20 students total 1 student has a hearing impairment 1 student has a visual impa

20 students total
1 student has a hearing impairment
1 student has a visual impairment
Your task is to create an interesting, engaging lesson plan for an average Tuesday during the spring semester. Your lesson plan must meet the following requirements:
There must be a cohesive theme for the day that’s present in every activity and lesson throughout the day.
Every lesson must incorporate an art project, music, or movement activity. It doesn’t have to be the main focus of the lesson, but it should follow the criteria outlined in the text. Remember, a coloring page where each student will end with a similar final product doesn’t count as art. Double-check your text for the definitions of art, music, and movement if you feel unsure.
You must include your accommodations for the child with a hearing impairment and the child with a visual impairment. Reference the end of each chapter for specific ideas.
Each lesson should account for students’ level of development. The independent activity shouldn’t require a sustained focus greater than 20 minutes.
Your plan must include a lesson for each of the following subjects:
Learning to Recognize/Write Letters of the Alphabet
Social Studies
Physical Education
Cultural Appreciation
Conflict Resolution
As with all ECE exams, begin with your Title Page formatted in APA style. (Refer to the assignment’s open office hour for a sample image of the Title Page in APA format.) Format your paper using a standard font such as Times New Roman or Arial, 12-point type. Set the margins at a standard 1 inch on all sides. Set your line spacing for double-spacing. Because you’ve already provided your information (your first and last name, your student ID number, the examination name and number, the course name and number and the date of submission) on your Title Page, no running header is necessary. Be sure to give your plan a title based on the theme you’ve chosen. The standard style format for citations, if required, is American Psychological Association (APA).
For assistance with proper APA in-text citations and references, please see the Research and Writing page in the Virtual Library.
Each subject must follow this formatting:
Materials Required:
Guided Practice:
Instructions to Students:
Art/Music/Movement Element and Explanation:
Approximate Duration of Independent Activity:
This lesson belongs in a unit with a “Diversity is Wonderful” theme.
Subject: Reading
Topic: Everyone is Special
Materials Required: The Rainbow Fish by Marcus Pfister, white paper, colored tissue paper, shiny foil cut into small shapes, crayons, glue sticks, teacher’s example
Introduction: Reading the story, The Rainbow Fish, and have a discussion about why the Rainbow Fish is still special, even though he’s not the most beautiful fish in the ocean anymore. Key Question: What makes someone special? Is it their appearance or what’s inside? Or a mixture of both? What makes you special?
Guided Practice: If I were a creature that lives in the ocean, I would be an octopus. Because I feel like I’m always doing so many things at once. I feel like this fish is the best example of myself. It will be colorful and contain a single, shiny foil piece to represent my shiny scale.
Instructions to Students: You’ll be creating your own fish! This fish should be what you think you’d be if you lived in the ocean. Know that it doesn’t have to be a fish; it can be any creature that lives in or around the ocean, like an otter or a penguin. It should be just like you, though! You’ll use your hands to rip the tissue paper into smaller pieces, and you’ll glue them onto your page to create the shape of your fish. You’ll be allowed one shiny scale, and you can use your crayons to draw a face or other features you’d like.
Art/Music/Movement Element: Students will be creating their idea for what they’d look like as a fish. This qualifies as art because no two fish will look similar, and this isn’t busywork. Students are working on their self-reflection skills to find representations of who they are as individuals.
Accommodations: The student with the visual impairment can touch the book as it’s read to feel the shiny scales on the page. This student will also be given assistance to help glue and attach his or her fish scales. The student with the auditory impairment can sit more closely as the story is being read to hear better. Also for the hearing impaired student, a second reading of the story can occur if necessary.
Approximate Duration of Solo Activity: 15 minutes
Please use a single page for each subject. Therefore, you should have 10 pages, plus the title page, when you’re done.
The concepts for integrating art, music, or movement into your lesson plans and curriculum are outlined thoroughly within your text. There are even sections dedicated solely to conflict resolution, technology, and other various subjects. Use the index of your book to help you find those specific readings.
Be sure to make the lessons engaging. Remember that preschoolers are only 3–5 years old. They enjoy fun, novel activities that require hands-on experiences. The more you can get them on their feet or with hands on materials, the more likely they’ll enjoy the activity and remain on-task.
Your final project should be at least 11 pages, depending on the amount of description you use in each section. Use APA formatting to create your document.

The post 20 students total
1 student has a hearing impairment
1 student has a visual impa appeared first on Skilled Papers.

20 students total 1 student has a hearing impairment 1 student has a visual impa
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