TIME: 60 minutes
MATERIALS
Computer/lap top
Projector
Therapist/teacher-made Power Point
Therapist/teacher-made posters depicting handwriting strokes: vertical, horizontal, circular strokes; shapes including circle, square and triangle; first letter of children’s names: M B A B E D I K M P S (12 children total)
6 bean bag chairs
capes for space troopers
Star Wars CD
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
Class comes in and sits in semi circle on their bean bag chairs. Music is playing low (Star Wars Theme). Therapist (Teacher) enters excitedly “Class, Class, I need your help! (A therapist/teacher made power point book is started.) A really mean bully named Darth Vadar has shrunken all the nice Star Wars heroes by saying mean things and zapping them with his mean light saber. (Show them a picture of shrunken Luke Skywalker, Princess Leia, R2D2, C3PO, Chewbacca and Yoda)! There is something else I want you to think about. There are lots of ways people can make other people feel small. Can you think of some ways? (calling names, picking, hitting, bullying, being mean, not letting them play, not sharing, After a few guesses, have a slide coming in with answers one at a time with pictures/words from Kelso’s choice) Okay! What can we do if anyone tries to do that to us? (Go through Kelso’s choices using document art).
Okay, Class, you can help me rescue our star war friends. We have to use our writing lasers and bring them back to size! We have to use our strokes to rescue the star war friends and to bring them back. Do you think you can help?!! It might be dangerous!! Darth Vadar might try and come and shrink us too! Class says Yeah!!!! Okay!! We are all good guys fighting for justice!! We won’t let him make us feel small!!! Let’s go make some strokes!!!
ACTIVITY:
Teaching/ Modeling:Activity 1—Stroke Laser
Okay class this is what we have to do. You each have to put on your space cape.
Then you have to sit back down on your bean bag chairs.
Children don simple cape and are directed back to their bean bag)
You always start at the top, just like the picture. Where do you start? Top. The green dot is where you start. The Green dot means Go! You stop on the red dot, red means stop. What does green mean? Go What does red mean? stop
I will call up 4 people. As you come up I will give you your nice light saber.
Then a teacher will show you how you have to move your light saber. You hold it with two hands like this (demonstrate).
Next, a teacher will hold up a big card. It will be a straight line going from the top to the bottom or starting up and going down; a straight line going across (or side to side you slide across. Everyone gets a turn.
Activity 2-- Noodle Laser. Class will do all together. Teachers helping those with special needs
Next, you will get a new magic wand. This time you will use your wand to draw a shape around our friends. There will be a new card and the teacher will show you how to make a shape. Always start at the top and go towards the bottom, following the arrow. Start on the green dot and end on the red dot. You have to make a circle or circle stroke (or curved line) starting at the top, going in the direction of the clock, going to the bottom.
Repeat for square, made of 4 straight lines.
Repeat instructions for a triangle, made of 3 straight lines.
Activity 3-- Letter Laser Yardstick. Class will do all together; teachers helping those with special needs
Next, you get a magic letter wand (yardstick).There will be some posters with the first letter of your names. The leader will make the letter and the class will call out the letter. Remember to start at the top. Start on the green dot and stop on the red dot.
Guided and Independent Practice: At the end of each set, the leader gives the children a chance to do without a model just a card, then without a card by just a verbal cue, calling out, straight line, up and down; side to side; shape; letter etc.) Star wars music will play while children are attempting to do all together.
Closure (5 mins.): After everyone is finished Have them sit back down on the bean bag chairs. All right class, let’s see if it worked. Turn power point back on click to picture of all characters big again and smiling. Hooray!!! You did it!! Star Wars theme again. You made our heroes feel big again! Remember never let anyone make you feel small!! And—remember how to do your strokes!!! Everyone do the Star Wars Victory Dance!!! Teach students the following: Put hands together go up, down, slide side to side and round and round; up/down, slide side to side and round and round; up/down, slide side to side and round and round. Yeah!!! Have class repeat with model and then verbal cues Class is instructed to take costumes off. Class goes back to room and takes the post test. Now let’s see if you can do the strokes on paper. After each is through, papers are collected and each child is given star war stickers.
EVALUATION/ASSESSMENT:
Pre-test given before class. Post test given as above. Same test, vertical line, horizontal line, circular stroke, circle, square, triangle and place to copy the first letter of name (lower case letters are written; they have to fill in the blank from a model.t
ART CONTENT/CONCEPTS:
PK-MM-CM1 Observe various forms of movement
PK-MM-CM2 Communicate words or concepts through movement
PK-MM-CM3 Show creativity using their bodies
PK-DA-DE2 Participate in activities using symbolic materials and gestures to represent real objects and situations
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
(PK-CM-G3) Describe and interpret spatial sense: positions, directions, distances and order
(PK-CSS-G2) Use words to indicate directionality, position, and size
(PK-MM-CM2) Communicate words or concepts through movement
(PK-LL-L5) Engage in activities that offer the opportunity to develop skills associated with technology by viewing, comprehending, and using non-textual information
(PK-LL-R1) Actively engage in reading experience
(PK-SE-C3) Respond appropriately during teacher-guided and child-initiated activities
MODIFICATIONS | ACCOMODATIONS:
Individualized special education Goals will be addressed as stated above from the student’s IEP
Student will be given teacher assistance as per student’s request and/or demonstrated need, both physical and/or verbal.
Instructions will be read and demonstrated to all students
Directions will be repeated as requested or deemed necessary
Student has visual examples and do not have to rely on text for directions
The activity is diverse in nature and incorporates a variety of types of art work with different cultural influences
TEACHER'S REFLECTION:
Although I planned adequate time to set up the equipment, I was interrupted in the process by an unrelated problem. As a result, I had less time than planned resulting in a mistake in set up that wasn’t discovered until after the lesson. As a result, I was unable to use the projector and the students had to view the PowerPoint on the computer. This was not as effective as using the projector would have been. Plans must be made ahead to have assistance needed to include those students with greater needs for assistance, (i.e. this case, 2 students with autism). It would also have been beneficial, although time consuming, to make individual visual prompts for special ed students. Pre-post test did not show differences. I believe, at least in part, because the objectives typically are not “teachable” in one lesson and require on-going instruction and time. The use of the writing sabers appeared to address my objectives very well. The usefulness of the PowerPoint was difficult to assess due to problems getting it started.
REFERENCES:
Lafourche Parish Web Site, La. State Dept. of Education Link, Curriculum, Instructional Resources, English Language Arts and The Arts. Retrieved February 1, 2006 at www.lafourche.k12.la.us
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