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ED 345 Calvin College Lesson Planning Form

Teacher: Sung Ji Choi Date: Feb 1, 2018 Subject/ Topic/ Theme: Circle Time (Go Away Big Green Monster)

I. Objectives
What is the main focus of this lesson?
In this lesson, children will go over the calendar and weather, read the book (Go Away Big Green Monster), and play Go Away
Monster game.
How does this lesson tie in to a unit plan? (If applicable.)
This lesson is the last lesson of Go Away Big Green Monster. In the previous lesson, children read the book, Go Away Big Green
Monster, sang a monster song, and learned new core words (go, away). In this lesson, children will review all the contents that they
have learned during the past two weeks.
What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards. If
an objective applies to only certain students write the name(s) of the student(s) to whom it applies.
 Students will be able to properly use two words (go, away) during the circle time.
 Students will be able to answer WHO questions. (ex. Who is in this book?)
 Students will be able to recall what happens in the book, Go Away Big Green Monster.

Standards
2. Early Learning Expectation: Initiative-Engagement-Persistence Attentiveness. Children demonstrate the quality of showing
interest in learning; pursue learning independently.
1. Early Learning Expectation: Emergent Reading. Children begin to understand written language read to them from a variety of
meaningful materials, use reading-like behaviors, and make progress towards becoming conventional readers.
3. Early Learning Expectation: Spoken Language: Expressive. Children develop abilities to express themselves clearly and
communicate ideas to others.
4. Early Learning Expectation: Spoken Language: Receptive. Children grow in their capacity to use effective listening skills and
understand what is said to them. 4. Early Learning Expectation: Spoken Language: Receptive. Children grow in their capacity to use
effective listening skills and understand what is said to them.
6. Early Learning Expectation: Fine Motor Development. Children experience growth in fine motor development and use small
muscles to improve a variety of fine motor skills both in structured and unstructured settings.
2. Early Learning Expectation: Mathematical Literacy. Children begin to use the language of mathematics by applying emerging
skills in representing, discussing, reading, writing, and listening (e.g., by translating a problem or activity into a new form; a picture,
diagram, model, symbol, or words).
3. Early Learning Expectation: Classification and Patterns. Children begin to develop skills of recognizing, comparing and
classifying objects, relationships, events and patterns in their environment and in everyday life.

II. Before you start


Prerequisite knowledge and skills. All:
Children should be able to use their hands to participate in game.
Formative:
I will observe each child during the circle time.

Big (verbal): Are they able to count the numbers on the calendar? Are they able to identify the
Assessment
patterns? Are they able to identify the weather? Are they able to focus on the given task and
(formative and summative)
play game?

Little (nonverbal): Are they able to properly use two words (go & away)?

Universal Design for Learning Networks/Domains (see UDL Guidelines)


RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Representation Multiple Means of Expression (Action) Multiple Means of Engagement
Options for Perceptiont Options for action/interaction Options for recruiting interest
The teacher will use a book and a video of Children will pick a puzzle out of the bag
book. by themselves.

Options for Language/Symbols Options for Expression Options for Sustaining Effort & Persistence
The teacher will use core vocabulary
during the circle time. (ex. Go, away, big,
I, want, turn… etc)
Options for Comprehension Options for Executive Function Options for Self Regulation
The teacher will manage each child
differently depending on their needs.

Projector
Computer
Calendar
Weather magnets
Materials-what materials (books, Letter K Soup can
handouts, etc) do you need for this 5 Monster finger play song & cards
lesson and do you have them? Book: Go away Big Green Monster
Go Away Monster game
Video of Book: https://www.youtube.com/watch?v=rPmLZLp-oec
Core vocabulary

The classroom will be set up as normal. The children all have chairs with their pictures on
Do you need to set up your them. The bigs know to grab their chairs and bring them to the table. Then they switch them over before
classroom in any special way for the littles come back from the Sensory Room.
this lesson? If so, describe it.

III. The Plan


Time The description of (script for) the lesson, wherein you describe teacher activities and student
Parts
activities
Motivation Bigs (Verbal children):
(Opening/
Introduction/ Begin the lesson by doing calendar and weather.
7min Engagement) -Have students to count numbers on the calendar.
-Have students to find the patterns on the calendar.

Weather
“Who wants a turn?”
Have children to say, “I want a turn please.”
Choose a child to check the weather.
Sing “How’s the weather” song
Have the child to report the weather and put weather magnets on the board.

Letter K soup can


Show Letter K soup can and ask, “What letter is this?”
“Who wants a turn?”
Have two students to put letters on the board.
“What word begins with letter K?”
(Koala, Kangaroo, Kite, King, Key)
Go over each word one by one. Give hints to children so that they can guess.

Littles (Nonverbal children):


3min
Watch the video of book, Go Away Big Green Monster
Development Bigs (Verbal children):
Sing 5 Monsters song with motions.
13min Song: 5 Monsters finger play (using monster cards)

Read Book: Go Away Big Green Monster


Teacher reads out the book. (use core words)
Ask questions during the reading.
“What do we have to say? How many eyes? What color is the monster’s face? ...etc”

Go Away Monster! Game


“Now we’re going to play monster game. Do you remember the game that we played yesterday during
the circle time? We’re going to play the same game. In your room, you need a bed, a picture, a lamp, and
a teddy bear. But, do we need a monster in our bedroom? No!! So, if you pick a monster, what you have
to say? “Go Away Monster.” And throw the monster into the monster pit. If you get something that you
already have. Give it to your friend. Ready?”

-Take turns and pick a puzzle from the bag.

Littles (Nonverbal children):

12min Song: 5 Monsters finger play


Book: Go Away Big Green Monster
Monster game
-For littles, the teacher will use only one game board. Children will take turns and complete the game board together.

1min Bigs (Verbal children):


“Now, all done! Time to play! (point the core vocabulary board)”
-The bigs know to grab their chairs and bring them to the table. Then they switch them over before the littles come
back from the Sensory Room.
Closure Littles (Nonverbal children):
Transition to center time.
“Now it’s time to play. Go sit on the tape.”

Your reflection on the lesson including ideas for improvement for next time: