CTSE 130

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CTSE 130 Final Project
Katherine Skipper December 12, 2002
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Lesson Plan 1

• Grade Kindergarten
• Subject Dance

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State Standard/Framework

• Standard 2.0
• Students apply choreographic principles,
  processes, and skills to create and communicate
  meaning through the improvisation, composition,
  and performance of dance
• Framework
• Students use choreographic principles and
  processes to express perceptions, feelings,
  images, and thoughts

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Motivation

• Show videos of other kids dancing, and explain
  the various uses of expressing oneself through
  movement
• Possibly reference various cultural dances of the
  student population

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Input of Information

• Play music with various beats and moods, and ask
  students to react to the songs
• Get students to express through their movements
  how the music makes them feel

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Checking Comprehension

• Start slowly with music and see if they can
  follow along, perhaps copying the teachers
  movements
• If they have trouble, repeat directions or
  demonstrate with the music various movements that
  express emotion
• Possibly change the music to something that will
  better suit the moods of the students

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Practice More Practice

• Practice
• Turn on music and let students dance on their own
• Play various types of songs so that they have the
  chance to demonstrate many types of movement
• More Practice
• Let students move expressively without music to
  convey thoughts or emotions
• Ex. How would you move if you were sad, happy,
  mad, etc?

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Closure

• Ask kids how they felt with the varied music
  playing
• Ask for explanations of certain movements to
  express emotion
• I.e. Why did you pound your fists to convey
  anger?
• Suggest that next time kids act out their
  emotions through bodily movement rather than
  aggression

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Informal Assessment

• Ask kids what they thought of the lesson
• Did they have fun?
• What music would they like to listen to next
  time?
• Take special notice of childrens participation
  level

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Technology

• CD player
• Television
• Videos

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Lesson Plan 2

• Grade Kindergarten
• Subject Science

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State Standard/Framework

• Standard 4.0
• Scientific progress is made by asking meaningful
  questions and conducting careful investigations
• As a basis for understanding this concept and
  addressing the content in the other three
  strands, students should develop their own
  questions and perform investigations
• Framework
• Teach children to compare and sort objects based
  on properties and encourage them to use
  mathematics to communicate some of their
  observations

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Motivation

• Start the class with some sort of mystery object
• Describe its physical characteristics and have
  the kids try to identify the object

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Input of Information

• Take ten different objects which exemplify the
  five senses
• Ex.
• sandpaper and satin for touch
• salt and sugar for taste
• two different musical recordings of two different
  instruments for sound
• flower and a black and white picture for sight
• peppermint extract and vanilla lotion for smell
• Observe and describe the items using the five
  senses
• Discuss with the kids how we use our senses to
  differentiate between various objects

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Checking Comprehension

• Hold up objects we haven't yet compared or sorted
  as a class
• Have the kids describe them without the
  assistance of the teacher
• If they can't, then go back over the items we've
  already discussed
• Go more into depth as to why the items are unique
  according to their sensory stimulations

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Practice More Practice

• Practice
• Have kids come up with objects on their own that
  have unique senses
• Ex. chocolate has its very own smell and taste
• One can identify the substance simply by
  recognizing these distinctive senses
• More Practice
• Have the kids create a bar graph to categorize
  and sort the ten objects discussed in class
• I.e. how many of the objects are edible, how many
  smell good, and so on

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Closure

• Summarize the use of senses to experience one's
  surroundings
• Suggest that at recess, students should use their
  senses
• I.e. notice the green grass, smell flowers, etc.

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Informal Assessment

• Ask the kids to describe various objects
• Make sure they are properly using sensory words
  in their descriptions

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Technology

• Tape player
• Recordings of music

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Lesson Plan 3

• Grade Kindergarten
• Subject Visual Arts

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State Standard/Framework

• Standard 2.0
• Students apply artistic processes and skills
• Use a variety of media
• Communicate meaning and intent in original works
  of art
• Framework
• Teach kids the interpretation of thoughts,
  perceptions, and ideas by creating artworks
• Students must actively work in these expressive
  modes to understand and appreciate the visual
  arts

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Motivation

• Bring in personal photos to share with the class
• discuss my family and neighborhood with the
  students
• ask the students to describe their family and
  neighborhood

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Input of Information

• Show examples of paintings concerning family and
  neighborhood settings
• Talk with the kids about the use of art to convey
  views and feelings
• Tell them they are going to get to paint
• Go over various mediums that will be used

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Checking Comprehension

• Ask leading questions about what the kids will be
  painting
• What would be the best way to convey their ideas?
• If they don't understand, find another way to
  re-explain the uses of art for creative expression

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Practice More Practice

• Practice
• Have the kids paint pictures about their own
  families
• More Practice
• Have kids paint how their family makes them feel
• Not just physical appearance

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Closure

• Talk to the kids about how they used art to
  express their ideas or feelings
• Suggest that next time the child can't find words
  to describe something, try painting a picture

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Informal Assessment

• Look at the pictures done in class
• Did they successfully portray the ideas and
  concepts discussed in class?

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Technology

• Use internet to research art work
• Find examples of pictures that exemplify the
  ideas of family and neighborhood that we are
  discussing in this class

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Works Referenced

• http//www.cde.ca.gov/board/
• http//artsedge.kennedy-center.org/professional_re
  sources/standards/nat_standards_main.html
• http//www.bedfordstmartins.com/online/citex.html

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Threaded Discussions

• Author Herrero, Stephanie herrero_at_usc.edu
• Subject How are my first two lesson plans?
• (I'M HAVING TROUBLE THINKING OF THE MOTIVATION
  PART!!!)
• Lesson Plan 2 Standard 5dPredict the outcome of
  a simple investigation and compare the result
  with the prediction.Objective Through using 4
  of their 5 senses, they will be able to identify
  five unknown vials containing a different white
  substance.Motivation Materials One person
  from each pair will collect the five pre-filled
  vials with a black piece of paper, magnifying
  glass, and a toothpick. Learning Experience
  After reviewing the 4 senses (touch, smell,
  sight, and sound), the students will be free to
  observe, communicate, and infer what each vial
  contains. They are free to use the magnifying
  glass and the black paper to see the particles
  closely.Feedback/Assessment Each student will
  record their observations, including a
  description for each sense, and then we will
  discuss their predictions. I will then tell them
  the results, so they can compare their
  predicitions.
• Author Skipper, Katherine skipper_at_usc.edu
• Subject Re How are my first two lesson plans?
• For you second lesson plan's motivation, you can
  get the kids excited about using their senses to
  figure out things that maybe they can't
  immediately identify with just one sense. Present
  the lesson as today they're going to be
  detectives and try to identify a bunch of mystery
  substances by using only their senses. It makes
  the lesson sound challenging and engaging, and
  out of the ordinary.

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Threaded Discussions (2)

• Author Skipper, Katherine skipper_at_usc.edu
• Subject Question of Informal Assessment
• On every lesson plan we're supposed to have an
  informal/formal assessment. If I'm creating
  lesson plans for kindergarteners, can anyone
  think of a general way to informally assess such
  lessons? I'm doing a lesson on expressing emotion
  through dancing, and another on the use of the
  five senses to differentiate everyday objects.
  Thanks
• Author Padilla, Amada amadapad_at_usc.edu
• Subject Re Question of Informal Assessment
• On expressing emotion through dancing maybe you
  could ask the kids to express or show with their
  faces how they feel when they listen to a
  particular song. You could also ask them to "fill
  in" emotions to a face after the above
  lesson.For the second maybe you could set up a
  table with different items and ask them to close
  their eyes and use their senses to try to
  identify it. Make sure you use items they are
  familiar with in the classroom or familiar food
  items.

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Threaded Discussions (3)

• Author Schreiber, Whitney schreibe_at_usc.edu
• Subject Formal/Informal Assesment
• I think that I am a bit confused on the
  formal/informal assesment part of the lesson plan
  templete. Could anyone please briefly explain it
  to me? Is it like a homework assignment? If I am
  teaching kids how to compose pen pal letters in
  my lesson, would the assesment be to take home
  their rough drafts and make final drafts based on
  the corrections made by their peers and the
  teacher? Or am I completly off track?
• Author Skipper, Katherine skipper_at_usc.edu
• Subject Re Formal/Informal Assesment
• Formal/informal assessment is simply a way to see
  if the students reached the lesson's objective.
  Did they understand the lesson, and how in depth
  did they grasp the material? You could simply ask
  the class questions testing their comprehension,
  or maybe give a quiz on the material covered in
  order to see how well they do. You could also
  probably assign homework and review how
  effectively they display their new skills within
  the assignment. Cater the assessment to the age
  level and lesson topic of the class.

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• Thank You