Fall 2015

SEM I – ECED 372

LESSON PLAN OUTLINE

JMU Elementary Education Program
• Quinn Albo
• Read aloud and cooking activity
• Pre-K

TITLE OF LESSON – Read-aloud of Ten Apples up on Top by Dr. Seuss (writing as Theo LeSieg),
and cooking activity of mini apple pies.

CONTEXT OF LESSON – As we enter into the fall season and Halloween and Thanksgiving
approach, foods like pumpkins, apples, pies, and other autumnal foods are eaten often. The children
took a field trip to an orchard, where they learned about the orchard and the apples that grow there. For
the three-year-old class, they have shown their readiness to do this activity from some of the other
snacks they have had, but they will need the assistance of the teachers to create their mini apple pies.
The activity will be differentiated for their abilities. The four-year-old class has done many activities
similar to this one that involved counting and measuring, as well as writing their names on a “map” to
show which snack was theirs. However, there will still be teachers there to assist with any challenges
they may have. This will be a stimulating, educational, and delicious fall-themed treat for the children
to enjoy, along with a book that will promote their counting abilities while telling a fun story.

OBJECTIVES AND ASSESSMENT –

Developmental Objectives
1. The students will use the instruction cards to
follow the directions.
2. The students will point out which circle on the
“map” corresponds to where their pie is placed.
Plan for Assessment
There will be a sheet of paper on a clipboard with
each child's name on it to write comments about
their performance during the activity. For this
objective, I will pay attention to whether or not
the student follows the directions of picking up
the apple slices and putting them in their muffin
tin and so on, throughout the steps of the activity,
or if they need to be given an example by a
teacher or directly guided, which I know some
students will need.
This will also be challenging for some students.
They will be asked to point at a sheet of paper and
point at the circle that corresponds to which
muffin tin their pie is in. I will make note of
whether they could do it completely on their own,
if I needed to ask about each circle until we got to
theirs, if they needed to be guided, or if they could
not complete this part at all.

Developmental Objectives Plan for Assessment

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SEM I – ECED 372

1. The students will choose ten slices of apple,
counting by themselves.
2. The students will write their names in the
correct place on the “map” that corresponds to
where their pie is placed in the muffin tin.
The students count out snack regularly, so this
task should be familiar to them. I will note
whether or not they complete the task without
problems, if they need to be reminded or need
assistance counting, if they take each slice
individually or take more than one at a time, and
so on.
I will assess how well the students are able to
identify the corresponding place on the “map” to
their pie's place in the muffin tin, as well as their
ability to write their name legibly and hold their
pencil. I will take pictures of the “map” after all
the students are done, so I can look back and
assess how they wrote their name.

COLLECTION OF ASSESSMENT DATA – Data collection form attached to the lesson plan.

RELATED VIRGINIA FOUNDATION BLOCKS –

Literacy Foundation Blocks –
1. Oral Language:
a) Listen with increasing attention to spoken language, conversations, and texts read aloud.
c) Make predictions about what might happen in a story.
d) Use complete sentences to ask and answer questions about experiences or about what has
been read.
e) Use appropriate and expanding language for a variety of purposes, e.g., ask questions,
express needs, get information.
g) Listen attentively to stories in a whole class setting.
h) Follow simple one-and two-step oral directions
2. Vocabulary:
a) Use size, shape, color, and spatial words to describe people, places, and things.
b) Listen with increasing understanding to conversations and directions.
3. Writing:
d) Print first name independently
e) Begin to use correct manuscript letter and number formation.
h) Understands that writing proceeds left to right and top to bottom.
Mathematics Foundation Blocks –
1. Number and number sense:
a) Count forward to 20 or more. Count backward from 5.
b) Count a group (set/collection) of five to ten objects by touching each object as it is counted
and saying the correct number (one-to-one) correspondence).
3. Measurement:
b) Know the correct names for the standard tools used for telling time and temperature, and for
measuring length, capacity, and weight) clocks, calendars, thermometers, rulers, measuring
cups, and scales).
c) Use the appropriate vocabulary when comparing temperatures, e.g., hot, cold.
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SEM I – ECED 372

4. Geometry:
c) Recognize and name shapes (circle, triangle, rectangle, and square).
d) Describe the position of objects in relation to other objects and themselves using the terms
next to, beside, above, below, under, over, top, and bottom.
History and Social Science Foundation Blocks –
4. Geography/Descriptive words:
b) Use direction words (on, under, over, behind, near, far, above, below, toward, and away) one
direction at a time.
c) Use comparison words (closer, farther away, taller, shorter, higher, lower, alike, different,
inside, and outside).
d) Use attribute words (hard, soft, rough, and smooth).
Health and physical Development Foundation Blocks –
6. Nutrition:
a) Indicate awareness of hunger and fullness.
b) Identify foods and the food groups to which they belong, e.g., vegetables, fruits, dairy, meats,
and grains
c) Distinguish food and beverages on a continuum from more healthy to less healthy.
d) Demonstrate an understanding that eating a variety of fresh fruits and vegetables with lots of
different colors helps the body grow and be healthy.
6. (Continued) Habits that Promote Health and Prevent Illness:
a) Demonstrate how to correctly wash hands.
Personal and Social Development Blocks:
2. Self-Regulation:
c) Use classroom materials purposefully and respectfully.
d) Manage transitions and adapt to changes in routine.
e) develop positive responses to challenges.
3. Approaches to learning:
a) Show interest and curiosity in learning new concepts and trying new activities and
experiences.
b) Demonstrate ability to learn from experiences by applying prior knowledge to new situations.
d) Seek and accept help when needed.

MATERIALS NEEDED – (note: in parenthesis is the person who will be providing the item)
– Ten Apples up un Top by Dr. Seuss, writing as Theo LeSieg (Quinn Albo)
– 10 apples total (Quinn Albo)
– 2 boxes of pie crust, 4 crusts total (Quinn Albo)
– cinnamon (Quinn Albo)
– pam (Quinn Albo)
– honey (Quinn Albo)
– instruction cards (Quinn Albo)
– muffin tins
– oven
– plates
– utensils
– measuring spoons x2 (Quinn Albo)
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SEM I – ECED 372

– napkins
– water for students to drink
– oven mitts
– damp kitchen cloth for clean-ups
– paper for “map” of pie placements in muffin tin
– markers for name writing

PROCEDURE –

INTRODUCTION AND ORGANIZATION:

Since I will begin with the cooking activity and then do the read-aloud in the three-year-old
class, and will not be speaking to the whole group before the activity, I will introduce it to each child or
group of children by asking them if they have ever had apple pie before. Then I will tell them we will
be doing a fun snack activity where they will be making their own mini apple pies. I will remind them
of the apple snack they will have made a few weeks prior, mentioning its similarity. I will only have
several (1-2) children at a time, so I will work with the small group and help explain the directions
simply to them. There will also be a message mentioning the activity written on the welcoming board
in the hallway that the students read when they arrive for the day.
For the four-year-old class, I will be reading Ten Apples up on Top before we do the snack
activity, which will help as an introduction. I will remind the children of their field trip to the apple
orchard, asking if they have had apple pie before. They will briefly share if they have, and if any
children have comments, I will let them speak before telling them we will be reading a book by Dr.
Seuss and then doing a cooking activity that has to do with the book. I will also remind them of another
book they read recently, Green Eggs and Ham, that is also by Dr. Seuss, and I will have a copy of
Green Eggs and Ham to show the children. After introducing the book, I will do the read-aloud and
then explain the apple snack. I will also have small groups of children for this, so I will explain to each
group or child the basics of the activity: that we will be making mini apple pies, but will let them use
the instruction cards to follow the directions.

IMPLEMENTATION – (note: written for the four-year-old class; procedure differences for three-
year-olds will be addressed in differentiation)

For the read-aloud section of the lesson plan, I will begin with an introduction of the book.
Starting with the cover, I will point out the title and author. For the afternoon class, I will state how
they read another book, Green Eggs and Ham, a few weeks before that.
Then, I will begin reading the book, with the first and second page that reads, “One apple up on
top … Two apples up on top,” I will point out the apples on the top of the lion's head.
On page three, when the dog enters and says “Look, you. I can do it, too,” I will ask the
student's how they think the lion might feel, commenting that he might be sad because he was proud of
himself.
I will continue reading until the tiger enters the story, and ask the children how they think the
lion and the dog might feel after the tiger has shown them he can balance more apples than them.
When we get to the page where the lion counts down, I will read the countdown: “Seven, six,
five, four, three, two, …” and wait to see if the children can fill in the last number. On other pages, such
as the page that reads: “Nine is very good. But then … Come on and we will make it ____,” I will let
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SEM I – ECED 372

the children fill in the blank, prompting them with the question, “what comes after nine?”
As the bear enters the story, angrily holding the broom, I will ask the students if they think the
bear seems happy, sad, or angry.
During the part in which the birds try and take the apples, I will ask the students what they think
the characters are going to do about that, prompting them to make predictions.
I will also see if the children can fill in the last word during the “up on top” parts of the book,
assessing their rhyming and memory skills. The children will continue to make predictions about
whether or not the apples will fall, and on the last page I will comment on the ending where everyone is
content because they all have ten apples up on top of their heads.

I will begin the cooking activity by having each child wash his or her hands, as is their daily
routine for snack. After introducing it as written earlier, we will start making the contents of the pie. I
will ask them what the first step is, pointing at the first instruction card if need be. Some of the students
in the morning class will most likely have trouble putting their crust into the muffin tin, so I will assist
with this, still letting the students choose which circle of crust they would like. Next, I will point at the
sign that says “Take 10” and read it with the children, then allow them to take ten slices and put them in
their muffin tin (inside the crust). After, we will put the cinnamon and honey on, so I will help them
read the instruction cards, and help then scoop some cinnamon and shake it over their pie. For the
honey, I will have each child hold the teaspoon on the measuring spoon ring, and I will pour the honey
in it to fill it up. The child will then be instructed to pour the teaspoon of honey over their mini pie,
which will finish the process of making the pie.
After this, we will look at the “map” together, and they will point out which circle corresponds
with the placement of their pie in the muffin tin. Then, they will write their name in that circle, and I
will tell them we will bake the pies and then they can sit at the snack table and eat them. After the
children have finished eating, they will move their name tag on the chart from “I have not eaten snack”
to “I have eaten snack.”
CLOSURE: To close the activity, I will ask the children if they liked the apple pie and thank them for
their participation in the activity. To close the actual cooking portion, I will give students positive,
specific feedback on their attempts to make the mini pie, identify their pie on the “map,” and write their
name in their designated circle. It will be choice time for both groups, and they are used to moving
from choice to choice, but I may ask them what they might play with next, or what they want to do
after they finish.

CLEAN-UP: I will make sure to gather my copy of the book from the read-aloud portion. For the
cooking activity, I will turn off the oven, gather any supplies left on the table for eating (including
unused plates, silverware, and napkins). The children are in charge of cleaning their own plates and
utensils, so these will already be washed. I will place the muffin tins in the washing area for me to wash
after the session. Then, I will put all unused honey, cinnamon, and pie crust back with my belongings
and wash out the bowls used for these. Any other materials left over on the table will be put back into
their places.

DIFFERENTIATION –
For the four-year-old class, any children who have trouble putting the ingredients into their pie
will be assisted. If a child has trouble pointing out the location on the “map,” or trouble writing his or
her name, a teacher will assist the student, while still challenging them. The names do not need to be
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SEM I – ECED 372

perfectly legible, as all students are at different levels in the class, but the students should at least
attempt to write their names. For the read-aloud, I will give children a chance to share their ideas before
and after the reading, which will allow them to participate, regardless of their level.
Because the three-year-old class is at a much different level of development than the four-year-
olds, the cooking activity in particular needs to be altered for some of the children. I will read the
instruction cards with the children, as they are not reading by themselves yet. When it is time to choose
their circle on the “map,” many children will not be able to find the corresponding circle, so I will
assist them in pointing out which circle corresponds. Then, I will have them choose their name from
the binder-ring of name cards (which they often do during the day), and have them stand by while I
write the name down, spelling it aloud as I write. The non-verbal and ELL students will need extra
assistance in this activity, so I will make sure they are in a small enough group that I can work with
them individually. The steps will still be the same for all students, but I will help guide them if
necessary by holding the spoon with them to collect the cinnamon, pouring the honey while they hold
the spool, perhaps doing the same with the apples, and pointing out the circle that I will write their
name in. Another important part of this is my narration of what I am doing. For example, when I scoop
the cinnamon, I will say aloud: “I am scooping the cinnamon with a spoon.” It is important for me to
narrate what is being done, so even if children can not fully participate in all the steps of the activity,
their learning is still being promoted.
I will also differentiate the activity for more advanced learners. In the cooking portion of the
lesson, I can ask the more advanced students questions about what they are doing, prompting narration.
For example, I can ask a student what he or she thinks the cinnamon will add to the pie, and will
challenge the student to find their pie's placement on the map by looking at the sheet, without placing
the sheet on top of the muffin tin for reference. The questions I ask during the read-aloud will also
challenge advanced learners as they will be open-ended and promote independent thinking.
For the read-aloud, I will be asking questions that will allow most of the students to participate
and share their ideas. Regardless of whether and how much they vocalize their ideas, the questions will
prompt them to think about the story, which will promote their learning. Some of the students in the
three-year-old class have trouble sitting for long periods of time, like during a read-aloud. To work with
this problem, certain students will have “fidget” toys, which they are occasionally given, and if a
student needs to get up to move around, they will be accompanied by a teacher and allowed to leave the
circle until they are ready to sit back down, as long as they are not distracting.

WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL I DO ABOUT IT?
1. The children will not be interested in the book or activity
It is possible that the children will be not be interested in participating in the snack, or will have
trouble concentrating during the read-aloud. This is especially possible during the three-year-
old class. Children are not required to participate in the snack, so I will try and make the
children excited about it with my introduction. During the read-aloud, it is important that I read
with enthusiasm and have the students participate so that their interest is kept.
2. The children will not be able to complete the tasks of the activity
Similarly, some of the tasks may end up being too complex for the children to complete. I have
addressed the differentiation for the activity, so hopefully by following this plan I will be
prepared for the issues that may arise in this area. Also, if a child that I have believed would be
able to do a more challenging part is unable to and becomes frustrated, I can work with him or
her in a different way – for example by scaffolding and helping the child so that it is easier for
them, but he or she is still challenged.