Culturally Relevant, Developmentally Appropriate Lesson Plan
Culturally Relevant, Developmentally Appropriate Lesson Plan
Culturally Relevant, Developmentally Appropriate Lesson Plan
Lesson Plan:
Kendra Barrett
ECE 405 Professor: White
We are using books to learn Syllables, New Words, and Structure through music!
Content Area or Developmental Focus: using the reading book to learn Language, The
breakdown of words, and Learning syllables.
Age/Grade of Children: Ages 4
Length: 30 minutes
Aspect Activity/goal
Goal Children to learn the breakdown of words is a fun and interactive way. The
children should be able to understand the syllables of a word, be able to sound
out the hard work and be able to say words together. They are learning the
fundamentals of the language.
When we teach children to read, write, and communicate it is crucial that they
understand language. Reading and the breakdown of books can provide a great
base of early reading, writing, language, and communication construction for
children.
Communication Types of communication:
ASSERTIVE COMMUNICATION
Assertive is an expression of the persons’ needs and thoughts, this delivery of
words does not attack the other person. A complete assertive response includes
behavior, interpretation, feeling, consequence, and intention.
Behavior
Interpretation
Feeling
Consequence
and intention
“Assertive behavior allows everyone to feel comfortable and safe, while
aggressive people tend to seek control and get their way even if it means hurting
others” (KLEINSCHMIDT, 2017). It is important for people to feel like they are
working together on things like group projects.
Aggressive communication:
Aggressive is when someone uses a verbal attack on another person. This attack
can demean the other person and cause physiological pain. “Aggressive people
can be intimidating; others may begin to avoid them” (KLEINSCHMIDT, 2017).
Most people do not like to hang around aggressive people, this type of
communication makes it hard to get along with others and form adequate
meaningful relationships.
Many time these people “Aggressive people often appear commanding and place
high expectations on others” (KLEINSCHMIDT, 2017). This can make it hard
for change in the person.
INDIRECT/NON-ASSERTIVE COMMUNICATION
According to Melissa McNamara (2017),
“An indirect communicator, also known as passive, will not be able to effectively
communicate a message as clearly as someone who is assertive. An indirect
communicator will often be shy, quiet, follow orders and avoid confrontation. In
a workplace setting, a person who is passive will rarely be promoted to a
management position because their verbal and nonverbal communication do not
portray confidence or the ability to give orders”(MCNAMARA, 2017 para.4).
It is important emotionally, physically, and mentally o have good relationships
and communication skills. Also staying calm while talking helps provide low
blood pressure and better overall health. Proper communication is good for you
and your child.
“Without effective communication, showing your unique sense of
individuality would be difficult” (MCNAMARA, 2017).
“Communication is, literally, everything” (Miller, 2017). It is important for a
person to have adequate communication, and be part of society, to have
communication skills, and have relationships. “As an individual, you are able to
be a contributing factor to society, build relationships and express your
individuality through methods of communicating effectively” (MCNAMARA,
2017). Whatever type of communication a person is using, we are using
language.
Person’s ability to self-expression can be verbal and nonverbal. Some of the ways
self-expression allows you to choose how you want to be portrayed to the world
are through the clothes you wear, music you listen to and past times that you
participate. (MCNAMARA, 2017). Nonverbal communication is just as
important as verbal communication and can tell us almost as much as verbal
communication can. Communication in itself differs from language,
communication in general is, “process of sending and receiving messages that
enable humans to share knowledge, attitudes, and skills” (License, 2017).
Nonverbal communication can consist of a few different things, there is no
speaking of words in nonverbal communication but this consists of, “facial
expressions, eyes, touching, and tone of voice, as well as less obvious messages
such as dress, posture and spatial distance between two or more people” (License,
2017). Although you may not be using words with nonverbal communication you
are using everything else, even science can form communication. With this being
said verbal communication would be communicating using words. This can also
include things like tone of voice and is limited to human alone because we are the
only species that can use a spoken language. With these definitions and
explanations being clearer now, we can move on to what this all means to
language in different aspects to anthropologists, such as individuals, status, and
identity.
The ten important developmental appropriate teaching strategies
according to NAEYC (2005) are…
1.)Acknowledge what children do or say, 2.)Encourage persistence and
effort rather than just praising and evaluating what the child has done, 3.)
Giving children specific feedback rather than general comments.
4.)Model attitudes, ways of approaching problems, and behavior toward
others, showing children rather than just telling them. 5.) Demonstrate the
correct way to do something. 6.) Create or add a challenge so that a task
goes a bit beyond what the children can already do. 7.)Ask questions that
provoke children’s thinking. 8.) Give assistance 9.) Provide information,
directly giving children facts, verbal labels, and other information. And
10.) Give directions for children’s action or behavior (Naeyc, 2005).
There is a certain way that we want to communicate with parents, and one of
those ways can be through the RERUN approach.
R-Reflect
E-Explain
R-Reason
U-Understand
N-Negotiate
Vocabulary/Language Language is such a major part of the world that we live in, this is how to
communicate with other people, and how we relate to other people. Language
comes in different forms it can be verbal or nonverbal. I believe that an important
aspect to show about language is that it is directly related to who we are, where
we come from, and how we interact with other people.
Language is considered a type of, “system of communication that uses both signs
and symbols to create and convey messages” (Richley H. CrapoLara Braff,
2013). While using this definition this can mean different things, this can be
using symbols in writing, for example, Egyptian writing used symbols and
pictures to communicate words and meaning. This can be signed, such as sign
language, moving the hand and other ways such as acting out interpretations of
communication, and verbal, using words to communicate. Each way of
communication has a set of shared rules, these include, “one: forming the
particular speech sounds used in the language, two: putting the sounds of speech
together into words that symbolize concepts, and three: putting words together
into sentences that portray the relationships between concepts” (Richley H.
CrapoLara Braff, 2013). Language has developed over many years and has been
a great connection to understanding the past, and a great looking forward to
understanding the future. Language is such an important aspect of the world,
whether human or nonhuman, types of communication and language is shared,
and is vital to living
Objective The children will be able to pronounce, say, break down, and even spell and read
the words.
When we look at a syllable, we should have a good understanding of what they
are. “a syllable is a single, unbroken sound of a spoken (or written) word.
Syllables usually contain a vowel and accompanying consonants. Sometimes
syllables are referred to as the ‘beats’ of spoken language” (Run, 2018).
When a child learns about syllables a child is “learning about syllables is part of
learning how to decode and spell words. It helps children understand the
conventions of English spelling, including when to double letters and how to
pronounce the vowels in words they might not have seen before” (Run, 2018).
This is important for speaking the language, understanding the language, and
getting to know the fundamentals of communication.
Building a When it comes to self-regulation and learning, this is so important for a child to
Community know about themselves, how to operate their own minds and how to interact with
of Learners others socially through the self-regulation they have learned. We are to learn each
little human as best that we can so that we can get on their level and help them
develop in their way. “Children develop best when they have secure, consistent
relationships with responsive adults and opportunities for positive relationships
with peers” (NAEYC, 2009, p. 11). This is important because creating a
relationship with a student is important in teaching them. “Because early
childhood settings tend to be children’s first communities outside the home, the
character of these communities is very influential in development. How children
expect to be treated and how they treat others is significantly shaped in the early
childhood setting. In developmentally appropriate practice, practitioners create
and foster a “community of learners” that supports all children to develop and
learn. The role of the community is to provide a physical, emotional, and
cognitive environment conducive to that development and learning” (NAEYC,
2009, p. 16). This is so important for me as a future teacher to keep in mind
because I believe that the type of learning environment that we set up as teachers
should be like a home away from home.
Standards Included Looking at the guidelines for Washington state, the standard includes many
different aspects when it comes to language, learning sounds, listening, and
making words.
These standards for children ages 2-5 include according to State (2018)…
“Speaking and listening (language development)
• Respond appropriately to familiar words. Respond to directions that include
verbs, such as run, jump, reach, open.
• Touch correct body parts in songs or games where you identify parts of the
body.
• Use more than 100 words. When learning more than one language, the child
might not use words equally in both languages.
• Enjoy learning new words.
• Point to and name objects when told their use (“What do you drink with?”).
• Name items in a picture book, such as a cat or tree.
• Use mostly one- and two-syllable words, with some three-syllable words.
• Use three- or four-word sentences with a noun and verb.
• Use negatives (“I don’t want it”).
• Use adjectives in phrases (such as a big bag, or a green hat).
• Ask and answer simple questions, as appropriate for the culture.
• Speak clearly enough in the home language to be understood most of the time.
• Begin to follow grammatical rules, though not always correctly.
• Change the tone to communicate meaning.
• Recount an event, with help. Communicate about recent activities.
• Remember and follow simple directions in home language and attempt to make
sense of directions that include gestures (such as the gesture for “come here”) in a
second language.
• Follow two-step directions with complex sentence structure (noun + verb +
adverb, such as “Put the toys away quickly”). Struggle if too many directions are
given at once.
• Take turns in longer conversations.
• Use gestures or phrases to show respect for others, though need adult prompts
sometimes.
• Enjoy making animal sounds to represent familiar animals” (State, 2018).
We are looking for children to meet these guidelines. All children meet them at
different times and at their own time. All children should be meeting them in a
reasonable timing. Some children may need extra attention in this area, and many
techniques and plans like these can help children better understand language.
High Expectations Lev Vygotsky’s theory told us that we need to interact with the environment and
that learning a new thing enhances our development. Vygotsky taught that to
learn children needed to be challenged. Not to challenged where it was frustrating
and they could not complete the task, but challenged where it was increasing their
development. A child will not learn if a task is too easy because they are learning
anything new and not developing anymore. And a child will not learn if the task
is too hard because they cannot complete the task and it can become frustrating,
therefore also not helping them develop.
Materials For the materials we are going to need:
Musical instruments:
-- bells word really well
-- hand drums
-- maracas
-- tambourines
-- clickers
Will need a book, one easily created into a type of song.
Whiteboard for writing the book/now song where the class can see.
The book that we are using is
Down By The Station
By: Jennifer Riggs
Open area to play in
For later on...
-- A jar with words on pieces of paper in them
Lesson Development For this lesson, we are making sure that the children understand the breakdown of
the words.
Get the instruments all setup and ready to go.
Make sure you have a song ready, an easy song, and one with sounds and
that is fun.
Explain the lesson before handing out the instruments
Give time for the children to explore the instrument before starting
Make the instrument seem more interesting, I used magic for mine.
Go through the song slowly with them, on the verse at a time
Use your instrument to ring out the syllables
You can sing the song first
Make sure that the children do the same
Ones the children go through the whole song, you can go through it again,
but make sure they can play and have a little fun with the music and
instruments.
Sometimes children can get bored and you have to keep things interesting.
Make sure that you explain the words and what you are doing with the
words, for the child’s better understanding.
Early Language Children learning a new language can have a very hard time in class. When the
Learners! language they are learning at home is different from the one taught at school, this
can be very confusing, but at the same time, children are rapid quick learners.
They absorb language like a sponge. This is really a beautiful and interesting
process. “There is also evidence that bilingual children possess a kind of
cognitive flexibility that is rarer in monolingual children. Specifically, there is
some evidence that they are generally better at convergent thinking” (Piper,
2012). The intelligence part of a cognitive domain includes thinking skills,
problem-solving, and memory. The parts of this domain that include cognitive
development include physical knowledge, socio-conventional knowledge, and
logic-mathematical knowledge. Cognitive domain includes language
development, system, receptive and expressive languages, and literacy. “There
are many paths that lead to bilingualism, children will arrive at school with
different levels of competence in each language” (Piper, 2012). Not every child
will be entered into the school with the same language, at the same level, or even
at the same learning capabilities as another student. In fact, “early second
language learners often need time to absorb the language around them before
starting to vocalize” (Piper, 2012). A child that has already learned another
language, or is just learning a new language can have a harder time adjusting to
each environment.
One thing that I found absolutely helpful within the reading was in section 4.4
where Piper (2012) states in a list about helping children learn and adjust to a
second language…
1.) Don't correct form: As long as the child is
communicating, don’t get too picky about the
specificity of the communication.
2.) Model and expand: Sometimes showing examples and
expanding emphasis on the language will help the
children comprehend it better.
3.) Focus on the here and now: Immersion works so well
in many cases because there are so many contextual
clues including a great deal of object manipulation to
make themselves understood. The child can use
objects, pictures, gestures, movement, and even act out
verb meanings
4.) To the degree possible, make language learning
invisible: simplifying the language, and while it is
inevitable that children are aware that they don't speak
or have only limited knowledge of the language.
5.) Silence may be good, or not: Silence can mean either
the child is soaking things in, comprehending, or
learning, or that they do not understand. Making sure
the child understand is important, but also giving them
time to let things soak in on their own time is
important. (Piper, 2012, p. 4.4)
Altogether I think that we need to make sure the child is getting the best
education and that the outcome for the child is working, but also for the families,
and the teacher as well.
Piper (2012) Shows these important notes about language and teachers…
“creating a language-rich environment that includes language used for many
purposes; using age-appropriate language; using simplified language, gestures,
and many concrete objects; not teaching language per se, but providing many
opportunities for language learning and use; and being attentive to any specific
needs that may arise because of unfamiliarity to the language” (Piper, 2012, p.
4.5).
These are important because teachers need to also know how to adapt and learn
along with the children.
Early language learners: this lesson will actually help them as well, this is the
breakdown of words and language, this can help them better understand
and help them learn the language. Putting them near the front of the class is
a good way to get them more involved in the lesson. Also, you can make a
special hand out for them with the translation to their language and English
with the song, so they can see the differences and better understand the song.
Differentiation With every class, of course, there are different types of students.
When it comes to language there of course children that learn the language in
different ways and at different times.
- The best part about a lesson like this is that it can be great for all types of
learners.
- Children with disabilities also love this lesson because they get to
experience language in a different way. They can feel it, here the
difference and the breakdown like they don’t get to experience on a
regular basis.
- Children that are hard at the hearing can sit closer to the front of the class,
also those who are hard at seeing can also sit closer.
- Special needs children, depending on the child may need some extra time
in showing them the syllables, this is ok and good because this special
care can really help them with learning.
- Children with autism can flourish with this type of lesson. This is because
as long as the children don’t get too loud, can hear the breakdown of the
words and better understand and pronounce the words. This lesson
accommodated all stages and all ages 2-5 in learning language, even if the
child is behind it can help them catch up.
Assessment Explain to the children that they will all get the opportunity to show they
know a word or two through syllable music work.
(Practice/ Checking Have the children word on a story map after the lesson and reading the
for book, call them up one by one. This will not be in front of the class, but
Understanding) during the time where they get to play. You can also walk around to each
child. This is not in front of the class because they can become nervous,
and embarrassed easily although they should not it does happen.
The story map will help the children learn about the story, why we sang
the story, and what language and words are all about. “A story map is a
strategy that uses a graphic organizer to help students learn the elements
of a book or story. By identifying story characters, plot, setting, problem
and solution, students read carefully to learn the details. There are many
different types of story map graphic organizers. The most basic focus on
the beginning, middle, and end of the story” (WETA, 2018). Story maps
help children understand the story. In this case, I am helping children
understand that story, but as we go along I am introducing it in a new and
fun way where we are making another type of lesson out of it as well.
I will have the student using colors, drawings, and whatever they want and
need to fill the map in. Using the most interactive tools, because every student
can describe and get something out of a lesson that may be different from
another.
As you go through each child you will have them draw a word from the
jar and you will read it to them, and ask them to do this word in syllable
fashion.
The words will vary from hard to simple, like a train, whistle, chug,
travel, book, music, and so on.
You will help them as needed, and you will also be checking for
understanding during this time. You can write down evaluation and check
progress as this activity is done during each time.
Rewards Each child after finishing their task will receive a syllable award, this is just a
little badge that has something positive written on it and that they have
accomplished a great task.
Pride The pride they hold in finishing the task, learning new words, working hard and
succeeding will keep them wanting to learn, thriving, and succeeding in class.
Culture Culture is all around us, and every person has culture, this means more to some
than others, but it is still important to realize and as a teacher know how to be
respectful to differences in culture. “Culture at the center of debates surrounding
relevance, relationships, and rigor in learning processes” (Kana’iaupuni, 2010).
When it comes to culture, one of the most important ways of educating is through
language and communication, this thing determines how a person learns, what a
person learns, and depending on the culture where a person learns. “Culture
shapes the mind, which provides us with the toolkit by which we construct not
only our world but our very conceptions of ourselves and our powers” (Bruner,
1996, p. 7). Culture is an important aspect of people’s lives, and a teacher we
need to respect, harbor, and nurture children’s and their families culture.
Closing/ Method of Bring the whole class back together again, and read the book again. Then ask the
sharing this class as story time their favorite part, what songs they may want to hear about
information with next time, what their favorite instrument was, and a new word that they learned
families for the day. Make sure while you sing the song you are doing syllable break
down. Allowing also the children to talk freely about the exercise will help for
further better understanding, and better teaching for next time, while allowing the
children to use their language to talk about the exercise.
During this time I would like to talk to them about taking trips on trains or in
other ways. I would like them to share all about the trips they have taken, and for
the next class, I would like them to bring something from their best and the most
favorite trip they have taken. This is where I can introduce new cultures and
perspectives on the world, I will them continue this cultural diversity into the
next class and bring in a new book. The reason I did a song is that it is a new fun
way to read and learn about language and a new book while introducing the next
lesson to the class before they leave for the day. There is a lot of information here
to take in for these little ears, so bringing it in where they can relate to it is the
best way to remember the lesson.
The lesson holds the attention of the students because it is so interactive and it
accounts for all types of students. This also introduces a new book and opens up
many another lesson plan not only within itself but for the next classes after.
References:
Bruner, J. (1996). The Culture of Education. Cambridge, Massachusetts: President and Fellows
of Harvard College.
Coats, K. (2013). Children's Literature and the Developing Reader. San Diego, CA: Bridgepoint
Education.
Hastie, P. (2012). Foundations of moving and learning. Retrieved from
https://content.ashford.edu/.
Kana’iaupuni, S. B. (2010). Culture-Based Education and. Honolulu: Kamehameha Schools,
Research & Evaluation., 1-30.
KLEINSCHMIDT, K. (2017, August 14). Aggressive Behavior Vs. Assertive Behavior.
Retrieved from Livestrong: https://www.livestrong.com/article/140884-aggressive-
behavior-vs-assertive-behavior/
MCNAMARA, M. (2017, June 13). Why Do We Need Effective Communication? Retrieved from
Livestrong: https://www.livestrong.com/article/171955-why-do-we-need-effective-
communication/
Naeyc. (2005). 10 Effective DAP Teaching Strategies. Retrieved from NAEYC:
https://www.naeyc.org/resources/topics/dap/10-effective-dap-teaching-strategies
NAEYC. (2009). Where we stand, on curriculum, assessment and program evaluation .
Retrieved from NAEYC national accusation of the education of young children:
http://vizedhtmlcontent.next.ecollege.com/pub/content/0808f49e-e73f-4a6f-b13b-
4cf8379b4ec3/NAEYC_2009.__Where_we_stand_on_curriculum_assessment_and_prog
ram_evalu.pdf
Piper, T. (2012). Making meaning, making sense: Children’s early language learning. San
Diego, CA:: San Diego, CA: Bridgepoint Education.
Richley H. CrapoLara Braff, D. B. (2013). Cultural Anthropology. Bridgepoint Education, Inc.
Run, S. (2018). Syllables. Retrieved from The school run: https://www.theschoolrun.com/what-
is-a-syllable
State, W. (2018). Washington State Early Learning and Development Guidelines. Retrieved from
Washington State Department of Early Learning: https://del.wa.gov/helpful-
resources/washington-state-early-learning-and-developmental-guidelines
Wardle, F. (2013). Collaboration with Families and Communities. San Diego, CA: Bridgepoint
Education, Inc.
WETA. (2018). story maps. Retrieved from reading rockets:
http://www.readingrockets.org/strategies/story_maps
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