Brittney Fitts
Individual Student Goals and Objectives
Madeline
Goal:
Madeline will use adaptive technology (prerecorded button, etc) to communicate in classroom activities and social situations with her peers five or more times during the course of the day. (pragmatics)
Objectives:
1. Madeline will use button by tapping it with her head to greet the three adults (teacher, two aides) and/or a group of classmates as a group with one greeting upon entering the classroom four or more mornings each week. (pragmatics)
2. Madeline will use button by tapping it with her head to greet the three adults (teacher, two aides) individually and classmates as a group four or more mornings each week. (pragmatics)
3. Madeline will use button by tapping it with her head to greet individual students during small group or circle time activities three or more times, four or more days each week. (pragmatics)
Jenny
Goal 1:
Jenny will use plural nouns to describe more than one person or object three out of five times during the school day. (morphology, syntax)
Objectives:
1. Jenny will add “s” to regular plural nouns to describe people or objects that she can see three out of five times during the school day. (morphology, syntax)
2. Jenny will add “s” to regular plural nouns to describe people or objects that are not currently in her view three out of five times during the school day. (morphology, syntax)
Goal 2:
Jenny will use agent – action – object format in her utterances to adults and peers five or more times during a school day. (syntax)
1. Jenny will use three or more word utterances five or more times during a school day. (syntax)
2. Jenny will include agent and action in her three or more word utterances five or more times during the school day. (syntax)
3. Jenny will include agent, action, and object in her utterances five or more times during the school day. (syntax)
Group Activity Plan
Lesson Title: Circle Time Song: “One Little Pig Went Out to Play”
Type of Activity: _____small group ___X__large group
Broad Learning Goal:
Describe objects using adjectives and number. (semantics)
Use regular plural nouns. (morphology/syntax)
Take turns in small and large group activities. (pragmatics)
Describe how activity is linked to unit theme: The unit theme is mud. The book being used for the unit, Hogwash by Karma Wilson, is a fictional story in which a farmer unsuccessfully tries to clean the mud off his pigs. In the end, the farmer joins the pigs in a mud bath. This song is about pigs playing in the mud and inviting their friends to join them.
Theme-related Vocabulary: squishy, splat
Materials Needed: Instrumental version of “One Elephant Went out to Play” and the means to play it. Cube chairs and/or other adaptive seating, including bean bag chair used during circle time. Dry erase marker to write on board.
Procedure: (Step by step directions identifying what the adult is going to do and say)
1. Children are sitting in half circle in their cube chairs or other appropriate adaptive seating. Madeline is sitting, propped in bean bag chair on the end of the half circle. They have finished listening to the book Hogwash being read.
2. The teacher tells the class that they will all now have a chance to be little pigs and dance in the mud as they sing this song. Everyone must stay seated until he or she is chosen to join the other little pigs in the mud.
3. The teacher plays the music, dances, and sings the song. As she sings the song, the teacher will hold up one finger when she sings the word “one” as well as put a little extra stress on the word “she”. After she ends that verse she chooses one of the students by name to join her as a new little pig. When the student stands up and joins her, the teacher gives big wave of her hand and says “Hi” or “Howdy” to the new student. The teacher reminds the class that during the next verse they need to remember to say “pigs” since there is more than one pig,.
4. The song is sung again, changing the word “pig” to “pigs”, and “she” to “they” with both the teacher and the student singing and dancing at the front of the group. The teacher will once again show the number two using her fingers. She will also slightly emphasize the plural “s” added to “pig” and on the word “they”. The student picks the next classmate to join them. Both the teacher and the student wave and say “Hi” or “Howdy” to the new student joining them at the front before singing the song again. When it is Madeline’s turn, the teacher will sit near Madeline on her knees and continue to dance. Either the teacher, Madeline’s aide, or other student “pigs” will dance with and move Madeline’s hands each time that the group is dancing that Madeline is a pig. Madeline’s button will be placed so that she can tap it with her head to greet each new “pig” that joins in the fun. It will be preprogramed to say “Hi” or “Howdy”. In order for Madeline to pick a student to join the group, Madeline’s aide will point to each of the students waiting for their turn and name them. She will choose the one that Madeline shows any reaction to (smile, sound, etc). If Madeline does not show any reaction, then the aide will pick a child for her. When it is Jenny’s turn to pick a student, the teacher will allow her point at a student while Jenny says their name. The teacher will repeat the chosen student’s name clearly and encourage Jenny to repeat it. As this activity will be used for more than one day, the teacher may also point out the switch from “she” or “he” in the first verse to “they” in the rest of the verses if difficulty with this concept within the group is noted.
5. When everyone is up and dancing the teacher will stop and explain the last verse of the song. The students will sit or lay down on the carpet in front of their individual chairs when the last line of the song says that all the pigs “fall flat”. Right before singing that line, the teacher will give a quick reminder that they need to lay down with their feet towards the board so that nobody accidently kicks or bumps anyone.
6. Once the song is completely over and everyone is seated quietly in their chair again, the teacher will ask the class questions about the song. Examples include: “ What did the pigs do?”, “Where did they play?” She will ask each day how many people are there, using the song as reference. When she has the correct answer, the teacher will say it, show it on her fingers, and write it on the board. After students are familiar with the song and used to this routine, the teacher may ask them for help in describing the mud in the song and/or the pigs’ fall (squishy, squoosh, splat). She will praise answers that include agent- action and agent – action - object. When Jenny is asking a question about the pigs, the teacher will prompt her with “The pigs____” or “Pigs ______”. If Jenny or any student responds with a one word answer, the teacher will expand on and model using that word in a longer utterance including an agent – action or more complex sentence
*If necessary due to student behavior or for additional practice with any of the elements (changing the noun to plural or greeting the other students) the teacher may have the students “fall flat” after only two or three of them are at the front and then repeat activity with new students. *
Group Activity Plan
Individual Variations for Child Engagement
Lesson Title: Circle Time Song: “One Little Pig Went Out to Play”
Broad Learning Goal: Describe objects using adjectives and number. (semantics)
Use regular plural nouns. (morphology/syntax)
Take turns in small and large group activities. (pragmatics)
Child’s Name / Specific Learning Objectivefor this child
(can be other than the 2 identified objectives for the child) / Does the activity need to be modified for this child? If yes, how? / Expected Outcome
Jenny / Jenny will add “s” to regular plural nouns to describe people or objects that she can see three out of five times during the school day. / No. Teaching strategies are in place to support the whole class in learning/reviewing this skill. / Jenny will add “s” to the regular plural noun “pig” in the lyrics of the song, once two or more participants are pretending to be pigs.
Jenny / Jenny will include agent and action in her three or more word utterances five or more times during the school day / Yes. When Jenny is asking a question about the pigs, the teacher will prompt her with “The pigs____” or “Pigs _____”. She will also praise any student that answers with agent- action and agent – action - object. If Jenny or any student responds with a one word answer, the teacher will expand on and model using that word in a longer utterance including an agent – action or more complex sentence / With prompting Jenny will respond to the teacher’s question using and agent and action in her utterance.
Jenny / Take turns in small and large group activities. / Yes. When it is Jenny’s turn to pick a student, the teacher will allow her point at a student while Jenny says their name. The teacher will repeat the chosen student’s name clearly and encourage Jenny to repeat it. / Jenny will have at least one turn to pick another student to join in the activity.
Madeline / Madeline will use button by tapping it with her head to greet individual students during small group or circle time activities three or more times, four or more days each week. / Yes. Madeline will greet other students using button. / Madeline will use the button by tapping it with her head to greet the students at the appropriate time during the activity.
Madeline / Take turns in small and large group activities. / In order for to be a part of large group Madeline will need to be propped in bean bag chair to sit at circle. When it is her turn to pick a student, Madeline’s aide will point to each of the students waiting for their turn and name them. She will choose the one that Madeline shows any reaction to (smile, sound, etc). Teacher will move action to Madeline rather than Madeline moving to join group at front of class when it is her turn. Teacher, aide, or other student will help Madeline dance when it is her turn. / Madeline will have at least one turn picking another student in the course of the activity.
Miss Fitts’ Plans for Week of : __ April 7 – April 11__ Theme:______Mud_____
Language objectives: Describe objects using adjectives and number. (semantics)
Use regular plural nouns. (morphology/syntax)
Take turns in small and large group activities (pragmatics)
Monday: 4/7 / Tuesday: 4/8 / Wednesday: 4/9 / Thursday: 4/10 / Friday: 4/119:00-9:20 / Arrival/Free play/Books
Theme specific books for library: Mud by Mary Lyn Ray, Why Crawfish Lives in the Mud by Johnett Downing, Mud Puddle by Munsch, Muddy Truck by C J Caulder, Mud Mess by Melinda Melton Crow, Hogwash Karma Wilson, Is it Rough, Is It Shiny, Is It Smooth? By Tana Hoban, Mud Pie Annie by Sue Buchanan, Harry the Dirty Dog by Gene Zion , Diary of a Worm by Doreen Cronin, Wiggle and Waggle by Caroline Arnold, nonfiction books about trucks, farms, worms, etc
Theme specific toys or puzzles: Puzzles with farm animals/trucks/planes/worms/rain/seasons, Feed the Bird game (pipe cleaner “worms”, egg cartons labeled with numbers, tweezers and clothes pins)
9:20- 9:30 / Potty and Hand Washing
9:30- 10:55 / Breakfast/Snack
10:55- 11:20 / Circle Time
Songs
Hello Song
1 Little Pig
Little Ball of Mud / Songs:
Hello Song
1 Little Pig
Put Some Mud in The Air / Songs:
Hello Song
1 Little Pig
Little Ball of Mud / Songs:
Hello Song
1 Little Pig
Put Some Mud in The Air / Songs:
Hello Song
Kids Choice of songs
Read:
Hogwash by Karma Wilson / Read:
Hogwash by Karma Wilson / Read:
Hogwash by Karma Wilson / Read:
Hogwash by Karma Wilson / Read:
Hogwash by Karma Wilson
Discuss:
What is mud?
Look at today’s sample using overhead projector and describe / Discuss:
Where can you find mud?
Look at today’s sample using overhead projector and describe / Discuss:
When is it muddy?
Look at today’s sample using overhead projector and describe / Discuss:
Who needs mud?
Look at today’s sample using overhead projector and describe / Discuss:
How do people use mud?
Look at today’s sample using overhead projector and describe
11:20- 11:50 / Outside Time/Centers
Theme specific activities to be incorporated: Outside sensory table: fill with clean fill dirt and water to make mud and add trucks, bulldozers , cooking utensils, pots and pans, etc
11:50- 11:55 / Wash Hands
11:55- 12:20 / Lunch
12:20-12:50 / Centers/Small Group
Dramatic Play:
Farmer: overalls, straw hats, pig and other animal masks
Cleaning Tools: broom, mop, duster / Dramatic Play
Farmer
Cleaning Tools: / Dramatic Play
Pet bathing:
Stuffed animals, brushes, empty shampoo bottles, buckets or tubs
Farmer
Cleaning Tools / Dramatic Play
Pet bathing and farmer
Cleaning Tools / Dramatic Play
Pet bathing and farmer
Cleaning Tools
Art Table
Make mud bricks / Art Table
Paint brown paint mixed with coffee grounds onto pictures of animals and or trucks to make them “muddy” / Art Table
Make letters/tire tracks/etc using homemade Magic slate. Add different textures (cornmeal, piece of screen) / Art Table
Brown Playdough: make “mud” letters, numbers, and shapes using cookie cutters / Art Table
Make and eat “edible mud”
Computer
Tumblebooks:
Mud Puddle by Munsch
Games:
Roadworks
Baby Animal Click / Computer
BookFlix:
Harry the Dirty Dog/Keeping Clean
Games:
Roadworks
Baby Animal Click / Computer
Tumblebooks:
Wiggle and Waggle Caroline Arnold
Games:
Roadworks
Baby Animal Click / Computer
BookFlix:
Diary of a Worm/It Could Still be a Worm
Games:
Roadworks
Baby Animal Click / Computer
Tumblebooks and Bookflix: any choice of this weeks books and/or games
Games:
Roadworks
Baby Animal Click
Sensory Table
Inside: add worms, pigs, etc to sand table
Outside: fill with clean fill dirt mud and add trucks, bulldozers, cooking utensils / Sensory Table
Inside: add worms, pigs, etc to sand table
Outside: fill with clean fill dirt mud and add trucks, cooking utensils / Sensory Table
Inside: add worms, pigs, etc to sand table
Outside: fill with clean fill dirt mud and add trucks, cooking utensils, etc / Sensory Table
Inside: add worms, pigs, etc to sand table
Outside: fill with clean fill dirt mud and add trucks, cooking utensils, etc / Sensory Table
Inside: Build and explore with mud bricks made earlier in week
Outside: fill with clean fill dirt mud and add trucks, bulldozers, etc
Science
Worm farm, first mud sample in clear plastic water bottle, flashlights, magnifying glass / Science
Worm farm, add 2nd mud sample in clear plastic water bottle, flashlights, magnifying glass / Science
Worm farm, add 3rd mud sample in clear plastic water bottle, flashlights, magnifying glass / Science
Worm farm, add 4th mud sample in clear plastic water bottle, flashlights, magnifying glass / Science
Worm farm, add 5th mud sample in clear plastic water bottle, flashlights, magnifying glass
12:50- 1:00 / Clean up and Prepare for Dismissal
Virginia Commonwealth University