Fall 2017

ECED372

LESSON PLAN OUTLINE

JMU Elementary Education Program

Student name
Teacher name, Pre-K,
October 24, 2017

(All of the following sections must be included in your written plan.)

To be completed by the practicum teacher:
__ I have reviewed this initial plan and approve it as written.
__ I have reviewed this initial plan and approve it with the recommendations noted. I expect to have a revised plan
that reflects these recommendations on the day the activity is presented.
__ I have reviewed this initial plan and recommend modifications as noted. I expect to have a revised plan that
reflects these recommendations one week before the activity is presented.

__ I have received this revised plan at least one week in advance.

______________________________________ ___________________________
Signature of Practicum Teacher Date Received

TITLE OF LESSON Spookley the Pumpkin

CONTEXT OF LESSON

The students will be discussing fall, and pumpkins. The students will have just visited the pumpkin
patch so they have experienced where and how pumpkins are grown.
The students have shown interest in pumpkins by expressing excitement when going to pick out their
own pumpkin. The books and lessons leading up to the pumpkin patch prepared them for their visit
and the book that will be read to them afterwards will be a follow up, or review for their past
experiences.
The lesson fits into the curriculum sequence because the students are discussing fall and not only
pumpkins, but how the leaves change as well. The pumpkins are fresh in their mind as they got to take
one that they picked home, and Halloween will be taking place around them. The students are also
constantly reviewing their shapes and this activity will be a good way to practice their shapes.

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OBJECTIVES AND ASSESSMENT

Developmental Objectives Assessment

The activity will aid students in becoming
aware of other peoples feelings.
The activity will allow students to become
hands on in creating their own Spookley
the pumpkin with paint.
1. The students will mix and add colors to
their pumpkins with paint to form an
outcome that is different from the typical
pumpkin they may see.
2. The students will discuss how feelings
can make others feel good or bad.
I will ask students how they think Spookley felt to be different, and how
they would feel if they were in Spookleys shoes. I will see how they
respond and if their answer mirrors that of understanding towards others.
The students will also make their own pumpkin and I will see if they
know what colors they mixed, and what color was made.
I will watch students interact with the different
materials in front of them as they are able to mix and
construct whatever they please. I will observe how
they chose to mix what colors in order to get the
desired shade.
I will listen to the language they use and relate it to this understanding. If
the child does make the connection, he/she may say things like, That
made Spookley feel ______ because _____. If necessary I will ask the
students, Why do you think the pumpkin felt that way?

COLLECTION OF ASSESSMENT DATA

See attached*

RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS (Preschool)

Foundation Block 4: Interaction with Others

f) Begin to recognize and respond to the needs, rights, and emotions of others.
Foundation Block 4: Matter/Simple Physical and Chemical Reactions
a)Predict changes to matter when various substances are combined
Foundation Block 1: Visual Communication and Production
c)use a variety of different materials, textures, and tools for producing visual art.
Aesthetics
a) Understand that the visual arts express feelings, experiences, and cultures.
c) Create specific works of art based on a common theme, concept, or emotion.

MATERIALS NEEDED

Spookley Book
Red, Blue, and yellow paint
Paintbrushes
Paper in multiple different shapes
Googly eyes
Brown stem
Sharpie

PROCEDURE

Preparation of learning environment- I will have the children sit on the carpet in order to read
a book. Then, I will pull students from their centers to partake in teacher time. The students will
participate in the activity before I release them back to their center and another student is called.
Engagement and introduction of the lesson- I will begin the book with a question, I will stop
and ask questions throughout the book, and I will finish the book with questions. These

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questions will include, but are not limited to, What shape are pumpkins? What color are
pumpkins? Have you ever seen a pumpkin that is a different color? Have you ever seen a
different shape pumpkins? What would be your favorite shaped pumpkin? How do you think
Spookley felt when the other pumpkins were making fun of him? How would you feel if
someone were teasing you? How would you feel if you were teasing someone else?
The students will sit in their circle on their assigned colors. They will be dismissed by pulling
sticks with their name on it from a jar to go to centers. I will call them to me at random to the
back table where the art activity will be set up.
Implementation of the lesson- In addition to the book and the art activity, the students will be
sorting their different shapes. I will have larger shapes cut out, as well as small shapes and each
student will be handed a smaller shape. I will then review the shapes that we will be discussing
which include a rectangle, triangle, square, and a circle. I will explain how a circle has no edges
and is round. I will explain how squares have four edges and corners and all four edges are the
same length. I will explain how a rectangle has four corners and four edges with two long edges
and two short edges. I will explain how a triangle has three corners and three edges. I will then
hand out (at random) smaller shapes and have them one by one place their shape on the larger
shape in the middle of the carpet. I will remind them of what characteristics each shape has and
they will tell me what they have before placing it in a pile. After we do this activity I will explain
the art activity and dismiss them to stations.
Closure- We will close the activity when the last student has been able to participate in paint a
pumpkin. They will be instructed to clean up by a timer that goes off and they will line up to go
to the bathroom and come back for snack.
Clean-up

DIFFERENTIATION

All students of all languages will be addressed accordingly. Every student in my class speaks English, or
understands English. I will read the book to them and answer questions they may have as we go. When I am in
small group, I will explain to them in detail what they will be doing and have them experiment with the paint to
make their own connections. For the children that seem to be struggling, I think the best thing that will help them
is patience and persistence. Reminding them that they can do it while also reminding them of the characteristics
that the shapes belong to is helping them figure it out on their own. The students that need an additional
challenge will also explain what they know about the shapes when they pick one out for their Spookley
pumpkin.

WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?

The thing that I am most worried of going wrong is the students do not listening to me and are unwilling to calm
down and hear what I read. Reading through the lesson plan, I feel as though each step has been written out and
carefully thought over so I hope there arent any instances where the students are confused, or there are without
knowing what to do. I can see a child getting excited when seeing what color they get and jerking their body in a
way that may make a mess. However, I am not concerned about messes, as every classroom that is filled with
learning will have one sooner or later. If there is a mess, I will assure them that it is okay, and that messes
happen all the time but to try and be more careful next time. Then I will have them clean up their mess and wash
their hands. If the students refuse to give me their attention and/or talk while I am attempting to give instruction.
I will use the teachers tool to grab their attention, which is to clap, and they will respond with claps. If that still
doesnt work I will get their attention by saying class and will explain that their behavior hurt my feelings and
they are expected to listen, and if they cant there will be consequences.

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