Title: I’ll Huff and Puff
Subject: Language, Fine Motor
Grade
Level: PK
IEP
classification(s):
developmental delay
State
Standard(s):
1.9 Shows persistence in approaching
tasks
1.4 Shows curiosity and desire to
learn
1.7 Demonstrates willingness to try
new things
1.19 Work cooperatively with others
on completing tasks
5.4 Recognizes and identifies by
name most common objects and pictures
5.8 Participates in group discussion
Lesson
Goals: The students will be able to use oral muscles to
blow lightweight objects across the table. The students will be able to
identify objects on the table and if the objects are heavy or light weight.
Instructional
Methods
Anticipatory
Set:
· Begin the lesson by taking a picture walk
with the story The three little pigs.
Stop on the pages and read what the wolf states at each house. (I’ll huff and
puff and blow your house down.)
· After the picture walk, the teacher will
ask the students what the wolf kept saying.
· Ask the students if they can show how the
wolf huffed and puffed?
· Teacher will explain to the students today
we will try and huff and puff and blow things down.
Recognition “What”
Multiple means of
Representation
|
Strategic “How”
Multiple means of
Action and Expression
|
Affective “Why”
Multiple means of
Engagement
|
1.2.Provide alternatives for
auditory information.
1.3 Provide alternatives for
visual information
I will give the option for the students to
re-read the story at a later time. They will be able to read the story on the
iPad or the textbook.
3.1 Provide or activate for background knowledge.
Student will be asked to explain what the wolf
said throughout the book.
|
6.1 Guide effective goal setting
Teacher will assist students when deciding
what the wolf stated over and over in the story. Teacher will explain what to
use to blow the objects.
|
7.3 Reduce threats and
distractions.
Teacher will have the students sit at the
carpet facing the teacher away from the door. A cozy place will be set up for
the students to use along with cozy items to hold.
|
Introduce
and Model New Knowledge:
· Teacher will use the smartboard to show
pictures found of different objects. The objects that are shown are the same
objects that the students try and blow across the table.
· Teacher will ask the students to identify
the objects.
o
When
the students identify the objects, they will decide whether the object is heavy
or light.
o
Teacher
will go over what heavy and light mean by showing a youtube video entitled Sesame Street Heavy and Light. The link
to the video is https://youtu.be/imz_xwPgCM4.
| Heavy or Light? |
§ Teacher will go over the video with the
students asking the following questions:
| heavy |
| light object |
· What object was heavy?
· What object was light?
· Why could Elmo blow the feather?
· What does heavy mean?
· What does light mean?
· Once the students have predicted if the
object is heavy or light they will move the picture to the appropriate box
(heavy or light on the smartboard).
o
We will
review the predictions after the independent work during wrap-up.
**If you don’t have a smartboard
use picture cards with a chart.
· Teacher will transition students to table
for guided and independent practice.
Recognition “What”
Multiple means of
Representation
|
Strategic “How”
Multiple means of
Action and Expression
|
Affective “Why”
Multiple means of
Engagement
|
2.1 Define vocabulary and
symbols
Teacher will assist students to understand the
symbol for heavy and light.
1.1 Customize the display of
information
The students will watch a video explaining the
definition of heavy and light. They will also use the smart board to make
predictions and observe the pictures.
|
4.2 Provide varied ways to
interact with materials.
Students will watch a video and picture card
to discuss heavy and light.
4.3 Integrate assistive
technology
Students will watch a video and use the smart
board.
|
7.3 Reduce threats and
distractions.
Teacher will ensure that all students feel
safe and secure when answering questions.
|
Guided
Practice
· Teacher will explain to the students that
everyone must work together for this activity.
· Teacher will demonstrate how the students
will perform the activity.
o
Teacher
will tell the students that everyone will get a turn.
o
The
teacher will demonstrate how to pick and object and try to huff and puff and
blow the object of the table.
o
When
the students want to blow the object everyone will say:
§ I’ll huff and puff and blow the down.
· Teacher will explain to the student if the
object blows off the table then the object will be put in the box with a
feather on it. If the object doesn’t blow off the table then the object will be
put in the box with bricks on it.
· Teacher will ask if the students have any
questions.
o
If
students have questions then the teacher will answer them. If no questions then
the students will began the exercise.
Recognition “What”
Multiple means of
Representation
|
Strategic “How”
Multiple means of
Action and Expression
|
Affective “Why”
Multiple means of
Engagement
|
2.5 Illustrate key concepts non-linguistically
Teacher will explain to students how to
perform the activity.
3.3 Guide information processing
Teacher will answer any questions the students
have about the activity.
|
6.4 Enhance capacity for
monitoring progress
Teacher will use the smart board or chart for
the students to review what pictures were heavy or light.
|
9.1 Guide personal goal-setting
and expectations.
Teacher will assist students who need a little
more one-on-one to determine if the object might be heavy or light.
|
Independent
Practice
· Teacher will choose one student at a time
to chose an object and try to blow it off the table.
o
Teacher
will use the smart board to choose the student. A program on the smart board
allows the teacher to input students names. Once the names are in the program
it will randomly select names.
· Teacher will assist the student to select
an object.
| heavy object |
· Teacher will ask the student what the
object is.
| example of light object |
· Teacher will ask the other students to say:
o
I’ll
huff and puff and blow the down.
o
The
student will try and blow the object off the table.
· If the object blows off the table then they
will put it in the light box. If the object doesn’t blow off the table then
they will put it in the heavy box.
o
Teacher
will assist the students if they need help carrying the object to the box.
· Students will continue until every student
had a turn.
· Once all objects are in the box and
everyone had a turn students will transition back to the carpet.
Recognition “What”
Multiple means of
Representation
|
Strategic “How”
Multiple means of
Action and Expression
|
Affective “Why”
Multiple means of
Engagement
|
3.4 Support memory and transfer
Teacher will assist students with the activity
to assure the students understand.
3.3 Guide information processing
Teacher will answer any questions the students
have about the activity.
|
5.2 Provide appropriate tools
for composition and problem solving.
Students will use the objects to blow to
determine if it is heavy or light.
6.2 Support planning and
strategy development
Teacher will assist students when performing
the activity to ensure they understand the concept of heavy and light.
|
7.1 Increase individual choice
and autonomy.
Students will get to choose what objects they
want to test out and see if it is heavy or light.
8.2 Vary levels of challenge and
support.
Teacher will supply some objects that are a
little more challenging to determine if the object is heavy or light.
|
Wrap-up:
· Teacher will begin by reminding the
students of the rules for the carpet.
o
Bubble
in mouth and hands in our lap.
· Teacher will ask the students the following
questions:
o
What
does heavy mean?
o
What
does light mean?
o
To see
if the predictions were correct, the teacher will pull all the objects out of
the heavy box and try to find them on the heavy box on the smart board.
o
The
same process will be preformed for the light objects.
· Teacher will dismiss the students to center
time.
Recognition “What”
Multiple means of
Representation
|
Strategic “How”
Multiple means of
Action and Expression
|
Affective “Why”
Multiple means of
Engagement
|
3.2 Highlight critical features,
big idea, and relationships
Teacher will assist the students to understand
the meaning of heavy and light.
1.1 Customize the display of
information
Students will be able to see the pictures on
the smart board to determine if their predictions were correct.
|
5.1 Allow choices of media for
communication
Students will be allowed to use picture cards
or the smart board to see if their predictions were correct.
|
8.3 Foster collaboration and
communication
Students are encouraged to listen and respond
to other peers responses.
|
Assessment
Formative
(Informal - written)
· Teacher will assess the students over the
following objectives:
o
Did the
student participate during group discussion
§ Did the student use rules of carpet time(bubble
in mouth and listen to others)
§ Did the student answer questions during the
lesson?
o
Did the
use correct oral muscles to blow the objects off the table?
o
Did the
student identify the object before they tried to blow the object off the table?
o
Did the
student identify if the object was heavy or light?
o
Did the
student work cooperatively with others?
o
Was the
student willing to try a new activity?
· The teacher will use a checklist and
observations to assess the student. The student will be assessed during the
entire lesson.
Recognition “What”
Multiple means of
Representation
|
Strategic “How”
Multiple means of
Action and Expression
|
Affective “Why”
Multiple means of
Engagement
|
3.1 Provide or activate
background knowledge.
Students were assessed on what the wolf stated
over and over in the book.
2.1 Define vocabulary
and symbols.
Students were assessed on understanding heavy
and light.
|
4.2 Provide options to interact
with material
Students were able to use the objects to
determine if they were heavy or light.
4.1 Provide varied ways to
respond
Students could respond by raising hand or
popcorn out answers when they choose what object they wanted to use or
answering questions.
|
9.3 Develop self-assessment and
reflection
Teacher will assess the students to determine
if they met the objectives for the lesson.
|
Materials
The following materials are needed for this lesson:
· Smart
board
o
Used to show objects
o
Used to place students predictions in the
correct box (heavy/light)
o
Used to choose random names for students to
participate in activity
· Picture
cards with objects used for introduction and model and wrap-up if you don’t
have a smart board
· Story The Three Little Pigs
· 10 to
15 assorted objects (one object for each person)
o
You will need both heavy and light objects
· Two
boxes-one with a picture of bricks and one with a picture of a feather
· A table
or flat surface to blow the objects
· https://youtu.be/imz_xwPgCM4-sesame
street video
UDL Assignment Rubric
Evaluation Areas
|
Exceeds Expectations
A
|
Meets Expectations
B
|
Does Not Meet
C
|
Points
|
25-23 points
|
22 -20 points
|
19- less
| ||
Multiple Means of Representation
|
Project incorporates at least 6 elements from this area of the UDL framework
(checklist filled out)
|
Project incorporates at least 4 elements from this area of the UDL framework
(checklist filled out)
|
Project incorporates 2 or less elements from this area of the UDL framework
(checklist partially filled out)
|
/25
|
Multiple Means of Action and Expression
|
Project incorporates at least 6 elements from this area of the UDL framework
(checklist filled out)
|
Project incorporates at least 4 elements from this area of the UDL framework
|
Project incorporates 2 or less elements from this area of the UDL framework
(checklist partially filled out)
|
/25
|
Multiple Means of Engagement
|
Project incorporates at least 6 elements from this area of the UDL framework
(checklist filled out)
|
Project incorporates at least 4 elements from this area of the UDL framework
(checklist filled out)
|
Project incorporates 2 or less elements from this area of the UDL framework
(checklist partially filled out)
|
/25
|
15-14
|
13-12
|
11-
| ||
Multimedia Elements
|
Project contains a wide variety of graphic design elements: embedded videos, pictures, hyperlinks, clip art, etc.
|
Project contains a few graphic design elements: embedded videos, pictures, hyperlinks, clip art, etc.
|
Project contains a variety of graphic design elements: embedded videos, pictures, hyperlinks, clip art, etc.
|
/15
|
10-9
|
8
|
7
| ||
Presentation
|
Overall editing is accurate and presentation is effective(spelling, grammar, punctuation, formatting, font, text size, esthetics, etc)
|
Some basic editing and presentation mistakes (spelling, grammar, punctuation, formatting, font, text size, esthetics, etc)
|
Several editing and presentation mistakes
|
/10
|
Overall Total Points
|
/100
| |||
Brain NetworkUDL Principle
Recognition Networks
“What”
I. Multiple Means of Representation ensures that the Recognition networks of students are supported
Specific UDL Accommodations (1.1 – 3.4)
Key Elements
|
Please Put a Check Mark Next To the Ones You Incorporated
|
Where in the project?
(Which Lesson Phase 1-6)
| ||
|
| ||||
x
|
Introduce and Model,Wrap-Up
| |||
x
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Anticipatory
| |||
x
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Anticipatory
| |||
|
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x
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Introduce and Model, Assessment
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x
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Guided Practice
| |||
|
| ||||
x
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Anticipatory, Assessment
| |||
x
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Wrap-Up
| |||
x
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Guide, Independent Practice
| |||
x
|
Independent
| |||
Strategic Networks
“How”
II. Multiple Means of Action and Expression ensures that the Strategic networks of students are supported
Specific UDL Accommodations (4.1 – 6.4)
Key Elements
|
Please Put a Check Mark Next To the Ones You Incorporated
|
Where in the project?
(Which Lesson Phase 1-6)
| ||
|
| ||||
x
|
Assessment
| |||
x
|
Introduce and Model, Assessment
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x
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Introduce and Model
| |||
|
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x
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Wrap-Up
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x
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Independent Practice
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x
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Anticipatory
| |||
x
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Independent Practice
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x
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Guided Practice
| |||
Affective Networks
“Why”
III. Multiple Means of Engagement ensures that the Affective networks of students are supported
Specific UDL Accommodations (7.1 – 9.3)
Key Elements
|
Please Put a Check Mark Next To the Ones You Incorporated
|
Where in the project?
(Which Lesson Phase 1-6)
| ||
|
| ||||
x
|
Independent Practice
| |||
x
|
Anticipatory, Introduce and Model
| |||
|
| ||||
x
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Independent Practice
| |||
x
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Wrap-Up
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x
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Guided Practice
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x
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Assessment
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