Early Childhood Special Education Lesson Plan

Teacher Candidate: Teresa LaBianco Grade Level: Pre-Kindergarten Lesson: Fingerprints Unit of Study: All About Me Goal of Lesson (Common Core State Standards/Division of Early Childhood here appropriate! Demonstrates ability to engage in finger plays. (PD"#$ %&! Demonstrates kno ledge of !is"!er o n uni#ueness. (S"E$ 'c! $ompares and"or contrasts self to ot!ers %e.g.& p!ysical c!aracteristics& preferences& feelings& abilities'. (S"E$ 'e! Participate in small and large group acti(ities for storytelling& singing or finger plays. ((ot$ C$C$ 'a! )ses (ocabulary rele(ant to obser(ations. (C)L"L$ *$+a! ,&-ectives: *tudents ill (erbally e+press t!e meaning of being special in large group discussion. *tudents ill in(estigate and describe t!eir o n fingerprints. *tudents ill trace t!eir !ands and place fingerprints onto t!e correlating finger. Pre.*ssessment: T!roug!out t!e All About Me unit t!e class !as discussed c!aracteristics t!at make t!e students special. *tudents ill be asked about t!eir fingerprints as part of t!e connection to prior kno ledge and moti(ation at t!e beginning of t!e lesson. T!ere ill be a pre-assessment column part of t!e post-assessment to record !ic! students !ad any pre(ious kno ledge about fingerprints. Post.*ssessment: A rubric ill be created to assess t!e de(elopment of eac! student based on learning ob,ecti(es. *tudents ill be gi(en a - for completing tasks independently and - for students t!at ere unable to reac! an ob,ecti(e. .f any prompts are needed to complete a task t!e prompt le(el ill be recorded on t!e rubric. Anecdotal notes ill also be taken for additional information about eac! student. . ill fill in t!e rubric during and after t!e large group lesson. During small groups eac! table ill recei(e a rubric to be filled out by t!e teac!er at t!e table.

(aterials: self-made book about fingerprints magnifying glass /as!able stamp"ink pads construction paper markers computer baby ipes Use of Technolo/y: T!e class ill sing 0/!ere is T!umbkin1 along it! a (ideo on t!e computer. T!is ill adapt to ot!er students t!at may be more (isual learners and moti(ate t!e students to t!e ne+t !alf of t!e lesson. Differentiation: 2ig!er3 *tudents ill be asked to classify t!eir type of fingerprint3 loop& !irl& or arc!. Lo er3 *tudents ill !a(e teac!ers trace t!eir !and for t!em instead of trying to trace t!eir !ands t!emsel(es. 4LLs3 Mrs. $araballo& paraprofessional& ill be station at t!e table it! t!e t o students in t!e class t!at need *panis! translations for specific and multi-step directions during t!e acti(ity. Seatin/ Confi/uration/Use of Physical Space: T!e lesson ill begin at t!e meeting area !ere t!e students ill be seated in t!eir assigned floor spots. Due to specific needs t o students ill be sitting in student c!airs around t!eir peers& one in t!e front by t!e teac!er and anot!er in t!e back it! anot!er teac!er sitting rig!t by !im. *pace ill be set in t!e middle of t!e meeting area to gi(e students room to safely alk to t!e front easel to complete t!eir parts of t!e grap!. *tudents ill t!en& one by one& be called to go ,oin a teac!er at a table to complete t!e acti(ity. T!ere are t!ree tables of 5 students6 students ill be called by t!e table to make t!e transition easier for staff and students. *tudents ill be sitting at t!eir regular seats. Teachin/ roles and colla&oration: . ill be teac!ing t!e !ole group lesson. . ill also ork it! one group during t!e small group acti(ities& it! a

paraprofessional& Ms 7oberts. T!en after . !a(e assessed my groups ork . ill rotate to t!e ot!er groups to assess t!em. Ms. McDermott %classroom teac!er' ill be sitting around t!e group during t!e !ole group lesson& to pro(ide any support to students& eit!er to respond& be!a(ioral& or p!ysical needs. *!e ill also !a(e a group to ork it! during small groups. Ms.8agan %student teac!er from Touro $ollege' t!roug!out !ole group ill be sitting it! 9osia!& one of t!e students t!at sit in t!e c!air to ards t!e back it! !is peers. *!e ill t!en ork it! one group of students during small group it! one of t!e paraprofessionals& Ms. $araballo. Ms.$araballo ill be sitting around t!e group during t!e !ole group lesson& to pro(ide any support to students& eit!er to respond& be!a(ioral& or p!ysical needs. *!e ill t!en ork it! Ms. 8agan at t!e table it! t!e t o students t!at may need *panis! interpretations of directions and content. Ms. 7oberts ill be sitting by Lea& a student t!at uses a special cus!ion at t!e meeting area and needs redirections to !elp stay focused during !ole group. *!e ill t!en ,oin me at one of t!e tables to assist me orking it! one group and continue to ork it! t!em !en . rotate around to t!e ot!er groups.

Classroom (ana/ement: Teac!ers in t!e class !old students to follo t!e class e+pectations3 :& ;& < 4yes on Me& Bubble in Mout!s& Body is *till& and 4ars are Listening. T!ese e+pectations are stated at t!e beginning of eac! lesson. Positi(e reinforcement and be!a(ior specific language is used to !elp modify be!a(iors t!roug!out lessons. T!e class !as 0Mr. Busy Bee1 and !en boys and girls in t!e class continuously do not follo directions students are mo(ed from !is green !appy face to a yello upset face and t!en to a red crying face is be!a(ior continues. Also if aggressi(e be!a(iors are emitted by any student t!e students are put directly on yello or red. *tudents on yello or red t!at are crying may be separated from t!e group to not to disrupt t!e lesson. En/a/ement of students/anticipatory set/(otivation: Today e are going to talk about a (ery important body part& our fingers. $an you all iggle your fingers= /!at are some t!ings e do it! our fingers= Connection to Previous lesson/Prior 0no led/e: /e !a(e been talking about t!ings t!at make us special. /!at does special mean= 2o are e special= Lesson Presentation: 4stimated Time3 :> minutes :. Teac!er ill connect to students? prior kno ledge by asking #uestions to recall information from pre(ious lessons in t!e All

About Me unit. ;. Teac!er ill t!en moti(ate t!e students by asking t!em #uestions about t!eir fingers. /iggle your fingers. /!at are some ot!er t!ings e can do it! our fingers= <. Teac!er ill t!en present a book to t!e students about fingerprints. T!roug!out t!e story t!e teac!er ill engage students by asking #uestions and !a(ing t!em look at t!eir fingers for fingerprints. 5. $lass ill sing 0/!ere is T!umbkin1& teac!er ill lead class in singing t!e song& first modeled by teac!er t!en ,oined by students. >. Teac!er ill e+plain to students t!at e are going to do t o t!ings !en e get back to t!e tables3 a' T!e teac!er ill present a magnifying glass& modeling t!e use of t!e glass and describing !er o n fingerprint and t!en turning to a person ne+t to !er and looking at !is"!er fingerprint. b' Teac!er ill also model t!e acti(ity t!at t!e students ill do at t!eir seats. Tracing !er !and and placing !er t!umbprints in eac! finger. Guided Practice/*ctive 1nvolvement/Small /roup or2/1ndependent Practice: 4stimated Time3 ;@ minutes :. *tudents ill be sent back to t!eir seats& one by one. ;. *tudents ill first recei(e t!eir magnifying glasses and be gi(en time to look at t!eir fingerprints and a peer?s fingerprint. <. *tudents ill t!en recei(e construction paper. T!ey ill be directed to trace t!eir o n !ands. Teachers will be assisting students to trace their dominant hand and provide any additional support in tracing as it may be difficult for some students. 5. Teac!ers ill !a(e t!e ink pads and go one by one to students to press t!eir fingers on eac! !and. >. Ance students !a(e placed t!eir fingerprints on t!e paper t!ey ill be directed to look at t!e prints on paper it! t!e magnifying glasses until t!e table !as completed all of t!eir prints. 3inal Summary/Closure: 4stimated Time3 :@ minutes :. All students ill return to t!e meeting area. ;. *!ake our fingers again. <. *tudents ill recall information about t!eir fingerprint& discussing !at t!ey !a(e ,ust created. E4tension: T!e class ill continue to discuss All About Me and specific c!aracteristics t!at make t!em special. A orks!eet ill be gi(en about it! t!e !ome ork& see attac!ed. *tudents ill be gi(en a magnifying glass it! t!e paper and instructions to t!e parents of !o to use pencils to !elp create a fingerprint. *tudents ill be able to continue t!e e+ploration of t!eir fingerprints at !ome it! t!eir family.

Date3B :@"<":<

- completed independently - unable to complete p- completed it! prompt

Students

Pre.assessment Does anyone 2no hat a fin/erprint is5

3ollo s Class E4pectations: '$! Eyes on teacher 6$! 7u&&le in mouth +$! 7ody Still

8er&ally Descri&e their e4press the fin/erprints to meanin/ of teacher$ &ein/ special in lar/e /roup$

Trace their hands and place fin/erprints onto the correlatin/ fin/er$

*necdotal 9otes:

Ta!ema Daniela D ayne 8issell $!arliCe 9osia! A(ery 9osia! Maya Lea Kadelia *!ymaire

/P /P -

/P /P /P -

/P /P /P /P /P /P -

Take a pencil and scribble on a piece of paper until you !a(e a nice big black mark. 7ub finger in it and place in t!e magnifying glass.

4 5

/e all !a(e t o !ands.

/e !a(e fi(e fingers on eac! !and.

An eac! !and e !a(e3 a t!umb. a pointer. tall finger. ring finger. pinky. An eac! finger e !a(e a fingerprint. Do t o fingerprints are t!e same. /e al ays !a(e our fingerprints it! us. But sometimes e lea(e our fingerprints be!ind. Aur fingerprints make us special.