Fall 2012

ECED372

LESSON PLAN OUTLINE

JMU Elementary Education Program

Natalie Scholberg
Mrs. Truslow, Kindergarten, Clymore Elementary School
November 1st, 2012 at 9:00 AM
October 25th, 2012

TITLE OF LESSON - Sensory Activity Touch: Sock Guessing Game

CONTEXT OF LESSON
A couple of weeks ago, the teacher whose class will be participating in the dramatic, sensory, and blocks
play workshop came into my ECED 372 classroom and discussed with us her students. The kindergarten
teachers name is Mrs. Truslow. She explained that she has about 19 children in her class and 4 other
students will be joining them from Ms. Hendersons class as well. There are 7 girls and 12 boys in Mrs.
Truslows kindergarten class. She pointed out that she has 3 ESL children. Two of them can understand
English very well but one of the children has trouble and is still learning English. In addition to
describing her students, Mrs. Truslow told us the subjects which they are learning about now and the
subjects which they will be learning about around November 1st (which is when my group will be giving
our lessons). During the last week of October, the kindergarteners will be learning about the people who
lived long ago for example Christopher Columbus. They will also be transitioning to learning about
Thanksgiving and learning how to write the letters B and O. Mrs. Truslows classroom has many
materials which can be used. The classroom has housekeeping toys, Legos, wooden blocks, and a water
table.
On October 18th, I observed Mrs. Truslows classroom for a few minutes and noticed that her students
love to play. Some of the kindergarten students know how to write their names but others cannot. This
knowledge helps me know ahead of time which students will need help writing their names so I will not
waste any time teaching my lesson. While in Mrs. Truslows classroom, I observed that all individuals
have fine motor skills. This helps me plan my lesson because I can use objects that the students are
familiar with and unfamiliar with.
I have also observed many children writing the numbers 1 to 10 in their math notebook. Knowing this
benefits me because I know that the students are capable of writing the numbers 1 to 4 on their piece of
paper in the lesson activity.
Although, Mrs. Truslow came to us and talked about her students I did not get enough information that I
would have liked to. Because I do not have these kindergarten students in my practicum class, I do not
know them very well. Thus, I do not know much about their readiness, interests, or learning preferences.
From Mrs. Truslow, I know that her students love to play but that is as much as I know about these
kindergarteners.
The lesson which I will be teaching is an appropriate activity for these students at this time because they
are learning about their five senses, different shapes, and numbers. Many different skills are being
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performed during my planned activity. At the beginning of the year, students learned (and are still
learning) about different shapes, numbers, and letters. Learning and identifying different shapes will
reinforce what the students already know, as well as writing numbers and their first name. I do not know
when kindergarten will learn about their five senses during the school year but it is a standard for
kindergarten in the Virginia Standards of Learning.

LEARNING OBJECTIVES
Understand (Concepts/Skills)
1: When showed the number of socks,
students will write the correct number in
each of the boxes on their piece of paper
(CONCEPT).
2: Fine motor control is necessary in order
to identify the object in the sock
successfully and to draw a picture
(SKILL).
3: The students will able to recognize
their five senses (sight, sound, smell,
taste, and touch) when asked
(CONCEPT).

Know/Do (Learning objectives)

The students will write one number per box on their piece of paper and
the numbers must be in the correct order (1, 2, 3, and 4).

The students will use their sense of touch to recognize and differentiate
the shapes in the socks correctly by drawing the shape in the box which
they think is correct.
The students will raise their hand and say any of their five senses (sight,
sound, smell, taste, touch) and/or point to any body part which represents
the sense.

ASSESSING LEARNING
Know/Do (Learning objectives)
The students will write one
number per box on their piece
of paper and the numbers must
be in the correct order (1, 2, 3,
and 4).

The students will use their

sense of touch to recognize and
differentiate the shapes in the
socks correctly by drawing the
shape in the box which they
think is correct.
The students will raise their
hand and say any of their five
senses (sight, sound, smell,

Assessment Plan
I will listen for spontaneous language that relates to this understanding (such as,
"1,2,3,4!"). In addition, I will be listening to see if children count aloud. If the
child is not expressive, I will say, "Can you count how many boxes there are? How
many socks are there?" and/or "What number should be in what box?" If necessary,
I will tell them to, "point to each sock and count starting with the number 1. I could
also ask, "Can you write each number in a separate box?" I will record this
information on the attached data collection sheet.
I will observe how the child holds the sock and feel for each shape as they are
trying to guess. His or her success in using the sense of touch is determined by
producing a drawing which they believe is the object inside the sock. I will note if
the child is using a pincer grasp to hold their crayon when drawing the object in the
sock and record any language that relates to the child's use of the shape of the
object. I will record this information on the attached data collection sheet.
I will observe and listen to the language that the students are speaking while they
are speaking about the five senses. I will especially take note to the words such as
sight, sound, smell, taste, and touch. In addition, I will observe if they point to a
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taste, touch) and/or point to any

body part which represents the
sense.

body part that relates to any of the senses. For instance, if a child points to their ear
to describe sound as one of the five senses I will write down that they understand
that sound is one of the senses. All of the above information will be recorded on the
attached data collection sheet.

RELATED VIRGINIA STANDARDS OF LEARNING

VA FOUNDATION BLOCKS: Kindergarten
English:
Oral Language
K.2 The student will expand understanding and use of word meanings.
b) Use number words.
d) Use words to describe/name location, size, color, and shape.
K.3 The student will build oral communication skills.
c) Begin to follow implicit rules for conversation, including taking turns and staying on
topic.
e) Participate in group and partner discussions about various texts and topics.
g) Follow one- and two-step directions.
Writing
K.11 The student will print in manuscript.
b) Print his/her first and last names.
Math:
Number and Number Sense (Focus: Whole Number Concepts)
K.2 The student, given a set containing 15 or fewer concrete objects, will
a) tell how many are in the set by counting the number of objects orally;
b) write the numeral to tell how many are in the set; and
c) select the corresponding numeral from a given set of numerals.
Geometry (Focus: Plane Figures)
K.11 The student will
a) identify, describe, and trace plane geometric figures (circle, triangle, square, and rectangle);
and
b) compare the size (larger, smaller) and shape of plane geometric figures (circle, triangle,
square, and rectangle).
Probability and Statistics (Focus: Data Collection and Display)
K.14 The student will display gathered data in object graphs, picture graphs, and tables, and will answer
questions related to the data.
Health:
Knowledge and Skill
K.1 The student will explain that the body is a living and growing organism. Key concepts/ skills include
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c) the five senses (sight, sound, smell, taste, and touch) and major body parts (e.g., head, trunk,
arms, legs, hands, feet)
MATERIALS NEEDED
25 pieces of white paper- Natalie
Crayons- Mrs. Truslow
Pencils Mrs. Truslow
4 socks (I will have extra socks just in case)- Natalie
4 objects as well as extra objects just in case (shell, ping pong ball, an eraser, spoon, glue stick, and a
marker)- Natalie
Instructional cards- Natalie
Number line- Natalie
Table to work on- Mrs. Truslow
Stop watch/timer (to keep track of time) - Natalie
Number/color tent- Natalie (my table tent will have the #1 on it and will be the color purple)
PROCEDURE
Preparation of the learning environment
(I will use one of the tables in Mrs. Truslow's class for this activity.)
Bring all the materials I need to this classroom.
Set up activity on a table.
Place number/color tent on table so students know which table they are at/where they should move to.
Place the instruction cards on the edge of the table so all students can see.
Place the number line in the middle of the table.
Place the poster number and color tent out on the table next to the instruction cards.
Sharpen pencils.
Get a tub of crayons and place them next to the table.
Have blank sheets of paper ready to pass out.
Make sure there are about 5 to 7 chairs at the table for my activity so each child and I get a seat.
Set out the socks and objects.
Place the objects in the correct sock.
When preparation is complete, the instructional cards and number tent should be on the edge of the table
so everyone can see. Nothing should be in the middle of the table so then the children will listen to
directions and not be distracted. The black pieces of paper, tub of crayons/pencils, and socks and objects
should be readily available.
Also, I need to bring in 2 assessment sheets (one for me and one for the data collector) and a camera.
Those materials will be accessible as well so I can record information.
Plan for taking turns during the activity
This activity involves taking turns when passing each of the four socks around so every child can feel the
sock. In order for everyone to feel the object inside each sock, I will regulate who gets what sock and how
many minutes that each student will have with the sock. For example, after each child gets one sock they
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will have 1 minute to feel the object and draw it on their piece of paper. After 1 minute, each child will be
required to pass their sock to the next person. The children will learn to take turns and work together to
complete the activity.
Introduction of the activity
I will introduce the activity by having a sign on the table which will have the name of the lesson that I am
teaching. This sign will be brightly colored with large print and will have a picture of a sock with different
shapes next to it. It will say, "Sensory Table: Touch. Touch is one of your five senses!"
When I first get started, I will introduce myself as Ms. S. and will allow each student to say their name.
Then I will ask them:
Does anyone know what your five senses are?
If they know, I will allow them to say what they think. In which they might say:
Smell!
Sound!
Sight!
Touch!
Taste!
Or if they do not know any they might say, I am not sure! or I do not know!
After we will discuss our five senses together as a group I will say:
Our five senses are touching (I will touch something), smelling (I will point to my nose), tasting (I will
point to my mouth), seeing (I will point to my eyes), and lastly hearing (I will touch my ears).
As I am saying this I will ask the children to copy my hand movements so they will also point to their nose
for smelling or eyes for seeing etc. I want them to do this because then they could get a very basic and
simple understanding of their five senses.
After briefly going over the five senses I will say, Today we are mainly going to use one of our five
senses in a fun activity which is the touch sense.
This is what we are going to doThis is where I would explain my instructional cards to the small group
of children. I would go through each step to make sure they understand and get started.
Implementation of the activity (specific procedure for teacher and students)
The first thing which will happen is I will pass a blank piece of paper to each student. After each student
gets one piece of paper I will say, Does everyone have a piece of paper? (the children will say yes or no)
Good. Now I want you to write your name on the top of the paper. When you are done raise your hand and
I will come check it. I want everyone to get one crayon to write their name. Here I would let them get a
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crayon and they will use that one crayon for the entire activity so they are not constantly changing colors
and wasting lesson time to do their assignment.
After I check to see that they all have written their names, I will say, Now can everyone please flip their
paper over? The children will flip their paper over and wait for their next direction which I will tell them
and it will also be on the instructional card.
The next step is for the children to divide their paper into 4 boxes. I will help them by showing them how
to divide their paper. I will say,
On this side of the paper that does not have your name on it I want you to divide your paper up into 4
different boxes. The first line you will draw will be across your whole paper horizontally so that the top
and bottom section are equal, In other words, you will draw a line across your paper that is right in the
middle of the paper.
After seeing everyone draw this line I will go on by saying Next, we are going to draw 1 line going up
and down, so it is vertical. This line is also in the middle of your paper going vertical. (I will show them
where the line will be drawn on my paper).
When I see that everyone is done dividing up their paper, we will move on to the next step. If not, I will
help the children who do not know how to divide their paper.
After dividing up the paper, we will now number each box. Each box will be numbered 1 to 4. I will tell
the children,
Now we are going to number the boxes. You are going to number the first box 1, the second box 2, the
third box 3, and the fourth box 4. Does everyone understand? I will help them number each box. As they
number the boxes, the students will have a number line to look at for reference. I will laminate a strip of
card stock paper with numbers 1 to 10 as a number line to help the children with writing their numbers if
they forget them.
The next step of my activity is now investigating the socks. Before passing out the socks with the objects
in them, I will tell my group of students,
Everyone will get one sock. Do not look in the sock. Do not put your hand in the sock. You will feel the
type of object outside of the sock like this(I will show them how to feel the sock by placing my hand
outside of the sock). When you think that you know the shape of the object, I want you to draw the object
in the box with the matching number of the sock. So, if the sock you were holding had a number 3 on it,
you would find the box with the number 3 in it and draw the picture of the object in that box. Does
everyone understand?
I would allow this time for the kindergarteners to ask any questions. Then I will say,
You only get 1 minute to feel your sock so please work quickly! After the 1 minute I will say NOW
SWITCH and everyone will give their sock to the person on their left. I will help you with this instruction
when the time comes.
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I understand that the children may have a hard time understanding who to give their sock to after they are
done but I will help them with this. The group will move the socks in a clockwise direction.
After giving the directions, I will pass each of the 4 socks out to the students and let them begin to do their
activity. I will make sure that the sock numbers are in order going clockwise so each child is passing their
sock to the person correctly.
During this time I will keep track of time, allowing each student only 1 minute with each sock. For
example, after the 1st minute I will say, Switch your socks! I will help them move each sock to the next
person and repeat doing this until every person has drawn all of the objects. I will also be assessing
children by collecting data to see if they have passed any of my objectives for this lesson plan. I will be
taking pictures if I can as well.
Lastly, when every student is done, we will discuss as a group what they drew on their papers and what are
actually inside the socks. I will ask they students,
What did you draw in box #1? What kind of object or shape do you think is inside the sock? I will allow
them to share their answers. I will ask these same types of questions for each of the 4 boxes.
After talking about what they thought was in each sock, I will pull each object out of sock 1, 2, 3, and 4.
We will share what type of objects and shapes the objects are and why they thought it was something
different or similar to what they each drew.
Lastly, if there is extra time (which I doubt there will be) I will allow the students to color their drawing.
This is only if they have extra time at my station though.
I will be doing this activity 6 times because there will be 6 groups of children in the classroom. I will
follow this lesson plan for each group of kindergarteners. This lesson will only be an hour from 9:00 AM
to 10:00 AM. Each rotation will be 8 minutes. We will give the students a 2 minute transition. By doing
this transition, Julie who will be at table #3 will clap her hands to get the attention of everyone in the
classroom that it is time to switch centers. We thought it would be smart for the transitioner to be at a
middle table so every student could hear and see Julie clap her hands.
Closure and cleanup
Collect crayons
Put away crayons
Collect drawings from each student
Give drawings to kindergarten teacher(s)
Collect socks from the children
Put objects back in the correct socks
Clean the table with Clorox wipes (if have any)
Make sure the floor underneath the table is clean
Pack up all the supplies (paper, socks, objects, instruction card)
DIFFERENTIATION
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I have planned this lesson to meet the needs of all students in the classroom with varied learning styles
and abilities, and English language proficiency. Since, I do not know the children in this kindergarten
class very well, I do not know the students different capabilities. I have made sure that I can still teach
this lesson to meet the needs of any child. This lesson is based off the sense of touching so students who
are kinesthetic learners will enjoy learning by touching the socks and shapes. Kinesthetic learners not
only will be feeling the texture of the socks and the shape of the objects but will be able to draw using
crayons. The students who are more auditory learners will be able to listen to the directions being spoken
when I tell them how the activity will be done. Also talking about each object and listening to our
discussion can help them learn about the sense of touch. In addition, the visual learners in the group will
learn the material by seeing the socks and objects and also the instruction cards. The instructional cards
provide a great resource to not only children who are visual learners but to every child. The cards show a
picture of each step which the children are supposed to follow. Visual learners will be able to see what
step comes after another and help them complete the sock activity.
For the English language learners in the classroom, I will work with those children to make sure they
understand what they are reading and doing. I will demonstrate to them what the activity is by using
simple words to describe the actions. I will also use the instructional cards to help them figure out what
they need to do.
If any child is struggling with my objectives then I will support them in every way possible. I will repeat
my directions and questions while doing the activity. I will also allow for students to ask questions at the
end of the activity to see if I can help someone understand the lesson better in another simpler way. In
addition, if any child has difficulty following multiple directions I will assist them by referring them to
the steps on the instructional cards as they are working.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
There are many different things which could go wrong with this lesson plan but hopefully nothing will
happen!
The children are likely to become enthusiastic because there will be many people in the classroom. EDUC
372 JMU students will be in the classroom as well as a few other students from another kindergarten
classroom. The classroom will probably be very crowded and will get loud very easily. At my center which
I will be in charge of, if my group of kindergarteners becomes too loud I will say a simple saying. I will
quiet and calm them down by saying:
If you can hear me touch your head,
If you can hear me touch your shoulders,
If you can hear me tap your legs,
If you can hear me put your hands in your lap.
I will emphasize the importance of keeping our center quiet so my lesson does not disturb any of the other
lessons being taught in the same classroom. The students also could not understand my lesson that I have
for them so therefore I would try to teach in simpler terms. The children could have trouble with drawing
the objects because they do not see them so maybe I would have to guide them and encourage them to try
their best.
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Another thing which could go wrong are things that are out of my control such as a fire drill, losing power,
child vomiting, or going to the bathroom. If any of these things were to happen, I would follow the
schools procedures and try to get back to the lesson planned soon afterwards. If a child had an accident, I
would discretely remove the child from the rest of the group and allow them to go to the restroom. I would
bring their set of clothes to them and they would change without anyone knowing.
My main concern with this lesson plan is not having enough time to finish my planned activity. Because
there is only 1 hour to complete this lesson for 6 different groups, time is very crunched. I will do the best
that I can with keeping the students on task. If the children run out of time, I will try to wrap up the lesson
quickly and get ready for the next group to come.

A COPY OF THE INSTRUMENT YOU WILL USE TO COLLECT DATA ON THE LESSON
OBJECTIVES MUST BE ATTACHED TO THIS DOCUMENT.
Lesson Plan Reflection
As soon as possible after teaching your lesson, reflect on the experience. Use the questions/prompts below to
guide your thinking. Be thorough in your reflection and use specific examples to support your insights.

A. How did your actual lesson differ from your plans? Describe the changes you made & explain why you
made them. Be thorough & specific in your description. (3 pts)

B. Evaluate the impact of the lesson based on your plan for assessing learning and the individual data you
collected on each objective. Cite multiple examples of student behavior & language that document your
conclusions. (8 pts)

C. Describe at least one way you could incorporate developmentally appropriate practice in a better or
more thorough way if you were to present this lesson again. (2 pts)

D. If you were the teacher in this classroom, what follow-up experiences would you plan? (Develop your
answer based on the data that was collected and your observations during the lesson.) (2 pts)

E1. Share something you learned about young children as a result of planning and conducting the activity.
Relate this new knowledge to principles of child development or appropriate curriculum from your ELED
308 and ECED 372 courses. (2 pts)

E2. Share something you learned about teaching as a result of planning and conducting this activity.
Describe how you will apply this new knowledge to upcoming opportunities for developing learning
experiences for children. (6 pts)

E3. Share something you learned about yourself as a result of planning & conducting this activity? (2 pts)

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Sensory Activity Touch: Sock Guessing Game

JMU Young Childrens Program November 1, 2012

Lesson
Objectives

OBJECTIVE #1
The students will write one number per box
on their piece of paper and the numbers
must be in the correct order (1, 2, 3, and 4).

OBJECTIVE #2
The students will use their sense of touch to
recognize and differentiate the shapes in the
socks correctly by drawing the shape in the
box which they think is correct.

OBJECTIVE #3
The students will raise their hand and say
of their five senses (sight, sound, smell, t
touch) and/or point to any body part wh
represents the sense.

Behavioral
Indicators
I will listen for spontaneous language that relates to this understanding (such as, "1,2,3,4!"). In addition, I will be listening to see if
children count aloud. If the child is not expressive, I will say, "Can you count how many boxes there are? How many socks are there?"
and/or "What number should be in what box?" If necessary, I will tell them to, "point to each sock and count starting with the number 1.
I could also ask, "Can you write each number in a separate box?" I will record this information on the attached data collection sheet.
I will observe how the child holds the sock and feel for each shape as they are trying to guess. His or her success in using the sense of
touch is determined by producing a drawing which they believe is the object inside the sock. I will note if the child is using a pincer grasp
to hold their crayon when drawing the object in the sock and record any language that relates to the child's use of the shape of the object.
I will record this information on the attached data collection

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