Lesson Plan First Grade Lesson Plans Halloween Essay

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Lesson Plan

First Grade Lesson Plans

Halloween Collage Projects: Culture and family

In this lesson, the students will learn about the traditions of Halloween, the history of the holiday, and how their families' celebration of the holiday might differ form that of their peers and in the observable culture around them.


Large pieces of butcher paper (one per each group of 4-5 students), glue, safety scissors, large supply of magazines, old Halloween decorations, and other sources of collage material.

Instructional Input

Instructor will begin by asking who is ready for Halloween, and what the people in the class are dressing up as. Then segue into discussion of the origins of Halloween (All Saint's Day) and discuss similarities between differences and similarities in modern celebrations. Other similar traditions, such as the giving of food gifts on the Jewish holiday of Purim, will also be introduced, and students will be encouraged to share other traditions and experiences with their group.


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In groups of 4-5, students will take turns selecting elements to put on the collage, first choosing an image that reminds them of a specific Halloween memory from their family, then one that reminds them about what the learned regarding Halloween's history or what they see around them today that is different than the historical observance. Choices should be explained/discussed in the group. Each group will share their collage in front of the class, with each member explaining one of their elements. Each student will also write three words that signify Halloween to them personally on the collage


Comment on the great deal of similarity in everyone's celebration and any notable differences that make the holiday extra exciting. Discussion of different traditions that exist in other cultures in the classroom and how they relate to and differ from Halloween. Relate modern differences to historical differences. Have students clean up workspace before presentations to allow for a smoother transition.


Essay on Lesson Plan First Grade Lesson Plans Halloween Assignment

This lesson was developed specifically with Erikson's analysis of the psychosocial conflict present at this stage of development, i.e. industry vs. inferiority (Snowman & Biehler 2008). The group activity allows the learners to engage in a physically as well as educationally industrious project while allowing them to share details about themselves -- their own personal experiences with Halloween and their acquired knowledge on the subject -- in a way that directly contributes to the project at hand. By explaining and discussing their choice of specific collage elements, each child will be made important and central to the group's endeavor, helping to relieve any feelings of inferiority. The activity is also well within the realm of Piaget's assessment of cognitive development, in that it does not require ay abstract operations (Snowman & Biehler 2008).

In addition, the multicultural aspect of the discussion, wherein members of the class will be both presented with holidays from other religions and traditions that bear some similarity to Halloween as well as invited to share their own unique traditions, is in keeping with the multicultural standards of teaching as presented in Snowman & Biehler (2008), and encourages cultural pluralism by allowing all students to present the traditions of their own culture in a structured (and therefore encouraging and respectful) yet open manner. There is also a high level of gender inclusivity in including both spatial reasoning and language development in the collage portion of the project. Similarly, several different intelligence types are incorporated into the lesson, including linguistic and spatial in the actual development of the collage, as well as both interpersonal and intrapersonal intelligence in the group aspect of the project; students must draw on their own personal experience as well as negotiate this with other students' knowledge and feelings. The personal and interpersonal discovery of this project makes it appropriate for all ability levels, as well.

The social characteristics of this age group are also explicitly addressed in the lesson plan's design. Clear instructions regarding the taking of turns in selecting items to place on the collage will appeal to the sense of organization and rule-obsessiveness that can develop at this age (Snowman and Biehler 2008). This also gives the learners a chance to practice their appreciation of and sensitivity towards others, both of which are identified as emotional characteristics developing at this age (Snowman & Biehler 2008). This also requires some degree of field-dependent thinking, as the actions of the group as w hole will necessarily affect what an individual student does. Reflectivity and impulsivity are equally represented in the task, as there can be both a spontaneous choice of items for the collage or a careful consideration of what elements fit best with the others, allowing for both types of learning styles and decision-making (Snowman & Biehler 2008). Again, through providing an opportunity to share in smaller groups with reduced pressure, then reinforcing this with sharing in front of the class, confidence and security can be built.

Lesson Plan 2

Lesson Topic

The Dangers to Our Animal Kingdom


The students will learn about several endangered species and the various reasons why these species have become endangered. They will develop an appreciation of the human responsibility for the problems, and develop possibilities for limiting the destruction of habitats and engaging in other behaviors that lead to further depletion of endangered species.


Video on endangered species, age-appropriate book with pictures detailing animals in their natural habitat and illustrating levels of destruction (piles of tusks, etc.). Markers, crayons, paper; writing paper and pencils.

Instructional Input

The learners will be asked if they know what an endangered species is. Discussion of the term will lead to the correct definition. Once the term is understood, learners will be asked to name any animals they think might be endangered, with instructor confirmation or careful negation as warranted. This will segue into the reading of the book, which will be punctuated with discussion and open to questions. Rates of extinction will be discussed in brief, with the use of physical object to demonstrate how quickly an endangered status can result in total extinction of the species.


Following the book, a short video (fifteen minutes max) providing an overview on endangered species will be viewed. Students will the be asked to draw a poster to make people more aware of the problems causing species depletion and ways to prevent it, and to write down two ideas for helping to stop habitat loss and/or other issues causing endangerment. Any and all ideas for presenting and addressing the issue will be encouraged to be used on the poster, while students with more advanced abilities will be instructed to develop a more focused single element/statement that directly addresses the issue.


Students who want to share their ideas and/or posters will be encouraged to do so, with explanations to the class. Reminders of the importance of taking care of our world will be used to close the lesson and encourage speedy cleaning of art supplies.


Again, this does not require any abstract operations to be carried out, though it does call for some conjecture as to methods of persuading others to take notice of the issue. This is basically in keeping with Piaget's concepts of cognitive development at this stage, as well as with the common criticism of Piaget that he underestimated abilities in childhood (Snowman and Biehler 2008). Most of the knowledge will be obtained through instruction and discussion, as well as the visual representations in both the book and video (though these images will be pre-screened for age appropriateness, of course), and only the final part of the lesson will ask for conclusions to be drawn from the knowledge acquired. As the project is independent, there is a great deal of room for variation based on ability level; the posters can contain conglomerations of primarily visual ideas that do not require cohesion or abstract thinking for students with lower abilities, while those with advanced abilities can create a more cohesive design with a more direct and possibly abstract statement and purpose, making the project appropriate for inclusion of all students, regardless of ability (Snowman & Biehler 2008). The opportunity for each student to briefly present their poster also fosters this sense of inclusion.

This activity is fairly culturally neutral, with any method of delivering a message being acceptable, and there would be no language requirement for the words used on the poster. The sharing of such posters would again foster cultural inclusion, as messages in other languages could be explained and described for the class at large. The field independence of the activity, in this case, directly relates to the cultural neutrality and even multicultural encouragement of the project by allowing each student to draw primarily on their own experiences in the project (Snowman & Biehler 2008). This also allows for the use of each individual student's preferred form of mental self-government as described by Sternberg, as it is capable of being adjusted to organize multiple goals in a variety of ways, or to focus singular goal… [END OF PREVIEW] . . . READ MORE

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