ECSE Lesson and Instruction Plan Form
April 3rd Recall Lesson Plan
Teachers: Miss B (student teacher), Ms. S or Ms. S (Aide)
Date: 4/3/09 Time: approximately 10:30-10:40
Subject Area/Class: Recall Grade: Inclusive preschool classroom
Goal:
1. To recall work time through doing a tactile activity, “wh” questions, and expressive communication skills.
Objectives:
1) Will form the letter they are given from playdoh and will recall an aspect of their work time (all)
2) Will correctly choose the letter that is in his name (M.C.)
3) Will independently mold their letter, using a teacher-provided model as needed (M.C. & E.C.)
Materials: Balls of playdoh, plastic letters
Grouping; adult and/or peer supports: Small group (9 children) with Ms. S and/or Ms. S assisting as needed for attention and sensory input to help children remain in seats
Environmental Setting: Children sitting on bottoms at kidney table
Accommodations: None in IEPs, but generally use a five-second latency for children to process
Anticipatory Set
Readiness:
Children all on bottoms in their seats
Focus/Review/Connect:
Recall time allow the children to remember aspects of the preceding “work” time (such as where they worked, who they worked with, what they did) and share with the group. Today’s recall will focus on exposure/identification of various letters as well as fine motor skills.
Advanced organizer:
1) First I will explain the planning task verbally and through demonstration
2) Next I hand out balls of playdoh and letters to the children, asking each child what color and letter they have been given
3) As children finish molding their letters I will ask them where they worked; I will also help children who are having difficulty with the task
4) Last, as the children finish telling me where they worked, each will push in their chair and walk to the rug for large group time
INSTRUCTIONAL INPUT
Provide Information:
• This will be accomplished through the explanation of the task
Modeling/Demonstration:
• Model the molding of individual letters as needed
Check for understanding:
• If child is not forming his letter, ask if they know what to do/need help
Error Correction:
Choosing letter in his name (M.C.)
• If the M.C. does not correctly choose the letter that is in his name when asked to do so, have him look at his name tag to try to match one with a letter in it
Independent letter formation (M.C. and E.C.)
• If M.C. and E.C. are having difficulty forming their letter, first provide a model of what the playdoh letter will look like. If they are still having difficulty, walk them through making the letter step by step. If they are still having difficulty, work on making the letter with them hand-over-hand.
CLOSURE/SUMMARY:
Children are dismissed after they do the activity and share recall their work time with the teacher. Have them push chair in and walk to rug for large group.
EVALUATION:
Student evaluation:
Teachers’ Self-Evaluation:
What went well?
What will you do differently next time?
April 3rd Large Group Lesson Plan
Teachers: Miss B (student teacher), Ms. S, and/or Ms. Ba and/or Ms. S (Aide)
Date: 4/3/09 Time: approximately 10:45-11:00
Subject Area/Class: Large group Grade: Inclusive preschool classroom
Goal:
To engage in a fun, interactive large group activity target fine and gross motor skills and social skills.
Objectives:
1. Will participate in catching scarf and scarf dancing activities (all).
2. Will mimic various gross motor movements with scarf (M.C. and E.C)
3. Will repeat activity rules and will abide by them during activity (N.H. and Z.R.)
Materials: Hairdryer, scarf for every child, white board, music, and music player
Grouping; adult and/or peer supports: Whole group for all activities, with Ms. Stevens and/or other teachers assisting as needed
Environmental Setting: Whole group on circle-time rug in their spots for hairdryer activity and instructions. Whole group moving throughout classroom for scarf dancing.
Accommodations: None needed.
Anticipatory Set
Readiness:
Children all on rug sitting on their scarves, crisscross applesauce (except Pedro) with mouths quiet and eyes on me.
Focus/Review/Connect:
This week we have been learning about wind and have already done various activities where we made “wind” with our bodies (blowing, waving, etc.). Today I will make a stronger wind using a hairdryer, and we will see what happens to various items when the “wind” blows them.
Objective& Purpose/rationale
To engage in a fun, interactive large group activity target fine and gross motor skills and social skills.
Advanced organizer:
Here is the order of the steps for today’s large group:
1. First we will recall what things the wind might blow – heavy or light, big or little…
2. Next, we will guess if the hairdryer “wind” will blow certain objects and try them
3. Next, each child will try to catch their scarf as the “wind” blows it around
4. Next, I will provide instructions/rules for the scarf dancing activity on white board and seek comprehension
5. Next, children will dance or play with scarves for one or two songs
6. Last, children will come to rug when bells are shaken, give me their scarves, and get dismissed to tables for small group or to outside
INSTRUCTIONAL INPUT
Provide Information:
• Recall information we learned that week about wind and information we learned this morning about weight.
Modeling/Demonstration:
• Model different things we can do with scarves during music (dance, throw, etc.)
Check for understanding:
• Which objects did the “wind” blow – were they heavy or light?
• What are the rules for our scarf dancing?
• When I shake the bells what will we do?
Error Correction:
Mimicking activity:
If E.C. and M.C. are having difficulty manipulating scarves in various ways, I will model or use a peer model and will provide hand-over-hand assistance as needed
Following activity rules:
If any child breaks activity rules I will have them put their scarf down and come to board with me to review rules. I will let them know they have one more chance to follow rules or I will have them sit out.
CLOSURE/SUMMARY:
• I will dismiss children to tables or to get coats based on what type of pet they have at home.
EVALUATION
Student evaluation:
Teachers’ Self-Evaluation:
What went well?
What will you do differently next time?
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