Page 22 - Lifeskills Lesson Plans Volume 1 Digital Version

CraPs (15-20 minutes)

CraTs are beneficial for students who respond best to tac le input. Gather
the materials listed at the beginning of each unit and make the minimal
prepara ons. Empower and challenge students by having them set up for
the ac vity. Explain what the students will be doing, show an example of

the finished product and ask for helpers to gather colors, paper, glue, etc.
Increase the level of difficulty by including a sequence of steps to follow,
quan ta ve concepts or descrip ons of the materials. Students can prac ce reques ng
materials, following direc ons, sequencing, and discussing what they did using past tense verbs.

Ask the ini al helpers to gather and return the materials aTer comple ng the craT. Have
students stand, present their work, comment or describe their work, and carry it to their
backpack, folder, or cubbie.

Song (5 minutes)

Music supports the development of children’s language skills because it
encourages movement and repe on (Paque8e & Rieg, 2008). The song
ac vity can be done in a large group seAng. This ac vity is great for breaking
up seated ac vi es and re-energizing the students. Provide visuals and allow
students to pick the song. ATer students pick a song, place the song visual on

a board. If there is me for more than one song, place both pictures on the
board under the tles “first/then” or “primero/después.” If the group of
students requires more repe on, the same song can be sung for every
lesson. Songs about gree ngs, days of the week, or songs that have gestures are great choices.
Encourage par cipa on with hand movements and the use of visuals.

Most of the vocabulary used in these songs has been pre-taught in the surprise bag ac vity so
students have had an opportunity to become familiar with the words in the song. Pre-teaching

vocabulary is important for increased par cipa on (singing) while the song is playing. Each
lesson also includes visuals to accompany the songs as a way to cue students while singing.
Most of the song melodies are quick and easy to follow. When singing songs with your group,
we recommend using the pause bu8on frequently to allow students the opportunity to follow
along. This is also a great strategy for elici ng language. Consider using the cloze procedure.
For example, “Old MacDonald had (PAUSE),” and students respond, “A farm!” Then the music

con nues un l the next pause.

Each lesson has a recommended song with printable visuals to use before, during, and/or aTer
singing.

Materials: music player, song, printable visuals

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