Candidates will create an APA annotated bibliography of children’s books (minimum of 6) that teach pro-social skills, character building, and/or peace education for the grade level of choice. Candidates will choose one of the books and create a prosocial activity plan around that book to be presented to classmates.
Candidates must use the lesson plan template provided (see below)
Background Information
Name:
Content Area:
Topic:
Age-Level:
State Guidelines and Objectives
ELG/PKG/TEKS: The Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines, Texas Pre-K Guidelines or the Texas Essential Knowledge and Skills must be included for the appropriate age-level and content of the activity (see web link in the syllabus). You must include at least one Guideline but no more than three. You must have a behavioral objective for each guideline. Be sure the guideline selected is appropriate for the age and background of your students. Write out each the entire guideline including its name and number.
Behavioral Objective: These must be aligned to the Guideline listed in the previous section, but are specific to your activity. Be sure you include an objective for each Guideline listed. What will the child be able to do at the end of this activity? Make sure your objective is stated behaviorally and follows the ABCD format (Audience, Behavior, Condition, and Degree). If needed, refer back to the presentation on Blackboard.
Vocabulary:
List the key vocabulary words children will encounter and use during the activity Include content and instructional language (Tier 2 and Tier 3 words). Be sure and include the definition – in the words you would use with children.
Setting:
Describe the location of the activity. For example, it might be within one of the class centers, the carpet area, outside, etc. Give a justification of why you chose this area.
Materials:
Describe why you chose each item (be intentional). Remember to choose a variety of items that are flexible, and include the number and amount of each item. Be specific and include EVERYTHING!
Literacy: At least one for each lesson. Can include chart with finger play, song, chant, poem, recipe, directions, dictation, Book (no more than one; age appropriate)
Other: What materials are needed to teach the lesson? Be sure to plan for distribution of these materials as well as clean-up after the lesson.
Technology: What technology will be needed to teach this lesson?
Preparation:
Describe how you will set up the environment for the activity (you can also include a sketch). This includes how the classroom furniture will be arranged in that area, the location of the materials in the play area, how the materials will be presented to the children and/or how you will distribute the materials to the children, and where you will place the materials in the area.
Accommodations/Modifications/Differentiation:
Include specific accommodations or modifications for children with a IEP or 504 plan. An accommodation changes how a child learns the material. A modification changes what the child learns or expectations for mastery of the objective. If you do not have a child in your Field Experience site with a specific accommodation/modification, you can choose a common exceptionality such as ADHD, autism, or dyslexia.
Include a description of how you will differentiate the activity to meet the needs of all children. This might mean adjusting the way the activity is presented, the method the child uses to demonstrate mastery, the materials used, etc. Differentiation is done with all students and does not require an IEP or 504 plan.
Opening Transition:
The Opening Transition moves the students physically and mentally into the activity. Ideally this will serve as a lead-in to the Provocation.
Provocation:
The Provocation is always intended to provoke thoughts and ideas. The Provocation should stimulate children’s ideas or thinking about the activity and initiate their imagination. The provocation can be a unique material, a picture, a book, a short informational video, demonstration, song, finger-play, open-ended question, etc. Anything that can serve as a jumping-off point for the activity. Describe exactly what you are going to do or say to the children and how the provocation relates to the objective of the activity.
Activity Description:
Provide an overview of the activity. Describe what you will do and what the children will do. Include details about what you will do and what the child will do.
During the Activity:
Describe your role during the activity. Include a description of what you expect to do or say for each of the following strategies. Some of these may overlap with one another, for example, the open-ended questions may also be the way you plan to provide a challenge.
Observe – What child behaviors will you specifically look for in the activity?
Supportive Presence – How will you scaffold the children during the activity to extend their learning to a higher level of thinking or to assist them in meeting the activity objective?
Invite – What will you say or do to encourage and extend children’s learning during the activity?
Describe – What specific actions by the children will you describe out loud in order show you are interested and respect their learning or to point out an action to promote higher level thinking?
Encourage – What child behaviors will you specifically look for and give descriptive praise?
Provide a Challenge- What will you do or say to challenge students who have mastered the objective?
Open-ended Questions – Include a minimum of three. These cannot be answered with one word such as “yes” or “no”. Questions that have more than one right answer or more than a “set” of possible answers. Questions that can be answered in many ways. Include at least two.
Formative Assessment – What will you do/observe to ensure the child is on track and moving towards meeting the objective
4