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EDEC Program Area Lesson Plan FormatBasic Information: Grade Level: Kindergarten Content: English Language Arts and Reading with Integration of ArtLesson Time: 45 minutesLesson Date: 3/17/14Location in Classroom: Reading at the carpet, art at the student tables/deskSummary of the Children’s Characteristics and NeedsIn this class we have four students who are on grade level. One student is struggling in math. Eight students struggling in Reading. One gifted reader, reading four grades above grade level. One student has a learning disability that affects executive function and involves the inability to plan and organize. One student who lives with their dad, whom just got laid off. One student who lives with a guardian from social devices and the child is angry.AccommodationsI have eight struggling readers in my class, to accommodate these students I will conduct a small group lesson before the read aloud to discuss the terms that we will be working with today. Terms include: Setting, character, predications, beginning, middle, and end of the story, main event, and main characters. The read aloud can also be viewed as an accommodation for struggling readers. My gifted reader will be accommodated by being provided with the option to read the story by themselves in the read to self center within the classroom. The reader will read the same book at the same time, but this will give them the opportunity to be challenged. Once the reader is done, he will come back to the carpet to join in on the class discussion about the book. To accommodate the child with the learning disability I will give him a print out of the classroom story map. This will give the student an opportunity to participate in organizing the story, while having the map in front of him. When it comes to the art part of the lesson, the student will be accommodated by being given step by step instructions to complete his tissue paper collage. To accommodate the child who is angry I will discuss the lesson with him before we begin. I will let him know everything we are about to do and be sure nothing is a surprise to him. I will take special care in trying not to upset the student in anyway, and ask that if he begins to get upset he can take a break and then return to his work. This student will be given extra time to complete his work to make up the time needed to control his anger. To accommodate the student whose father was recently laid off, all necessary supplies will be provided to the students. Connection to TheoryThis lesson is developmentally appropriate because it allows students to work on social skills as well as developing story comprehension skills and original creativity. The fact that the lesson touches on multiple domains meets DAP principle 1. Social skills are used in both parts of this lesson. In the reading part children communicate with both peers and the teacher, sharing ideas and answering questions. In the art part of this lesson students who finish early are allowed to walk around and observe the art of others and giving positive feedback. Social skills are part of DAP principle 8. Story comprehension skills are important at this age because students need help knowing what is and isn’t important in the story. This lesson builds on the story comprehension skills the students already have, and continues to advance in complexity. Sequence is principle 2 of DAP, and building complexity helps meet this principle. Originality and creativity is seen in the art part of the lesson. Originality is also important at this age because it creates a challenge for students to step out of the normal and be their own individual. Challenging students touches on DAP principle 11. I feel this lesson could be connected to multiple theorist. Fist I would say Erickson’s theory of social development would support this lesson. These children are in the stage of Industry vs. Inferiority. Working together to story map, and creating an art piece of their own while being encouraged to be different creates a feeling of confidence in their school work. Overall these activities push the students towards the feeling of Industry. The next theorist I would connect this lesson with would be Piaget and his view on constructivism. This can be seen in the reading part of the lesson. The children are being given all the parts of the story map. They are actively being used in an experience in hopes that the children will build on this and use it when they read on their own to promote story comprehension. This is also providing the students with a strong schema for story comprehension. By reading aloud and reviewing the parts of the story we are allowing the students to adapt, assimilate and accommodate the information. Lastly I would connect this lesson with the works of Vygotsky, and his sociocultural theory. Vygotsky believed that children learn through social interaction, and in this lesson there is a lot. The read aloud and the questions asked allow students to hear the thinking and ideas of others and build upon the shared knowledge. Within the reading and art lesson the children are working in and around their ZPD while being scaffolded by their teacher and the ideas of their peers. The use of class wide questions also allows for co-construction to occur.Prior KnowledgeStudents should also have some prior knowledge of the story elements as far as what they mean, and how to use them to story map. Students should also have prior knowledge about what it means to make a prediction. Students should know their colors, and know what it means to be original. Multicultural and Anti-bias*The story being used takes into account all cultural aspects of this particular class. There is no cultural bias within the story. As far as the materials go, all materials are provided to the students, and nothing needs to be brought from home. (accommodation for student whose father was laid off) All students will be given equal opportunities to participate, with equal availability to materials. Intended Outcomes (objectives/standards & benchmarks)TEKS: ELA &Reading: K.ELA&R.6.AIdentify elements of a story including setting, character, and key events;ART: K.A.2.Acreate artworks, using a variety of colors, forms, and lines;OBJECTIVES: Given that the story is read aloud, the students will be able to discuss and retell the elements of the story with 95 percent accuracy. Given the necessary materials, students will be able to manipulate paper to create an original tissue paper collage that illustrates color and texture with 80 percent accuracy. Materials and ResourcesThe Very Hungry Caterpillar. By Eric CarleTissue paper - all colorsThinned white glueWhite paper with butterfly outlinePaint BrushesThrow away CupsDevelopmentally Effective and Culturally Relevant ApproachesThis lesson fosters: Oral CommunicationFree explorationTeacher modelingHands-on learningThe artsCooperative learningOriginalityGuidance Routines and Learning EnvironmentBefore the read aloud is performed a respectful environment will be formed within the classroom by reminding the students of what a good listener does. (Say: Good listeners sit crisscross apple sauce. Good listeners have their eyes and ears on the reader. Good listeners have their hands in their lap. Good listeners are ready to learn.) Throughout the read aloud students will be reminded to listen to their peers and give positive feedback. When it is time to transition to the art part of the lesson the students will be reminded of the procedures used at art time, and the procedure for cleaning up. Materials will be prepared ahead of time by the teacher, and the teacher helper for the day will help the teacher distribute needed materials. The teacher should have purchased the book before class. The teacher will already have tissue paper torn for the students, the glue will be thinned, and the outline of the butterfly should be provided on a piece of white paper. If a challenging behavior should arise, the teacher will take the needed steps to deal with the particular student. If the student with anger becomes upset, the teacher will allow the student to go to the quiet place in the classroom for a short break. The student will then be asked to return to work. If the students with a learning disability is feeling overwhelmed by the work load the teacher will first offer advice and ideas, if this does not work, the teacher will allow the student to take a short break to gather his thoughts. Instructional ProceduresBefore beginning the lesson: Pull the 8 struggling readers and conduct a small group lesson to review the story elements. Discuss with the students why these elements are important and how they help with story comprehension. (Setting, main event, beginning, middle, end, main character, problem and solution.)Talk to the child with anger issues to discuss what we will be doing today. Give him a quick rundown of the lesson and let him know your expectations for his behavior. Tell him that if he needs to take a cool down during the lesson just get up. You will notify him when it is time to return. ENGAGE: Begin by displaying various books written and or illustrated by Eric Carle. Tell the students that Eric Carle is both an author and an illustrator. Arouse prior knowledge by: Asking the class if anyone call tell the class what an author is. Also ask if anyone can tell the class what an illustrator is. Tell the class that today we are going to use the reading comprehension skills we have learned so far to read a new book and learn about art at the same time. Say to the students: Eric Carle uses many different art methods and media to create his illustrations. Point out a few examples of different art methods within the books being displayed.Introduce the art of Eric Carle to the students by reading aloud his book “The Very Hungry Caterpillar.” Introduce the book (title and author). Remind the students of the importance of making predictions. Ask the students if anyone would like to make a prediction on what the story will be about based on the title and the cover. Call on one or two students to share their predictions. Next take a picture walk through the book. While taking the picture walk touch on some art terms, and the media used. After the picture walk through is complete ask the students if their prediction about the story has changed. Ask the students to turn to a partner and share their new prediction. (Give the students about 30 seconds). Then get their attention back, and call on a few students to share their new prediction. Before you begin reading remind the students to pay close attention to the illustrations, and see if they can figure out how Eric Carle created the images in this particular book. Give the students a few ideas (ie. He painted them, he used paper, he used watercolor, he used clay.) Also remind them that illustrations help us understand the story.At this time you can dismiss the advanced reader to do a read to self. If he chooses to stay with the group that is fine. This should be discussed with the child before the lesson begins. Throughout the story be sure to incorporate student’s involvement by asking questions about the text and allowing them to make predictions. When you get to the point in the book where the caterpillar turns into a cocoon this would be a good time to ask the students what they predict will happen next. Once the story is finished the class should work together to story map. At this point hand the child with the LD the story map with pictures to help him organize his thoughts. Call on a different student to discuss each of the following: Setting, main event, beginning, middle, end, main character, problem and solution. EXPLORE:Tell the students: now that the story is over we are going to use the pictures we just say to study art. Split students into groups. Hand each group a different book by Erick Carle. Have the students look through the books paying close attention to the illustrations. Give the students time to talk to their group about what they see. After a few minutes, have the students return to the carpet and ask the students how they think Eric Carle makes his pictures. Call on a few students to give ideas.EXPLAIN:Explain to the students that Eric Carle uses many different art media, but in this particular book he uses paint and paper collages. Ask if anyone knows what a collage is. Introduce the word collage: A collage is a piece of art made by sticking many different materials such as photographs or pieces of paper onto a background. Tell the students how Eric Carle uses collage techniques to illustrate his art, and provide a few examples of collages within his work. Also provide a few examples of tissue paper collages for the students to view. ELABORATE:Now it is time to apply what the students have learned. Tell the students that today they will be creating illustrations just like Eric Carle, using a collage method.They will be using tissue paper to create a collage image of the main even of the story. Ask if someone would like to remind the class what a main event is. The main event is the most important part of the story. The whole reason for the story. Ask the students what the main event of the story today was. (Answer: when the caterpillar turned into a butterfly). Call on a student to answer. Introduce the art activity: Explain to the students that they will be provided with an outline of a butterfly on white paper. Then demonstrate how to create a tissue paper collage. STEPS TO CREATING A TISSUE PAPER COLLAGE: Tear different colors of tissue paper into various shapes. (Done by the teacher before class)Pour glue into the throw away cups.Put thinned glue on the paintbrush.Paint glue on the white paper.Put down the tissue paper on the glue spot.Then paint over the top of the tissue with more thinned glue, using the paintbrush. This is to make sure it is glued down well.While demonstrating, talk about overlapping, and what colors mix nicely together. Explain to the students that sometimes within collages you can see patterns and feel texture. Tell the students that their art work should be original, and include a least four colors. The collage should have some sort of texture. Remind students that texture is something you can feel. Tell the students that there should be no white left within the outline of the butterfly. All the white needs to be covered.Start making a butterfly and leave it unfinished because by then the kids have the idea and can't wait to get started. You also want to leave room for the children to use their brains to be original and creative. Review procedures for working with art supplies.Pass out the materials. Then let the students work and walk around the room encouraging them to use different colors, patterns and texture. Remember to give the LD student step by step instruction as he work through the project. (at least until he understand the process)Early finishers will be asked to begin cleaning up. Once clean-up is complete they will be asked to place their art on their clan tables, and safely and quietly walk around and observe the art of the other students who are finished. Remind students not to touch the work of others, and only give positive feedback. No negative comments will be tolerated.Late finishers will be allowed to work on their art if there is any reasonable amount free time within the classroom. AssessmentEVALUATE: The evaluation for this lesson will be two part. One for reading and one for art. Reading: FormativeObserved as the students answer questions about the story elements and make predictions. A checklist should be used as follows. Setting_______Main event_______Beginning_______Middle_______End_______Main character_______Problem_______Solution_______If the students get it correct the item should be checked off. If the items is not answered correct, it should be marked with an x and comments should be made later about which student missed the question, what was discussed (for later reference).Art: FormativeUse the below rubric to evaluate the students work. 3- Excellent2- ProgressingNeeds WorkOriginalityYour work was completely original, and like no one else. Some of your work was original, but I saw a few elements of copy art.Your work is lacking originality. All I see is copy art.Colors4 or more colors where used. 3 colors were used.2 or less colors were used.TextureAll texture. -----------------------No texture.CoverageAll of the butterfly is filled with color.The butterfly is mostly covered, but some white is still showing.Only a small part of the butterfly is colored. Majority of the butterfly is white.Post Lesson Reflection: Not Available for this Lesson.197167564008000EXAMPLE: ................
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