NJ Preschool Teaching and Learning Standards 2014

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Table of Contents

Objectives
Materials
Anticipatory Set
Body of the Lesson
Classification & Modifications
Independent Practice
Closing activity

Objectives

Students will be able to identify helpful services people provide to each other.
Students will be able to utilize graphic organizers while creating their story.
Children will be able to create a story with a plot, characters, and setting.

Materials

Sketchbook
Drawing paper
Cardstock
Felt-tipped pens
India ink
Calligraphy pens and nibs
Watercolors
Paintbrushes
Water cups
Palette
Colored pencils
Markers
Bone folder
Rubber/ straight edge
Waxed thread
Needle
Awl/Needle tool
Comic strips and political cartoons
Graphic organizers for planning

Anticipatory Set

I will call the pupils in front of the classroom. I will then sets the expected activities. “How are you friends! Today we will be learning about helping people. Yesterday we talked how we can help our friends when they are in need” then I will ask the students if they have ever helped anyone and how it made them feel to help out. “Today we will read the book, Berenstain Bears Lend a Helping Hand. Let us read and see what happens,” I will show the children pages 16 and 17. After showing them, “where do you think the children are and who are they with? Let us read and see what happens”. After drawing out scenes that were favorite from the book, I will then build oral vocabulary consisting of; spine, plot, symbolism, theme, and tone. This will take nearly 5 minutes.

Body of the Lesson

Direct Instruction & Guided Practice

I will then sends the children to their table and have my assistant distribute to them colored pencils. The assistant will set up four categories of chart paper. I will label each category of the chart as Home, School, town, and friends. “Now I want us to write about how we have helped our friends, family or people in town. Has anyone ever helped anybody? Think of the fun you have been having in church activities, community and with your families. Draw a picture or write about that time you helped someone, or someone helped you. How did that day make you feel? I know you friends will love your story. You can draw images or write as many words or less as you can. I will come and help you with some letters you want to say.” I will draw pictures from exercises to help students recall the importance and objective of the lesson. Specifically, I will draw my story then show it to the students.

Closure/ Assessment

I will use a formal assessment approach to evaluate children’s learning. I will collect the works done by each group of students, and then assess the following: Illustration, block, spine, plot, symbolism, theme, and use of tone.

Art-Story development: helping out

Teacher name:

Student name:

Advance	Proficient	Basic
Student able to use plot, symbolism, illustration, and theme	The Student can describe three or four of the assessed dimensions.	Student can describe less than three of the assessment tools

Classification & Modifications

During this lesson, their children are advanced learners than others. Consequently, these children will mostly complete the assignment before others. They will be allowed to partake in independent practice. Also, there are those children who are slow learners. These children will need to work with me so as to understand the topic. I will disclose to the students that they are going to consider approaches to help their family, individuals around the local area, their friend, and their school. While the slow learning children are working, I will stroll around the room, watching them and helping them compose words.

I will stress target objectives, character development, drawing, story outline, and coloring. In case the children appear to have comprehended the purpose, I will guide them through composing longer syllable words. In the hope to illustrate to my student a variety of interactive activities so as to cater to a diverse kind of children and to create efficient and engaged learning. The children will be autonomous to speak, write, draw, and listen so as enhance their structural skills.

Working in a group is a significant aspect of the teaching pedagogy, as children need to build on their social communication skills in order to study how to work cooperatively with their peers in an inclusive classroom environment. Working in groups will support children’s participation and communication within the classroom by building a better understanding of the subject matter, promoting engagement, and developing social skills.

Independent Practice

When the children are doing the assignment, I will be playing the song “wheels on the bus goes Round and Round”. If some of the children in their small groups have completed the assignment, I will direct them to play with colors to paint with the named pattern. For instance, if a name has red, they will paint the pattern red. This will go on till each group has completed the assignment. When the group has completed the task, the last child to finish the work in a group will call four children to a group from those painting.

Then afterward, they will run the class with their hands stretched like airplanes till the following group finishes working at the assigned table. When two groups complete the task, I will stop the music to allow the children to turn to the chart that follows until all the groups have added ideas to each chart.

Closing activity

When ending the lesson, I will ask the children a question to discuss outside the classroom. “When you go home today, ask you parents or friends how they felt when they helped someone? Goodbye, friends. See you tomorrow.”