Standard 5 Standard 5 describes the importance of meaningful content to produce and execute a developmentally appropriate and challenging curriculum

in the classroom. Content refers to what academic disciplines you, as an educator, will teach and the curriculum is how you will teach it in the classroom. It is important to know key information about all academic disciplines, including Language Arts, Music, Science, and Mathematics, to teach relevant content with appropriate active learning strategies. Content helps build a pertinent and educational curriculum. To indicate that I understand Standard 5, I included a lesson plan from CHD 118: Language Arts for Young Children, because it reveals that I can effectively create an appropriate lesson plan using my knowledge of Language Arts content. More importantly, it exhibits that I can produce a detailed Language Arts lesson plan using props and puppets, specifically geared towards preschool aged children. Through CHD 118, I have learned what is considered relevant Language Arts content for young children and how to recognize and support all literacy levels within the classroom. It is crucial to understand learning goals, core concepts, and standards to teach Language Arts content because this subject is an essential foundation for later comprehension and success. Using previous knowledge of Language Arts, along with research of central concepts and early learning standards, I have produced a curriculum that integrates art and language content. Throughout the Early Childhood program, I have learned what is considered significant content in multiple academic disciplines, such as Math, Science, and Language Arts. In the future, I plan to use my understanding and knowledge of the arts, as well as language and literacy, to create a developmentally appropriate and challenging music, art, and movement curriculum. Language development and literacy can easily be supported using music, movement, and art, specifically by singing songs in a group setting and describing various art illustrations. I will integrate other academic disciplines into my music, movement, and arts activities to teach various subjects; I will teach life science content, by asking the children to imitate various animal sounds and movements using dance, while exposing mathematic patterns using various genres of music. Using early learning standards, DAP, and my own knowledge about music, art, and movement, I will create a curriculum that serves the interests and developmental levels of the children in my classroom.

CHD 118 Lesson Plan with Props Name: Chelsea Lee Title of Lesson Content Area Targeted Age Group Are you my mother and Alphabetic Awareness Lesson Plan Listening/Speaking 5 year olds

Standards: Which VADSS Milestones correspond to the lesson? (Give complete citation and text.) Strand 1: Listening and Speaking A8. Demonstrate increased understanding of oral language through actions and responses to directions and questions. A12. Enjoy hearing and creating humorous stories characterized by exaggeration Strand 2: Phonological Awareness and Alphabetic Knowledge B11. Develop increasing awareness of alphabet letters. Strand 3: Print Awareness and Concepts C4. Relate pictures with real objects, events, and ideas (e.g., stories). C7. Show increasing awareness of print concepts. Objective(s): What do you want children to understand and be able to do after completing this lesson?
(Must be demonstrable)

After this lesson children will be able to: 1. Recall and retell story events 2. Recognize the difference between lower and uppercase M and B Resources/Materials Needed: What resources will the teachers and the children use? NOTE: each
prop must be used at least once in any lesson; but each prop does not have to be used in every lesson. Homemade Flannel/Magnetic Pieces: (Describe and attach) The characters made for the flannel board correspond with those characters used in the book Are You My Mother. The flannel board itself is a flat board covered in green felt that can rest on a chair. The flannel pieces are made from colored construction paper.

Flannel board pieces

Homemade Puppet: (Describe and attach) I made a puppet of the little chick in Are You My Mother? You can view the puppet below. (White paper bag, 1 piece of brown construction paper, black sharpie, and 2 googly eyes)

 Other Homemade materials: (Describe and attach) Four pieces of papers with letters on them (M, m, B, b) (2 white pieces of Construction Paper, 2 pink pieces of Construction Paper, and a black sharpie)

Strategies:

Part 1: Teacher directed: How will the teacher engage the children? Indicate the teacher introduction, actions, use of storybook, props, questions, prompts, etc. Introduction: Okay children lets go into the reading area and get into a small group. We will be reading Are You My Mother by P.D Easton Use of storybook: (This activity will take about 15 minutes in all) I will begin by reading the story Are You My Mother? to small group (7-8 children) of 5 year olds while illustrating the book on the Flannel Board. Point out and acknowledge both lowercase and uppercase Ms and Bs to prepare the children for the activity.

Questions to ask students after reading the story: Who was looking for his mother? What animals did we see in the book? Did the little chick think a plane was his mother? What else did the little chick think was his mother? Did the baby chick ever find his mother? Activity: After reading the book I will write 9 words on the chalkboard (mother bird, cow, hen, cat, dog, plane, car, ship, and bulldozer). Then I will put on my baby chick puppet (attached above) and say each of these words in my baby chick voice. After saying each word I will ask the students to repeat it. After the students repeat the word, I will say Cat are you my mother? and all the kids will say no. I will repeat this sequence for all the words on the chalkboard until I get to mother bird; Mother bird are you my mother where the children will all say yes. (This will allow them to recall the characters in the book)

After this I will put four large letter cutouts (M,m, B, b) in the center of the reading circle. Mommy and mother start with M, Bird and baby start with B. I will then ask, Okay when I say go I want you all to touch the letter cutout that is a lowercase m. The students will then touch the lowercase m cutout. I will then ask, Okay when I say go I want you all to touch the letter cutout that is a uppercase M. Then the students will touch the uppercase M cutout. Repeat these steps with the B and b cutouts. Part 2: Child Directed: What do children do independently? How do they use props, and what opportunities do they have to develop mastery of concepts/skills? I will give the children the opportunity to play with the props and the flannel board pieces to reenact the book. We will devote a day to recognizing lower and uppercase M, B. I will give the children opportunities to recognize these letters by having individual reading time. I will also provide posters and pictures in the classroom that display lower and uppercase letters, especially M, B.

Support/adaptation for English Language Learners: Think of a child who is an English Language
Learner. Describe how can this lesson be adapted or structured for ELL students how would you adapt your homemade props?

For English Language Learners, I will use hand signals and gestures to further explain the characters on the flannel board that correlate with the story. During the storybook reading activity I will speak slowly and emphasize important words/illustrations. For the letter activity, I would include a lowercase and uppercase letter (in whichever language is their first language) that corresponds to the letters we are using in English for this activity. For example, If the childs first language were Spanish I would provide them with a Spanish letter (both upper and lower case) and ask them to differentiate the two. (Start with what the child already knows).

Support/adaptation for Learner Diversity:

Think of a child with special needs. These could be visual, hearing, or any number of other exceptionalities. Describe how can this lesson be adapted or structured for children with exceptionalities/special needs - how would you adapt your homemade props?

Visual exceptionalities: I will make the cutouts larger with bolder print so they can be easily seen. I would also have an assistant teacher sit next to the child and further explain what is going on during the flannel board activity. Hearing exceptionalities: I will have the child sit next to me so they can clearly hear me during the storybook reading. I can also make a series of small puppets or cutouts that correlate with the book (bird, cat, dog, plane, etc.) and use various materials to differentiate each of them. For example- for the bird I can use feather material while for the cat I can use a felt material so the child can associate those textures with the different characters in the book. For Intellectual exceptionalities: I will have the child sit next to me so again they can clearly hear my directions and my reading during story time. Instead of the child touching the letter cutouts, he or she can simply point; this will make it so the child does not get

overwhelmed with all the children reaching for the cutouts all at once. Assessment:

How will you determine the extent to which the children developed skills/understanding of concepts? Include examples for each Objective. This activity would be a success if children ____ (did what? -- said what?)

This activity would be a success if children can identify a lowercase m from an uppercase M, as well as a lowercase b from an uppercase B with little hesitation. This activity will also be a success if the children in the classroom can effectively recall events and characters in the book Are You My Mother.

Analysis/Reflection:

(If you used this lesson with children) How well did this lesson work? Would you change anything next time? What did you learn from this project? or (If you are not working with children) What was difficult or challenging? What did you learn from this project? What more do you need to learn/understand?

I actually got the chance to use this lesson in a day care setting (on the weekends the day care acts as a babysitting center so we get older children). The lesson plan was very successful. The children loved the book as well as the flannel board. (Personally I loved using the flannel board. The children were very entertained by the characters I made). The only problem was the children began to loose interest when they transitioned from the storybook reading activity to the letter activity. I should have made the transition smother, as well as made the letter activity more stimulating by turning it into a game or using music during the activity. Source of Idea/Information: References: Milestones of Child Development. (2008). Retrieved from Virginia Department of Social Services website: http://www.dss.virginia.gov/