FHS 2600 Activity/ Lesson Plan #3: Group Activity

FHS 2600 Activity/ Lesson Plan

PART 1: Preparing the Activity and Planning for Implementation

Student Name: _______Emma Lundgren ____________________________

Lesson Plan: _Group Plan___________________________________

Classroom / Lab Teachers: __Head Start___________________/______Angie and Marcella___________

Today’s Date: __4/3/2020________________ Date of Activity Implementation: _____________________

Course Instructor Approval before Implementation: ___________________ Date: ___________________

Comments:

Overview
Topic and Overarching Goal (What is your over-arching theme for this plan and what do you want the
children to learn?):
I want the children to learn about naming their feelings and the power it gives us.

Preparing The Activity

Observation and Assessment:
What interests, assessments, prior knowledge, observations, and/or experiences have you noticed or observed in
this group of children to explain why you have chosen this activity?
This group of children is learning more complex emotions and I want to help them name the way they are feeling
to more accurately communicate.

Activity Description: What are you doing for your activity? Describe in very specific step-by-step detail, using
numbers or bullets. Include how you will get the experience started (materials, props, prep work, transitions)
and what you need to do at the end of your experience (clean-up, transitions, documentation, notations, next
learning steps). Write descriptions in detail with clear instructions for all steps:

Transition Activity into Group Time: When it is getting close to circle time I would turn off the light for a
warning that they have 5 minutes left and I would then play some music at the time for circle time and welcome
them in with a greeting that they choose. (High five, hug, fist bump, or wave.)

Song/s: If you are happy and you know it. (Versions with If you are Mad stomp your feet, and If you are Sad cry
Boo hoo).

Fingerplay/s: 5 little monkeys

Book Title and Author: Pete the Cat and His Magic Sunglasses by James and Kimberly Dean

Discussions: I would have different paper plate faces with different emotions and ask the children to identify
how they are feeling, hold up that paper plate, and then have them imitate the faces for each emotion and identify
a time when they felt that way.

Transitions Activity out of group time: The goodbye song.

Planning for Implementation

What center or places within the classroom will you be utilizing?
Rug for circle time.

List the materials you need to supply:

Book
Paper plate faces

List the materials you would like to have the lab school supply (discuss with Lab Coordinator first):

Types of documentation to be completed (make sure to link to your goals above. If you want the children to
learn body parts, how will you assess if this was accomplished?): __x__ Photos with written documentation
____ Work Samples ____ Other

Coordination between Student and Lab Teacher

I discussed this lesson plan with my lab teachers and my plan was approved for: Safety Issues, Scheduling
Conflicts, Topic of Plan, Food Allergies. Describe one adjustment, suggestion or idea shared by the lab teacher.
 FHS 2600 Activity/ Lesson Plan Evaluation #3: Group Activity

PART 1: SELF EVAUATION

Student Name: _Emma Lundgren_____________________

Today’s Date_4/24/2020_________ Date of Activity Implementation: _4/18/2020_____________________

Assessing and Reflecting:

1. Describe and explain the strengths of your Activity Lesson Plan and implementation (reference your plan, use
specific examples):
I think I did very well with explaining what frustration is in their terms, and including students even if they
weren’t really there with both questions and in “interruptions”.

2. Describe and explain the areas for improvements in your Activity Lesson Plan and implementation (reference
your plan, use specific examples):
I would have more paper plate face sets and I would have documentation as they weren’t real students I didn’t
get that.

3. Describe and analyze the documentation that you collected (attach all documentation to this form):
None collected as no real students. I would take pictures of the students with their paper plate faces

Teaching Effectiveness:
1. How did advance preparation (or lack of it) contribute to the success (or lack of success) of the activity?
I thought it went really well, I included emotions from the book and then I liked the pause in the middle of the
story to explain things.

2. Was the activity carried out as planned? What changes to your plan were made and why? Did the changes
enhance or detract from the activity?

It was carried out as planned.

3. If you were to use this activity again, what would you repeat and what would you change? Why?
I would repeat most of it but have enough of the faces to have a whole set per child so they could decide how they
feel.

4. Reflect on your teaching experience. What did YOU learn from this activity?
It sounds silly but that I learned that sometimes it’s okay to look like a fool because things turn out better than you
feel like they did.
 FHS 2600 Plan #3: Group Time/Lesson Plan Evaluation
TEACHER FEEDBACK AND EVALUATION

Reviewing Student (Your name): ___Jackie Condie____________________________________________

Student Being Reviewed: ___Emma ________________________________________________________

Description of Activity: ____Emotions________________________________________________________

After implementation, the reviewer will complete this evaluation feedback form. After it is completed, submit to
your course instructor by the due date with part 1.
1 ½ 0
Constructive Comments
Evaluation Criteria Yes
Some
what
Not at
All
for Student
1. Did the student have a transition activity to help 1
children move from activities/clean up to the group
time area?

2. Did student use finger plays and songs in the 1 Two great finger play songs!
group time?

3. Was the student able to hold the attention of the 1

class while reading?

4. Were discussion prompts used? 1

5. Was group time the appropriate length of time for 1 (If changes were made, what were they?)

the age group?

6. Did student do a transition activity to dismiss 1

children from group time to the next activities?

ADDITIONAL THOUGHTS:
 FHS 2600 Plan #3: Group Time/Lesson Plan Evaluation
TEACHER FEEDBACK AND EVALUATION

Reviewing Student (Your name): _Jana Thompson____________________________________________

Student Being Reviewed: _Emma Lundgren__________________________________________________

Description of Activity: _Read Pete the Cat and His Magic Sunglasses and discussed emotions________

After implementation, the reviewer will complete this evaluation feedback form. After it is completed, submit to
your course instructor by the due date with part 1.
1 ½ 0
Constructive Comments
Evaluation Criteria Yes
Some
what
Not at
All
for Student
1. Did the student have a transition activity to help x She did not have real children to help
children move from activities/clean up to the group transition, but she did welcome them
time area? to circle time.

2. Did student use finger plays and songs in the x Good job singing about emotions and
group time? using the correct facial expressions
for emphasis.

3. Was the student able to hold the attention of the x She was expressive and paused to
class while reading? acknowledge emotions of one of the
children. She also paused to discuss a
word the children might not know.

4. Were discussion prompts used? x I like the use of paper plates to help
engage the children in a discussion
about how they are feeling.

5. Was group time the appropriate length of time for x (If changes were made, what were they?)

the age group? It was nice that there were a variety of

activities, especially since this is a 3-5
year old classroom.

6. Did student do a transition activity to dismiss x Good job engaging the children in
children from group time to the next activities? another song while dismissing them
one by one.

ADDITIONAL THOUGHTS:

I thought Emma did a great job planning activities that corresponded well with each other. I also thought she
did a great job discussing emotions throughout group time and helping the children gain a better understanding
of the emotions they feel.