LESSON PLAN OUTLINE

Early Childhood & Elementary Education Programs

Name(s): Kendra Carrier

Initial Plan Revised Plan

Date & time activity is to be presented: February 27th during the first morning meeting and the first afternoon meeting.

Date initial written plan is submitted to the practicum teacher and supervisor:
(MUST be at least two weeks before the activity is to be conducted)

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 received this revised plan a week in advance.

___________________________________ ________________
Signature of Teacher /Practicum Supervisor Date Received

TITLE OF ACTIVITY

Read aloud on Stone Soup by Ann McGovern

CONTEXT OF ACTIVITY

The students have shown a great deal of interest in food and cooking, and have been exploring grocery shopping in the
dramatic play center of their classroom.

CONCEPTS/SKILLS OBJECTIVES PLAN FOR ASSESSMENT

What do you want students to How will students demonstrate
learn as a result of this activity? understanding of the concept? How will you assess student learning of the concept?
OR OR OR
What skill do you want How will students demonstrate How will you assess student demonstration of the skill?
students to demonstrate? success with the stated skill?
1: Print and book The students will I will assess this objective by pointing out different aspects
awareness demonstrate knowledge of of the format of the book and asking questions to assess
print conccepts. understanding.
2: Understanding the The students will discuss the I will assess this objective by oberving the children's
concept of a recipe items used to make soup in the understanding during a group discussion and also via the
story and demonstrate an their Stone Soup collage activity.
ability to come up with their
own recipe.
3: Oral Expression The students will develop I will assess this objective by observing the children as I
listening and speaking skills read the story, ask questions, and engage them in
by communicating conversation.
experiences and ideas
through oral expression.
(Attach a copy of the data collection
instrument to this document.)
RELATED VIRGINIA STANDARDS

Virginia Literacy Foundation Block 1- Oral Expression

a) Listen with increasing attention to spoken language, conversations, and stories read aloud.
b) Correctly identify characters, objects, and actions in a picture book, as well as stories read aloud, and begin to
comment on each
c) Make predictions about what might happen in a story
d) Use two words to ask and answer questions that include actions
e) Use appropriate language for a variety of purposes, e.g., as questions, express needs, get information
f) Engage in turn taking exchanges and rules of polite conversation with adults and peers
g) Listen attentively to stories in a whole-class setting

Virginia Literacy Foundation Block 5 - Print and Book Awareness

a) Identify the front of a book
b) Identify the location of the title of the book
c) Identify where reading begins on a page (first word or group of words)
d) Demonstrate directionality of reading left to right on a page
e) Identify the part of the book that "tells the story" (print as opposed to pictures)
f) Turn pages on at a time from the front to the back of a book

History and Social Science Foundation Block 7 - Civics/Citizenship

a) Coopperate with others in a joint activity
b) Recognize the need for rules to help get along with others
c) Participate in creating rules for the classroom
d) State personal plans for learning center activities
e) Participate in discussing and generating solutions to a class problem
f) Share thoughts and opinions in group settings
g) Demonstrate responsible behaviors in caring for classroom materials
h) Identify the needs of other people by helping them

MATERIALS NEEDED

- Stone Soup by Ann McGovern

- Collage Materials
- glue
- paint brushes
- black paper
- small river stones
- raw barley
- scrap paper in a variety of colors
- yarn
- macaroni noodles
- buttons
- sequins
- any other collage materials availably

PROCEDURE

Preparation of the learning environment (take a picture to include with your reflection).

- Make sure that the meeting area is free of toys or any other objects not needed for the lesson
- Set up the art center with spaces for four students to sit and work on their collage
- Each space with have a clean piece of black paper cut in the shape of a circle to represent the "pot" for their stone
soup
- In the middle of the table will be enough glue for each child as well as the various collage materials sorted into
bowls for the children to reach for freely
 - Glue will be placed into two bowls on the table, each with two paintbrushes so that the children can easily control
the placement of the glue on their paper

Plan for taking turns during the activity

- I will allow each child who wishes to ask a question, make a comment, or answer a question their turn to do so by
calling on the individual child who expresses a desire to do so.

Introduction of the activity to children (and families, if possible)

- I will introduce the book I am going to be reading aloud and connect it to other activities the children are
working on, such as the grocery center and kitchen in their dramatic play center
- For the 3 year olds, I will point out the different components of the cover of the book, identifying things such
as the title, the author, and the illustrator.
- For the 4 year olds, I will ask them to identify the various components of the cover of the book by pointing
to each component and asking for an identification.
- Additionally, I will ask the children to look at the cover and tell me what they think will happen in the story
based on the cover illustration.

Implementation of the activity (specific procedure for teacher and students)

- I will read aloud Stone Soup, using enthusiasm and expressive voices. I will stop and check for comprehension along
the way by asking questions about what has happened, and asking the children to tell me what they think. I will also ask the
children to make predictions based on what we have already read and seen in the pictures.

After page 8: Why do you think the man wants a stone? What do you think he will do with it?

After page 11: Have you ever heard of using a stone to make soup? How do you think he will do that? What do you usually
put in your soup, or what kind of soup do you like to make?

After page 19 and 20: Do you know what beef bones are? Beef bones are bones from a cow that are sometimes added to the
broth in soup to give it lots of flavor and make it taste yummy.

After page 23: See all of the ingrediants floating in the soup pot in the picture? Do you remember everything that has been
added so far?

After page 24: Do you know what barley is? Barley is a type of grain, sort of like oatmeal that is sometimes used as an
ingrediant in soup. (I will have some raw barley in a bowl handy so that the children can see it and feel it.)

When finished with the book, I will ask the children for their thoughts and ideas about what we just read. Then, I will tell
them about the collage activity, which will be set up in the art center. I will explain to the children that they will have the
opportunity to make their own stone soup out of whatever ingrediants they would like to include from the collage materials.
During center time, they can come to the art center if they wish to make their stone soup. I will be in the art center during
this time to provide any necessary assistance and talk to the children about their ideas. If the children would like, they can
dictate their recipe to me to attach to their stone soup.

Closure and cleanup

After discussion, I will ask each child what their plan is for center time, and release them one by one to go make their
center time choice.

After the morning class, I will reset the art center for the afternoon class by cleaning up any mess that is left behind on the
table, resorting the collage materials if necessary, refilling the glue, and setting out fresh paper.
 After the afternoon class, I will return any unused collage materials to their proper place in storage and wash the bowls and
brushes. I will wash the table with soap and water to remove any glue, and then sanitize it to get it ready for the next day.

PLANS FOR DIFFERENTIATION

One student with Downs Syndrome may need have preferencial seating or sit in a teacher's lap to help
facilitate attention during the reading.

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

For every question that I ask during the lesson, I need to be prepared to rephrase my questions so they are
moer clear or easier for the children to understand, and provide the scaffolding they need to come up with an answer. I
may have to remind the class what a prediction is before I start reading the book. When I ask the question about what
they put in their soup at home, some children may want to share stories and experiences about cooking at home.Some
children may have trouble sitting still and listening quietly while I am reading. One of the other practicum students in
my placement will have the role of meeting manager, and their job will be to handle anyone who is having trouble
focusing by moving them to a different seat or holding them in their lap. However, I may have to pause my reading to
direct someone to another spot where they will better be able to focus.

SUPPLEMENTAL PLANS FOR PARTNER TEAMS

A copy of the data collection instrument for this activity is attached.

This plan must be submitted to the practicum teacher AND your supervisor
TWO WEEKS prior to the activity date.