Title: Building
Three Little Pig Houses
Subject: Cognitive
and Fine Motor
Grade Level: PK
IEP classification(s): developmental
delay
State Standard(s):
-
1.4
Shows curiosity and desire to learn
1.12 Demonstrates interest and participates in classroom activities
2.1 Shows creativity and imagination in play with materials and props
3.1 Shows enjoyment of books and stories and discussion of them
3.14 Demonstrates the ability to order and sequence
4.6 Coordinates eye and hand movements to complete tasks
Lesson Goals: The student will be able to create three houses one of straw, one sticks, and one out of bricks. They will also explain the order the houses occurred in the text The Three Little Pigs.
Materials: The
following materials are needed for this lesson: iPad, story of the three little
pigs, construction paper (white for the house, and any color you would like to
glue the houses to), straw, popsicle sticks, red construction paper for the
bricks, pictures of house made out of
each type, chart paper, and markers.
Instructional Methods
Anticipatory Set
·
Begin the lesson by
reviewing the main characters in the story.
1.Who were the characters in the story?
2.What were the houses made of?
3.How many houses were in the story?
4.What did the wolf try to do?
·
What did the wolf try to
do?
·
Explain to the students
today we are going to listen to The Three
Little Pigs on the iPad then create the houses out of straw, sticks, and
bricks.
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
Since
we have been discussing the story The
Three Little Pigs, I want to get my students engaged by renaming main
parts from the story.
|
4.1 Provide varied ways to respond
The students will “popcorn” or raise hand to
respond to the questions asked. They will be asked as a whole group at the
carpet.
|
7.3 Reduce threats and distractions.
The students will be facing the teacher away
from the door. I will also have cozy items for the students to hold or lay on
if they need comfort.
|
Introduce and Model New Knowledge
·
At the carpet the
students will listen to the story The
Three Little Pigs on the iPad.https://youtu.be/mabPtVKsuqs
·
I will remind students
since the story is on the iPad we will need to stay on our bottom and keep a
bubble in our mouth so everyone can hear and see the story.
·
After listening we will
discuss what the three little pigs houses were made of.
o Who can tell me what the first house was made of?
o Who can tell me what the second house was made of?
o Who can tell me what the third house was made of?
o Was there another house?
·
Mention to the students
this story will remain on the iPad for the next few weeks so you can listen to
the story again.
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
The students will listen and see the story
being read from the iPad instead of the teacher reading the book. It’s good
for students to hear other people read and see other types of books.
|
4.2 Provide varied ways to respond
The students will respond to the questions by
raising their hands, bells, or “popcorn” answers to the teacher when
questions are asked.
4.3 Integrate assistive technologies
The assistive technologies that will be use is
the iPad.
|
8.3 Foster collaboration and
communication
I will encourage every student to be engaged
during the story by stopping the story and having them act like the
wolf-huffing and puffing. I will also call of every student to answer
questions about the story.
9.1Guide personal goal-setting and
expectations.
Students will be expected to sit and listen to
the story and engage in the story at the appropriate times. I will help them
with reminders if needed.
|
Guided Practice
·
After we have listened
to the story on the iPad. I will show examples of straw houses, stick houses,
and brick houses from picture on the iPad.
·
Next, I will explain to
students that they will be building houses out of straw, sticks, and bricks.
o I will provide examples of each one for the students to look
at for the visual students.
·
We will go over each
house and decide what they are made of.
·
On chart paper, I will
write 1st, 2nd, and 3rd.. I will explain to
the students after we make our houses we will come back to carpet to use this
chart to place some pictures.
 |
| straw house pic.2 |
 |
| Straw house pic 1 |
 |
| Brick house pic 1 |
·
I will explain how we
are going to make the houses then send the students one at a time to their table.
 |
| Brick house pic 2 |
| Stick house pic 2 |
 |
| Stick house pic 1 |
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
I will assist the students if they need help
understand the process of creating the houses. I will help them understand
what 1st, 2nd, and 3rd means.
|
4.2 Provide varied ways to interact
with materials.
Students will be able to see picture cards,
pictures on the iPad, and feeling each of the types material used to make
houses made out of straw, sticks, and brick.
6.2 Support planning and strategy
development
I will make sure students are confident on the
process of creating the houses before they create the houses.
|
7.1Increase individual choice and
autonomy.
Students will get to decide what house they
want to start creating.
9.2 Scaffold coping skills and
strategies
I and other staff will be there to comfort the
students who need a little more extra help when creating houses.
|
Independent Practice
·
Transition students to
tables
 |
| Picture of expected end results |
·
Have all supplies ready
to use on the table (houses, straw, popsicle sticks, red constructions paper
squares for bricks, glue)
·
Review each house then
have the kids pick what house they want to start creating.
·
Walk around assisting
the students that need help.
·
After students have
finished making houses put their creations up to dry.
·
Transition students back
to carpet for wrap-up.
Recognition “What”
Multiple means of
Representation
|
Strategic “How”
Multiple means of
Action and Expression
|
Affective “Why”
Multiple means of
Engagement
|
3.3 Guide information processing
I and other staff will assist students
creating houses out of straw, sticks, and bricks.
3.2 Highlight critical features, big
ideas, and relationships.
I will be watching students to see if there
houses are correctly make in order-straw, sticks, brick-on the paper.
|
5.2 Provide appropriate tools for
composition and problem solving.
I will assist the students if they are not
able to touch the straw, sticks, or construction paper because of sensory
issues.
6.1 Guide effective goal setting.
I will remind students of the time that is
left 7 minutes, 5 minutes, 3 minutes, and 1 minute. I or other staff will
assist the students that need more time creating their house(s).
|
8.2 Vary levels of challenge and
support.
Students will be expected to create all three
houses within the setting. Some students have trouble focusing and staying on
task even for a short period of time.
|
Wrap-up
· At the carpet, we will review each house
and what they were made of.
 |
| Picture of chart paper discussed |
· We will discuss the following questions
o
Did the
wolf blow the 1st house down?
o
Did the
wolf blow the 2nd house down?
o
Did the
wolf blow the 3rd house down?
o
Why did
the wolf not blow the 3rd house down?
· Review what order sequence means using the
chart paper.
· Next, have the students use the picture
card of each type of house place them in order from 1st-3rd
on the chart paper.
· Send student to line up to go outside.
Recognition “What”
Multiple means of
Representation
|
Strategic “How”
Multiple means of
Action and Expression
|
Affective “Why”
Multiple means of
Engagement
|
1.1 Customize the display of information
Students will use the chart paper to place
each house in order.
3.1 Provide or activate background
knowledge.
Students will answer questions from the story
read earlier to gain background knowledge of the text.
|
6.3 Facilitate managing information
and resources
Students will use the chart paper to review
the sequence order of the houses. They will also have picture cards of real
houses made from each type to gain information.
|
7.2 Enhance relevance, value, and
authenticity.
Students will have access to the iPad for the
story at a later use. They will also see real houses made from straw, sticks,
and brick. This makes it more meaningful to the reader.
9.3 Develop self-assessment and
reflection.
When students answer the questions they are
self-assessing themselves.
|
Assessment
·
I will assess the
students during circle time, independent activity, and during wrap up.
·
The students will be
assessed on the following:
o Knowledge of what each house is make of
o Order of the houses (sequence)
o Using fine motor skills
§ Were the students able to glue material onto paper?
§ Did the students need assistance gluing or picking up
materials?
o Group setting participation-
§ Did student answer question?
§ Did student sit and listen during story?
§ Did student listen to others?
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
Did the students understand sequence order?
Did the student acknowledge there were only 3 pig houses? Could the students
tell me what the houses were made out of?
|
4.1 Provide varied ways to respond
During the lesson did the students respond by
raising their hand, ringing the bell, or popcorn out answers. Did the
students respond to the questions?
|
8.3 Foster collaboration and communication.
Did the students communicate during the
independent practice or carpet time? Were they engaging with each other
during the lesson?
|
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-
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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
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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
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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
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Where
in the project?
(Which
Lesson Phase 1-6)
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Set, Wrap-Up
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Introduce
and Model
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Introduce and Model
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Guided Practice
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Wrap-Up
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Independent Practice
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Assessment
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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
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Where
in the project?
(Which
Lesson Phase 1-6)
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Assessment, Wrap-Up, Set
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Introduce and Model, Guided
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Introduce and Model
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Independent Practice
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Independent Practice
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Assessment
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Wrap-Up
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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)
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Guided Practice
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Wrap-Up
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Set
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Independent Practice
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Introduce and Model, Assessment
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Introduce and Model
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Guided Practice
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Wrap-Up
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