|Rational Statement: This lesson plan shows that I have a strong willingness to accommodate multiple learning styles and developmental levels along with making a lesson age appropriate I have also indicated willingness to make modifications for different learning differences. (Fall 2006)|
|Rationale Statement: This lesson shows evidence that I
classroom management and organizational strategies. (Fall 2006.)
Lesson Plan Template
|Lesson Plan Title:||Traffic Symbols-Colors & Shapes|
|Developed by:||Jocelyn Plooster|
|Time Frame:||50 min|
Applying seven of the eight multiple intelligences while learning traffic symbols and applying knowledge to real life community involvement.
|Prerequisites:||basic primary colors, nature walk rules|
K.G.1.1 = Students are able to identify basic two-dimensional figures
K.G.1.3 = Students are able to demonstrate familiarity with the layout of their own school.
*The students will be able to recognize traffic symbols in the community.
*The students will be able to differentiate between red, yellow, and green meanings on a stop light.
*The students will be able to point out basic shapes recognized on the street signs located in the neighborhood.
As a return back to the classroom from the nature walk I will hold up choices that include a green circle, a yellow triangle, or a red stop sign. Using the idea of the game called “Red Light-Green Light,” I will only show the sign for direction. The child that doesn’t stop on the red stop sign will be easily noticed, as well as going on green, and slowing down with caution in response to the yellow yield sign.
|Technology to be Used:||N/A|
Other Materials: Centers set up and applied to traffic signs.
Ex: play dough for manipulative to construct the sign.
Ex: a carpet mat for driving toys on and responding to the street signs on the mat.
Introduction: (Pre-assessment) With this pre-assessment I will be able to evaluate if the child knows his/her colors and the basic two-dimensional figures. Due to the grade level I was unable to attach the scope and sequence of any lower grades.
(Intrapersonal) I will hand out shapes that have the correct words on each piece of paper and tell the children to color each sign the appropriate color, example being the stop sign is red. (At this time the child with a visual impairment will be able to use his/her magnifying glass to help with deskwork.)
*(Visual Spatial) Have large signs place on the board, after the pre-assessment is completed, ranging from a stop sign, yield sign, stop light, and possibly a railroad crossing, and a blue rectangular Hospital sign. (The child with the visual impairment will be seated in the front of the classroom to better visual the context on the board.)
*(Logical Mathematical) Next have student volunteers come to the board and count the sides of each shape, placing the number by each. Ex: Yield sign = 3 sides
*(Auditory) We will then discuss the color and meaning of each shape asking for much class interaction and discussion. Now I will discuss our nature walk to go find the real signs.
* (Intrapersonal) I will ask each student bring along his/her own sign that he/she previously colored so they can self check their coloring to the real sign.
*As a transition I will ask the students with stop signs to line up ect.
Explore and Discover
*(Naturalistic, Kinesthetic) I will have a mapped route in mind with already spotted signs for the children to surprisingly find! Once each sign is found we will re-address the color and number of sides and the meaning of each sign. At this time the child will be able to self check his/her own work. (The child with the visual impairment will walk next to a peer buddy that is close to me, the teacher, for directional support.)
*(Naturalistic, Kinesthetic )Returning to the school building we will then play the modified Red Light – Green Light game for the post-assessment.
(I will use brightly colored paper for the child with the vision impairment to be able to see better, if this accommodation does not work I could then verbally say, “red light, or green light.”
*(Interpersonal, Kinesthetic) Once returned to the classroom we will talk about our observations and hand out shapes to be colored again. After this assignment is completed the children may enter free choice time, in which centers dealing with shapes, colors, and signs will be incorporated.