Lesson Plan Format



Title: Children’s Call and Response Games

Grade level(s): Pre-K to 3rd Grade (Early Childhood birth to 8)

Time frame: one 20 min. session per day/one week

Subject matter: Language Arts; Physical Development; Social Science; Social Development

Teacher information

Name: Kylie Funk and Donna McLeese

School: Girard Elementary School

City, State:Girard, IL 62640

AAM/TPS Consortium: SIUE

Lesson plan Rationale or Understanding Goal: (2-3 sentences)

Students will learn to use “play with words” to interact with each other in social situations. The students will learn to listen and follow given directions from the specific rhyme or call and respond accordingly. Students will engage in gross motor activities to accomplish a desired or common goal.

Background Information for Activity:

Students will need to understand the following concepts:

• Standing/sitting in a line

• Standing/sitting in a circle

• How to participate in a cooperative play

• Knowledge of present call/response games (i.e. duck, duck goose)

Objectives:

The students will have to listen and follow directions. The students will have to compare and contrast the games from the past to games in the present. The will explore with rhythm, rhyme, and overall play with words and language through the game and song experiences.

Purpose of Library of Congress Resource:

o Library items give students the opportunity to closely examine different call and response games from the past. Students are able to listen to the words associated with the game as well as see pictures children playing the games. The teacher may also choose to read excerpts about the games to children.

State Standard/s:

1.B.ECb- Begin to develop phonological awareness by participating in rhyming activities.

1.B.ECc- Recognize separable and repeating sounds in spoken language.

4.A.EC- Listen with understanding and respond to directions and conversations.

5.B.EC- Relate prior knowledge to new information.

5.C.EC- Communicate information with others.

14.A.EC- Recognize the reasons for rules.

19.A.ECa-Engage in active play using gross motor skills.

19.A.EC-Coordinate movements to perform complex tasks.

19.C.EC-Follow simple safety rules while participating in activities.

20.B.EC- Exhibit increased endurance.

21.A.EC- Follow rules and procedures when participating in group physical activities.

21.B. EC- Demonstrate ability to cooperate with others during group physical activities.

23. A.EC- Identify body parts and their functions.

32.A.ECa- Begin to understand and follow rules.

32.B.ECa- Engage in cooperative play.

32.B.ECb- Begin to share materials and experiences and take turns.

32.B.ECc- Respect the rights of self and others.

32.B.ECd- Develop relationships with children and adults.

Resources or Materials needed:

1. Please print the bibliographic page (item information page) of each Library of Congress resource used or add the web address (true URL web address) here under “Resources”.

2. Print any other web resources used and submit with lesson or add the web address here under “Resources”.

3. If applicable, type in titles and authors of any books and/or literature you will be using that is not a Library of Congress resource.

4. Digitally save or print any handouts needed for this lesson.

Methods:

Modeling Activity:

1. After teaching the students a past call and response game ( i.e. Atisket Atasket), the students will be asked to identify a present day game (i.e. Duck, Duck Goose)that is similar to or relates to the game learned.

2. Extension Activity-This could be used as a hook activity with the parents to help them understand fun and familiar ways to interact with and teach their child(ren). Some parents may have played the past games and can model the rules of the game. The children are familiar with the present day games and can serve as models for the parents. This allows the parents and children to both take on leadership roles and learn from each other.

1. primary sources.

Formal Assessment:

o Please attach any created/used assessments or rubrics, if available.

o Pictures/video taken of the children as they gather and follow the direction of the teacher (i.e. form a line or circle) from day one to the end of the week to see progression of learning concepts and listening skills..

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