SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher Theresa Wilkinson Grade Pre K

Subject _Social and Emotional Development
Time Needed for Lesson 20 minutes Lesson Concept Interpersonal Skills __

PA STANDARD(S) (Write out standards):

 16.2 PK.B Identify similarities and differences between self and others
 16.2 PK.C Engage in reciprocal communication with adults and peers.

BIG IDEAS/ESSENTIAL QUESTIONS:

 BIG IDEAS: Early adult-child relationships, based on attachment and trust, set the stage for life-long
expectations that impact children’s ability to learn, respect adult authority, and express themselves.
Positive peer interactions create collaborative learning opportunities. Relationships with others provide a
means of support.
 ESSENTIAL QUESTION: How do my relationships with adults and peers help me feel secure, supported,
and successful?

ELIGIBLE CONTENT:

OBJECTIVE(S) (Be sure to include all four parts):

After a discussion and game about likes and interests, students will be able to express themselves creatively by
constructing a self-portrait that includes at least 3 parts of a recognizable face.
MATERIALS:

 This Is Me worksheet (attached)

 Bean bag
 Crayons
 My personal photos (attached)

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

The purpose of this lesson is to introduce myself to the class and have them introduce themselves to me. I will
begin with a game to encourage discussion and sharing of likes and interests before telling students a little about
myself. I will show pictures as I talk about my interests and favorite things. I will then have students express
themselves creatively by creating a simple self-portrait.

BODY (Bulleted step by step/differentiation must be included)

 Begin lesson with students seated on the carpet.

 Tell students that we will be learning more about each other. We will all have a chance to share something
special about ourselves.
 Tell students a little about myself (children, pets, favorite hobby, favorite activity, favorite color, and
favorite food).
 Show students pictures as I talk about myself.
 Remind students that we are all different and unique and that makes us special.
 Remind students that two people can have the same likes and interests.
 Explain that we will be playing a game in which I will toss a bean bag to a student and ask a question.
They are to tell the group their name and answer the questions before tossing the bean bag back to me.
o What is your favorite color?
o Do you have a pet? Kind? Name?
o What is your favorite food?
o What is your favorite game or activity?
 Demonstrate and model what to expect.
 Ask questions to check for understanding.
 Play game making sure that each student has a chance to tell a fact about themselves.
 Explain that even though we have things in common that we like, we are all unique and different and that
makes us special.
 Tell students that they will now have a chance to draw a picture of themselves using their favorite color
 crayons.
 Ask students what they think they will need to include on a picture of themselves. Call on random students
to answer.
 Remind students that to draw a picture of themselves they will need to include the parts of a head/face
such as eyes, nose, mouth, and hair and can include eyebrows, ears, freckles, earrings, hair bows, dimples
etc.
 Dismiss students to the tables by calling on students based on physical attributes.
o All students who wear glasses may find a seat.
o All students with brown hair may find a seat.
o All students with blue eyes may find a seat.
 Have students return to the table to begin work.
 Give each student a copy of the This Is Me worksheet and a variety of crayons to draw/color with.
 Tell students that they will have five minutes to complete their picture and that I will flick the lights when
it’s time to finish up.
 As students are working, walk around and engage in conversations to check for understanding. Help
students by either writing their name on the paper or helping them to write the letters they may already
know.
 Engage in conversations about the features on the self portrait to make sure they include at least 3 features.
 When 2 minutes are remaining, flick the lights and tell students that there are two minutes remaining and
to begin to finish their picture.
 When 2 minutes are up, flick the lights again and tell students that time is up.
 Collect students’ self portraits for assessment and to display in the classroom.

CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?

As students are finishing up their pictures, remind them how unique and special they all are even though they
may have some of the same likes as their friends. Point out that many friends like the same colors, or foods or
animals. These things are things that we have in common. Remind them that it is ok to be the only one who likes
something. This makes us unique. Tell students that I will be hanging up their pictures in the class and encourage
them to look at each other’s pictures to see what they have in common.

ACCOMMODATIONS/MODIFICATIONS:

 Enrichment: For students who master this quickly, have them add more elements to give their portraits
more details such as earrings, moles, glasses, freckles. Have them write their name or words to describe
themselves.
 Support: For students needing help, scaffold instruction and focus on one element of the portrait at a time.
Show examples. Concentrate on what is needed for the portrait before concentrating on drawing the parts.
Work in small groups. Break the process down into individual parts and focus on one part at a time until
 mastery.
 Offer chunky crayons for students working on small motor skills.
 Offer digital technology if possible.
 Directions will be repeated and clarified as needed.
 Offer verbal praise, cuing and redirection.
 Verbal and visual time reminders will be given to warn of transitions if needed.
 Students needing accommodation for visual or auditory impairments will be seated closest to the teacher
 All adaptive assistance will be available.
 Room will be set up in an inclusive, unobstructed manner.
 Students needing help will be partnered with a peer helper.
 Students working on staying on task will be paired with a positive role model, peer mentor.
 Frequent breaks will be provided for students who are working on attending skills.

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and
summative assessment measures for all levels of differentiation.

I will ask questions to check for understanding throughout the lesson. I will observe and informally ask questions
to check for understanding throughout activity. I will encourage and informally observe peer discussion. While
the students are creating their self-portraits, I will walk around and engage in conversation to observe and
informally note student’s understanding of the concept of self-portrait specifically that it contains at least 3
features. I will collect the self-portraits and check that each one can be easily recognized as a portrait using at
least 3 characteristics and then display them in the classroom.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in clinical
placement):

Overall this was a good lesson. Many things went right although they could have gone even better. The class
enjoyed seeing the pictures of my kids, dog and favorite things. They liked to hear about my life and wanted to
add things that they had in common. Since it was only the 3rd day of school it was a little difficult to keep them
from calling out, but I used verbal prompts to remind them to raise a quiet hand. I tried to call on children whose
hands were raised as well as calling attention to that fact. I used a banana shaped bean bag which made the
activity even more fun. I immediately changed my plan by letting them tell what they wanted to tell about
themselves. I instructed them to stand up and tell us who they were. ALL KIDS DID THIS! I was a little worried
about the shyer kids, but I was able to make it fun and silly so they all said their names loudly. I then just asked
them what they wanted to tell us about themselves. Most said their favorite sport, color, or food. One said his
favorite was Mom and Dad. Once they said what their favorite things was, I repeated it and thanked them for
sharing with us. I then had the class say loudly, “Hi_____!” The student smiled and said hi back before tossing
the banana back to me. This was a lot of fun and did take a while. Some students started to get off task towards
the end so I used their name to ask if they heard what the student standing said and if they liked that too. Overall,
this was a success and one I will use again. I think I would like to create a book about myself with a getting to
know me theme to use to read to the class. Once we finished the introductions most kids worked attentively at
creating a self-portrait. I realized that my criteria were too difficult for some children. Many of them have never
been in a setting like this nor have had the chance to draw. However, I now know which students are unable to
make a face and will be able to work with them on recognizing the parts of a face as the year progresses. I would
also change the page to include a place for me to interview them about their favorite things to add to their picture.
This can be turned into a class book to add to the reading center.
Makenzie & Izaac
My kids
 Luna
My dog
 My Garden
Favorite Hobby
 Camping
Favorite Activity
 Purple
Favorite Color
Hot Fudge Sundae
Favorite Food