ECE A Class

today

Rain song

1. Complete Bell Quiz #5 or 6 on DAP ( I really do not

remember). Forget about doing the child prompts.

- Since I am not in the mood to go over it with you, here are the

answers below. If you do not understand an answer, I guess you

could research it on the internet like you do everything else.

1. B 2. C 3. D 4. A 5. C 6. D 7. C 8. A 9. B 10.

2. Take a unit 1 rubric outline off the front table and

look it over. - I think this stuff should all be due next time, but I might

change my mind. You can come next time prepared to turn it in,

if you want. I really do not care what you choose to do.

3. Read and answer the pg 28 scenario in your

workbook.- Learning is suppose to be more effective if you discuss

ideas with your table partner so you can do that, if you want

to learn.

4. Just sit and wait, sleep, or find something else to do

while I sit and figure out what we can do today to fill

time.

1. Complete Bell Quiz #5 or 6 on DAP ( I really do not

remember). Forget about doing child prompt #7.

- Since I am not in the mood to go over it with you, here are the

answers below. If you do not understand an answer, I guess you

could research it on the internet like you do everything else.

1. B 2. C 3. D 4. A 5. C 6. D 7. C 8. A 9. B 10.

2. Take a unit 1 rubric outline off the front table and

look it over. - I think this stuff should all be due next time, but I might

change my mind. You can come next time prepared to turn it in,

if you want. I really do not care what you choose to do.

3. Read and answer the pg 28 scenario in your

workbook.- Learning is suppose to be more effective if you discuss

ideas with your table partner so you can do that, if you want

to learn.

4. Just sit and wait, sleep, or find something else to do

while I sit and figure out what we can do today to fill

time.

Complete Bell Quiz #5 DAP and child prompts #7

BELKJS - K1h, B2e, J3g, E4f, S5s, L6o

The importance of having a plan.

Unit 1 score sheet

The support teacher is the

picture frame and the

head teacher is the picture.

Be one step ahead of the head teacher. What can I help you with? What do you need?

Make activity idea suggestions at the planning sessions.

Fulfill assignments of preparing activities from the Head teacher.

Get involved in the activities and support the children. Participate in songs.

Deal with quieting and assisting children so the head teacher can teach. Help with Cleaning-up and evaluating the day’s activities.

• Create the daily activity plan for the day or lesson.

• Responsible for the pace and order of the activities.

• Be one step head of the children.• Example: While the children and other teachers are cleaning up, the lead teacher will

go to the rug area to organize materials and then begin a finger play or song transition

with the children as they arrive in that area.

• Involve the support teachers to help with activities, crowd control, preparation, as a runner of supplies, etc.

• Clean up and leave the place better than you found it.

• Complete an evaluation of the activity with suggestions for next time.

Being organized and knowing what to expect reduces stress in both the teacher and the children.

Allows you to have the required materials.

Allows you to be able to focus on the children and not on the planning.

Conveys professionalism to parent.

$$$$$

B. Why plan a lesson?

Children know what to expect.

Reduces confusion and tension thus reducing misbehavior.

Children are exposed to and gain life skills like predicting, problem solving, time and sequencing.

Parents feel more secure when they know something about the daily activity plans.

Encourages them to discuss with their child what is going on at school.

Models appropriate growth and development activities, care, scheduling, etc. for the parents.

Kind of like this…. Let’s see how the substitute is doing

Children want structure.

Lack of planning creates aimless wandering, confusion, chaos, and an untrusting environment for everyone.

Theme

Concepts

Objectives / Standards

Procedures

Transitions

1. PICK A THEME- A main topic or idea that the classroom activities are

planned around.

All about me

ColorsShapes

Occupations

HarvestCowboys

Families

Nursery Rhymes

Other CulturesFoodsHygiene

OceansMusic

Love/ValentinesTransportation Bugs

DinosaursSeasons

Weather

RainbowsSports

5 senses

Animals

Hats Puppets

Dogs

Rain

How do you get a theme?

An effective theme is based on

the program goals .

It addresses the children’s

interests.

Focuses on what they need to

be able to learn and do when

the year is over.

Based on ideas that are real

and relevant to their world.

Seasons, holidays, special days, community helpers, etc.

What is your group theme?

Vocabulary words and factual statements that you want the children to experience and understand.

What do the children already know about this

topic?

Are there any new concepts to introduce?

Identifying Concepts might

look like this brainstorm map

Rain

Senses

Clothing

HelpsRainstorm

Seasons

Smell, wet, sounds, falling

Spring-

April showers

Summer - warm

Thunder, lightening, Rainbows,

dark sky, clouds, mud

Plants, lakes,

people, animals

Umbrella, coat, hat,

goulashes

RAIN Concepts:Vocabulary Words:

Rain, umbrella, cloud, storm, drizzle, rainbow

Factual Statements:

A rainstorm makes sounds.

Rain falls as liquid from clouds.

Rain makes puddles on the ground

People, animals, lakes, and plants need rain.

Wear clothing to keep us dry in the rain.

small

*Rain waters plants.

4:06 music timer –

may want to play twice or, after the first time through,

discuss the concepts on the next slide while they finish up.

Language and early literacy

Pre- Math

Creative Art

Science and discovery

Music & Movement

These will always be done as either a fine or gross motor skill activity.

3. Choose a CONTENT AREA

? Puddle jumping, Rain drop?

Objectives are the overall goals that the teacher wants the children to learn, know, and/or do.

Based on the concepts.

They describe the expectedoutcome or desired results of an activity.

Provide a basis for assessment or evaluation by determining if learning took place.

Melted crayon rain drops

(1) WHO are you teaching? ‘The children WILL‘….

+(2) WHAT desired STANDARD behavior will be taught, met, or what will be learned?

Never use words like “teach, LEARN, or talk about” as verbs.

+(3) HOW will you MEASURE the level of performance or teach it?“By, as they, when, through, etc.” explaining the ACTIONS that will be done by the child.

This is how you will be able to EVALUATE or assess the child’s performance and learning.

Written on bubbles at centers

Write all 3 parts to the objective.

Standards are determined by someone else and the teacher

writes the goal (objective) on how to meet it.

Who will + desired Standard outcome + How measure = Objective

Standard Learning Objectives: Through participating in the planned centers, how will the children understand the

concepts?

Example: The children will use senses to explore objects in the environment as they discover that an

apple has seeds inside of it when it is cut open.

The children will =========================================================================

Desired Standard Outcome:

__________________________________________________________

Goal to meet it: (As they/when they/by/through/etc)

_______________________________________

Make a rainstormrub fingers together,

rub hands together,

snap fingers,

slap hands on lap,

stomp feet or slap desk in 3 groups when pointed too,

go backwards to silence.

The Children will:-------------------------------------------------------------------------

(standard Outcome) _Create works that reflect experiences or objects

As They perform the stages of rain from a drizzle to a storm.

Did they pass

the “assessment”?

The process not the product.

The why not the what.

Lesson Plan Objective/Standard• The children will ----------

• Standard # outcome:

• As they/when they/by/through/etc:

WHO: The children will: STANDARD Outcome: Sort objects into given categoriesMEASURED: when they select the proper clothing

worn for protection from the rain by choosing

various clothing items from a box.

Here is the activity. What would be the objective?

5. Procedure• The activity step by step details.

– Write it so someone else could do your activity if you

were not there.

• Include all specific supplies needed for the activity.

6. Transitions

Refers to the

movement from one

activity to another.

- Fly like a butterfly to the table.

- If you are wearing red you may go.

Finishing or stopping

one task and preparing

to begin another.- Hang your coat up when you arrive.

- Put your painting away.

- Object handed at the door.

7. EVALUATE the day or the activity - How it went.

- What was successful and why?

- What was a struggle and why?

- What you can do next time to strengthen your

lesson and teaching experience.

Turn it in for approval BEFORE writing your group lesson plans.

RAIN Concepts: (Vocabulary words and facts) Rain, umbrella, cloud, storm, drizzle, rainbow Rain falls as liquid from clouds A rainbow sometimes appears when it rains while the sun is shining or after a rain storm Wear clothing to keep us dry in the rain People, animal, and plants need rain

Objectives: (what the child will do to learn the concepts) Children will perform the forms of rain from a drizzle to a storm. Children will identify the colors in a rainbow. Children will select the clothing worn for protection from the rain. Children will recognize the people, animals, and plants that need rain.

Content area Activities Math - Skittle Math Language – The Puddle BY: David McPhail Food – Rainbow fruits Music – Rain sounds Art – Wax Paper and crayon Rainbow Field Trip/ Speaker – Weather Person Dramatic Play – Rainy Day Clothing Large Muscle – Worm Wiggle Science – Cloud and rain drops Fine Motor – raindrop absorption Large Group – Jump in the Puddle (musical chairs)

A finished brainstormed activity plan where

everything relates to the concepts and objectives