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wk2d2_jackson Amanda Jackson 3/15/2017 12:19:13 PM
Single Subject Curriculum with Nested Social Skills

Content Area or Developmental Focus: Literacy
Nested Skills: Social Skills
Age of Children: 5 to 7 years old (Kindergarten)
Length of Lesson: 30 minutes over several different days
Goal: To teach the beginning, middle, and end of the story
Objective: Each child will be able to retell and recognize the beginning, middle, and end of the story while socially interacting with each other to work on social skills.
Pre-Assessment: We will assess if the children understand the different parts of the story by reading a book, and questioning what happened in the beginning, middle, and end. The class will do this together before breaking down into smaller groups to complete the lesson.
Standards Included: 

Standard 1: With prompting and support, ask and answer questions about key details in a text (NCSCoS-ELA).

Standard 2: With prompting and support, retell familiar stories, including key details (NCSCoS-ELA).
Materials: Book “The Little Red Hen”, pictures of farm, red chicken/hen, dog, cat, duck, seeds, wheat, bread, etc., felt story board, pointer, crayons, coloring pages from the book, glue, and construction paper.
Introduction: Hello class! Today, we are going to read “The Little Red Hen” while focusing on the beginning, middle, and end of the story through retelling. We will be working in small groups of six to complete our lesson. Those not working on “The Little Red Hen” will be assigned to another center
Lesson Development: We will read through the story completely one time. Then we will reread each part  of the book, (beginning, middle, & end). We will use the felt story board to retell the story with the pictures. After reconstructing the story on the story board, each child will use the pointer to retell the story using their own words after of the story board. The children will be working on social skills of listening to others, taking turns, and engaging one another by offering peers help if they need it.
Differentiation: To help Johnny, he could recreate the story by drawing the pictures out instead of coloring the pages. For Maya and Jane we will focus on putting whole sentences together while retelling the story. Caleb can help each child that may need help. Kayla and Jack will have to put more focus and time on social skills, and I will help with that by modeling the desired behavior of working with others. Asking them questions to get them to interact with each other, while working with one another.
Assessment (Checking for Understanding): The children will use the crayons to color the coloring pages from the book. After coloring, they will glue their pictures on construction paper in the correct sequence from the story. They will share the story they put together on the construction paper, and I will be checking for accuracy.
Closing: At the end of each day each group will share their stories they reconstructed on the construction paper for everyone to see. Sharing with the class will help build self-confidence in each of the children, and give them the chance to interact with each other to help build their social skills.

 

Reference

State-by-state [Interactive map]. (2014). Retrieved from the Center on Enhancing Early Learning Outcomes website: http://ceelo.org/state-information/state-map/

 

 

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Single Subject Curriculum with Nested Social Skills Veronica Brooks 3/15/2017 8:47:39 PM
Developmental Focus: Literacy

Nested Skills: Social and Emotional Development

Age: Preschool (4-5)

Length of Lesson: Approximately 45 Minutes each day for one week

Goals/Objectives:

After reading this story, the children will be able to identify things that make bread, who makes the bread and how do they get bread to the stores and people. Each child will then have a role in running their own bakery while learning about responsibility, working together and positive end results. Goals include children learning what bread is made from, how to measure ingredients to make bread and how to count product and money.

Standards Included: http://www.tn.gov/education/article/early-learning-development-standards

Materials:

The Little Red Hen by Jean Horton Berg

Baking tools including mixing bowls of varying sizes, measuring spoons and cups, baking sheets, bread loaf pans and big wooden spoons.

Also needed, flour packaging, sugar packaging, salt packaging, wheat, butter container, milk containers, aprons, chef hats, tablecloths, and napkins

Introduction:

Educator has introduced the book to the children twice within the week and has placed items directly related to the story throughout the classroom. (i.e. Little Red Hen Math Grids in the Manipulatives Center, Wheat Stalks in the Sensory Center, Flour and Seeds in the S.T.E.M Center…) Educator will encourage discussion with the children concerning how the other animals can help the hen and ask open-ended questions about who loves bread and what types of bread they have tried.

Lesson Development: The book, “The Little Red Hen” will be read twice in the week. After the book is read the first time, we will discuss the ingredients the hen used to make the bread, if the dog, cat and duck could have helped the hen and what was the end result of them not helping the hen. After reading the book the second time, real wheat seeds, wheat stalks, flour, milk and water will be introduced to the children. The children will have the opportunity to see how all of the different ingredients blend together to make bread and what a person who bakes bread is called.

Differentiation:

In creating the bakery in the dramatic play area, Maya and Jack will be responsible for gathering the ingredients for the bread and making it. Kayla will create the menu cards and pricing in the design of her choosing. Johnny will decorate the tables for the bakery with tablecloth, vase, flowers and napkins he chooses. Jane will be the cashier and responsible for collecting the money from the customers and swiping credit cards. Caleb is the salesman and will be responsible for welcoming people into the bakery. Children will be encouraged to help each other and switch roles when they feel like they need to.

Post Assessment:

Children will engage socially with their other classmates in running their bakery and also with children in the classroom who are working in other discovery centers. The other children in the classroom will also have opportunities to engage in activities that relate back to the story by also verbally interacting with each other, analyzing items that create bread, count out ingredients for bread and feel the texture of those ingredients.  Informal observation will be conducted during play time.

Management and Guidance:

Educator will encourage and praise children for working together and switching out “job” positions when the children feel they need to. Because the children took ownership of their bakery, they were reminded the bakery is theirs and they are responsibility for the positive end results. Children have learned that responsibility is unique to them and it always positive to work together to get something done.

Resource:

http://www.tn.gov/education/article/early-learning-development-standards

 

 

 

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(an instructor response)

RE: Single Subject Curriculum with Nested Social Skills Instructor DeBiase 3/16/2017 10:43:51 AM
Veronica and Class,
Another idea is to have students demonstrate their knowledge of the story through a puppet show. Before students will be able to put on a puppet show, they will need to be able to sequence events in the story.  The teacher could have them individually place pictures/events from the story in order on paper or on the flannel board. This way, they will demonstrate knowledge of the events before actually putting on the show.  Could this activity work in your lesson plan prior to teaching the students about the ingredients for the bread?

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