LAYTON HIGH SCHOOL Early Childhood Education TRAINING CENTERLESSON PLANNING PREPARATION GUIDE

1. Your Lesson Planning Guidelines and Answers to your Questions: Is each activity age appropriate? Do the children physically experience the concepts using their senses?

Do activities meet DAP appropriate criteria (see your notes for this)? Is each activity an open ended center where the child decides that they are finished and not the project and the

activity can be done over and over again if the child chooses?Ie: Rather than the child gluing on the activity supplies, take away the glue and just have

the children place the supplies on and then take them off and start all over again. Is your activity engaging enough that the child will be excited to come to your table and will participate in the

activity for longer than 5 minutes?

- You have T WO Days in the computer lab to plan four group lessons. By the end of the two days, the lessons will all be turned in.- Lessons that will not be finished within the 2 day time period, will need to be finished on your own time.

- First write down the correct assigned teaching dates and assigned topics on the accompanying age group’s lesson plan.

- Each activity will need to refer back to and teach the concepts and objectives. If the activity you want to do is not teaching the concepts and objectives already written down, then just write new concepts and objectives for that activity so there is an educational purpose behind it.

Within this packet is a list of Blooms Taxonomy for objective writing. Use the verbs to write your objectives.

- Pay attention to the specific Curriculum Areas that you are being asked to plan. If it is asking for a Gross Motor than make sure you do that kind of an activity and NOT a fine motor.

A list of Lesson Plan Definitions are attached to this packet to help you further understand and organize the planning.

Look to the Ages and Stages of Children attached notes to see what children of that age group enjoy doing so you can plan accordingly.

- Use the many lesson plan activity idea websites and resources available as resources for planning. Your group should NOT try to come up with activities all on your own without researching other ideas FIRST. This class is about building resources so use the computer to see your resources.

Within this packet is a list of common lesson planning websites. It is okay to copy them. You can also use activity ideas that you saw done Child Development, ECE A, and ECE B. There is a list of these activities on the

class website under teaching resources.

- Each activity will need a different head teacher where you will facilitate the activity in a child directed and teacher supported manner.The group can plan each activity together or divide the planning up, but each activity will only be taught by one teacher.

- When you are completing the Value to Children section, make sure that your questions begin with one of the 5 W’s from English.

- Fill in the supply list on the back page. If you will be bringing everything, then sign the top corner of the supply list so I know that you are bringing your own supplies. If you will need us to buy or help you to get out basic common supplies, write these down with great specifics. You will be expected to buy the not so basic, but fun, supplies for your lesson.

2. Some More Guidelines for you

- A black line page (a picture found in a coloring book or a worksheet to complete) is not a DAP activity unless the children will be doing A LOT more with it than just coloring or filling it in. Better yet, just come up with an activity that does not involve printing off a picture.

- Any copies that you need for the children will be made in the copy center. Print off a master and I will make the copies for you. Please only make single master prints on the computer printers.

- I will make all of your copies and give them to you when I make a copy of your lesson plan.- Your master lesson plan will be filed away in the teaching book in the child care center. If you are absent, this is the lesson plan that they

will teach. Make sure that another person can understand it.

- There will be no treats, candy, or food handed out to the children for activities or prizes. Bring stickers, other small trinkets, or use the treasure chest full of books made in Child Development.

Food and nutrition experiences are only done during the 4th and 8th period snack time hour and decorating cookies or other treats are only reserved for holiday activities.

3. Preparation and Planning for all 4 Lessons:- Prepare and gather all materials necessary for your lesson. Be ready to teach as if your lesson were today.- Practice your activity plan on yourself or on a classmate to see if it works. Can it be done for 20 minutes?- Make a sample or have a classmate do one to see if it will work. This is not a sample for the children to see.- Keep pictures and/or samples of your lesson for the CDA RC II weekly lesson plan section.- Your group will have a lesson preparation the day before each lesson where you will have time to prepare for your upcoming lesson. This is

where you will make or put together whatever supplies you will need for each lesson.

Lesson Plan Idea Websites

www.perpetualpreschool.com www.atozteacherstuff.com

www.dltk-kids.com www.Preschool-lessonplans-and-activities.com

www.youcanteach.com www.preschooleducation.com

www.everythingpreschool.com www.activitiesforkids.com

www.funlessonplans.com www.creativeprek.com

www.first-school.ws www.preschoolexpress.com

www.preschoolcoloringbook.com www.youcanteach.com/storystretchers.php

www.crayola.com www.creativekidsathome

www.familyeducation.com/printables www.first-school.ws/theme/alphabet.htm

www.lessonplanz.com www.atozkidsstuff.com/presch.html

www.greatgroupgames.com www.time4learning.com

www.drjean.org/html www.2care2teach4kids.com

www.kinderplans.com www.edhelper.com

www.easyfunschool.com www.funlessonplans.com

www.familyfun.com www.youcanteach.com

http://preschool.uen.org www.mrsalphabet.com

www.adaycare.com

Area of Development

0-12 months‘I know you”

1 year old 12-24 months“That’s me”

2 years old 24-36 months“All about me”

Physical -May walk a few steps alone-Stands alone for short time-Picks up small objects-Holds and drinks from cup

-Sits down without help-May walk alone-Can jump in place-Moves objects from hand to hand-Grasps crayon with fist and can scribble

-Uses spoon and fork -Runs but may not be able to stop smoothly-Throws ball inaccurately-Picks up objects from floor-Walks well-Goes up and down steps alone-turns pages singly

Emotional -Shows interest-Sadness-Joy-Disgust-Anger

-Defiant-Trying to establish control over their life- Becoming more affectionate

-Egocentric/self-centered-Autonomy / independent-Sense of personal identity-Possessive-Child may feel overwhelmed at times- Frustration leads to anger-Resistant to change-Affectionate

Social -Uses words to refer to different people (mama/ dada)-Uses gestures and simple body language-Shows strong likes and dislikes

-Plays alone (solitary) but often near others (parallel)-Dislikes sharing toys-Desires approval-Fears some strangers

-Parallel play and can Play simple games with others-Bosses other children-Engages in parallel play-Says “please” if prompted-Great enthusiasm for life

Cognitive -Understands simple words and phrases-Can point to and identify objects-Speaks some words regularly

-Names common objects and people-Understands “no” but ignores-Finds hidden objects

-Follows simple directions-Enjoys books-Starts to identify themselves with a name

Speech -Uses speech to get attention-Imitates speech sounds-Babbling has long and short groups of sounds-Says one or two words

-Begins to put two words together- Like to learn the names of everything-Like to hear different sounds of words

-Uses 2-3 word sentences-Knows about 500 words-Begin to learn some simple grammar rules(add “s” to make plural)-Start using pronouns

Activities and Toys

-Read to child-Provide toys to sit on or push by themselves-Play more difficult hide-and-seek games-Stack blocks

-Toys for physical play that will incorporate walking, climbing, pushing, etc.-musical instruments-Nature walk

-Building block towers-Start to pretend play-Toys that you can ride on and climb in-wagons

Area of Development

3 years old36-48 months“I can do it”

4 years old48-60 months“Let’s be friends”

5 years old60-72 months

‘I’m grown up”

6 years old72 months“Look at me go”

Physical -Runs well and marches-Stands on one foot briefly-Feeds self well-Rides tricycle-Puts on socks and shoes

-Can skip on one foot-Draws “Man”-Cuts with scissors-Throws ball over-hand-Wash and dry face-Can dress themselves

-girls small muscle skills about 1 year ahead of boys-Dresses without help-Copies simple shapes and letters-Skips with alternating feet-Good balance-handedness established

-Better control of large and fine motor skills

-Greater attention span-Understands time-Can read simple words-Can concentrate effort-Trouble staying still

Emotional -Likes to conform-Not so resistant to change, easy going attitude-Greater sense of personal identity and more secure-Enjoys music-Adventuresome

-Seems sure of themselves-May be defiant and negative-Needs controlled freedom-Testing themselves-Likes to test boundaries-Has wide range of feelings

-Home-centered-Self-assured-Capable-Enjoys responsibilities-Likes to follow rules-Well adjusted-Stable-Uses words rather than physical force and actions

-Outgoing-Self-centered-Likes to be “the boss”-Likes to win-Likes to learn new skills-Mood swings that aren’t enjoyed by adult

Social -Takes turns-Likes to “help” in small ways-Responds to verbal guidance-Enjoys being by others-Will talk to anyone

-Cooperative play-Highly social-Enjoys others company-May play loosely organized group games-Talkative-Willing to share

-Highly cooperative play-Has special “friends”-“School”-Highly organized-Feels pride in accomplishments-Enjoys gameswith turns

-Loves to tell jokes-More dependent on friends then the parent as a friend

-Shows concern for others-Outgoing-Self-centered

Cognitive -Uses words as tools of thought-Tells simple stories-Answers questions-Imaginative-May recite a few rhymes-Longer attention span

-Asks endless questions-Learning to generalize-Highly imaginative-Dramatic-Can draw recognizable, simple shapes

-Tells long tales-Carries out direction well-Reads own name-Counts to 10-Starting to know what is truth and what is fiction-Knows the difference between fact and fantasy

-Expresses thoughts and feelings through stories

-Knows right and left-Solves problems more effectively

Speech -Uses short sentences-Knows about 900 words-Begins to describe things simply

-Uses complete sentences-Knows about 1540 words-Starts to make grammar more complete

-Can use adjectives correctly and confidently-Knows about 2,100 words-Starting to articulate words properly

-Starting to master pronunciation

-Knows about 3,000 words

-Learns proper grammar-Learns 5-10 words a day

Activities/Toys -Play dough-Simple puzzle and picture books-Make believe play-Read more interesting stories

-Imaginative make believe play-Dress up-Arts and crafts-Story books-Dolls-Cars and airplanes

-Being active-Coloring-Painting-Reading books-Writing words-Riding bicycle

-Puzzles-Cutting paper into shapes-Coloring and drawing-Playing catch-Being active-Riding bicycle

Bloom’s VERB Taxonomy

# Level Student Cognitive Process SAMPLE Action Verbs

1 KnowledgeThe student can recall, define, recognize, or identify specific information presented during instruction. The information may be in the form of a fact, a rule, a diagram, a sound, and so on.

Define Write UnderlineState List RecognizeSelect Name ReproduceLabel Recall MeasureDescribe Identify match

2 ComprehensionThe student can

demonstrate understanding of information by translating it into a different form or by recognizing an example, etc.

Identify Illustrate ExplainJustify Represent JudgeSelect Name Contrast

Indicate Formulate Classify

Defend Distinguish Give examples

3 ApplicationThe student can apply

the information in performing concrete actions. These Actions may involve figuring, writing, reading, handling equipment, etc.

Predict Choose ConstructSelect Find Compute

Assess Show UseExplain Demonstrat

ePerform

Applies Changes OperatesProduces solves

4 AnalysisThe student can

recognize the organization and structure of a body of information, can break this information down into its constituent parts, and can specify the relationships between these parts.

Analyze Select JustifyIdentify Separate Resolve

Conclude Compare Break DownDifferentiate Criticize Contrast

Diagram Distinguish illustrate

5 SynthesisThe student can bring to

bear information from various sources to create a product uniquely his or her own. The product can take a variety of forms – written, oral, pictorial, etc.

Combine Argue SelectRestate Discuss Relate

Summarize Organize GeneralizePredict Derive ConcludeCreate Suggest Solutions

Categorize Explain tells

6 EvaluationThe student can apply a standard in making a judgment on the worth of something, a concerto, and essay, an action, an architectural design, etc.

Judge Support Identify RecognizeEvaluate Defend Avoid DetermineAttack Select contrast CriticizeChoose Refute Affirm Appreciateconclude relates summarize

Common Definitions to refer to when you are planning a lesson for the child care center.

THEME: What are you interested in learning about? What are the children interested in learning about? What is going on around the children that can be turned into a theme?

CONCEPTS and OBJECTIVES: Before you begin planning HOW to teach your subject, you should decide specifically WHAT ideas you are trying to teach and what you want the children to learn about the subject/topic (CONCEPTS). What are your desired results for student learning (DRSL’S).

1. CONCEPTS = Vocabulary Words and Factual Statements- For example, suppose the theme of your teaching day is the color purple. Concepts you could teach could include:

a. Vocabulary words: blue, purple, mix, violetb. Blue and Red together make purplec. There are purple objects and purple food.

2. OBJECTIVES = What is your goal for this lesson? The statements contain action words based on BLOOM’s TAXONOMY that will be performed or completed to achieve the desired results.a. Children will understand that blue and red make the color purple by mixing the two colors together.b. The children will identify the purple foods that they eat.c. The children will name several purple objects.

HEAD TEACHER vs. SUPPORT TEACHERS: 1. HEAD TEACHER: The person acting as head teacher will begin, manage, and end the activity. They are in charge of making

sure that supplies are provided and set up. This is to be done by enlisting the help of the support teachers. Have them help you, NOT do it for you, gather a list of needed items and provide them with clear instructions on where and how to place them. You are in charge of the activity: the order of events, questioning, learning, pacing of time, etc…

2. SUPPORT TEACHER: The people acting as support teachers provide support for the head teacher during the activity. They help get everything set up and organized before the activity begins. During the activity, participate with the children and help with crowd control so that the head teacher can focus on teaching. Remember to use appropriate positive guidance techniques that do not take away from the lesson/activity.

3. ALL help clean up the activity.

TRANSITIONS: What can help you get the children to a new activity or get the children to clean up what they are doing? Are you going to play follow the leader to the carpet. Are you going to play red light green light. Are you going to sing a gathering song? How are you going to pick who is next? By name, by height, by colors they are wearing?

CIRCLE TIME: Children will sit at the table when they hear the “Circle Time” song. Student teachers need to sit with the children. The teacher leading the introduction/discussion will be sitting at the table with the children. Circle should begin with the visual introduction of the theme (ie: a poster). Concepts should be taught during circle time, throughout activities, and in the small group activities. Circle time should also include a story, a song, and a group activity.

ILLUSTRATED STORY: The story should relate to your theme. This should be done as an illustrated story where the children are actively participating in the story and not just passively listening. You need visuals, pictures, items that are part of the story, etc… to use as you introduce the story or help in telling the story. Know the story well enough that you can almost tell it! Practice it a few times before you teach. Identify questions you can ask before, during, and after the story to enhance the experience and teach the concepts.

LARGE GROUP ACTIVITY: Choose a curriculum area to plan the activity around. The entire class is participating in this activity at the same time. Remember to teach the concepts throughout the activity.

SMALL GROUPS / CENTERS : Choose a curriculum area to plan the activity around. Children are divided up into small groups of about 3 kids. This can be a free choice time where children may rotate throughout these center activities at their own pace and interests or it can be an organized rotation.