Dogs

Allison Billenstein Preschool, ages 3 to 5

Common Core Standards: Domain: Social and Emotional Development Strand: Relationships Topic: Empathy Standard Statement: Show regard for the feelings of other living things. Domain: Approaches toward Learning Strand: Creativity Topic: Innovation and Invention Standard Statement: Use imagination and creativity to interact with objects and materials

Lesson Summary: We will read Mo Willems The Piegon Wants a Puppy, which incorrectly states how to care for dogs. After each incorrect statement the pigeon makes, we will have a short discussion on how to properly care for a dog. Children will be able to act out how to care for animals in the dramatic play area, which has been stocked with appropriate props. The class will gather for group/circle time and will create an infographic with piktochart.com on how to take care of dogs (a before and after infographic will be created). Estimated Duration: This lesson will be part of a themed piece dealing with dogs that will last an entire week. Most of the teaching will take place during group/circle time, but learning will also be experienced through play. Group/circle time will last approximately 20 to 30 minutes, depending on the major topic that day. The props that are dog themed will be in the dramatic play throughout the entire week, giving children the opportunity to act out how to take care of animals throughout the entire week.

Commentary: Mo Willems book will be a good start to engage the children. Most children like to correct adults when they know the correct answer and the pigeon in the book makes many incorrect assumptions about caring for dogs. The knowledge of the children could present an issue. If children dont have an animal at home, they may not know how to care for one.

Instructional Procedures: Part 1: Children will be gathered for group/circle time. Children will be asked how one is supposed to care for a dog and what dogs need. The responses given will be inputted into an infographic on piktochart.com. The infographic will be projected from a laptop or computer onto a projection screen, so children can see the changes that are being made. *This will occur on the first day of the themed week. Part 2: The Pigeon Wants a Puppy by Mo Willems to be read. Questions will be asked throughout the book on how to care for dogs and if the pigeon is correctly stating how to care for one. Part 3: Children will be given the opportunity to act out how to care for dogs during free time. Dog related props will be added to the dramatic play section of the room. These include, but are not limited to, stuffed animals (dogs), leashes, food & water bowels, boxes of pretend dog food, small dog crates, and veterinary related tools. Part 4: Children will be gathered for group/circle time. Children will be asked how one is supposed to care for a dog and what dogs need. The responses given will be inputted into an infographic on piktochart.com. The infographic will be projected from a laptop or computer onto a projection screen, so children can see the changes that are being made. *This will occur on the last day of the themed week. Part 5: Both infographics will be printed off and hung in the classroom. Another group/circle time will occur at the end of the last day to recap what was covered during the week. The differences from the before and after infographic will be pointed out to the children. *This will occur at the end of the last day of the themed week.

Pre-Assessment: The pre-assessment will be the before infographic done during group/circle time. Children will be asked a series of questions related to caring for dogs. Subsequent questions will be asked based on the responses given.

Scoring Guidelines: The teacher will make tally marks next to each childs name on an attendance style sheet for each answer they gave.

Post-Assessment: The post-assessment will be the after infographic that is done during group/circle time. Children will be asked questions if no responses are readily given. The teacher can remind children about what they did to take care of the dogs in the dramatic play area and ask if that is how one would care for a live dog. Scoring Guidelines: The tally mark system would be used again for the post-assessment and the teacher can then compare the number of tally marks from the end of the week to when the children were first asked. *Teachers should be observing students during their time in the dramatic play area. Observations can be written down, so specific questions to an individual child can be asked during the post-assessment. An example could be, Johnny, I noticed that when you were playing with our dogs, you were taking them for a walk. Do you think that you would do that with a real dog?

Differentiated Instructional Support Describe how instruction can be differentiated according to learner needs: Gifted or accelerated children: The teacher could ask the child to describe how one cares for dogs with little to no scaffolding questions. The teacher could then ask the child to help the other children in the dramatic play area. Struggling children: Children who are having more difficulty grasping the concept of how to care for dogs would be asked more scaffolding questions. The teacher could base these questions on specific details in their home life; if they have a sibling or pet at home.

Extension http://www.youtube.com/watch?v=eexIqdIdFOw This is a short video that shows how to care for a pet. It doesnt use talking, so children can describe what is happening in each scene. The video reinforces what children are learning about and could possibly give them new ideas on how to care for an animal.

Homework Options and Home Connections Parents would be encouraged to pick up books on dogs from the local library (a list would be provided of suitable books). They would also be encouraged to open up dialogue with their child on how to care for animals and even to act out with their child how to care for pets. Parents could also show informational videos to their children that go more in depth about pet care.

Interdisciplinary Connections Children will be asked a series of questions (this can occur in a group or one on one) which enhances their social and emotional growth (see Relationships Strand of the Ohio ELDS). Children will also be read books about dogs as well as making infographics which will strengthen literacy and show the importance of it.

Materials and Resources:

For teachers

Laptop or desktop computer that has the capability to be connected to a projector, interenet connection, The Pigeon Wants a Puppy by Mo Willems.

For students

Dog related props (leashes, food & water bowls, small crates, stuffed animals (dogs), veterinary related tools, etc.), additional books about dogs added to the class library, device that has internet capabilities to watch informational videos about dogs.

Key Vocabulary Leash a line for leading an animal, can be used when taking walks Collar a dog necklace that contains important tags; leash can be attached to collar Tags often small metal plates that have important information on them; name, vaccination records, etc. Veterinary a doctor that takes care of animals The children will also be taught the breeds of the dogs that are in the dramatic play area.

Additional Notes Both infographics will be placed in the classroom for the children to view. The before infographic will be placed in the dramatic play after the first day. Teacher can add pictures to the infographic, so children who cant read can still understand ways to care for the dogs. The props can be kept in the dramatic play area for a while after the themed week is over to allow children more time to gain the skills that were addressed during the themed week.