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Student Name; Amy Kerr

Proctlcum Lesson Plan


Type of Activity: Process Art Tin Foil Painting w/ Q-tips
Age: 3-5 yr. olds
Number In group: 18

Observation and Planning


On-Going Assessment

Why do this activity?


(Observaf/ons-Dafa
Collection & Analysis)

What
What

can children learn?


can children do?
Skills
Concepts:

WAAELS Performance
Standards
(Planning and Curriculum
Goals)

Help with children's development of fine motor skills. Also will give me the opportunity to use some of the
guidance strategies we have been working on.

This activity will give children the ability to practice their fine motor skills of how to hold a Q-tip with the pointer
and thumb. Practice using a smaller utensil for drawing, writing, or scribbling. Some have gotten quite good with
smaller crayons and pencils, but some need practice.

Developmental Domain- Health and Physical Development


Sub-Domain- B. Motor Development
Developmental Continuum- Performs simple fine motor skills and manipulates smaller objects with increasing
control.

Glue
Materials Needed

Construction Paper
Tin Foil
Q-tips
Preferably temper paint in small paper cups with dish soap mixed in to help stop paint from flaking off of the tin
foil.

Prepare for the Activity- Implementation

Invitation/Hook/Finger
Play/Song/Question

Procedure

(list steps in bullet points


or numbers so you can
follow along as you
teach)

Questions to ask

(open-ended questions
support divergent
thinking; how, why, what)

I will set this up after breakfast at the art table for free choice. I would just like to observe them explore something
new and watch them have fun. Mrs. Denise will be able to do her transition and whatever plans she has for the
day. Most of the children love the art center. I don't think that it will need much introduction, but I will tell them
there are some new supplies at the art table. Remind the students that only 4 or 5 are In the art center at a time.
I'd like to be able to observe to practice my guidance strategies when someone starts to fling paint, fight over a
color, or help them to use their "words."
Make the sheets with my tin foil at home. I'm going to cut different shapes out of the tin foil, and glue them
to neon sheets of construction paper.
At school after breakfast I need to mix paint and the soap up into the small cups with the Q-tip in each
color. I will have multiples of the colors to help reduce misbehavior of wanting a different color, (good
opportunity for guidance)
This is supposed to be about the process and not the finished product so I will not be doing it with them,
because they like to copy or have me do it for them.
Allow them to explore and have fun. If more children would like to do it, we will have to have them ask if
they can do it when someone finishes with their picture, (good chance to practice my guidance)
I think that the only question I will ask are
fe> How was the Q-tip to paint with?
<% Why do you think that happened? (while I'm observing them at the art center)
I will be observing and taking notes on how they did holding the Q-tip. How are their fine motor skills developing?
Also Mrs. Linda has made them name cards to practice writing their names. I'd like to observe how they have
progressed since last week.

WITC Instructor Only


/2 Activity Plan is developmental^ appropriate
/2 Activity Plan is comprehensive
/I Professional Presentation/spelling & grammar is correct

Reflection- On-Going Assessment

REFLECTION

How did the children


respond to the activity?
What did they do?
What did they learn?

COOPERATING TEACHER

STUDENT

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/3 points

2/3 points

Was the activity well


organized? Were there
enough materials? Were
the guidance techniques
appropriate?
/3 points
Was the activity effective
in encouraging the
concepts and skills? Did
the student encourage
those concepts through
questions?
What would you do
differently next time?
How can you build on
this activity for your next
lesson?

^3 points

y-es

an
/2pojnts

points