ECE 381

Preschool Internship
Assignment 3
Language Arts Lesson Plan and Story Time Video

Lesson Plan Template

(ECE – PreK to 2nd Grade)

AGE GROUP/GRADE LEVEL: 3-5 age/Preschool

CURRICULAR AREA

 Language arts

DEVELOPMENTAL SNAP SHOT/PRIOR KNOWLEDGE

Children are getting to know more about themselves. They are learning about their differences
based on their physical appearance, abilities, emotions, and attitudes. Children enjoy and love
to read diverse picture books that talk more about people differences. They have also learned
songs about emotions and “Head shoulder knees and toes” which they usually sing before
lunch time.

OBJECTIVES

 Standards:
 2.A Demonstrate interest in stories and books.
 2.D Establish personal connections with books.
 3.A Recognize key ideas and details in nonfiction text.

 Learning Objectives: Children will identify and describe people characteristics with 80%
accuracy.

CLASSROOM ENVIRONMENT

 Materials/Resources:
- Paper plates -Buttons -Stickers
- Straws -Cotton balls
- Strings -Crayons/Markers
- Pins -Glue
- Popsicles -Scissors
 Technology:

INSTRUCTION

ALICE MOSS 1
  Whole group activity

 Introduction (Lead-In): Before we begin reading, I will start off with a discussion. I will
ask “what makes us different?” Do you and your mom, dad, grandpa, or cousin look the
same? Why or why not? Then I will introduce them the book “It’s okay to be different”
by Todd Parr. After reading the book, I will ask children to quietly walk to their tables. I
will then explain the activity and demonstrate my example on how they will create their
own faces.
 Step-By-Step Procedures and Learning Activities:
1. They will start of with a paper plate. I will explain to them that this is where they
will create their face and they can get as creative as they want.
2. Then, I will some children help me pass out the materials (some materials might
be on saucers depending on what it is)
3. Children will have 25-30 minutes to work on their face.
4. After completing their faces, they will turn to a peer to describe what they have
made.
5. They will clean up and put away the materials
o Differentiated Instruction
-Allow children to bring in pictures of their families to share them in the
classroom or share some examples of diverse families.
-Add face features and emotion visuals with labels in the class
-Create a poster that includes different kinds of emotions
-Choose
 Adaptations for children
 ELL They can create a face based on how they are feeling and
not necessarily on how they always look.
 Gifted (advanced) Create a different face that are not
themselves. They can pick their family or siblings. Also think
about other items such as accessories that could be added
instead of focusing only face features.
 Special needs Assist them with extra support such as pointing
certain features of my face I can show them vocabulary words
though index cards. Also, Scaffolding the task as they are doing
it.
o Academic Language or new Vocabulary (explain how it will be used during the
lesson):
o Critical thinking questions:
- What are some things you are adding to your face?
- How is your face feeling today?
- What are somethings that makes you happy, sad, mad etc.

o Managing the lesson: I will be walking around each table and assisting children
with materials that they are struggling with. I will also prompt them with
questions to make sure that they are on task. Some children will be creating
other faces. I will help those that are struggling with gluing materials by
repeating the step and allowing them to do it on their own the second try.

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  Closure: After completing the task, I will ask children to quietly walk to the carpet with
their creative faces. I will ask some children to share their work to the class. I will then
end the lesson with an end discussion: How did everyone feel when they were creating
their faces? After looking at our class mates faces, do we have our differences?
ASSESSMENT

 Assessment Plan:
o The assessment task (what the students will do to demonstrate their skills),
-Children will be able to use the materials appropriately
-Children will use some of the information from the book to help them create
their face.
-Children can successfully describe the characteristics and use vocabulary from
the book to a peer.

o Data collection (how you will collect evidence of students’ skills),

o Analysis (how you will make meaning out of the data, e.g. look for specific
patterns, compare against anticipated benchmarks),
-Noticing that there are different kinds of faces and moods in their work.
-Noticing the completeness of their work

o Application (how you will use what you learn from the assessment to inform
future curricular, instructional, and/or assessment decisions).
-The results will help me adjust the activity or change it completely. If children
were able to describe the characteristics but not show it in their work, for future
instruction I will have them label it. If it’s the opposite, I will have them do
something different that will allow them to express themselves more to show
understanding of the text and the vocabulary.
o
 All assessments must include specific evaluation criteria (how you will grade/evaluate
the work). Rubric(s) for evaluating children’s work should include:
o Criteria (e.g., met, not met, exceeds, or emerging, developing, mastered)
o Levels of performance (e.g., 1, 2, 3, or A, B, C)
Met: Identify and describe 1 characteristic
Developing: identify and describe 2-3 characteristics
Mastered: Identify and describe 4 or more characteristics

PLANNING FOR THE NEXT LESSON

 Feedback: I think it would be better to let children create any face rather then just
themselves. They can either choose to do a dog’s face or any other animals that they
can think. Although I let them do their family after they completed theirs, I think it should
also be an option.

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  Plan for future lessons’ focus: I will have them do a drawing. This will give them the
opportunity to show more of who they are by drawing what they like to eat, any pets
that they have, memorable events and other ideas that they want to share. This will
also help them to practice their oral skills and increase their vocabulary.

Total Number of Points: 40 (20 for each)

Date Due: Lesson plan – February 2, 2021

Story Time Video – February 9, 2021

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