Lesson Plan Title of Unit: Horton Hears a Who. Grade Level: Pre- K Aim (Big Idea): Goal: A person is a person no matter how small and creating a sense of community Objectives: Objective 1: The students will be using synthesis, to apply things they already have knowledge of and can do to a new situation. Since they are going to make their own world one day they will have to use things they already have access to, but add on to it to make a new world. Objective 2: The students will use comprehension as well in this lesson. They will have to describe, compare, and contrast information, from the book to the other students in the classroom s work. Objective 3: Evaluating themselves will be a big objective in this lesson. They will have to judge the relative value of an idea. When creating their own world they will have to come up with things going on in their own world and tell the reasons why they put this in the world. They will explain to us about their world, and what it means to them. National Standards for the Visual Arts: Standard: Three- Choose and evaluate a range of subject matter, symbols and ideas. The students will be given the project and have to think outside the box and come up with ideas to make a new world, and think of things as a whole not as individuals. Standard: One- Understand and be able to apply media, techniques, and processes. The students will be coloring and making their own individual dolls one day and they will need to know the different functions and tools to do this. They will also need to know the different tools to draw and color their own world. Standard: Five- Reflect upon and assess the characteristics and merits of their work and the work of others. We will have a time where the students are able to tell everyone about their own individual work, and why they drew or colored things certain ways. This will give the students ability to speak in front of their classmates and let everyone know how they feel about their own world.
Methods: Motivator What prompt will you use to gain students attention and interest in the lesson? Put Your Horton Ears on, and the students will have to raise their hands to their ears so that they can hear better. We will address this as soon as we first get into the classroom. This is a fun way to not only get the children to listen but to get them interested in the book, since it also relates to Horton. Illustrated Storybook What work of children s literature will you use to help children understand the big idea, context, or skills required for this lesson? How will you use it? We will use Horton Hears a Who. The idea of it is that there is this small town inside of a clover but no one can even see it. It takes the entire town to yell as loud as they can for anyone to hear it. Even though they cannot be seen they are still there. This book will help explain to the students that it does not matter how small things are they are still important, and can still exist. We will read the book each day, a small part of it each day and ask questions about what the students think will happen next. Exemplar Artworks that will visually introduce the lesson. The art of Michael Oliveri would be great pictures to have up when we explain what nanoscience is. We could help the students understand that these pictures we could not see without a microscope zooming on in them. Vocabulary What key word(s) will be written on the blackboard at the beginning of the lesson? Nanoscience, Large, Small, Community
Resources What additional materials (books, websites, handouts, etc.) will you use to assist student learning? Michael Oliveri s nano-science art and References to Landscapes Materials What materials will you need for the lesson? First Day: The book, Horton Hears a Who, and a sheet of paper with cut outs of little bodies that they can color on to look like dolls, or themselves. We will need markers and crayons for this activity. Second Day: The book again, and then a huge sheet of paper cut into fourths of fifths so that groups of children can color on them to make their own world. There could also be small cutouts of things for children to include in their world. We will need markers and crayons as well. Third Day: We will need the book, and magnifying glasses. We will also need a rock or some kind of object for the students to look into and see a bigger environment than what they just normally see when they look at the object. We will need pieces of white paper, and also crayons and markers again for the students to draw what they see in the microscope. Fourth Day: We will need Horton Hear s a Who. We will just need glue for one of the college students to glue down all the activities together. Procedures Think in 10 minute increments and address the following: How will the class unfold? How will you introduce the lesson? How will you teach the lesson? How much time will students have to work? Will you allow time for reflection or discussion? How will you get the students to stop working and clean up? 1. First 10 minutes 2. Second 10 minutes 3. Third 10 minutes 4. Fourth 10 minutes 5. Fifth 10 minutes Day 1:
1. The first ten minutes we will introduce our selves and tell them why we are at their school. We will also let them know our instructions. They will be informed of the Put on your Horton ears, and the consequences that could go into it if they did not put on their ears to listen. We will also assign them into groups according to where they are sitting. We will make the different groups by colors, and give each desk a color sticky note to help them remember. 2. The second ten minutes we will begin reading Horton Hears a Who. We will read from the beginning till the monkeys come in, and Horton says A person is a person no matter how small. 3. The third ten minutes we will explain what we are doing as the activity. We will pass out the papers with the cut out of the people on them. We will also pass out crayons and markers if needed. The instructions will be for the students to color and illustrate on the people as much as they want to. 4. The fourth ten minutes we will walk around and make sure the students are still coloring, and hopefully they will be. If they are not coloring still we will try to have a website on the smart board of pictures of nanoscience. 5. The fifth ten minutes will be dedicated to ending marks on their people and cleaning up. The clean up procedure will be assigned to one of the colored groups. They will be assigned to take up all markers and crayons and place them in the right container. Someone will also collect the pieces of paper and bring them to one of the college students. Day Two: 1. The first ten minutes will be dedicated to reading Horton Hears a Who. We will read from where we ended off and then stop at where he finds the clover that the Whos are in, and says that he will be with them Through thick and thin. 2. The next ten minutes will be the time we give instructions on what we are doing that day. We will give the students the opportunity to ask questions and we will answer them or let other children answer. We can discuss what might be in their own world, just like the Whos. 3. The third ten minutes will be when the children start coloring in groups their own world. 4. The fourth ten minutes, the students will still be working on making their own world, and probably explaining to their group why they want to put something in it. There will be a Art With the Child student in every group to make sure that things are flowing smoothly. 5. The last ten minutes will be dedicated to finishing up the worlds, and cleaning up. Once again another colored group will help clean up by putting everything in place and making sure everything is neat.
Day Three: 1. The first ten minutes will be dedicated to reading Horton Hears a Who. Questions will be asked to remind the students of what is happening in the book from where we left off. We will read and ask questions from the time we ended the last time until the town was about to tie Horton up and he says come on and try. 2. The second ten minutes will be where we explain what is going on in the book and try to explain what nanoscience is. We will bring in pictures and slides to show them some things that people have found. 3. The third ten minutes we will be looking in magnifying glasses and looking at a certain object (maybe rocks). The students will begin to draw these objects and color them. 4. The fourth ten minutes will continue with the students drawing and looking through magnifying glasses. 5. The last ten minutes of the class will be dedicated to finishing up and cleaning up, once again a certain group assigned to cleaning up. Day Four: 1. We will begin with finishing Horton Hears a Who. We will discuss about the book and what all happened during the book. This entire class period, one of the ARED students could be off to the side pasting everything together for the finishing project. 2. The second ten minutes we will be discussing how the book relates to ours lives. We will form a big circle in the classroom and give instructions to our physical activity. 3. The third ten minutes we will start our activity explaining big and small. We will have students stand up next to each other and explain that everyone equals one another. 4. The fourth ten minutes we will continue the activity and try to make sure that the students understand this idea. 5. The last ten minutes we will clean up and say goodbye to the students. Discussion How will students use wither written or spoken language to reflect on the visual thinking? We will have discussion on the last day for each student to reflect on why they choose to draw or color things certain ways. They will also be able to discuss what they thought of the activity and what they thought the big idea was. We want
everyone to speak and let us know why they did their dolls, and worlds the way they did. Core Subject Connections How does this lesson connect with core subjects? This lesson connects with more than just core subjects; it connects to life, which can connect to core subjects. Explaining to students that there is a whole other world that we cannot see may be beyond their thinking at first grade, but if we explain to them that everyone is equal no matter what size this can help them in life. If it were to relate to subjects, it would probably relate to science the most. Science is the subject that they would be able to look deeper in the subject of nanoscience.