Arleen+A+Project+17

= Herman The Work = //Higher Order Thinking: Children will be given items and state whether the items are small, medium or large? If medium can’t be identified then it will be removed until the child can make the association// || >> >> ** Instructional activities (Includes introduction, Presentation,/ clues for Discovery, Modeling and engagement in gradual release, as planned): ** >> // I was sittin’ on a fencepost slapping on my left knee, chewing on my bubble gum, chomp, chomp, chomp, chomp, playing with my yo-yo, do op, do op, do op do op, and watching the birds fly by. And then along came Herman the Worm and he was this big. (Hold fingers up to show about an inch) // >> >> // I asked, “Herman, what happened?” and he said, “I swallowed one grape”. // >> >> // I was sittin’ on a fencepost slapping on my left knee, chewing on my bubble gum, chomp, chomp, chomp, chomp, playing with my yo-yo, do op, do op, do op do op, and watching the birds fly by. And then along came Herman the Worm and he was this big. (Hold hands up to show about 5 inches) // >> // I asked, “Herman, what happened?” and he said, “I swallowed two apples”. // >> >> // I was sittin’ on a fencepost slapping on my left knee, chewing on my bubble gum, chomp, chomp, chomp, chomp, playing with my yo-yo, do op, do op, do op do op, and watching the birds fly by. And then along came Herman the Worm and he was this big. (Hold hands up to show // >> >> // I asked, “Herman, what happened?” and he said, “I swallowed three grapefruits”. // >> >> // I was sittin’ on a fencepost slapping on my left knee, chewing on my bubble gum, chomp, chomp, chomp, chomp, playing with my yo-yo, do op, do op, do op do op, and watching the birds fly by. And then along came Herman the Worm and he was this big. (Hold hands up to show about 3 feet) // >> >> // I asked, “Herman, what happened?” and he said, “I swallowed four cantaloupes”. // >> >> // I was sittin’ on a fencepost slapping on my left knee, chewing on my bubble gum, chomp, chomp, chomp, chomp, playing with my yo-yo, do op, do op, do op do op, and watching the birds fly by. And then along came Herman the Worm and he was this big. (Hold arms out as wide up to as you can.) // >> >> // I asked, “Herman, what happened?” and he said, “I swallowed five watermelons”. // >> >> // I was sittin’ on a fencepost slapping on my left knee, chewing on my bubble gum, chomp, chomp, chomp, chomp, playing with my yo-yo, do op, do op, do op do op, and watching the birds fly by. And then along came Herman the Worm and he was this big. (Hold fingers up to show about an inch) // >> >> // I asked, “Herman, what happened?” and he said, “I burped!”. // >> >> **// Special Attention to: //** >> >> >> **// Technology: //**// Children will watch Herman the Worm on the computer. // How will you challenge strong students? I will add more to the art project for them Medium will be added. How will you support struggling students? I will work with modify the lesson if needed. How will you support ESL students? I will change the lesson for child. If a child knows another language I can have it translated. || Why is this work important? relevant? Small Medium and large are assisting with size. Who is the audience for this project/lesson? 3-5 year olds How will you connect adults (experts, authors, professionals, etc.) from outside of school to the lesson/project? WE can do outside to look for worms. How will the work be displayed publicly? I can add the day at a glace to remind me for the parents to see. || // Children should be comfortable in recognizing small and large items and after mastering small medium and large items medium should be added in. // // My goal to provide children with a sense of size perception //. How do you know students can "transfer" the learning to new situations? Children will be able to identify and big and small. Will there be an opportunity for constructive "peer" feedback? There is not an opportunity in this lesson for constructive feed back. ||
 * Title: ||< Herman The Worm ||
 * Subject: ||< Music and Language Arts ||
 * Grade: ||< //Pre-K// ||
 * Time Frame: ||< 5-10 minutes Depending on the children ||
 * Essential Question || // Children will be shown a variety of items and asked to say if the items are small or large. //
 * Summary: ||< // Children will gain an understanding of small medium and large and will be able to do more than one thing at a time. // ||
 * || * Language Arts:Early Learning Expectation: Visual Arts. Children show how they feel, what they think, and what they are learning through experiences in the visual arts.
 * Music: Early Learning Expectation: Instrumental and Vocal Music. Children show how they feel, what they think, and what they are learning through listening, participating in, and creating instrumental and vocal music experiences. communication ||
 * Tasks: ||< ** ** Anticipatory Set: **// Children will show me little with their arms, then medium and large and we will talk about the size of an average worm. //
 * 1) **// Differentiation: //**// Children will be shown a variety of items and asked to say if the items are small or large. //
 * 2) // Higher Order Thinking: Children will be given items and state whether the items are small, medium or large? If medium can’t be identified then it will be removed until the child can make the association. //
 * // Children can identify small medium and large from the picture on the I-pad that were created by them //
 * Children will be encouraged to draw a worm and all of the items in the song. They can color or paint and we can use the pictures to go along with our song and video. There will be crayons, markers, etc ||
 * Personalization/Differentiation ||< How will you incorporate "student choice" into this project/lesson? Children create a worm and fruit if they desire.
 * Personalization/Differentiation ||< How will you incorporate "student choice" into this project/lesson? Children create a worm and fruit if they desire.
 * Real-World Connection || What is the real world application for this project/lesson? Worms and size are real world.
 * Assessment: ||< How will you assess the students learning?
 * Resources: ||< * Herman the worm you tube ||
 * Examples: ||< * The child can lead the song as well ||
 * Reflection: || // I will have the children on their way to work time for planning time take the ruler and point to something big or small and say what area they are going to work in and what they are going to do in the area. Or if the item they are going to play with is big or small. // ||