Shareena Bowles
Early Childhood Educator
Bryant & Stratton
|
New York City, NY
Associates Early Childhood Education
3.8-4.0
Community College of Allegheny 2008-2013
West Mifflin, PA
General Studies
Woodland Hills 2004
GED
Obtain a teaching job for experience within the first 6 months
Re-enter college for my Bachelor's degree, graduate in December 2027
I also plan to start the process of opening my care facility by December 2027
Teacher: Shareena Bowles
Title: Journal With My Happy Picture Collage
Age Group: School-age children (ages 5-8 years old).
Learning Objectives:
For students to practice talking, identifying, and reflecting on personal feelings and emotions, and increasing self-awareness and positive behaviors.
Identify the correct words and appropriate use of vocabulary to express their feelings in different situations.
Explain the relationship between how they feel, how they respond, and how they may make others feel.
State Standards:
16.1 Self-awareness and self-management – Ask for and accept offers of help when needed or appropriate.
16.2 Establishing and maintaining relationships- Interpret the consequences of choices and recognize that there are socially acceptable ways to behave in different places
16.3 Decision-making and responsible behavior- Actively engage in assisting others when appropriate
https://search.yahoo.com/yhs/search?hspart=shift&hsimp=yhs-shift&p=pa learning standards for emotional%2Fsocial support&type=0_2001_102_7724_108_241222
Anticipatory Set: Can you come to Emotion Town and explore your feelings and expressions with my extra fun cut-outs?
Materials: Construction paper in all colors, magazines, newspapers, printed materials, glue, scissors, markers, (teachers need either tape or staples for binder)
Procedure/Directions:
First, have the students go through the construction paper and pick colors that make them feel certain emotions (ex., Happy, sad, angry, excited). Put them to the side. Give children a pair of scissors and let them pick from the printed material. Direct the children to cut out pictures they see that reflect those certain feelings they already discussed, and glue them to the colors they chose to represent those exact feelings. When they are all finished, put the construction papers in a pile and either tape or staple one side like a bookbinder. Then return them to the students. Once all the children are finished, take their books to circle time and ask if anyone wants to share anything. Allowing them to first discuss their emotions with their peers and then again with their parents when they take the book home. After they share with their peers how certain things may make them feel a certain way, they validate each emotion and share stories of times they felt that emotion, how they expressed their feelings, and what they did when they felt those ways. Keep the conversation open and allow them all a turn to share or ask questions if they prefer.
Assessment: After group time, collect all their books for open house, go through each one, and check to see if they followed directions the best they could and make sure there aren’t any concerning behaviors or emotions we need to follow up on. Throughout the day, have them label as many emotions as they can.
Differentiation: Depending on the child's exceptionality, this activity can be done with all children with assistance from their aide or even the teacher as they work one-on-one. However, if it's too overstimulating for anyone, we can focus on one color and one emotion at a time, and one story at a time, still including them in the group activity
Activity Plan Reflection:
Were my students aware of the different emotions we have and able to identify them?
Are my students able to express how they feel and are any of the students afraid of talking about how they feel?
After this activity were my students able to identify other people's feelings and emotions?
Sources: CASEL. (2021, June 23). SEL 101: What is Social and Emotional Learning (SEL)?. [Video]. YouTube. https://www.youtube.com/watch?v=Y-XNp3h3h4A
Shareena Bowles
ECED108
10/05/2024
- E. Kneer
Lesson Plan
Toddlers
Math
Learning Numbers
Activity: Sensory Messy Play
Objective:
- To introduce counting and writing numbers
- To encourage children to count and write the numbers they are learning.
- The child will be able to identify the number and write the number appropriately
Standards:
1.4 Writing Foundational skills. Recognize print has meaning. AL.1 Constructing and
gathering knowledge through routines, play, practices, and language. AL.3 Applying
knowledge. Experience with materials to represent objects.
Anticipatory Set:
Ask the children if they ever had a sundae bar and have them participate in a pretend ice cream.
cream sundae bar. Ask the children to draw a picture of their favorite ice cream sundae
with their favorite toppings. While naming and counting all their favorite toppings as a
group. The teacher will write them on the board and count how many toppings they can
come up with
and how many combinations of sundaes and toppings they can create. The teacher writes
the numbers on the board and has the class identify the visual text, repeat the numbers out
loud as a group then select children individually to recite the numbers written on the board.
As they recite the numbers, they draw them in whipped cream on the aluminum foil. After
all the numbers are drawn, the kids are allowed to top them with their favorite sundae
toppings. The teacher walks around and assesses their progress passing out students a
scoop of ice cream to eat with their toppings.
Materials:
Whiteboard, Paper, Cutouts of toppings, markers, glue, plastic spoons and bowls, Ice
Cream, Ice cream toppings (chopped cookies, pretzels, chocolate chips, jellybeans,
marshmallows, sprinkles, colored sugar), Large cans of whipped cream, aluminum foil,
tablecloths, flashcards with numbers printed on them, and wipes
Procedure:
- Ask the children If they ever had an ice cream sundae before.
- Put children in groups of five at small tables
- Pass out drawing paper, markers, cut-outs of different toppings
- Have the children draw their favorite ice cream sundae and glue their favorite toppings on their sundae
- Have the children count their toppings and write the number of toppings on their sundae.
- Go over their pictures as a group discuss their creativity, count their toppings, and recite the numbers
- Write the numbers on the board so the children can see the visual text
- Discuss as a group how many combinations of ice cream sundaes they can come up with
- Have the children write the numbers on another sheet of paper with their names
- Collect the papers from the children and set the tables for the messy activity
- Cover the desk with aluminum foil and pass out paper bowls and spoons
- Pass out whipped cream cans and sundae toppings in small plastic containers
- Give the children the instructions as you pass out flashcards of numbers to each student
- They will write the number assigned to them by the flashcard with whipped cream on the aluminum foil
- When they are finished, they can pass their card to the left and trade it with a friend and have them write that number in whipped cream as well
- When the children are finished, they can decorate the whipped cream with their toppings.
- As the teacher walks around and assesses each child's progress, they will give each child a scoop of ice cream, to enjoy their snack of numbers.
- As they eat their ice cream, they recap all the numbers they went over in the lesson with their peers
- The teacher then will ask them questions about what they learned, their favorite part of the activity, their favorite number of the day, and why.
- After the snack is done, the children clean up and write the numbers down on another paper
- Have the children put their name on the top of the paper with the number 2 beside it
- Then collect the papers and put them aside to grade later
- Before the lesson ends make sure the children listen to, and/or even sing along with the number song
- When the song is over move to the next lesson
Assessment:
Collecting the papers the kids wrote their numbers on will allow me to assess their
progress. I will use the two to compare how well the activity worked and if it may need
some adjustments. As a group, I will assess the children by having them recite the
numbers out loud and write them down on their paper. As I walk around, I will be able
to individually see their letters in whipped cream and if any child is having any
problems still with this lesson, I will be able to assist and assess. The children will be in
small groups of five, each with an individual number they will write and be evaluated on.
After going over the sheets the children wrote the numbers down on and my notes from my
rounds of the messy activity I will be able to see the children's progress and test
them through the work they already did. This assessment will allow us to revisit
this lesson or move on to new numbers.
Differentiation:
Exceptional students would still use this lesson plan; however, I would alter the group of
numbers they were learning or even substitute the number form for the word form to help
the children learn to identify the number group that way. For children with learning
disabilities, I would have them still participate with the group, but individually, I would write
a number for them, have them create their topping combination, and verbally include
number recognition that way.
Reflection:
Were the children able to socialize, be creative, and still learn their numbers through this activity?
Was the activity engaging and did it capture the children's attention through the entire lesson?
Was the lesson easy to follow and can there be any adjustments to make the lesson more successful?
Shareena Bowles
ECED108
10/05/2024
- E. Kneer
Lesson Plan
Toddlers
Math
Learning Numbers
Activity: Sensory Messy Play
Objective:
- To introduce counting and writing numbers
- To encourage children to count and write the numbers they are learning.
- The child will be able to identify the number and write the number appropriately
Standards:
1.4 Writing Foundational skills. Recognize print has meaning. AL.1 Constructing and
gathering knowledge through routines, play, practices, and language. AL.3 Applying
knowledge. Experience with materials to represent objects.
Anticipatory Set:
Ask the children if they ever had a sundae bar and have them participate in a pretend ice cream.
cream sundae bar. Ask the children to draw a picture of their favorite ice cream sundae
with their favorite toppings. While naming and counting all their favorite toppings as a
group. The teacher will write them on the board and count how many toppings they can
come up with
and how many combinations of sundaes and toppings they can create. The teacher writes
the numbers on the board and has the class identify the visual text, repeat the numbers out
loud as a group then select children individually to recite the numbers written on the board.
As they recite the numbers, they draw them in whipped cream on the aluminum foil. After
all the numbers are drawn, the kids are allowed to top them with their favorite sundae
toppings. The teacher walks around and assesses their progress passing out students a
scoop of ice cream to eat with their toppings.
Materials:
Whiteboard, Paper, Cutouts of toppings, markers, glue, plastic spoons and bowls, Ice
Cream, Ice cream toppings (chopped cookies, pretzels, chocolate chips, jellybeans,
marshmallows, sprinkles, colored sugar), Large cans of whipped cream, aluminum foil,
tablecloths, flashcards with numbers printed on them, and wipes
Procedure:
- Ask the children If they ever had an ice cream sundae before.
- Put children in groups of five at small tables
- Pass out drawing paper, markers, cut-outs of different toppings
- Have the children draw their favorite ice cream sundae and glue their favorite toppings on their sundae
- Have the children count their toppings and write the number of toppings on their sundae.
- Go over their pictures as a group discuss their creativity, count their toppings, and recite the numbers
- Write the numbers on the board so the children can see the visual text
- Discuss as a group how many combinations of ice cream sundaes they can come up with
- Have the children write the numbers on another sheet of paper with their names
- Collect the papers from the children and set the tables for the messy activity
- Cover the desk with aluminum foil and pass out paper bowls and spoons
- Pass out whipped cream cans and sundae toppings in small plastic containers
- Give the children the instructions as you pass out flashcards of numbers to each student
- They will write the number assigned to them by the flashcard with whipped cream on the aluminum foil
- When they are finished, they can pass their card to the left and trade it with a friend and have them write that number in whipped cream as well
- When the children are finished, they can decorate the whipped cream with their toppings.
- As the teacher walks around and assesses each child's progress, they will give each child a scoop of ice cream, to enjoy their snack of numbers.
- As they eat their ice cream, they recap all the numbers they went over in the lesson with their peers
- The teacher then will ask them questions about what they learned, their favorite part of the activity, their favorite number of the day, and why.
- After the snack is done, the children clean up and write the numbers down on another paper
- Have the children put their name on the top of the paper with the number 2 beside it
- Then collect the papers and put them aside to grade later
- Before the lesson ends make sure the children listen to, and/or even sing along with the number song
- When the song is over move to the next lesson
Assessment:
Collecting the papers the kids wrote their numbers on will allow me to assess their
progress. I will use the two to compare how well the activity worked and if it may need
some adjustments. As a group, I will assess the children by having them recite the
numbers out loud and write them down on their paper. As I walk around, I will be able
to individually see their letters in whipped cream and if any child is having any
problems still with this lesson, I will be able to assist and assess. The children will be in
small groups of five, each with an individual number they will write and be evaluated on.
After going over the sheets the children wrote the numbers down on and my notes from my
rounds of the messy activity I will be able to see the children's progress and test
them through the work they already did. This assessment will allow us to revisit
this lesson or move on to new numbers.
Differentiation:
Exceptional students would still use this lesson plan; however, I would alter the group of
numbers they were learning or even substitute the number form for the word form to help
the children learn to identify the number group that way. For children with learning
disabilities, I would have them still participate with the group, but individually, I would write
a number for them, have them create their topping combination, and verbally include
number recognition that way.
Reflection:
Were the children able to socialize, be creative, and still learn their numbers through this activity?
Was the activity engaging and did it capture the children's attention through the entire lesson?
Was the lesson easy to follow and can there be any adjustments to make the lesson more successful?
Shareena Bowles
ECED108
10/05/2024
- E. Kneer
Lesson Plan
Toddlers
Math
Learning Numbers
Activity: Sensory Messy Play
Objective:
- To introduce counting and writing numbers
- To encourage children to count and write the numbers they are learning.
- The child will be able to identify the number and write the number appropriately
Standards:
1.4 Writing Foundational Skills. Recognize that print has meaning. AL.1 Constructing and
gathering knowledge through routines, play, practices, and language. AL.3 Applying
knowledge. Experience with materials to represent objects.
Anticipatory Set:
Ask the children if they have ever had a sundae bar and have them participate in a pretend ice cream.
cream sundae bar. Ask the children to draw a picture of their favorite ice cream sundae
with their favorite toppings. While naming and counting all their favorite toppings as a
group. The teacher will write them on the board and count how many toppings they can
come up with
and how many combinations of sundaes and toppings they can create. The teacher writes
the numbers on the board and has the class identify the visual text, repeat the numbers out
loud as a group, then select children individually to recite the numbers written on the board.
As they recite the numbers, they draw them in whipped cream on the aluminum foil. After
all the numbers are drawn, the kids are allowed to top them with their favorite sundae
toppings. The teacher walks around and assesses their progress, passing out a
scoop of ice cream to each student to eat with their toppings.
Materials:
Whiteboard, Paper, Cutouts of toppings, markers, glue, plastic spoons and bowls, Ice
Cream, Ice cream toppings (chopped cookies, pretzels, chocolate chips, jellybeans,
marshmallows, sprinkles, colored sugar), Large cans of whipped cream, aluminum foil,
tablecloths, flashcards with numbers printed on them, and wipes
Procedure:
- Ask the children if they have ever had an ice cream sundae before.
- Put children in groups of five at small tables
- Pass out drawing paper, markers, and cut-outs of different toppings
- Have the children draw their favorite ice cream sundae and glue their favorite toppings on their sundae
- Have the children count their toppings and write the number of toppings on their sundae.
- Go over their pictures as a group, discuss their creativity, count their toppings, and recite the numbers
- Write the numbers on the board so the children can see the visual text
- Discuss as a group how many combinations of ice cream sundaes they can come up with
- Have the children write the numbers on another sheet of paper with their names
- Collect the papers from the children and set the tables for the messy activity
- Cover the desk with aluminum foil and pass out paper bowls and spoons
- Pass out whipped cream cans and sundae toppings in small plastic containers
- Give the children the instructions as you pass out flashcards of numbers to each student
- They will write the number assigned to them by the flashcard with whipped cream on the aluminum foil
- When they are finished, they can pass their card to the left and trade it with a friend, and have them write that number in whipped cream as well
- When the children are finished, they can decorate the whipped cream with their toppings.
- As the teacher walks around and assesses each child's progress, they will give each child a scoop of ice cream to enjoy their snack of numbers.
- As they eat their ice cream, they recap all the numbers they went over in the lesson with their peers
- The teacher will then ask them questions about what they learned, their favorite part of the activity, their favorite number of the day, and why.
- After the snack is done, the children clean up and write the numbers down on another paper
- Have the children put their name on the top of the paper with the number 2 beside it
- Then collect the papers and put them aside to grade later
- Before the lesson ends, make sure the children listen to, and/or even sing along with, the number song
- When the song is over, move to the next lesson
Assessment:
Collecting the papers, the kids wrote their numbers on will allow me to assess their
progress. I will use the two to compare how well the activity worked and if it may need
some adjustments. As a group, I will assess the children by having them recite the
numbers out loud and write them down on their paper. As I walk around, I will be able
to individually see their letters in whipped cream, and if any child is having any
problems with this lesson, I will be able to assist and assess. The children will be in
small groups of five, each with an individual number they will write and be evaluated on.
After going over the sheets the children wrote the numbers down on and my notes from my
rounds of the messy activity, I will be able to see the children's progress and test
them through the work they already did. This assessment will allow us to revisit
this lesson or move on to new numbers.
Differentiation:
Exceptional students would still use this lesson plan; however, I would alter the group of
numbers they were learning, or even substitute the number form for the word form to help
the children learn to identify the number group that way. For children with learning
disabilities, I would have them still participate with the group, but individually, I would write
a number for them, have them create their topping combination, and verbally include
number recognition that way.
Reflection:
Were the children able to socialize, be creative, and still learn their numbers through this activity?
Was the activity engaging, and did it capture the children's attention throughout the entire lesson?
Was the lesson easy to follow, and can there be any adjustments to make the lesson more successful?
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