Seton Hill University

Greensburg, PA 15601
Spring Semester 2014

Lesson Plan for ED 312: Language Development at the CDC

Teacher:
Date:

Leah Schott

March 25, 2014

Subject:
Time:

Pragmatics

10:15 AM

CDC
Class:

Mrs. Gourley

Plan approved by:

One Big Idea for the Lesson:

Pragmatics plays an important role in everyday conversation.
One Essential Question for the Lesson:
What is one appropriate social behavior?
Behavioral Objective(s):
The children will demonstrate proper turn-taking procedures by carefully passing a ball to each other and remaining
quiet while each child talks 1/1 times.
The children will orally recite their favorite thing to do at school to the class when it is their turn with the turn-taking
ball 1/1 times.
The children will identify appropriate and inappropriate social behaviors as a group by matching the appropriate
behavior cards to a smiley face and the inappropriate behaviors to a frown face in 5/6 times.
The children will each individually create a happy face and a sad face on a Popsicle stick using crayons at a table 1/1
times.
The children will individually respond to every question asked during a story by holding up either the smiley face or
frowny paper face they made 4/5 times.
Pennsylvania Common Core State Standard(s):
CC.1.5.PREK.A: Participate in collaborative conversations with peers and adults in small and larger groups.
CC.1.5.PREK.B: Answer questions about key details in a text read aloud or information presented orally or through other media.
CC.1.5.PREK.C: Respond to what a speaker says in order to follow directions, seek help, or gather information.
CC.1.5.PREK.D: Using simple sentences, share stories, familiar experiences, and interests speaking clearly enough to be understood
by most audiences.
CC.1.5.PREK.E: Using simple sentences, express thoughts, feelings, and ideas, speaking clearly enough to be understood by most
audiences.
Materials, Supplies, Equipment (Including Technology):

Nametags
Small, light ball
Poster board
7 Minion cards (1 for each child and 1 example)
Blank paper faces on popsicle sticks
Crayons
I Love My New Toy by Mo Willems

Activities and Procedures:

Anticipatory Set/Hook/Lead-in including Transitions:
1.

The children will either already be sitting in a circle or the teacher will call each child to come to the circle by name.
The teacher will be holding a small, rubber ball.

2.

The teacher will ask the student what the object in her hands is.

3.

The teacher will instruct the students to stand up and explain that we are going pass the ball to each other and
everybody will tell us what their favorite thing to do at school is when they are holding the ball.

4.

The teacher will be sure to tell the children that we are only carefully passing the ball to each other. We are not
throwing the ball and we are not kicking the ball.

5.

The teacher will remind the children that you may only speak while you have the ball. The teacher will give an
example and then pass the ball to a child.

6.

She will ask the child what is your favorite thing to do at school? The child will respond, then pass the ball to another
child in the circle.

7.

The teacher will then ask what did when we were passing the ball to each other. To give a hint she can say: We were
taking ____. (And also letting each other talk).

8.

The teacher will ask: Why do you think it important to take turns?

9.

The teacher will say taking turns is one good choice we can practice. Now, we are going to learn some other things
that are both good choices and not so good choices when we are playing or talking with other people.

Lesson Sequence (step-by-step) including Transitions:

1.

Card matching activity.

a.

The children will be sitting in a circle.

b.

Show the children the minion cards and ask what movie they think these characters are from (Despicable
Me).

c.

Explain that for our next activity we are going to have to decide if the minions on our cards are making good
choices or bad choices.

2.

d.

Roll the ball to a child.

e.

The child will come up to the front of the circle and show the group his or her card.

f.

The teacher and child will read the behavior from the minion card.

g.

The group will determine if the behavior is appropriate (a good choice) or inappropriate (a bad choice).

h.

The children will give a thumbs up for a good choice or a thumbs down for a bad choice.

i.

Place the card under either the smiley face section or frowny face section of the poster board.

j.

Repeat the process for all six children.

Art activity:
a.

Explain that for the next activity they will be making their own smile and frown faces to practice some more
good and bad choices.

b.

Show the children premade examples.

c.

Transition: The teacher will call each student to a specified table using a movement transition. For instance,
the teacher may tell a child to hop or skip to his table.

d.

Each child will have two blank faces and crayons.

e.

Draw a happy face on one circle and a sad face on the other.

f.

The teacher will walk around to help each child. (The teacher can play the Happy song while the children
work).

g.
3.

Return back to seats in the circle with completed faces once finished with activity.

Story activity:
a.

Once all the children are back in the circle, explain that they are going to use their faces during a story they
are reading and give the directions.

b.

Introduce the story I Love My New Toy.

c.

Read the book.

d.

The teacher will stop during the story to ask if certain behaviors are appropriate or inappropriate such as:
Was it a good choice or bad choice when Piggy said he did not care that Gerald was sorry?

e.

The children will hold up the face that corresponds with the behavior (either the happy or sad face).

Closure (Recall and review of objectives) including Transitions:

At the end of the story, the teacher will give two scenarios: one with a good behavior and one with a bad behavior.
o

When your friend comes to school, you greet them by saying hello and asking how their day is.

You interrupt the teacher while she is talking to ask when its time for snack.

The children should decide after the teacher gives the first option to hold up their smiley face.

The children should decide after the teacher gives the second option to hold up their sad face.

Modifications for Individual Differences: (Include Modifications for Autism Spectrum Disorder OR Apraxia of Speech)
For a student with autism:
The child should sit nearest to the teacher in the circle.
Directions can be repeated more than once if needed.
The teacher should prompt the student more often such as prompting to sit down, follow directions, or listen while
others are talking.

Reflection of Your Lesson After Teaching with Mrs. Hallam or Mrs Gourley:
(Please bring your iPad or laptop with you the morning or afternoon you are scheduled to teach your lesson at the CDC).
I think that my lesson went well overall. I liked how the children were interested in the lesson because they recognized the
minions from Despicable Me and liked the story I love my new toy because it involved silly dialogue. I also liked how the
children were never sitting for too long. The ball activity allowed for some movement, as well as the transitions from activity to
activity. During the minion matching activity, it was good that all the children could be involved even when it was not their
turn by giving a thumbs up or down.
Mrs. Gourley said that my lesson was a great lesson that aligned with the standards and objectives and was well organized.
She said that I had natural rapport with the children. I tried to connect with the children in a way that they would understand
and got them involved by asking questions. Organizing my lesson sequence under categories and in shorter steps, like Mrs.
Gourley suggested, really helped my lesson flow from activity to activity. The only minor component of my lesson that I would
change would be the empty time after the art activity. I could have had the children that finished their art project first go play
with the activity board again with a work study teacher while the other children finished up.