EDUC 2220- Educational Technology Lesson Plan

All About Me
Sara Canterbury
Infants and Mobile Infants/Social and Emotional Development

Common Core Standards: Ohios Early Learning Content Standards

Social and Emotional Development
Strand: Self
Topic: Awareness and Expression of Emotion
Infants
Young Toddlers
(Birth - 8 months)
(6-18 months)
Express a variety of emotions (contentment,
Communicate emotions purposefully and
distress, happiness, sadness, surprise, dislike, intentionally, including complex emotions such as
anger and fear) through facial expressions,
happiness, sadness, surprise, dislike, anger, and fear
gestures, movement and sounds.
nonverbally and possibly with a few familiar words.
Topic: Self-Concept
Begin to understand self as a
Recognize self as a unique person with thoughts
Separate person from others.
feelings and distinct characteristics.

Lesson Summary:
This lesson will focus on social and emotional development in our infant classroom. We will talk about our
feelings with children in numerous different ways. This will expand the vocabulary so that children will be
able to communicate emotions purposefully and intentionally. We will also learn about each childs family
putting to use technology as a tool.
Estimated Duration:
This lesson will be introduced over the course of a week and could possibly last longer. We will intentionally
plan to introduce activities and materials in two small group times a day. These usually range anywhere
between 5 and 10 minutes. Some materials can be left out for children to manipulate and come back to
throughout the day. This will provide repetition throughout the day so children can come back to it when
ready.

Commentary: Through my education and experience, I have learned that lessons for younger children need to
be meaningful to each childs everyday life. Meaning if the lesson contains familiar things that children see
every day, they will be more interested. Using technology as a tool I will gain their attention through using the
photos and voices of families. I will be animated and use excitement when do activities, my attitude sets the
tone for the children. If I am interested in the activity and use charisma the children will be more interested
than if I use a monotone voice and dont use expressions when talking and doing activities with the children.

Instructional Procedures:
We will focus on implementing the following lesson throughout the day and will introduce these activities
during small group times. We have two small group times a day, and will use repetition and repeat each group
time in the morning and in the afternoon.
Day 1:
Small group one& two-Prior to this activity, each childs family would have gotten their picture taken using
and I-Pad. Each parent or family member would be asked to express a different emotion, such as happy,
excited, silly, ext. These pictures will be displayed on the I-pad as we talk about each family members
emotions. We will play a game called Guess Whos Mommy or Daddy. Older children up to 18 months old
can help with touching the I-pad to get it to change pictures. We can discuss how they may be feeling; we will
use strange people who are not familiar to do angry, or sad. We will do this so children wont get upset or
have negative emotions. Children will get excited when they recognize their family members. Some children
may even mimic the faces in the picture or of me copying the emotion.
Day 2:
Small group one& two-Prior to this activity, each childs family would have gotten their voice recorded on a
recorder. We will use each familys voice to play a hearing game, but instead of using a picture this time we
will be using the familys voices. Each family will be recorded either saying or singing a song or rhyme. We
begin by playing each recording with the children. Children will again get excited when they recognize their
family members. We could also use the I-pad to show the children the pictures of their families that match the
voices.

Day 3:
Small group one& two- During this activity, I will have created a book about feelings just for the children. I
will be used on an I-pad. We will create this book using vocabulary words related to feelings. This book can
be printed out and created into a durable hard back book. The teacher will begin by reading the story with the
children using the I-pad. She will be right with the children and discussing what they see in the picture in
addition to reading the story. We will talk about the events, colors, shaped, or anything that may be in the
book. I will make sure to have eye contact with the children also, so that I can observe their facial reactions or
anything else that may be important.

Day 4:
Small group one& two
For this activity I will choose an interactive video on YouTube to do yoga with the children. For younger
infants we will still include them in this exercise. We will use again the I-pad for this video. I will need to
find and plan this video ahead of time, to be prepared and to think of additional ideas in case the children are
not interested. However, we will start by displaying this video and mimicking the actions and exercises that
are shown in the short video. I will be able to observe if children are interested in trying new things or able to
mimic our actions.

Day 5:
Small group one& two
For this activity I will take pictures of each child. I will take each childs photo and edit it, highlighting certain
parts of the face and body. I then will create a slide show of them images talking about each facial feature and
whose nose is this and we will point to each part of the body accordingly.

Pre-Assessment:
For my pre-assessment I will need to take individualized observations of children. This will tell me where
children are and what standard I will be focusing on for each child. This will allow me to work with each child
at their level. In my infant classroom I am assigned five infants, so this makes it easier to carry out these plans.
We have a total of 10 infants in our classroom and two teachers. Children are assigned to a primary caregiver,
these are the children we primarily work with.
Scoring Guidelines:
I will make a simple checklist which allows me to mark what children are able to do before. It will contain
indicators that will match with the content standard. For example I will be able to identify if children can
express or communicate their feelings. I can begin to see what children already know for younger infants, if
they look your way when you call their name. For mobile infants I could ask them where their body parts are.
I would keep written record of these observations so that I can track development.
Post-Assessment:
Again, I will need to take observations and compare them to the pre-assessment observations. I then will
compare the two and find out if the child made progress. I could also use a written record; this is a longer
observation with more details to what exactly the child can do. I can also take pictures and document the
progress and display it for parents.
Scoring Guidelines:

Using assessments with this age group entails documenting information/observations and then analyzing it.
This is the process for the educator to plan further activities. Once the child meets the standard they move on
to the next one for older children in the Ohios Early Learning Content Standards.

Differentiated Instructional Support

Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students: The instruction for children in my age range is already differentiated per age group. I have children
between the ages of six weeks to eighteen months old. I use two different indicators per a standard during any
given activity. For younger infants I would try to get them focused on what I am talking about pointing and
talking, while older mobile infants would be allowed to freely t
Discuss additional activities you could do to meet the needs of students who might be struggling with the
material: Working with infants I am always focused on learning standards and what I need to work on. For
instance during our whole day, when a child demonstrates an emotion I would talk that child through what
he/she is feeling.

Homework Options and Home Connections

I would choose to share a website with families maybe in the newsletter that addresses what we are working
on for the week. This would encourage parents to be working with the children on the same goals. I would
give them this website http://everydaylife.globalpost.com/emotional-development-activities-infants-3769.html
or most likely copy and paste it and print it out. This will encourage parents to do and focus on small activities
with their child.

Interdisciplinary Connections
Language and literacy can also be integrated within this lesson plan to strengthen student learning. This
Content Standards strand is under Listening and Speaking, its topic is Expressive Language. Children will be
able to Experiment intentionally with sound inflection and gestures in different ways to express wants, needs
or feelings. I could also fit into this lesson the Approaches Towards Learning, under the strand Initiative, and
topic initiative and curiosity. Children will begin to be able to show interest in people and object and explore
the environment. They will demonstrate a willingness to try new activities and experiences.

Materials and Resources:

For teachers

For this lesson I will need a hand held recording device, and an I-pad.

For students

Since I work with infants, I will need to be right with children as we use these devices.

Key Vocabulary
Family and feelings

Additional Notes