Lesson Plan on Room on the Broom (Montessori Philippines)

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Kindergarten / Preschool / Vorschule / Pre-Elementary Lesson Plan – Lesson Plan on Room on the Broom (Montessori Philippines), Montessori philosophy

Title: Exploring Central Themes in “Room on the Broom” – A Montessori-inspired Lesson Plan for Kindergarten/Preschool/Vorschule/Pre-Elementary Students in the Philippines

Curriculum Link:
This lesson plan aligns with the Philippines KCF (Kinder Curriculum Framework) for Kindergarten/Preschool/Vorschule/Pre-Elementary students. It specifically focuses on the following learning areas:
1. Language and Literacy Development
2. Social and Emotional Development
3. Cognitive Development
4. Physical Development

Theorist Link:
This lesson plan incorporates the principles of Maria Montessori, an influential theorist in early childhood education. Montessori’s approach emphasizes hands-on learning, independence, and the integration of various subjects to foster holistic development.

Objective:
By the end of this lesson, students will be able to:
1. Identify and discuss the central themes in the children’s book “Room on the Broom.”
2. Develop language and literacy skills through storytelling, vocabulary building, and creative expression.
3. Enhance social and emotional skills by collaborating with peers during group activities.
4. Strengthen cognitive abilities by engaging in critical thinking and problem-solving tasks.
5. Improve physical coordination through movement-based activities.

Materials:
1. “Room on the Broom” by Julia Donaldson and Axel Scheffler
2. Chart paper and markers
3. Storytelling props (e.g., broom, hat, wand, cauldron)
4. Art supplies (e.g., colored pencils, crayons, markers, construction paper)
5. Music player and appropriate background music
6. Open space for movement activities

Procedure:

1. Introduction (10 minutes):
a. Greet the students and create a welcoming environment.
b. Introduce the book “Room on the Broom” and show the cover.
c. Engage the students by asking questions related to witches, brooms, and magic.

2. Pre-Reading Activities (15 minutes):
a. Conduct a picture walk: Show the illustrations from the book and encourage students to predict the story’s central themes.
b. Introduce new vocabulary words from the book, such as witch, broom, wand, cauldron, etc. Discuss their meanings and provide examples.
c. Play a vocabulary game: Display the vocabulary words on chart paper and ask students to match them with corresponding pictures.

3. Reading and Discussion (20 minutes):
a. Read aloud “Room on the Broom” with enthusiasm, using appropriate voice modulation and gestures.
b. Pause at key moments to engage students in discussions about the story’s central themes, such as friendship, teamwork, kindness, and problem-solving.
c. Encourage students to share their thoughts, feelings, and predictions about the story.

4. Language and Literacy Activities (15 minutes):
a. Retell the story: Provide storytelling props and invite students to retell the story in their own words, using the props as visual aids.
b. Create a class storybook: Divide students into small groups and assign each group a central theme from the book. Ask them to create a page for the class storybook, illustrating and writing about their assigned theme.
c. Share the class storybook: Allow each group to present their page to the class, explaining their chosen theme and how it relates to the story.

5. Social and Emotional Development (15 minutes):
a. Discuss the importance of friendship and teamwork: Facilitate a class discussion on how the characters in the book worked together and supported each other.
b. Collaborative art activity: Divide students into pairs or small groups and provide art supplies. Instruct them to create a collaborative artwork that represents friendship and teamwork.
c. Display and appreciate the collaborative artworks, emphasizing the value of cooperation and respecting others’ ideas.

6. Cognitive Development (15 minutes):
a. Critical thinking task: Present a problem-solving scenario related to the story, such as “What would you do if you were stuck on a broken broom?” Encourage students to think creatively and share their solutions.
b. Sorting activity: Prepare picture cards depicting various objects from the story. Ask students to sort the cards into categories based on their characteristics (e.g., living/non-living, magical/non-magical).
c. Reflect on the cognitive activities and discuss how critical thinking and sorting skills help us understand the world around us.

7. Physical Development (15 minutes):
a. Movement-based activity: Play the song “Witch Doctor” by Alvin and the Chipmunks. Instruct students to move and dance like witches, incorporating broomstick movements and magical gestures.
b. Obstacle course: Set up a simple obstacle course using cones, hoops, and other props. Encourage students to navigate the course while pretending to be witches on broomsticks, enhancing their physical coordination and balance.

8. Conclusion (5 minutes):
a. Recap the central themes discussed throughout the lesson.
b. Allow students to share their favorite parts of the book or activities.
c. Express appreciation for their active participation and encourage them to explore more books and themes in the future.

Assessment:
Assessment in this lesson plan can be conducted through ongoing observations, informal discussions, and the evaluation of students’ participation in various activities. Additionally, the completed class storybook and collaborative artwork can be used as artifacts to assess students’ understanding of the central themes in “Room on the Broom.”

Extension Activities:
1. Role-play: Encourage students to act out scenes from the book, taking on the roles of the characters and improvising their own dialogues.
2. Writing activity: Ask students to write a short story or create a comic strip featuring their own magical adventure, incorporating the central themes from “Room on the Broom.”
3. Science exploration: Conduct simple experiments related to the story’s magical elements, such as making a bubbling cauldron using baking soda and vinegar.
4. Outdoor exploration: Take students on a nature walk and encourage them to find objects or creatures that they think could be part of a witch’s magical world.

Note: Adapt the duration of each activity based on the attention span and needs of the students

Country

Philippines

Framework

KCF (Philippines)

Theorist

Maria Montessori

Subject

Books

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