Fall 2017

Sem I-ECED372

Lesson Plan Rubric: ECED 372 Name:____Alexis Padgett_________ Date:_________

Reviewer: ____________
Target Proficient Developing Unacceptable

Context/ Clear and convincing Context and Context and Statements of context
Concepts(understand)/ connections among objectives are objectives are and objectives are not
Objectives (know/do) context and objectives. consistent. Specific consistent. clear and
In the objectives, learning behaviors, Learning underdeveloped. 9
15 specific learning which are observable objectives are too
behaviors, which are or measureable, are general and not
measurable and identified in the specific.
observable, are objectives but they Objectives are not
identified. Objectives are lengthy and measureable
are clear and concise. confusing. 13 /observable. 11
15

Materials/ Procedures Thorough explanations Steps are Described Major components

10 provided including economically written procedures are (introduction,
introduction, and need further not clear, or implementation,
implementation, and clarification. Essential repetitive. closure) of the lesson
closure of the lesson. question, examples, Choices of are confusing. Little
Essential questions, and terms were procedures, evidence in
rich examples, prompts partially included. 8 questions, material/procedure
are listed. 10 examples are not planning. 4
appropriate. 6

Assessment Methods and strategies Connections between Poor choice of No assessment

7 for assessing students learning objectives assessment strategies are included.
learning are perfectly and assessment strategies, no 0
aligned with the methods are present. connection
learning objectives. Assessments are between
Assessment methods traditional and/or assessment and
are developmentally prepared by outside objectives. 3
appropriate and clearly source and not
articulated. 7 altered. Description
of the assessment is
incomplete. 5

Organization/presentation Complete package Each section is There are less Unorganized, need
8 presented in well- neatly organized and than 2 incomplete major revision, missing
organized in a presented with 1 or 2 sections in the 2 or more sections of
professional fashion. 8 mechanical errors in assignment. the assignment. 3
writing. 7 Material contains
more than 2
mechanical
errors. 6

By Shin Ji Kang

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CREATIVE ART
Checklist for Choosing a Meaningful Activity

Your role is to select, plan, implement, and evaluate a creative art activity in your practicum classroom.

The experiences you have in our class workshop and the assigned readings will provide a good foundation for

your activity selection. Talk with your teacher about something you would like to try.
Name:_____Alexis Padgett_________ Lesson/activity:_Numbers with Colored Noodles__

Can the activity be presented to the children without the use of a model?
Presenting a model to children limits thinking and creativity and implies that a specific kind
of product is expected.
Note: Yes, when the children are decorating their numbers they will have free range as to what they add
to their piece. I believe all the children will have a different outcome. Many of the student will be able to
listen to my instructions and then create what they envision.

Is the activity value both process and product?

The activity focuses on childrens exploration, expression, and creativity, AND a final
product that children can feel sense of achievement and be proud of.
Note: Throughout this art activity, all of the materials will be laid out in front of them, allowing the
children to choose the materials. Because of this there will be much diversity among the finished
products, making the students happy with their own individual piece.

Does the activity encourage children to explore different ways of using the materials that are
provided?
Creativity is the goal of this activity. Choose open-ended materials that will encourage the
children to express themselves in a unique way.

Note: With the many different noodles that are provided, the children are able to use those noodles
anyway they would like. Such as standing them up or flattening them. Another thing is the different
colors that are provided. With these elements, children are able to show their personality through their art
having open-ended materials.

Will the children in your class be able to complete the activity with a minimal or some amount
of adult assistance?
If not, choose a simpler activity. If adults must be directly involved with the activity too
much, it detracts from the childs sense of accomplishment and personal expression.
However, do not be too passive, providing no help with art techniques (Bredekamp, 2010,
p.386). Remember your role is to provide challenging but achievable learning activities and
to provide scaffolding.

Note: Most of the children in the classroom will be able to follow instructions properly and create a
wonderful piece of art. I do believe that there are many students who may need a little extra direction but
eventually be able to create something.

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Do I have access to the materials and supplies that are needed for this activity?
What does the school have that I can use? What do I have? What will I need to purchase?

Note: I have been able to acquire all the supplies. Most have been located around the classroom from
previous art projects such as some noodles, bowls, glue, food coloring, bags, and a teaspoon. My CT will
be getting the white vinegar. I will be bringing more noodles of different shapes.

Do the children have the fine motor skills to be able to do what is required?

Can the children use glue bottles successfully? If not, what modifications should I make?
Can they use scissors to cut their own collage shapes?

Note: Yes, the children do have the fine motor skills needed for this project. I have seen many students
use these materials while attending the school.

Do I have enough time for this activity to be satisfying?

If this is a new kind of activity for the class or if you introduce new materials, the children will
need time to explore before they can use them creatively. Be realistic in assessing the time you
have available and the childrens prior experiences as you plan for your activity. This can help
avoid a frustrating experience for both you and the children.

Note: Yes, there is a great period that the children are able to play at their centers. On many days,
students have been called individually to a centers, having time to perform the task that is asked of them.

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LESSON PLAN OUTLINE

JMU Elementary Education Program

Alexis Padgett
Ms. Lee, Wayne Hills Preschool Center
October 25, 2017 at 8:50
October 10, 2017

TITLE OF LESSON

Numbers with Colored Noodles

The students will use the colored noodles provided to decorate a number they are given. The student will have
the choice to decide what noodles and the color to include in their piece of art.

CONTEXT OF LESSON

The art activity that I have created for my preschool aged students (4) is developmentally appropriate
based on many reasons. At the age of 4, students are starting to learn number recognition, relating the
look/shape of a number to verbally counting out the number. Based on assessments, each child is struggling
with leaning certain numbers. Through this lesson, the children will be able to relate the look of the number
to its given name. From being in the classroom for a little over a month, I have come to realize all the
students love to take part in making something together. An example from in the classroom was making
playdough together during circle time. All the students wanted to take part in mixing or pouring the
ingredients. Although they enjoyed making the dough they more so liked being able to play with it during
centers for a week or so after making it. It was great to see the students take part in making something and
being able to utilize it in the ways they wanted. It is good to allow the students to see what goes in to making
something they can use. Also, while playing in centers the students are able to work well together, taking
turns with different utensils and socializing in an appropriate manner. When working with children in small
groups at a time the children can communicate with each other and get along which is seen when performing
daily tasks.
One of the most popular center each day is art. All the students enjoy making something that is their
own and upon being in the center they are all able to follow the steps needed to make what is intended in
their own way. They are always excited to engage in new activities and be able to take them home to show
their family. Based on the past art centers, all the students will be able to follow through with simple
instructions. I have picked the color noodle activity because all the students in my practicum classroom are
knowledgeable of the ingredients that go into making the final product. They will be able to see the change
in color and eventually know why the change took place. I believe the art project will give the children the
opportunity to show their fine motor skills, having the ability to stay within the lines of the number given to
them, using various familiar materials that are provided in the way of their choosing. With the use of dot
paint the kids will engage in a fun way to show the number on the sheet provided, actively counting while
they paint.

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OBJECTIVES AND ASSESSMENT

Developmental Objectives Plan for Assessment

1. The students will recognize the number
in the color noodle activity.
2. The students will accurately count the
marks to match the number given.
The students will be given a number that they have previous struggled
with in a block form. The students will use the colored noodles to fill in
number to show the shape of the number and be able to tell what that
number is in the form of a word. I will ask the student what the number
represents before the lesson and then again during the number line game
after they have completed their piece of art.
The students will be given dot paint. They will actively place a dot on
their paper while giving each dot a number. They will count to the
number they were given on their sheet. They will be able to correlate the
shape of the number to the physical amount through the dot. This will
also be assessed after they have finished their piece of art through the
number line game. After they have picked out the number I asked of them
they will them count the dots that correlate with the number.

COLLECTION OF ASSESSMENT DATA

The date table that I will be using is attached below.

RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS (Preschool)

Oral Language
Listen with attention from spoken language.
Use appropriate and expanding language for different purposes.
Engage in polite conversation in talking and taking turns.
Follow oral instructions.
Number and Number Sense
Count items in a collection and say the correct number.
Scientific Investigation, Reasoning, and Logic
Make predictions about what will happen next based on previous experience.
Matter/simple Physical and Chemical Reactions
Predict changes to matter when various substances are to be combined.
Observe an experiment and describe what is seen.
Responsible Behavior
Share equipment and space, and take turns with help from the teacher.
Work well with others.
Listen to and follow simple directions.
Self-Concept
Demonstrate Self-direction in use of materials.
Visual Communication and Production
Understand that visual arts take many forms.
Use a variety of materials, textures, and tools for producing visual art.
Develop and use fine motor skills needed to produce 3-D work of art.

MATERIALS NEEDED

1. Dried Noodles (Myself and CT)

2. Food Coloring (CT)

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a. Blue
b. Red
c. Yellow
3. White Vinegar (CT)
4. Measurement device (CT)
5. Large Plastic Bags (CT)
6. Small bowls (CT)
7. Paper with printed numbers on them (CT)
8. Elmers Glue (CT)
9. Dot Paint (CT)

PROCEDURE

PREPARATION OF THE LEARNING ENVIRONMENT

1. I will gather all the materials needed to dye the noodles. I will pour 1 cup of noodles in three individual
bags for each of food coloring colors. I will place each bag behind the dye to represent what each bag
will be.
2. Beside the three bags and dye, I will place the measurement device and the white vinegar.
3. At one of the centers I will place three individual bowls on the table, so each of the different colors will
have a bowl so they are all separate.
4. On the same table, there will be the stack of numbers, each page with a childs name on it, so it is
individualized for a number that they need to work on.
5. Different colors of dot paint will be placed on the table next to the bowls. This will allow the children to
have all the materials in front of them so they can choose what they will like to decorate their number.
6. There will be four chairs set out. This is the number of children I will be working with at one time.

INTRODUCTION AND ORGANIZATION

1. During the end of circle time, approximately 8:50, I will begin the creation of the colored noodles. I will
ask all of the students to spread out and form a circle around the rug so all of the students will be able to
see.
2. I will hold up the noodles and ask the student to raise their hand and tell me what the objects in the bag
are.
3. I will then explain that they are uncooked noodles and ask if the students have eaten cooked noodles.
4. After receiving different comments for the students, I will then hold up the blue food coloring and ask
the students to tell me what the color it is and I will repeat this with each of the colors.
5. Once the children are knowledgeable in the different colors of food coloring, I will hold one bag of
uncooked noodles in one hand and one container of food coloring in the other. I will then ask the student
to predict what will happen if I was to mix the two together. What do you think will happen if we mix
these ingredients together?
6. When I have received an answer from most of the children I will move on to the next part of the lesson.
7. With one bag open, I will explain all the ingredients that will go in the bag together. The uncooked
noodles, one color of food coloring, and white vinegar. In this one bag, together we are going to add

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one color of the food coloring and one teaspoon of vinegar. All of these ingredients will enter the bag
and be mixed together
8. We will add one teaspoon of white vinegar and 5 drops of food coloring. Upon mentioning the
ingredients name I will hold up the physical item.

IMPLEMENTATION

1. Once the children are knowledgeable on the ingredients that are to be used. I will ask the students to
raise their hand if they would like to help. I will then call up a student to pour in the vinegar for one bag
and then another student to add the five drops of coloring. When the drops are being added, I will count
with the students to ensure the right amount is being added.
2. When all the ingredients have been added to the first bag, I will do the first shakes to be a model to show
the student to properly shake the bag (in a forward backwards movement, with one hand on the opening
to ensure nothing will fall out) and then pass it over to a child to either my left or right and tell them they
have three shakes and then they are to pass it to the person beside them.
3. While the first bag is being shaken, and I have noticed that the first couple students are following
instructions, shaking the bag three times and then passing it and holding the bag properly, I will ask
another two students to come up, one for the vinegar and one for the coloring and we will repeat the
process for the second and third bags. Once all the bags have made their way back to me we will observe
the change of the noodles. I will ask all the students to raise their hand and explain to me what they think
happened. Can you tell me what has changed and why you think this change has taken place?
4. I will explain that when we poured the vinegar and food coloring in and shook the bag it allowed the
color to stick to the noodles permanently. When all of the ingredients were mixed together it allowed
the color to stick to the noodle.
5. I will explain how this change is permanent and they will be able to use them in an art activity later that
day.
6. Once all the students have been separated into centers, approximately at 10:30 a.m., I will have four
children at a time because that is how many are allowed at most stations. I will hand them their given
numeral. One by one I will ask the students to tell me what their number is and whether they get it right
or wrong, I will repeat the number out loud and then ask the student to use the dot paint to count to the
number.
7. When working with one student at a time, we will both count to the number out loud together. After the
child has picked the color they would like to use of the dot paint, I will count with the children out loud
ensuring they have a good representation for the number.
8. After the child has picked the color they would like to use of the dot paint, I will count with the children
out loud insuring they have a good representation for the number.
9. Once the child have successfully counted through the dots, I will explain that they will use the noodles
and Elmers glue to decorate their numeral.
10. Before they are able to decorate I will explain that I would like them to stay within the lines of numeral
as best as they are able to.
11. I will observe all of the students and see how they are utilizing the different size and shapes of the
noodles to fit in the number.
12. Once there is a seat available I will call over another child and repeat the process.

CLOSURE

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1. Once I have seen that a child is done, I will hold up a number line with the numbers 1 through 5 listed in
order will another card underneath with the number represents as dots.
2. Based upon the number they were given I will ask then Can you point to the ____ ?
3. After the student points to a number I will flip the card to reveal the dots behind it and ask them Could
you count the dots for me
4. The information I receive will be recording in the data table.
5. I will then take a picture of all the art work for documentation.

CLEAN-UP

1. Once all the children have successfully reached my station, I will collect all of the leftover materials and
place them all in a big bag where the students may be able to use them down the line with other art
activities or sorting.
2. I will collect all the pieces of art work and place them in an area where they will be able to dry
thoroughly and not be disturbed by children.
3. All the materials will go back to their given locations. This includes the dot paint, glue, food coloring,
vinegar, and bowls.
4. The table will then need to be washed off with spray and the chairs placed on top of the table.

DIFFERENTIATION

Through the performance of the activity there is one student that may need more help than others when it
comes to understanding what is being asked of him. I will first start out by doing what I asked of all of the other
students and then go from there. If he does not seem to understand or does not want to follow what I am saying,
and proceeds to do what he would like, I will then layout what he needs to do such as placing a noodle within the
lines of the number and see what his reaction is. If he does not proceed to glue the noodle down I will then place
glue where the noodle may go and explain what I am doing as I am doing it. I am placing glue on the sheet so
you are able put a noodle on it and allow it to stick. Why dont you try to place a noodle on top and see what
happens? Allowing his mind to wonder what may happen, could give him incentive to try. I believe that if
allowing him to place the noodle does not work, I can ask him what noodle is his favorite and then place it on the
glue. After, I can ask him to pick out all of his favorite noodles and say if you glue them on your paper you are
able to keep them forever. A learning goal that I can possibly assess would be asking him what color the
noodles are while he picks them up. If it becomes necessary I can apply the glue with his assistance and allow
him to press the noodles down where he would like. When it comes to the dot paint I believe I will have to lead
his hand and count out with him to the correct number. I will go through counting the numbers several times
with him while he is working to make sure he acquires the knowledge of looking at a number and being able to
count to it.
When thinking about other children in the classroom, if they do not understand what I am asking of them, I
will walk through the process verbally including more detail that may not have come across in the first
explanation. I could also start to place multiple noodles down and show the way the students are able to go about
placing the noodles down. I believe with even a little extra direction in the beginning they will be able to get the
hang of it as time goes on. Also with the dot paint I can count out loud with them representing the number shown
with my fingers and how each dot represents one finger. I believe with the process of giving a little extra
direction and talking through everything, all the students will be able to succeed.

WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?

One thing that I am worried about happening is the fact that not all the students may want to come to my
center and engage with the other students and put in their all. They could become easily side tracked with other
centers that they may gravitate towards. Based on this, I will try my best to engage all the students and try to

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relate what they are doing to something that they are interested in. This could be by using a method explained in
differentiation. Why dont you guys pick out your favorite noodles. I you glue them down you are able to keep
them. I believe for the most part boys may be the hardest to reach.
Although I believe this will never happen but a child could try to eat the colored noodles. If this is something
that could by happen, I will state before they start to decorate their number, the noodles are not for eating and
could make them sick if they did. If I were to see a child put a noodle in their mouth I will kindly ask them to
remove the noodle and reiterate that eating the noodle could make them sick.

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At the end of the activity, I
will have set up a number line
game. I will hold up a number
line having the numbers 1-5. I
will then ask the student to
point to the number they had
Students
to decorate, explicitly saying
Names/Number
its name. I will document a
given
yes or no answer on whether
the number was correctly
pointed to. If they did not
point to the right number, I
will write the number they
did point to.
Barrett Adkins/5 Yes
Emmanuel Bishop/4 No, said it was a 9
Austin Board/1 Yes
Yes, but I had to count
Trinity Carter/5
through the numbers together.
Heily Enamorado
No, pointed to 5
Valladarees/4
Khrizz Hernandez
Yes
Miralda/1
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Based on the same number
line game, behind the
number I will have dots to
represent the number above
Are the students able to
it. I will document how
accurately count to their
many dots the student
given number using the dot
counted. I will give a yes or
paint without help. Either a
no answer. Yes, will mean
yes or no will be given. If a
the student correctly counted
no is given I will record how
the dots and if not a no will
much I needed to help.
be given and then the
number they said. I will also
include where the child went
wrong in counting.
Yes Yes
Yes No skipped around
Yes Yes
Yes Yes
Yes, she accurately counted No, she would look at me to
to 5 although it was not her count with her when placing
number. the dots.
Yes Yes
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No, Counted the dots but

Addilyn James/5 No, needed choices Yes
didnt know when to stop.

Camila Jara No, needed assistance by

Yes Yes
Galdamez/4 counting together.

Keagan Jessen/1 Yes Yes Yes

No, didnt count and was just

Jazlyn Long/5 Yes Yes
putting dots all over the page.

Miley Mayo/4 Yes Yes Yes

No, Counted correctly but

Lucus Mays/1 Yes Yes continued after he placed one
dot.

No, pointed to the 2 and said Yes, needed to be told when

Haeden Mealy/5 Yes, counted to 2.
it was a 4. to start.

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Gabriella Yes, hesitated but knew what

No, needed choices. Yes
Nuckoles/4 she was doing.

Jaxxon Rowzie/5 Yes Yes Yes, had to count together.

Branten Welch/1 Was not at school.

Ethan Welch/4 Was not at school.

Jamarian Kier/5 Yes Yes Yes

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Letter Template Example:

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