Lesson plan for preschool special needs classroom

Monday, January 4, 2010

The Jacket I Wear in the Snow-Lesson Plan


Unit: To Market, To MarketUnit of the week: “The Jacket I Wear In the Snow
Lesson Plan for the week of January 5th 2010 to January 8th 2010.

7::05-7:15—Students arrive, use restroom and sit quietly on the center table, wait for the breakfast.
7;15-7:50—Students will learn eating skills,. Will maintain appropriate table manner while having their breakfast. Students will ask for help when needed.
7:50-8:00—Students will listen to the morning announcements. Some of the students will take part in the morning announcements.
8:00-8:30 A.MCircle time.
S- GPS Standards ELAKLSV1f: Increases vocabulary to reflect a growing range of interests and knowledge (LD3a  TSW use vocabulary through everyday communication); ELAKR5a: Listens to a variety of texts and uses new vocabulary in oral language( LD4a—TSW engage in conversations with adults and children). CD2b—TSW participate in group singing or other musical activities (Standards not yet available) SE1a—TSW demonstrate knowledge of personal information (Standards not yet available).
W – Mini Lesson – TTW discuss calendar by asking questions about weather, month, number of days; who is present; Do you know your teachers’ names? Concept of color, shapes and numbers using rhymes related it.
TTW discuss the behavior that students should show when in the hallway. TTW will play the nursery rhymes like good morning, days of the week, color, number and the month songs.
I – Worktime- TSW place the picture related to weather of the day on the board. TSW do actions in relation to the wording of the songs. TSW stand up and tell others their name, age, school name and teachers names to others.
- Closing-  TTW review the daily activity using the picture symbol that the students are going to be doing throughout the day using a picture schedule chart.
M- (Modification) – Support – small group support and reinforcement – tsw point to the picture or use assistive device to communicated if needed. TTW provide individualized support to the students according to their needs.
Challenge – tsw arrange the picture schedule on the timeline sequentially.

8:40 AM to 9: 00 A.M – Smart Moves
S- GPS Standard: HPD1a- TSW will develop coordination and balance; HPD1c TSW will coordinate movements to perform tasks.(Standards not yet available)
W- Mini Lesson – TTW introduce rituals and routines of Smart Moves by demonstrating different moves the students will take part in and by telling what not to do during smart moves. TTW will play music which will help the student to transition to smart moves activity and will help in smoothly moving from one area to the other.
I-Worktime TSW jump into the box; climb out of the box; jump into the circular rings; move five times inside the circular ring.; do different exercise on the therapy ball according to the needs of the student; climb on the small stool; climb down the stool; walk on the balance beam; dribble the ball; jump on the trampoline and come and sit on the assigned seat and wait for their turn; Read the books while waiting for their turn.
-Closing- TTW tell the student that it’s time to clean up and will instruct the students to move the materials used during the smart moves at its proper place.
M – (Modification) – Support- Individualized support and reinforcement will be provided to each student. Some of the smart moves activity will be avoided because of their individualized needs.
Challenge – TSW complete the smart moves activity according to proper sequence and within the given time and wait for their turn for the assigned time.
9:00 to 9:30 A.M—SPECIAL ACTIVITIES (COMPUTER TIME/ NATURE WALK/ STRUCTURED PLAY)
S – GPS Standard –MKG3b- Extend a given pattern and recognize similarities in different patterns; MKG1c- Observe concrete objects in the environment and represent the objects using basic shapes, such as drawing a representation of a house using a square together with a triangle for the roof. (MD4b—Uses classroom materials to create shapes)
ELAKR1a- Recognizes print and pictures can inform, entertain, and persuade (LD5a-Demonstrate an interest in computer games, stories, videos)
W- Mini Lesson- TTW review rituals and routines and assign students different play activities.
I – Worktime- TSW play with the blocks; car toy; toys; watch video related to “The Jacket I wear in the Snowusing bookflix or united streaming website; play computer games; wait for their turn; play turn taking games;
-Closing – TSW indicate when the activity is over or when they want another activity.
M – (modifications) – support – small group instruction- assist students when needed; use adapted switches.

9:30 AM to 9:40 AM – Bathroom time/Toileting Skills/Self Help Skills
S- GPS Standards- ELAKR5a: Listens to a variety of texts and uses new vocabulary in oral language (LD4a: uses language for a variety of purposes); HPD 3a: TSW participate in activities related to health and personal care routine. (Standards not yet available)
W- Mini Lesson - TTW introduce rituals and routines of bathroom time and will model hand washing skills; encourage students to maintain privacy while using the restroom and will remind the students about the steps to complete the whole skill.
I – Worktime – TSW wash their hand following the steps of task analysis; will indicate the need of using restroom verbally or by pointing to the picture or using the sign language; will maintain privacy while using the restroom; and will throw the napkin in the trash can after using it.
-Closing – TSW indicate the teacher that the activity is over by coming back to the circle area.
M- (Modification) – support – assist students in using the restroom whenever required.
Challenge – students will successfully complete all the steps involved in using the restroom (if there is a need to use) and in hand washing following it sequentially.

9:40 AM to 10:00 AM – SNACK TIME (EATING SKILLS)
S – GPS Standard:  HPD3b—Participates in activities related to nutrition; SE 4c – Shows empathy and understanding to others (Standards are not yet available); ELAKR5a – Listens to a variety of texts and uses new vocabulary in oral language ( LD4a – Uses language for a variety of purposes- Uses language to express needs, feelings of preferences);
W – Mini Lesson – TTW introduce rituals and routines of snack time. Teacher will remind the students of appropriate table manners one should maintain while eating.
I – Worktime – TSW go to seats and wait for their snacks to be served; will maintain cleanliness while eating; will share things with others when they want; will tell the name of the food that they are having during the snack time; TSW tell how the food feels like for example, soft, hard, round, big, small….etc.
-Closing  - TSW indicate the teacher that they are finished.
M- (modification) – support – assist students during snack time as and when needed.
Challenge- students will finish their snack showing appropriate table manner within the given time.

10:00 AM TO 10:15 AM – STORY TIME/ LITERACY CIRCLE
S -  GPS Standard: ELAKR1a – Recognizes print and pictures can inform, entertain, and persuade (LD5a-Demonstrate an interest in books or stories); LD5b- Discusses books or stories read aloud; ELAKR6e – Retells familiar events and stories to include beginning, middle, and end (LD5f – Dramatizes, tells and retells poems and stories); ELAKR5a – Listens to a variety of texts and uses new vocabulary in oral language (LD4a—Uses language for a variety of purposes—uses different voices for characters in a story).
W – Mini Lesson – TTW review rituals and routines of story time and model how to look at and to hold a book. TTW introduce title and author of book , by reading the book on “A Fish Out of Water”; will read the story to the student.
I –Work time --  TSW pay attention and listen to the story on The Jacket I Wear in the Snow while read by the teacher; read the story to other student when their turn comes; answer the questions related to the story The Jacket I Wear in the Snow,  by Denise Fleming
-Closing -- TSW indicate the teacher that they are finished by giving the book back to the teacher.
M- (Modification) – support – assist students in answering the questions related to the story using picture/ assistive device whenever needed; encourage students to tell the story to others appropriately.
Challenge- TSW will share the story following the sequence.
10:15 to 11:00Center Activities/House keeping/ Sand Play
S- GPS Standards: MKG2a – Identify when an object is beside another object, above another object, or below another object. MKG2b—Identify when an object is in front of another object, behind another object, inside another object or outside it (MD4c—Uses language to indicate where things are in space: positions directions, distances, order). SSKE1, SSKE2 (SS 1b—Participates in classroom jobs and contributes to the classroom community)
W- Mini Lesson – TTW review rituals and routines of House keeping/ Clean Up/ Jobs. Will assign jobs to the students. Will explain each students their jobs.
I—Worktime - TSW take part in housekeeping activity; clean up the classroom by arranging things and cleaning the table.
- Closing -- TSW tell the teacher that they are done with the activity.
M- (Modifications) – support- small group instructions; pictures schedule.
Challenge- TSW try to figure what part of the room needs to be cleaned and when the room is cleaned or when the assigned job is over.


11:00 AM TO 11:30 AM – LUNCH /EATING SKILLS
S – GPS Standard:  HPD3b—Participates in activities related to nutrition; SE 4c – Shows empathy and understanding to others (Standards are not yet available); ELAKR5a – Listens to a variety of texts and uses new vocabulary in oral language ( LD4a – Uses language for a variety of purposes- Uses language to express needs, feelings of preferences);
W – Mini Lesson – TTW introduce rituals and routines of lunch time. Teacher will remind the students of appropriate table manners one should maintain while eating.
I – Worktime – TSW go to seats and wait for their lunch to be served; will maintain cleanliness while eating; will share things with others when they want; will tell the name of the food that they are having during the lunch time; will help others in bringing things that they want and when required. TSW identify the smell of the food and will touch and tell how the food feels like e.g hot, cold, soft, hard etc.
-Closing  - TSW indicate the teacher that they are finished.
M- (modification) – support – assist students during lunch time as and when needed.
Challenge- students will finish their lunch showing appropriate table manner within the given time. Using adapted utensils for students when needed.
11:30 A.M to 12:00 P.m – GROSS MOTOR ACTIVITIES/ PLAYGROUND TIME
S-GPS Standards: HPD1c – Participates in a variety of indoor and outdoor activities that increase strength, endurance and flexibility. HPD1b- Coordinates movements to perform task. (Standards are not yet available).
W- Mini Lesson—TTW review rituals and routines of playground activities. Will go through the rules to follow while in the hallway.
I --- Worktime -  TSW will climb a side ladder using arms and feet; move body into position to catch or kick a ball; build strength and stamina in movement activities and use outdoor equipment while playing in the playground.
-Closing: TSW tell the teacher that they have finished the activity.
M – (Modifications) – support – small group instruction—assist students whenever needed.

12:00 PM to 12:30 PM—Academic Readiness activities (Pre-Writing/ Fine motor manipulative)
S – GPS Standard – ELAKW1b: Uses drawings, letters, and phonetically spelled words to create meaning; LD6a: Experiments with a variety of writing tools, materials and surfaces; HPD2a- Performs fine-motor tasks that require small-muscle strength and control; HPD2b- Uses eye-hand coordination to perform fine-motor tasks; HPD2c: Exhibits manual coordination (Standards are not yet available).
W- Mini Lesson- TTW review rituals and routines and assign activities to students.
I—Work time – TSW arrange the blocks based on its color, shape or size; trace the letter J; color inside the given drawing (drawing of Jacket); link the two linking pieces; put the pegboard in the board; follow a pattern; identify the letter J (for Jacket).
- Closing- TSW indicate when they are finished.
M- (modifications) – support—one to one instruction—assist students when needed.

12:30 PM to 1:00 PM--- MUSIC TIME;
S—GPS Standard—CD2b: Participates in group singing or other musical activities; CD2c: Participates in creative movement and dance; CD2d: Explores various music types, musical instruments, and music from various cultures; (Standards not yet available)
W- Mini Lesson—TTW will review rituals and routines and will make the student get ready for the music time.
I—Worktime—TSW play the classroom musical instruments, create a movement that responds to the beat of a record; shows creativity in movement; use headphone to listen to classical music; play the game like nursery rhyme bingo; nursery rhyme memory.
-Closing- TSW indicate the need for changing the music or will indicate next activity after the music stops.
M-(modification)—support; small group instructions.

1:00 PM to 1: 45 PM—Rest time
1:45 to 1:50 PM--- Closing Circle (Review the day’s activities/ learning to say goodbye…)
1:50 PM to 2:00 PM--- Departure time
Special Activities of the week.
01/05/10-Introduce the story “The Jacket I Wear in the Snow” by Shirley Neitzel
01/06/10- What Should I Wear activity (Students will choose the appropriate type of clothing to be worn for the designated type of weather)
01/07/10-Story Sequencing activity- While reading the book, the children will take turns finding the items and lining them up on the felt board. At the end of the story, the children will take the items off the felt board as the child in the book undresses.
01/08/10- "What's Different about the Snowman" Game -After removing one item from the snowman, the children will find out about what is missing or what's different about the snowman.


Essential Questions:

  1. What is your name/ city name/ teachers name/ school name/ and friend’s name?
  2. What are the polite words that we use?
  3. How do we behave in the hall way?
  4. Who went to play in the snow?
  5. What did the little girl put on before she went outside?
  6. Who helped her put on her clothes?
  7. What did the little girl and her mom do after she played outside?
  8. What are your favorite winter activities?
  9. Is it hot or cold outside in the winter (in the summer)?
  10. What do you wear in the winter? what do you wear in the summer?
  11. How would you feel if you wore a swimsuit in the snow?
  12. Why do you think the little girl was crying?

Target Vocabulary: Jacket, Sweater, Snow, Eyes, Zipper, Scarf, Stocking cap, Mittens, Jeans, Boots, Long underwear, Scocks, WEar, Hot, Cold, Arm, Head, Tears

STANDARDS:
Primary Standard/Performance Indicator(s): Mathematics Development:
MD1: Children will begin to develop an understanding of numbers.
MD1a: Counts by rote.
MD1c: Counts objects using one-to-one correspondence
MD1d: Compares sets of objects using language
MD1f: Begins to identify ordain numbers.
MD1g: Associates numeral name with set of objects
MD1i: Begins to understand the concept of estimation
MD1j: Begins to recognize numbers
MD5: Children will learn how to use a variety of nonstandard and standard means of measurement
MD5g: Orders two or more objects by size.

Secondary Standard/Performance Indicator(s): Scientific Development
SD1: Children will use processes of science to actively explore and increase understanding of the environment.
SD1a: Ask questions about objects, organisms or events in the environment.
SD1c: Uses language to describe observation.
Secondary Standard/Performance Indicator(s): Language and Literacy Development:
LD1: Children will develop skills in listening for the purpose of comprehension
LD1d: Listens to stories read aloud and shows understanding through body language or by interacting appropriately.
Secondary Standard/ Performance Indicator(s): Health and Physical Development:
HPD3: Children will understand healthy and safe living practices




 














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