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# Allison Horn

EDUC323

## November 19th, 2015

Lesson Plan
Purpose
Create activities related to the chosen book that integrate math and diversity into the learning of
children in an early childhood education setting (preschool).
Book
Giraffes Cant Dance by Giles Andreae and Guy Parker-Rees
Activities
1. Giraffe mask spots matching game (math)
2. Dance along to music from all different cultures and decades (diversity)
Methods
What will the teacher do?
First read the book to the students with prompting questions about how Gerald is feeling and
how he is different from the other jungle animals. Then begin the activities.
1. Make 20 giraffe masks with a different number of spots on each mask. There are 9
pairs of the same number from two to ten spots. Make one triple set in case a class has an
odd number of people. First, set 2 pairs of masks on each table and ask the group to
match the pairs with the same number of spots together. This way, they can practice the
activity in a small and controlled group before doing it as a class. After everyone
understands this task, ask for two volunteers to come up to the front with the teacher. One
volunteer will have a mask that matches the teacher and the other will have a mask with a
different number of spots. Put on the mask and show the class how to count the spots,
then count the volunteers spots, and decide which one matches. Again, the class is shown
explicitly how to participate in the activity. Finally, hand out masks to everyone in the
class and have them find their match.
2. This activity involves several videos of different types of music and dancing from
all over the world. This specifically relates to the idea of the book because Gerald cannot
dance like the rest of his animal friends, but when he learns to dance his own way,
everyone thinks he is a great dancer. Find videos of very different types of dancing from
different cultures and time periods to show the diversity in dancing and music across the
world. Play a video and ask the class to dance along in the way that the music makes
them feel. They do not have to match the dancing in the video because they are dancing
in their own way, which is just as good as everyone else. It is okay to dance differently
since dancing is a means of self-expression, as we learned in the book with Gerald. Then
ask the class which type of music was their favorite to dance along to, and why. This will
create diversity within the classroom, and show how it is okay to have different opinions
and ways of doing things.
What will the kids will do?

Allison Horn
EDUC323
November 19th, 2015
1. The children will go around the room counting each others spots on their mask
and see if it matches their own mask. They will need to count many times in order to find
their match. Once they find their match, we will go around the room and count every
pairs spots as a class to reiterate the counting aspect of this activity.
2. The children will be prompted with clips of different types of music and dancing
that they will dance along to. If the activity works out as planned, the children will dance
differently to each video. Then, they can tell the class which was their favorite and why.
Developmental Level
These activities are intended for a young child from 4 year old preschool up until grade 2.
Children as young as 4 are learning to count so it would be most appropriate for children of this
age. At this age they are able to begin to understand the diversity in dances and they would have
fun dancing along. Grade 2 would be old for the counting aspect of this lesson, but the diversity
piece would be applicable to children of this age. They may have the ability to better grasp the
idea of diversity in the world and this activity can benefit them. To tailor this activity to older
children learning addition and subtraction, the teacher could have a pair of students with a
different number of spots find a single person with spots that add up or subtract to the number of
spots on their mask. This lesson is specifically being implemented in a 4-5 year old preschool so
the original counting and diversity piece will be developmentally appropriate for these children.
Conclusion
1. The mask activity uses counting skills and math to determine if their mask
matches another mask. They need to count multiple times in order to find their match.
This also involves one-to-one correspondence for them to count the number of dots on