Lesson Plan on The Bad Seed (Montessori Philippines)

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Kindergarten / Preschool / Vorschule / Pre-Elementary Lesson Plan – Lesson Plan on The Bad Seed (Montessori Philippines), Montessori philosophy

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

Curriculum Link:
This lesson plan aligns with the Philippines’ Kindergarten Curriculum Framework (KCF), specifically focusing on the following learning areas:
1. Language and Literacy Development
2. Socio-Emotional Development
3. Values Education

Theorist Link:
This lesson plan incorporates principles from Maria Montessori’s educational philosophy, emphasizing hands-on learning, self-directed exploration, and the development of social and emotional skills.

Objective:
By the end of this lesson, students will be able to:
1. Identify and discuss the central themes in the children’s book, “The Bad Seed.”
2. Develop empathy and understanding towards others by reflecting on the character’s transformation.
3. Express their thoughts and feelings about the story through various activities.

Materials:
1. “The Bad Seed” by Jory John (or a similar book with central themes)
2. Chart paper and markers
3. Art supplies (crayons, colored pencils, markers, etc.)
4. Construction paper
5. Scissors
6. Glue
7. Storytelling props (optional)
8. Montessori-inspired materials (e.g., sandpaper letters, moveable alphabet, etc.)

Procedure:

1. Introduction (10 minutes):
a. Begin by gathering students in a circle and introducing the book, “The Bad Seed.”
b. Engage students in a brief discussion about seeds and their growth, linking it to the story’s title.
c. Introduce the central themes of the book, such as transformation, empathy, and self-reflection.
d. Display the book cover and ask students to make predictions about the story.

2. Reading and Discussion (15 minutes):
a. Read aloud “The Bad Seed” to the students, using expressive voice and gestures.
b. Pause at appropriate moments to ask open-ended questions, encouraging students to share their thoughts and feelings.
c. Discuss the central themes as they arise in the story, using the Montessori-inspired approach of allowing students to explore and express their ideas freely.

3. Reflection and Empathy Activity (15 minutes):
a. Provide each student with a piece of construction paper and art supplies.
b. Ask students to draw a picture of the “bad seed” character at the beginning of the story and another picture of the character after his transformation.
c. Encourage students to reflect on the character’s change and discuss how they feel about it.
d. Facilitate a group discussion, allowing students to share their drawings and thoughts, fostering empathy and understanding.

4. Language and Literacy Development (20 minutes):
a. Introduce key vocabulary words from the story, such as “transformation,” “empathy,” and “reflection.”
b. Display the words on chart paper and discuss their meanings together.
c. Provide Montessori-inspired materials, such as sandpaper letters or a moveable alphabet, for students to explore and practice spelling the vocabulary words.
d. Encourage students to create sentences using the vocabulary words, either individually or in small groups.

5. Extension Activities (20 minutes):
a. Divide students into small groups and provide each group with a set of story props (optional).
b. Ask students to retell the story using the props, encouraging creativity and collaboration.
c. Provide additional art supplies and invite students to create their own book covers or illustrations for “The Bad Seed.”
d. Allow students to share their creations with the class, promoting public speaking skills and self-expression.

6. Conclusion (5 minutes):
a. Recap the central themes discussed throughout the lesson.
b. Encourage students to reflect on how they can apply the lessons learned from “The Bad Seed” in their own lives.
c. Conclude the lesson by expressing appreciation for students’ participation and engagement.

Assessment:
Assessment in this lesson can be conducted through ongoing observation, participation, and discussion. Teachers can assess students’ understanding of the central themes by listening to their responses during the reading and discussion, as well as their ability to express empathy and reflection through their artwork and group activities.

Note: This lesson plan can be adapted and modified to suit the specific needs and abilities of the students in the Philippines

Country

Philippines

Framework

KCF (Philippines)

Theorist

Maria Montessori

Subject

Books

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