“What Happened to Humpty Dumpty?” Marian L. Munoz March 12, 2009

Purpose The purpose of this learning experience is to allow students to demonstrate their recall of a nursery rhyme while using props or puppets to dramatize the nursery rhyme.

Grade Level/ Ability of Students Kindergarten inclusion classroom in an urban school district. 17 students 17 students 9 girls 9 girls 8 boys 8 boys 8 students receive consultant teacher services 8 students receive consultant teacher services 7 students receive speech 7 students receive speech 10 students receive occupational therapy 10 students receive occupational therapy 6 students receive physical therapy 6 students receive physical therapy 15 students participated in the Humpty Dumpty LE 15 students participated in the Humpty Dumpty LE

Time Frame Four day cycle for about 20 minutes each day. Students have a total working time of about 1 hour and 20 minutes. have a total working time of about 1 hour and 20 minutes. During that 20 minutes: teacher introduces and models the activity for 5 minutes teacher introduces and models the activity for 5 minutes students practice the skill with the teacher for 5 minutes students practice the skill with the teacher for 5 minutes students individually demonstrate skill for approximately 2 minutes each students individually demonstrate skill for approximately 2 minutes each

Objectives Students will be able individually to recite the nursery rhyme, Humpty Dumpty, using stick puppets to dramatize the nursery rhyme.

Essential Questions  Why is it important to be able to retell a rhyme or story?  Why is it important to be able to sequence events from a rhyme or story?  Can everything be fixed? Guiding Questions Guiding Questions  What happened after Humpty Dumpty fell off the wall?  Why couldn’t the king’s horses and the king’s men put Humpty together again?

Enduring Understanding  The ability to sequence events in a rhyme or story is a necessary skill for retelling a rhyme or story.  The ability to sequence events and recite a rhyme or story are necessary skills for dramatizing a rhyme or story.

Student Tasks Task 1 Student recites nursery rhyme Humpty Dumpty.

Student Tasks Task 2 Student recites Humpty Dumpty while using flannel board pieces to dramatize the nursery rhyme.

Student Tasks Task 3 Student sequences 4 pictures illustrating the nursery rhyme Humpty Dumpty.

Student Task Task 4 Student recites nursery rhyme Humpty Dumpty while pointing to the pictures in sequential order.

Student Tasks Task 5 Student colors Humpty Dumpty characters to be used as stick puppets for the dramatization.

Student Tasks Task 6 Student recites Humpty Dumpty whiles using stick puppets to dramatize the nursery rhyme.

Teacher Exemplar Recites nursery rhyme Humpty Dumpty.

Teacher Exemplar Recites nursery rhyme Humpty Dumpty.

Teacher Exemplar Recites Humpty Dumpty in sequential order while using puppets to dramatize the nursery rhyme.

Teacher Exemplar Recites Humpty Dumpty in sequential order while using Recites Humpty Dumpty in sequential order while using puppets to dramatize the nursery rhyme. puppets to dramatize the nursery rhyme.

Teacher Exemplar Sequences 4 pictures illustrating the nursery rhyme Humpty Dumpty

Teacher Exemplar Sequences four pictures illustrating the nursery rhyme Humpty Sequences four pictures illustrating the nursery rhyme Humpty Dumpty and recites Humpty Dumpty while pointing to the Dumpty and recites Humpty Dumpty while pointing to the corresponding pictures. corresponding pictures.

Developing Student Work

Proficient Student Work

Distinguished Student Work

New York State Standard Learning Standard: ELA- English/ Language Arts Standard: ELA Standard 2:  Dramatize or retell stories, using puppets, toys, and or other props.  Recite short poems, nursery rhymes and finger plays

Assessments Diagnostic Individual Assessment: Individually each student will recite Humpty Dumpty. Teacher will complete a running record for each student’s recitation.

Assessments Formative Assessment: Each activity will be completed as a small group during the lesson and then individually at the end of the lesson. Student:  recites the nursery rhyme Humpty Dumpty  recites Humpty Dumpty while using the flannel board pieces to dramatize the nursery rhyme.  places the pictures for Humpty Dumpty in order.  recites Humpty Dumpty while pointing to the correct pictures.  colors Humpty Dumpty, the king’s horses and the king’s men  recites Humpty Dumpty while using the correct stick puppet to act it out.

Assessments Formative: Formative: Individual assessments for each activity are recorded on Individual assessments for each activity are recorded on the Humpty Dumpty Observation Checklist. the Humpty Dumpty Observation Checklist.

Summative Assessment Students will complete the self-evaluation titled Students will complete the self-evaluation titled Checklist for: “What Happened to Humpty Dumpty?” Checklist for: “What Happened to Humpty Dumpty?”

Summative Assessment Teacher will assign value to aspects of the students’ Teacher will assign value to aspects of the students’ work and recitations using The Humpty Dumpty Recitation and Dramatization Rubric. work and recitations using The Humpty Dumpty Recitation and Dramatization Rubric.

Instructional Modifications Environment and Management Modifications:  Preferential seating: allows teacher to monitor student activity and allows for immediate feedback. student activity and allows for immediate feedback. Instructional:  Repeating and rephrasing directions and questions: ensures students understand important information enabling them to successfully complete activities. Content/ Materials:  Hand out only materials essential to the immediate task: students do not become overwhelmed with materials. students do not become overwhelmed with materials.

Assessment Results

Language for Learning, an intervention program used by the City of Buffalo, requires students to achieve a 88% on the mastery test in order to move on to the next lesson. Using this criterion to examine the percentage of students able recite Humpty Dumpty while using props or puppets to dramatize the nursery rhyme the results were:  53% scored at the distinguished level  27% scored at the developing level  20% at the developing level

Reflection  The tasks were developmentally appropriate and achieved the objectives.  Students were very engaged and behavior issues were almost nonexistent.  I need to develop a better way of reporting the data, perhaps in a chart or other graphic form.

Thank you to the students who participated in the Humpty Dumpty LE

Thank you to the wonderful members of the TLQP Project A special note of thanks to Jeff Arnold, Connie Kudrna, Catherine Sedota and Pam Hays. Your encouragement, advice, help, support and patience has meant so very much to me. I now feel that I am officially part of a learning community.