children to relate experiences to new ideas and concepts also assists in the development of vocabulary and related skills. . a) Use size, shape, color, and spatial words to describe people, places, and things. . b) Listen with increasing understanding to conversations and directions. . c) Use expanding vocabulary with increasing frequency and sophistication to express and describe feelings, needs, and ideas. . d) Participate in a wide variety of active sensory experiences to build vocabulary.

MATERIALS NEEDED Book- My Granny Went to Market Mrs. Fisher Poster board with pieces Shannon Donegan Camera- Shannon PROCEDURE

Preparation of learning environment- Instruct the students to sit on the carpet and tell them it is time for a read aloud. The students normally have a read aloud during this time so they have this ingrained into their routine. I will place the poster board out of sight so that it will not distract them during their read aloud time. The students should not have anything with them except themselves. Engagement and introduction of the lesson- I will then show the children the book and tell them that this is the story that we will be reading today. I will then gesture to the front of the book, the back of the book, the spin, and the pages and have them identify each (front cover, Page 2

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back cover, pages and spine) I will then point to each word in the title of the story as I read it. Then I will ask the students what they think this story will be about. I will begin reading Implementation of the lesson- As I read the book I will ask the students questions on each page as well as count as a group out loud the number of things she buys in each place. On the page about Thailand I will ask what she is buying. What do they see on the page? On the Mexico page I will pause before reading and ask the students what the people are wearing on their faces. I will ask if the students have ever worn a mask before. If they have, what mask did they wear? and why did they wear it? On the Africa page I will again ask them what they think she bought by looking at the pictures. What are the people doing? How do you play a drum? On the Russia page I would ask them if they know what a nesting doll is. If they do not know what they are then I will give an explanation. On the Australia page I will ask the students what a boomerang is. I will explain how it returns to the person who throws it but it doesnt return because it has an engine like a space ship (this will tie in the unit on space they are doing with some of the vocabulary about space they are learning). On the Tokyo page I will ask the students if they have ever seen a kite before? Have they ever flown a kite? What did it look like? On the Peru page I will ask the students what they think the girl will do with her magic carpet now that her granny has given her one. I will have them make predictions as to what will happen on the last page. I will finish the book. I will close the book and ask the students where they would go if they had a magic carpet. Closure I will then have the students take a quick break. I will ask them to stand up. I will then have them ring their imaginary cowbells. As they pretend to ring them we will count slowly to 5 because that is the number of cowbells in the story. Then have the students sit down (transitioning them back to the floor) Then I will instruct the students to bang on their imaginary drums and we will count to six because Granny buys six drums in the book. Now we will do the rest of the activity. I will pull out the big map of the world I have made on the poster board. I will ask the students if they know where we are located on the map. I will hold up each of the pieces and ask the class what it is and count how many there are. For example I will hold up the drums and ask the student what I am holding. I will then give each student a chance to put one of the objects on the map. Some of the objects are split up into two separate pieces. For example there are six bongo drums but I put 3 on one piece of paper and three on another so that there are enough pieces for each student to have a turn. Clean-up I will instruct a couple of students to remove the Velcro pieces from the board. I tell the students that they can play with tit during center time. I will then put the board where it will be available for them to play with during centers.

DIFFERENTIATION The children in the class range from 3-5 years old so they are at a variety of levels both in terms of their literacy and social development. There are some students who need be kept on track more then others. I will have to remind them to sit down or pay attention to what I am saying. Some students will not volunteer to participate so I will need to call on them individually to answer a question instead of waiting for them to come up with a response. Also many of the students might have a hard time focusing for such a long time that is why I included the little break that will get them moving. This way they can get all of their fidgets out and be ready to do the activity. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? I am asking the students a lot of questions and I am afraid that we might go to off topic and take away from the actual story and message. In this case I will have to reel the class back in to continue the story. If the children are appearing to get restless during the story I will limit the number of questions per page or only ask questions on every other page.

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Lesson Plan Reflection Overall I had a great experience with this lesson plan. It went as planned and I did not for the most part have to deviate from my lesson plan. I was pleasantly surprised with the responses I got during the read aloud. It really made me feel more confident. I realized how well I really new my class. How I thought each of the students would react was how they reacted was for the most part how they reacted. It gave me a lot more confidence in a way because I realized I have really gotten to know my students. I asked the children a multitude of questions throughout the read aloud. They exceeded my expectations during our discussion. When I asked them about the different parts of the book, the pages, the cover, etcetera, they knew the answers and eagerly answered them. The awesome part was it was not just the same students answering my questions. They all participated. I asked them about what the people were wearing in Mexico and they said mask. When I asked them if they had worn a mask before 7 out of the 14 students had an answer for me. I got a variety of answers: Spiderman, a pig, a monster, and a fox. They told me they wore them for fun, for Halloween, they told me some of them were silly and others were scary. My favorite moment of the whole read aloud happened during our conversation about masks. One little girl, the girl I am doing my case study on, never participates in any group discussion. In the whole time I have been working in this classroom I have never heard her voluntarily participate and she did! She said she had a pig mask. I was beyond excited for her. She did it completely unprompted. The teachers assistant and I exchanged a look of complete elation. It was an amazing moment. When I asked them about the drums may of them said they had played drums before, one of the little boys told me how his brother was really good at playing the drums. When I asked them how to play the drums they all banged their hand up and down. As I predicted none of the children knew what a boomerang was. One little boy jumped up and said her did but then he changed his mind. When I explain how it didnt come back with an engine like a rocket ship they all got excited and made comments about how fast a rocket ship is or how cool it would be if the boomerang had a rocket. One little boy said it would be really cool if it had an engine like a rocket ship. Another little boy told me a story about how he had a boomerang that was remote control and had an engine (a made up story but at least it got him thinking and imagining). The nesting dolls werent really something they had anything to say about. I had anticipated them not knowing what they were so I explained it to them. When he talked about Kites they go very involved most of them had something to say. They all said they had seen a kite. One little girl said she had one that looked like a butterfly. A little boy said that his brother had a kite and they had flown it at the beach. With some prompting he told me that it had a lot of different colors on it but he couldnt remember what it looked like. When I asked the children what they thought the girl in the book would do with her own magic carpet they had great responses. They predicted the outcome. They said now she is going to go on a trip on her magic carpet. When I asked them where they would go if they had a magic carpet of their own I got responses such as go to the zoo, go to the beach, go to my house, go to the store, and go to my grandmas house. I asked them what they would do at these places I got responses such as play with my friends and look at lots of animals. They seemed to love the little mini break I built in. I was really glad I planned that because they were getting antsy after all the discussions we had during the read aloud. They were super excited to ring their bells and counted along with me. I was really glad I had them sit down to play the drums because it really helped them to transition because they were already sitting where they should be when they were done drumming. I was pleasantly surprised when I asked the students where we would be located on the map. One little boy got up and pointed to North America. The students did an excellent job identifying the objects from the story as I held them up before they put them on the map. I was able to see that they really were comprehending what I was reading and were learning the new vocab words. They were also able to follow the instructions I gave them about where to put the objects on the map. The two children I assessed seemed to really understand the concepts I was teaching. The little girl had an answer to all my questions when asked about the mask she said she had an animal. I prompted her further and told me what animal. When I was done reading and doing the map activity she knew what the objects were right away which showed me she comprehended the book and the discussion she was having. The other little boy I assessed went above and beyond my expectations. He knew where the United States was on a map. He even remembered the kites were in Japan because when I held up the kites he said they were kites. He then said they go in Japan and asked where is Japan on the map. He had said during discussion that he had flown a kite before when he was at the beach. Both of the students predicted what would happen in the story they said that the little girl would go on her own trip with her magic carpet. Overall every student seemed to really grasp the concept I was covering. But these two went above and beyond. Page 4

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Overall I learned a lot from this experience. Although I read aloud to my practicum class almost every time I am in there, this was an entirely different experience because I was not reading aloud to them solely for pleasure. It was definitely more difficult to command the attention of the students then I had anticipated. I think a lot of that had to do with the fact that I am not the head teacher and that they dont exactly see me as someone that they have to listen to yet. I dont think they have the same respect for me as they do for my cooperating teacher, which was frustrating. The experience was definitely different from what I thought it would be in that respect. From watching my teacher do a read aloud I thought it would have gone much more smoothly. When she does her read aloud to them they listen to what she says. If a student is misbehaving and she tells them to stop, for the most part they do. When some of the kids were goofing off and I told them to stop they didnt always listen to me, which was hard. Thankfully however the teachers assistant was sitting on the carpet with them and was able to help me. If I were to do this activity again I think I would have done it in a smaller group setting because it would be easier to control. I think in a smaller setting I could have gotten my message across better. It got a little chaotic towards the end with all of them putting the pieces on the map. I think it would have been much easier if I had had half the class instead of the whole class. I had a great time! I loved reading aloud to them. It was great to hear all of their responses; it was very entertaining and education for me.

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