EED 412 Lesson Plan Template

Name:  Carissa Punkosdy

• Content area/age level : Literacy 4-5 Year olds

• Brief description of lesson:

 

In this lesson, children will be able to listen to a story and then reenact the story in the dramatic play center using the materials provided. Children will be able to work together to “put the fire out”.

 

• Timeframe: 45-60 minutes

 

•   Number of students: Small group of children, (5-10 Students)

 

• Learning Standards:

 

     Early Childhood Common Core:

Responding to Literature:

11. With prompting and support. make connections between self, text, and the world around them (Text, media, social interactions).

 

 

• Content overview:  

 

By engaging in the dramatic play, students are building on their development of social skills. for measurement and collecting data. This center will allow students to work together, engage in conversation and connect the story to their own experiences and imagination.

8.Objective:  

Condition	Behavioral Verb	Criteria
Circumstances and/or materials that initiate the behavior. By using the provided materials in the dramatic play area, such as the cardboard firetruck, fire hats, hoses, etc.	Action word that describes an observable behavior. Children are acting out the story Fire! Fire!	Describes how the behavior must be performed. Students will explore and engage in the dramatic play area.

 

• Criteria for student achievement of objective:    

 

[This section tells what the teacher will do to evaluate student progress toward the objective. If students are creating a product, this section tells how the teacher will evaluate it—using rubrics, a checklist, through oral questioning, etc.

ex: Teacher uses (rubric, checklist, answer key, etc.) to evaluate (exit slip, worksheet, post-it notes, etc.)  

Teacher can engage with students in this area, and guide play if necessary.

 

 

• Prior skills and knowledge required by students for achievement of objective:  

• Children should have knowledge about fire and fire safety.

• Children should be able to follow instructions.

• Roles of a firefighter.

 

 

 

• Learning arrangement:   W  S     I

 

 

 

• Materials and resources:   

 

Teacher	Students	Technology
What materials must the teacher have to teach the lesson? Fire! Fire! by Gail Gibbons Dramatic play area set up for a fire station and a fire house.	What materials must the students have to participate in the lesson? None.	Any technology in the teacher or student column gets listed here, too. No technology needed. Unless to help and assist children who are ELL learners or have another disability.

 

 

• Procedure:

 

14a. Introduction (Timeframe)  2-3 mins

Teacher Actions

Student Actions

Teacher says… Teacher starts by introducing the new lesson. Teacher says, “Hello friends! Today we are going to learn about fires, and fire safety.” Teacher says, “Would someone like to tell me what they should do if there is a fire?” Teacher says, “Yes, Great Job!” Teacher says, “After we read this book about fires and the daily work of a firefighter, we are going to play in the dramatic play area and act out the story.” Teacher says, “Give me a thumbs up if you are excited to pretend to be a firefighter today!” (Formative Assessment)

Students say… Student says “Stop, Drop, and Roll.” Student says “911” Students give thumbs up to the teacher.

 

15a.i  Differentiation / Intervention(s):  

[What will you do to assist students who do not have the prior skills and/or knowledge

required (item 10 above)? Your goal is to assist their meeting of the lesson objectives.]

 

If students do not have prior knowledge, the teacher will discuss at the beginning of the book about fires and other tools used in the book. This will allow children that do not have the prior skills, to understand what is happening in the book. The teacher will assist them while reading and give more information when reading. In addition, for ELL students I can have a recording of the book in their native language. This will help them comprehend and listen to the story.

15b. Development (Timeframe) 3-4 mins [Nothing goes here—just complete the sections that follow, which should logically and sequentially develop the lesson content and processes. Teacher actions must be carefully described. (Ex: “Teacher writes name on chart.” Or, “Teacher asks students, ‘What can we infer from…’. Student actions must be listed and examples of responses you anticipate should be listed, too.)

 

Teacher Actions	Student Actions
Teacher says… Teacher is guiding play. Now we are going to move to the dramatic play area. Teacher says, “Oh no! There is a fire at a house in the city.” Teacher guides the children into different roles for play. Teacher says, “Who is going to help be the firefighter?” Teacher says, “Alright! Let’s go put the fire out. Who’s ready?”	Students… Students move to the dramatic play area. Students say, “The phone is ringing.” Students say, “Let’s put on our fire coats and hats first.” (Children are designated different roles to help out) Children have to take turns. Students go inside the cardboard fire truck. (One student drives, to the destination)

15b.i  Differentiation/Intervention(s):  

[What will you do to assist students who do not have the prior skills and/or knowledge required (item 10 above)? Your goal is to assist their meeting of the lesson objectives.]

 

To assist the children that do not have prior knowledge, I will keep them engaged in the dramatic play area. I will give these children a role to play. For example, give them a hose to help put out the fire. Encourage them to try different activities while playing.

 

15c. Closure (Timeframe) 2 mins [Nothing goes here—just complete the sections that follow. The closure brings together the lesson and reiterates what was learned. Teacher assists students as they summarize their learning.

Teacher Actions	Student Actions
Teacher says… Teacher regroups the children back together. Teacher says, “Alright friends, we had an exciting day being firefighters!” Teacher asks, “What is one thing that everybody learned?” Teacher explains the importance of fire safety and how it is important to stay safe. Teacher says, “Now we are going to transition to math. Everyone take out your math journals.”	Students… Student says, “I learned how to use the hose and put the fire out.” Students says, “I called 911!” Students, get ready for the math lesson.

15c.i Differentiation/Intervention(s):   

[What will you do to assist students who do not have the prior skills and/or knowledge required (item 10 above)? Your goal is to assist their meeting of the lesson objectives.]

Students need to be able to understand the book, to reenact in the dramatic play area.

 

English Language Learners would benefit from this activity because it is hands on learning and exploring. They would be provided more manipulatives to work and interact with other students.

 

If the child has a more difficult time staying on task, I will guide and direct them to the activity. For example, “Let’s go and put a fire out, what do we need?”

 

16.Next Instructional Step:   

[Assuming all students met the objective, what would be your next lesson in this learning sequence? How can you move the students toward independence with this targeted skill?]

 

The next lesson would be to move on to another community helper activity. Students will be able to move on toward independence with this targeted skill, by reading a book on their own and directing them to the dramatic play area to act it out. The next activity would be child directed with the teacher as the facilitator.