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1. Overview: Should I Share My Ice Cream?

; Sharing/Number Sense/Concepts of Print,


Kayla Harrison
2. Objectives/Justification/Standards
a) ESSENTIAL QUESTIONS / KEY IDEAS
1. I will be working students in a small group
that promotes socialization between the students and myself.
2. I will be working on print concepts,
comprehension of a story, and key details of a story.
3. I will be working with the students on
identifying and expressing feelings.
4. I will provide an activity that requires
students to use their fine-motor skills.
5. Students will focus attention on tasks and
experiences.
6. I will be working on counting and number
recognition.
7. The uniqueness of each family will be
discussed and respected by the students.
b) OBJECTIVE (NJ Standards1):
1. Students will be able to engage in a group
discussion of an experience they had when they shared with a
friend or classmate. (NJ Standard 0.1.3 Actively engage in
activities and interactions with teachers and peers.) (NJ Standard
0.3.1 Recognize and describe a wide range of feelings, including
sadness, anger, fear, and happiness.)
2. Students will be able to identify the role of
the author and illustrator in Should I Share My Ice Cream by Mo
Willems. (NJ Standard RL.PK.6 With prompting and support,
identify the role of author and illustrator in telling the story.)
3. Students will be able to understand the
relationship between numbers and quantities through a matching
activity. (NJ Standard 4.1.4,a Understand the relationship
between numbers and quantities through a matching activity.)
4. Students will be able to use one-to-one
correspondence in a number matching activity. (NJ Standard 4.1.5
Use one-to-one correspondence to solve problems by matching
sets.)
5. Students will be able to demonstrate the
concept of sharing by completing a family project that involves
1 Preschool Teaching and Learning Standards. (2014, January 1). Retrieved March 31, 2015,
from http://www.nj.gov/education/ece/guide/standards.pdf

sharing. (NJ Standard 0.5.5 Demonstrating understanding the


concept of sharing by attempting to share.)
c) Justification:
a. Through observing, I noticed a few of the students
were having trouble sharing with their classmates. Discussing
students feelings about sharing, reading a story about sharing, and
completing activities that deal with sharing will help address this
issue.
b. The cooperating teacher has been working with the
students on counting numbers from 1-10. The number matching
activity goes along with what the cooperating teacher is focusing on in
class, which allows the children to engage in additional practice.
3. Assessment
c) Pre-Assessment
a. Students will be asked a set of informal questions
before reading the story that will assess their knowledge of sharing,
and the feelings that correspond with sharing.
b. Students are learning about numbers in the
classroom with the cooperating teacher, therefore, the teacher has kept
track of their achievements (formal), and no additional pre-assessment
is necessary.
c. Through observation (informal), I will assess
students abilities to share with classmates.
d. Through observation (informal), I will assess
students knowledge about print concepts, and the role of an author
and illustrator of a book.
d) Checking for understanding
a. I will check the students comprehension of the
story by asking questions such as Why is Elephant sad in this part of
the story? or What do you think will happen next?
b. I will check for understanding of counting by
asking the students questions throughout the story such as How many
ice cream scoops does Elephant have? and How many green scoops
of ice cream are on the inside cover?
c. I will check the students understanding of sharing,
by asking them why Elephant wanted to share with Piggie. This
should elicit a response such as Elephant wants to share with Piggie
because she doesnt have ice cream like Elephant. or Elephant
wants to share with Piggie because she is sad and doesnt have ice
cream.

e) Post-Assessment
a. Students will engage in a number matching activity
after reading the story, which will allow me to informally assess their
knowledge of numbers and quantities.
b. Students will engage in an activity involving
counting tally marks, which will allow me to informally asses their
knowledge of counting.
c. Students will be informally observed throughout
the day to assess their understanding of sharing with others.
d. Students will share their family projects with the
class, which I will observe, which will assess students understanding
that every family is unique.
4. Learning Experience
a) Brief description/table/or visual of learning experiences
a. The students will share experiences theyve had
when someone shared something with them, and how it made them
feel. I will, then, introduce the book to the group and ask them what
the book may have to do with what we just discussed.
b. Before reading the story, I will turn to the inside
over, which is covered in ice cream cones, and ask the students to tell
me how many ice cream scoops on the cones are a certain color. This
is the introduction to the counting activity that will occur later on.
c. We will read Should I Share My Ice Cream by Mo
Willems. During the reading, I will prompt students with questions
that will assess their comprehension of the story.
d. The students will engage in a counting activity that
involves counting check marks. The check marks represent a student,
and the check marks are used to determine how many students like a
certain flavor of ice cream. The students will determine which flavor
is the most popular within the group.
e. The students will engage in a number matching
activity. They will match ice cream scoops with dots on them, with
the cones that correspond with the correct number. For example, the
first scoop may feature three dots, so the student would match it with
the cone that reads 3.
f. The students will take home the family ice cream
sundae project to complete with their families. Once they complete
the project, they will bring it into the class to share with their
classmates.
b) Plan a connected learning experience: The lesson will be taught in

a small group, with about 5-6 students. The students will complete a project,
that pertains to the book read in class, with their families. This project
provides a home and school connection because the project that gets
completed by the families will be brought in to class to be shared.
c) Address the following important considerations for diverse
learners (developmental variations, contextual factors, culturally responsive
practices).
1. The lesson instruction includes literacy, math, and
art. This builds upon the students interests and creates an integrated
learning environment.
2. The students will participate in a matching activity
that will be featured in a center during free choice. The students will
be able access it and practice their math skills through a fun activity.
Scaffolding may occur if a student shows frustration in matching the
numbers. I will guide the students through the activity during the
small group session.
3. Addressing higher level thinking skills and selfregulation: The students will be developing skills in monitoring
behavior, focusing attention on one task, and thinking further about a
question or issue. This promotes higher level thinking, and also helps
students develop self-regulation.
4. The students will be able to listen to the story, as
well as view the illustrations that correspond with the text. The
students will also be able to make their own paper ice cream through a
family project. The students will engage in a matching activity that
involves using their fine motor skills. All of these components of the
lesson make the lesson a multi-modal, multi-sensory experience.
5. The activities and small group experiences support
childrens approaches to learning. The discussion before the story
allows children to engage in conversation (initiative, engagement, and
persistence). Listening to the story allows children to use their minds
to imagine how they would feel if someone shared with them, and
why a certain character might feel the way that they do (creativity and
imagination. The check mark counting activity allows children to
engage in a mathematical process (initiative, engagement, and
persistence). The matching numbers activity allows children to apply
what they have learned in the classroom (Children apply what they
have learned to new situations). The family project allows the
students and their families to be creative and apply their
understanding of sharing to the experience of sharing their project

with their classmates (creativity and imagination, children apply what


they have learned to new situations).

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