Writing a Lesson Plan (100 points)

Choice Activity (From curriculum map): Trace students silhouettes and retrace them after
3 months to show their growth
Age: Preschool
Domain: Art
Theme: Growing

1. Objectives and Goals (What is the standard/standards you will cover with this lesson 10
pts
H1.PK.1 – Children begin to complete simple tasks together
H3.K.4 – Demonstrate respect for each other in the classroom
5PK.1b – Play in pairs and small groups
5.PK.2b – Take turns with teacher support
5.PK.3 – Interact positively with other regardless of personal differences
6.PK.1b – Move on to next activity without exhibiting signs of stress
G6.PK.2 – Begin to recognize characteristics that make them unique
1.PK.1b – Select materials to use for individual expression
1.PK.2 – Identify basic anatomy

2. Anticipatory Set (What is your introduction to this lesson: Give Detail) 15 pts.
Start in circle with students, ask students what they think growing means, what body parts
grow as we get older, what is different about each one of them and what is the same. Describe
the activity by telling them we will be going in groups to trace our body outlines and then
making a self-portrait of how we see ourselves by coloring in the outline/decorating how they
would like their portrait to look. We will have these up in the classroom displayed for everyone
to see. Then in a few months trace them again to see how much everyone has grown. While I
take the group of children to be traced the other students will be using the hand mirrors with
the other students to look at their facial features and go over the body parts on their face.
 3. Required Materials for Activity 10 pts
Butcher paper, pencil, thick black, art supplies (washable markers, crayons, glue stick, scissors,
scrap paper/fabrics), hand mirrors

4. Direct Instruction (Define lesson step by step) 15 pts

Groups of 3-4 children at a time, ask the students to each lay on their butcher paper set out for
them and strike a pose, one at a time I will trace their body/pose including tracing the out line
of their hair and shoes. After tracing them with the pencil, I will go over with the thick black
marker. Once their outline is completed, they will take it to the area set up with all the art
supplies and start decorating their self-portraits.

5. Guided Practice (Scaffolding/Questions: How will YOU participate in this lesson) 15 pts
While tracing the outline- Talk about the parts of the body as I trace over them having them tell
me what part of their body I am tracing over at that moment (going around your head, past
your neck, over your shoulder, down your arm etc.)
While decorating their outlines – I will ask the children if they will they be designing a whole
new outfit on their portraits or will they be using what they are wearing, What colors will they
use to make their outfits, did the mirrors help you see what your hair/freckles look, Will they
make their hair fun and crazy or how it looks in the mirror? What lines will they use to create
those things. Will you use just markers/crayons for your portrait or add the fabric pieces too,
and where would you be putting them at.

6. What will you assess during this lesson? 10 pts

During this lesson I will be assessing the students interaction with one another, showing respect
and taking turns, their ability to tell me specific body parts on our bodies/self-portraits, being
able to show their creativity and what makes them unique.

7. Closing: (Answer the following questions) 25 points

List DAP principles that relate to this lesson.
Have you looked at inclusion? Culture? Is it planned well?
The DAP principles that relate to this lesson I believe are the following, learning and
development follow sequences, development proceeds towards greater complexity, self-
regulation, and symbolic or representational capacities, Development and learning occur in and
are influenced by multiple social and cultural contexts, and Children’s experiences shape their
motivation and approaches to learning.
I believe that this activity is planned well, the student gets to have time with the teacher and
work in groups. They will be able to interact with each other identifying their differences but
also understanding that just because someone may look different than they do, it does not
make them any less important. This will help with cultural differences, body positivity as well.
The students will embrace their freckles, hair color, skin color, their height and weight in a
positive way.
 Curriculum Planning Map
Age Group: Preschool
Theme: Growing

Math Science Manipulatives

1. Student growth chart 1. Planting seeds to watch
(5.K.1, 5.PK.1) their growth progress
2. Sorting items from small (L.PK.2, L.2C.1, L.PK.3)
to large (2.PK.1, 2.K.1) 2. Celery stalks in water to
3. Weighing objects with a watch roots grow
kitchen scale (3.PK.1, (L.2.D, L.PK.2, L.PK.3,
P.2.A3) P.PK.4)
3. Butterfly experiment
(L.PK.3, L.PK.5, L.PK.6)
1. A shoe with laces to
practice tying shoes
(6.PK.1)
2. Memory game involving
animal families
(G.5.PK.1, 2.PK.1)
3. Molding dough to make
balls/shapes to
compare sizes big to
small (6.PK.3)

Reading/Writing Physical Dramatic Play

1. Story writing about a 1. Block Building smallest
magic seed to guess to tallest (4.PK.1,
what it will grow as 2.PK.2)
(5.PK.1, 4.PK.7, 6.K.2 2. Follow the leader with
2. Seed to Pear reading adult actions students
book (7.PK.1a, 7.PK.3) repeat each move
3. Create a nature book (3.PK.2, 3.PK.1)
with class about living 3. Clothing race to
things and what they practice getting dressed
need to grow (4.PK.3, – pile of button up
2.PK.2, 3.K.1, 6.PK.6) shirts and zip up
clothing to put on over
their clothes (6.PK.3,
5.PK.2, 2.PK.1, 1.PK.1)
1. Grown-up accessories
(shoes, jewelry,
clothing) pretend they
are adults (5.PK.3,
3.PK.2b, 1.PK.1, 1.PK.3)
2. Puppet families to show
different growth stages
(5.PK.3, 8.PK.3a, 1.PK.1,
1.PK.3)
3. Retelling the story of
Goldilocks and The
Three Bears (6.PK.1,
6.PK.2, 3.PK.1, 1.PK.1)

Art Large Group Small Group

1. Trace students silhouettes
and retrace them after a few
weeks to see their growth
students decorate as they
please (H1.PK.1, H3.K.4,
G6.PK.2)
2. Students draw what they
want to be when they grow up
(8.K.4, 1.PK.1b)
1. Compare shoe/feet 1. Ruler line making big to
sizes with classmates small (5.PK.1b, 6.PK.2)
(5.PK.2b, 8.PK.4a, 8.K4, 2. Word Flash Cards with
H5.K.4) pictures (small, tall,
2. Pear tasting (to go with baby, parent, old, young
seed to pear reading etc.) (5.PK.2b, 1.K.4,
book) (5.PK.2b, 4.K.5) 1.K.5)
3. Pattern making with 3. Seed package sorting 2
student’s height from of each package
3. Seed Drawing, what will their shortest to tallest matching game
seeds turn into (2.PK.4, 3.PK.2) (5.PK.2b, 6.PK.1, 2.PK.2) (5.PK.1b, G5.PK.1)