My Special Interest Adventure: @@DSFgp

Materials Needed

• Three to five safe objects, toys, or printed cards connected to @@DSFgp
• Paper and chunky crayons or washable markers
• Building blocks, play dough, or recycled boxes
• A small basket or bag
• Optional: books, short video clips, sounds, or music connected to @@DSFgp
• Optional: child-safe tablet or camera for taking pictures

Learning Objectives

By the end of the lesson, the child will be able to:

• Name or point to at least three things connected to @@DSFgp.
• Use simple words to describe one thing: “big,” “small,” “fast,” “soft,” “loud,” or “I like it.”
• Sort or match objects by one feature, such as color, size, shape, or use.
• Create a drawing, model, movement, or pretend scene connected to @@DSFgp.
• Share one thing learned or one thing enjoyed.

Success Criteria

“I did it when I can…”

• Show or name three @@DSFgp items.
• Tell one detail about an item.
• Make something connected to @@DSFgp.
• Talk about my favorite part.

Lesson at a Glance

Length: 30–40 minutes, with movement breaks as needed

Big idea: We can learn about something we love by looking closely, sorting, talking, and creating.

Introduction: The Mystery Bag

Time: 5 minutes

Hook

Place the @@DSFgp objects in a bag. Let the child feel one object without looking.

Say:

“Something special is hiding in this bag. Can your hands help you guess what it is?”

Let the child make a guess. Reveal the object and celebrate all guesses.

Tell the Child What We Will Learn

Say:

“Today we will look at @@DSFgp, talk about it, sort it, and make our own @@DSFgp creation.”

Body: Learn and Practice

Part 1: I Do — Look Closely

Time: 5 minutes

Choose one object or picture. Model careful looking and simple describing.

Say:

“I see a ____. It is ____. It can ____.”

Use simple describing words such as:

• Color: red, blue, green, yellow
• Size: big, little, long, short
• Texture: smooth, bumpy, soft, hard
• Sound: loud, quiet
• Movement: fast, slow, still

Example: “I see a big blue object. It is hard. It can roll.”

Quick Check

Ask:

• “What color do you see?”
• “Is it big or little?”
• “What can it do?”

Accept pointing, gestures, sounds, single words, or complete sentences.

Part 2: We Do — Sort and Match

Time: 7 minutes

Place the objects on the floor or table. Invite the child to choose how to sort them.

Offer choices:

“Should we put the big things together, or should we put the same colors together?”

Work together to make two or three groups. Then count each group aloud.

Use simple questions:

• “Which group has more?”
• “Which group has fewer?”
• “What is the same?”
• “What is different?”

Think-Pair-Share Variation

If another person is available, the child can whisper an answer to the adult, tell it to a stuffed animal, and then share it aloud.

Part 3: We Do — Move Like @@DSFgp

Time: 5 minutes

Invite the child to think about how something connected to @@DSFgp moves or sounds.

Try movements such as:

• Move slowly, then quickly.
• Make a big shape, then a tiny shape.
• Make a quiet sound, then a loud sound.
• Pretend to travel, fly, roll, bounce, grow, or stop.

Say:

“I will copy you. Show me how your @@DSFgp moves!”

Switch roles so the adult copies the child.

Part 4: You Do — Create Something Special

Time: 10–15 minutes

Let the child choose one creative activity:

1. Draw it: Draw a favorite @@DSFgp object, place, character, or scene.
2. Build it: Use blocks or boxes to build something connected to @@DSFgp.
3. Shape it: Use play dough to make a model.
4. Pretend it: Act out a short @@DSFgp story.
5. Design it: Make a new @@DSFgp item that does something special.

Encourage independence while offering help only when needed.

Ask:

• “What are you making?”
• “What does it do?”
• “Who can use it?”
• “What should we name it?”

Creative Challenge

Invite the child to add one surprising feature:

“Can you give it wings, a funny sound, a special color, or a secret door?”

Real-World Connection: Special Interest Detective

Time: 5 minutes

Explain that people learn by being curious and looking carefully.

Take a short “detective walk” around the home. Look for one thing that connects to the child’s interest, such as a color, shape, sound, movement, tool, book, or object.

Say:

“A detective looks, listens, and asks questions. What can we find?”

The child may choose to draw, photograph, point to, or collect safe examples.

Assessment

Formative Assessment During the Lesson

• Observe whether the child can identify or point to three related items.
• Listen for describing words.
• Notice whether the child can sort objects in a meaningful way.
• Ask the child to explain what they are making.
• Offer feedback immediately: “You noticed that these are both round. That is careful looking.”

Summative Demonstration

Ask the child to complete a “Show and Tell”:

“Show me your favorite @@DSFgp thing. What is it? Tell me one thing about it.”

The child may answer with words, gestures, pointing, movement, or a drawing.

Simple Observation Checklist

• Names or points to three related items: Yes / Almost / Not yet
• Describes one feature: Yes / Almost / Not yet
• Sorts or matches items: Yes / Almost / Not yet
• Creates something related to the topic: Yes / Almost / Not yet
• Shares a favorite part: Yes / Almost / Not yet

Differentiation and Support

For a Child Who Needs More Support

• Use only two objects at a time.
• Offer two choices: “Is it big or little?”
• Accept pointing, signing, sounds, or one-word answers.
• Demonstrate each activity before asking the child to try.
• Use repeated sentence starters: “I see ____.” “It can ____.”
• Keep the lesson short and add movement breaks.

For a Child Ready for More

• Sort the objects in two different ways.
• Count the objects in each group.
• Create a three-part story about the topic.
• Invent a new object and explain how it works.
• Draw a simple map, diagram, or labeled picture.
• Teach one fact to a family member or stuffed animal.

Conclusion: Tell What We Learned

Time: 3–5 minutes

Look at the objects and the child’s creation together.

Say:

“Today we looked closely at @@DSFgp. We sorted things, moved like @@DSFgp, and made something new.”

Invite the child to finish these sentences:

• “I learned ____.”
• “I noticed ____.”
• “My favorite part was ____.”
• “Next time I want to ____.”

End with a celebration:

“You were a curious learner and a creative maker!”

Optional Follow-Up Activities

• Read a book related to @@DSFgp and look for familiar objects.
• Make a simple snack shaped or colored like something connected to the topic.
• Take a family “notice and wonder” walk.
• Create a small @@DSFgp museum using toys, drawings, and safe household objects.
• Record the child explaining the creation and listen to it together.