Early Childhood Education Program Preprimary Lesson Plan Name: Paul Knight
Age: 3-5 years old
Name of Lesson and Subject Area(s): “Changing Faces,” Visual Arts Goal (Purpose): To explore and develop an understanding of visible expressions of emotions through visual representation.
Objectives: To identify and draw visible expressions of emotions. Key Vocabulary: transparency, clear, face, scary, scared, feelings, teeth, fangs, fur
Format/Grouping: Small groups (3-5) during Free Choice time
Materials & Preparation Needed: transparency sheets, two photographs of each child (previously taken), masking tape, permanent markers, mirrors, paper for dictation -Transparencies should be cut to the size of the photographs (4x6) and mirrors set up, prior to the activity.
Time Required: 10-30 minutes
Anticipatory Set/Connection to Prior Knowledge: Each morning, for over two weeks, a set of children have been choosing to read Leonardo, The Terrible Monster by Mo Willems. They have recognized and spoken of visible emotions in both the monsters and the people in the book. Learning Experience/Procedures: -At large group time, teachers will introduce transparency sheets and demonstrate how to draw on them. They will then describe the activity and let the children know it is available during free choice. -At the table, during free choice time, children will look through the pile of photographs for one copy of their face. The teacher will demonstrate how to tape the transparency sheet onto their photo. -Teachers will ask questions and facilitate ideas about what monsters look like. “How is a monster’s face different from yours?” “What do they have on their faces?” -Teachers will write down the children’s words and ideas throughout the conversations. -Children will use markers to “turn” their faces into monsters’ faces on the transparency sheet. -After creating monsters, children will find their second portrait. -Teachers will facilitate and document discussions about emotional reactions to monsters. “How would that monster make you feel?” “What does it look like when you’re (scared)?” -Children will use the markers to represent their emotional reactions on the transparency sheet, with mirrors as guides. -When finished, children can pin their faces on the Work-In-Progress bulletin board for viewing. Individualizations: Behavioral IEP: Children can engage in the activity with a smaller group or a pair, for more individualized instruction. The activity may be broken down into two sections for separate days. Language Barrier/ELL: Spanish-speaking aides can assist in the facilitation and dictation processes. Closure: When regrouping, the teacher will briefly discuss the activity again and show the Work-InProgress board. During the course of the study, children will be able to see their own work and that of their classmates. Assessment: Children’s understanding and representational skills will be visible in the documentation of both their works and their dictations. The children’s words will be displayed on the Work-In-Progress board, which will allow teachers to map and assess common interests. Benchmarks for State Standard: 26.B.EC Use creative arts as an avenue for self-expression 25.A.ECd Visual Arts: Investigate the elements of visual arts 31.A.ECe Use appropriate communication skills when expressing needs, wants and feelings Follow-up Experience: Children will be encouraged to identify different emotions in books they’re reading or act out emotional reactions in a group. More discussion can occur surrounding what makes things look scary, or not scary. Children can be encouraged to represent emotions in their artwork.