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CDC Language Development Lesson

The document contains a lesson plan for a language arts class at a child development center. The lesson plan aims to teach preschool students new vocabulary words from the story "Pete the Cat Rocking in My School Shoes" through reading the story, showing picture flashcards of words, and having students practice identifying the words. The teacher will assess learning through questions about the story and vocabulary practice activities in small groups. Modifications for students with autism could include allowing more response time and repetition of questions.

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154 views

CDC Language Development Lesson

The document contains a lesson plan for a language arts class at a child development center. The lesson plan aims to teach preschool students new vocabulary words from the story "Pete the Cat Rocking in My School Shoes" through reading the story, showing picture flashcards of words, and having students practice identifying the words. The teacher will assess learning through questions about the story and vocabulary practice activities in small groups. Modifications for students with autism could include allowing more response time and repetition of questions.

Uploaded by

api-278899878
Copyright
© © All Rights Reserved
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Download as DOC, PDF, TXT or read online on Scribd
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Seton Hill University

Greensburg, PA 15601
Spring Semester 2014

Lesson Plan for ED 312: Language Development at the CDC


Teacher:
Date:

Kiley Morgan

March 25, 2014

Subject:
Time:

Language Arts

9:30-10:30

CDC
Class:

Morning

Plan approved by:

One Big Idea for the Lesson:


An expanded vocabulary enhances ones ability to express ideas and information.
One Essential Question for the Lesson:
Why learn new words?
Behavioral Objective(s):
In a class setting, the students will participate in listening to the story Pete the Cat Rocking in My School Shoes by answering
5/6 questions about the book.
In a group setting, each student will look at the picture and word of 5 vocabulary words from the story Pete the Cat Rocking
in My School Shoes.
A-B-C-D:
Audience
Behaviors
Conditions
Degree

Pennsylvania Common Core State Standard(s):


CC.1.2.PREK.B: Answer questions about a text.
CC.1.2.PREK.F: With prompting and support, answer questions about unfamiliar words read aloud from a text.
CC.1.2.PREK.G: With prompting and support, answer questions to connect illustrations to the written word.
CC.1.2.PREK.J: Use new vocabulary and phrases acquired in conversations and being read to.
CC.1.3.PREK.I: With prompting and support, clarify unknown words or phrases read aloud.
** where there are no preK use kindergarten** Only PA Common Core Standards
Materials, Supplies, Equipment (Including Technology):
Pictures of vocabulary words flashcards
Pete the Cat Rocking in My School Shoes Book
Nametags for the students
List of definitions of the vocabulary words: library, playground, desk, stroll, and lunchroom.
Activities and Procedures:
Anticipatory Set/Hook/Lead-in including Transitions:
(Multi-sensory; more than words. How will you engage and introduce the lesson?)
1.

The teacher will pull out of her bag a cat, a pair of shoes, and a play school out of her bag.

2.

She will tell the students to tell her what they are.

3.

After the students tell the teacher what she brought, the teacher will ask the students what they think the story is
about.

Lesson Sequence (step-by-step) including Transitions:


1) The teacher will read the story Pete the Cat Rocking in My School Shoes.
2) While reading the story, the teacher will ask the students questions. Do you think you know what strolling means?,

Where do you think Pete is going? (about the library, the lunchroom, and the playground), and What do you think
Pete says?.
3) The teacher will tell the students that they are going to learn about five vocabulary words that were in the book.
4) The teacher will hold up the first flashcard, the desk and ask the students what the picture is showing. If the students dont
know, the teacher will tell them what the picture is and tell them the definition. (see attached sheet).
5) The teacher will then hold up the next flashcard, the playground. The teacher will follow the same steps as the word
before.
6) The teacher will follow the same steps for all five flashcards looking at the attached sheet for the definitions of the words.
7) The teacher will tell the students to go to a table based upon their name cards giving each group three students.
8) Once the children are in their groups, the teacher will give each student their own set of flashcards.
9) The teacher will tell the students that she is going to say the definition that they went over and they will have to hold up
the right flashcard with the correct word.
10) The teacher will do this for all the vocabulary words two times each.
11) The teacher will then transition the kids over to the circle for the closure the same way that they got to the tables (by their
name cards).
Closure (Recall and review of objectives) including Transitions:
1) Once the students are back in the circle, the teacher will hold up one flashcard and ask the students what that word
means.
2) The teacher will do this for all of the five vocabulary words the students went over.
Modifications for Individual Differences: (Include Modifications for Autism Spectrum Disorder OR Apraxia of Speech)
For a student with ASD, I would allow them more time to answer. I would also keep an eye on them to make sure they are
staying on task. Finally, I would keep asking the student the same question a few times to make sure he is understanding.
Reflection of Your Lesson After Teaching with Mrs. Hallam or Mrs Gourley:
(Please bring your iPad or laptop with you the morning or afternoon you are scheduled to teach your lesson at the CDC).
After my lesson, Mrs. Gourley and I talked about what I should have done and what I did well. We talked about how in my
anticipatory set, I told the students exactly what we were doing before I even started the lesson. I told them that we were
working on vocabulary instead of asking them what objects I had in my bag first. Next time, I would make sure I did the
objects in my bag first instead of just telling them we were working on vocabulary. We also talked about how I could have split
the two tables up instead of putting them all together. I could have given the student teacher helper a table of three students
and had her ask the students what the word was after giving them a definition instead of having all six by each other. This
would have given the students more of an opportunity to say the answer and it would really help to see if the students knew
what the word was without the other kids shouting it out. We also talked about my closure. In my closure, we talked about how
I could have called on each child to answer the question about the vocabulary word to make sure they all got a chance to
answer. This would have also helped me see if all the children understood the words we learned in the book. Overall, I think
that my lesson went pretty well. The children really seemed to enjoy the book and were guessing where Pete was in the story. It
was very age appropriate and captured the attention of the children. If I were to teach this lesson again, I would make the
small changes like we discussed such as the groups and the closure.

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