ece 430 week 2 replies

Single Subject with Nested Social Skills

Kimberly Garee

3/16/2017 2:22:04 PM

Lesson Plan

Title: Sequencing Lesson Plan for The Little Red Hen

Objectives:

Children will understand, follow, and repeat the sequence of the story in “The Little Red Hen.”
Children will work together to build the story from the sequencing cards.
Children will be able to narrate the portions of the story correlating with the cards they hold with prompting as needed.

Materials:

Story cards for “The Little Red Hen.”
Hand puppets to correlate with the story.
“The Little Red Hen” in English and Spanish with audio.

Pre-Assessment:

The story cards will be presented, and the story will be read several times with these, encouraging the children to repeat phrases such as “Not I” as they become familiar with the story.

Instructional Sequence:

The story will be read several times so the children can become familiar with the story sequence and repeated phrases.
Children volunteer to describe what is happening on each story card with assistance as needed as the teacher presents the story cards in correct sequence.
When the children have a good understanding of the story with the sequencing cards being used as prompts, the teacher will distribute one card to each student, and help them work together to build the correct story sequence with the cards and describe the events depicted on the card they are holding, thereby telling the story of “The Little Red Hen.”

Post-Assessment:

Teacher observes and reduces assistance until the children are able to build and tell the story from the sequencing cards with little to no assistance.
Teacher observes children during free play as they build and retell the story of “The Little Red Hen” using the story cards or the hand puppets that correlate to the story.

Notes:

Johnny and Caleb, who are strong in storytelling and language skills will be given story cards to narrate that entail lengthier descriptions. Maya will be given the opportunity to listen to the audio versions of “The Little Red Hen” in her native language and English to help with comprehension. Jane, who needs to develop her language skills, will be encouraged to communicate more fully with her classmates during the cooperative sequencing portion of the lesson. Kayla and Caleb will be encouraged to work together during the cooperative portions of the lesson as Caleb’s strong social skills will help to bring Kayla into the play. Jack will be encouraged to listen to his classmates and show understanding of their ideas during the cooperative portion of the lesson to increase his ability to consider the needs and wants of others.

Kim

Respond

Lesson Plan Component	Below Expectations	Meets Expectations	Exceeds Expectations
Objective(s)	Objective(s) are not stated. Learners cannot tell what is expected of them. Learners cannot determine what they should know and be able to do as a result of learning and instruction. There is no connection between the objective and a learning standard.	Objective(s) are stated. Learners have an understanding of what is expected of them. Learners can determine what they should know and be able to do as a result of learning and instruction. There is a brief connection between the objective and a learning standard.	Objective(s) clearly stated. Learners have a clear understanding of what is expected of them. Learners can determine what they should know and be able to do as a result of learning and instruction. There is a strong connection between the objective and a learning standard.
Materials	Materials and resources are not listed, or only a partial list is provided.	A complete list of materials, resources, and detailed descriptions of any special considerations and/or advanced preparations are provided.	A complete list of materials, resources, and detailed descriptions of any special considerations and/or advanced preparations are provided. A list of additional/alternative materials and resources is also provided.
Pre-assessment	The pre-assessment does not address prerequisite knowledge or skills, or prerequisites are vague, or prerequisites are not appropriate.	Appropriate prerequisite knowledge and skills needed by students are provided are provided on the pre-assessment.	Appropriate prerequisite knowledge and skills needed by students are provided on the pre-assessment. An explanation of their importance to the learning is provided.
Instructional Sequence	The instructional sequence is not described.	Instructional sequence contain all steps necessary to complete the activity, but more details would be helpful.	Instructional sequence is clear and detailed and includes a clear list of sequenced steps for completing the activity.
Special Needs	Modifications and implementations for Johnny, Maya, Jane, Caleb, Kayla and Jack are not clearly identified	Modifications and implementations are identified for Johnny, Maya, Jane, Caleb, Kayla and Jack.	Modifications and implementation procedures are clearly stated and are appropriate for Johnny, Maya, Jane, Caleb, Kayla and Jack.
Management and Guidance	No description of the expectations for student behavior is included.	Student expectations are mentioned however they do not clearly state what is expected.	A detailed list of the expectations for student behavior is included.
Post Assessment	Assessment is not provided, is incomplete, and/or vague. There is not a clear relationship between the assessment and the skills taught during the lesson.	Assessment(s) to be used to evaluate students’ learning is (are) provided. There is a clear relationship between the assessment(s), the content, and the skills taught during the lesson.	Assessment(s) to be used to evaluate students’ learning is (are) provided. There is a clear relationship between the assessment(s), the content, and the skills taught during the lesson. Assessment(s) incorporate(s) a consideration for diverse student needs. A rationale for the selection of the assessment technique(s) based on course readings and best practices is provided.