lesson plan

Name: Student Name Date/Time: When you are scheduled to teach the lesson.

Grade Level & Subject: Preschool

Unit: Whatever you named the unit when creating the unit plan summary

Lesson: List the number of the lesson from the unit (Lesson 2)

Setting and Assessing Student Learning Outcomes / Knowledge of Resources

Context of the Lesson/Unit

Identify the broader unit that the lesson fits within.

List NE Standards. List ISTE Student Standards or Applied technology used.

You are cutting and pasting from the unit plan summary for much of the first page of this lesson.

Broader unit = content or domain = “Health & Physical Development”

Standard = “HP.01: Fine (Small) Motor Skills: Uses finger and hand control to operate and use small object demonstrating fine motor coordination”

Learning Objective(s)

Directly align with standard content and cognitive difficulty. Clear and concise. Valid method of assessment and developmentally appropriate for one lesson.

Remember you identified 1 objective for each lesson outlined in the unit plan summary. Here you will be using the objective you identified for which ever lesson you are know writing. For my example we are using lesson plan 2.

Day 2: Lesson 2: children begin to use classroom and household tools independently with hand-eye coordination to carry out more complex activities.

Note: I used the term “day 1, day 2” in my example but it should have been “lesson 1, lesson 2”.

Previous Knowledge/Sequence of Learning

Plans and practices reflect understanding of prerequisite knowledge. Previous knowledge is specific to lesson plan objectives. Future knowledge identifies objectives related to current objectives.

Write a brief explanation of what you know about the children’s “previous knowledge/skills”. It is important to be able to explain what they already know as it supports the rational for why we are teaching what we are teaching. When looking at your objective (lesson 2 for example) we should have an understanding of skills they need to have before then begin to use tools independently with hand -eye coordination. You can look at the ELG’s for 2-year-olds to get an idea of what they should know before moving on in the same domain/area as a 3-year-old.

So, in this box you are talking about the past (previous knowledge/skills) and the future (lessons 3, 4……..).

Diagnostic/Pre-Assessment

Pre-assessment aligns with objectives, data is used to inform decisions.

Identify the pre-assessment you used or will use to determine where children currently are in their “physical development” associated with their “fine motor” skills, specifically their “hand-eye coordination”. You spoke to this generally in the unit plan summary so here you will be clear on what you used.

For example: “Class Roster Checklist was used for several days last week to document fine motor development for each child. The date from the checklist indicated varied levels of development for hand – eye coordination. Many children were able to use their hands and fingers to manipulate small objects, however most showed difficulty with transferring small objects from one place to another (e.g., beads to containers). This data supports the need for additional practice in using fine motor skills. The use of varied tools may assist varied levels of development (e.g., tweezers, magnetic wands…).”

Post (summative) Assessment

Directly measures mastery of learning objectives and applies all success criteria to evaluate students’ mastery of learning objectives.

You spoke to this generally in the unit plan summary so here you will be clear on what you plan to use during the lesson to document/assess learning (do not worry about mastery as it is unlikely that preschoolers will master a skill in one 10 – 20-minute lesson).

You could again use the same example as the pre-assessment (observation and documentation using a checklist), or you can use something different. Remember “authentic” assessment is most appropriate for this age.

Learner Background

Identifies known developmental characteristics/strengths (social, emotional, cognitive, physical, language); individual identity traits (races, ethnicities, nationalities, gender identities/expressions, religions, political affiliations, socio-economic backgrounds, disclosed sexual orientations, and interests); student interests and readiness for learning; multi-language/emergent bilingual needs.

List the name(s) or initials of student(s) and if they have an IEP and or/504 plan.

Applies the learner characteristics throughout lesson sequence.

Provide a good paragraph that provides the reader with an understanding of the children in the learning environment.

Materials & References

1. List all materials needed to implement the lesson.

2. Resources are ready-to-use and attached/linked.

3. All adopted or borrowed materials are cited in APA form or N/A.

4. Technology is incorporated to enhance the lesson.

Follow the 4 prompts.

Remember that technology for young children does not mean a computer or other devices. Technologies are tools that help to solve a problem. So, in my example, tweezers are a technology. However, ensure that you clearly identify what you consider a technology. I need to know what YOU know. For example, don’t just include them in your materials list without somehow labeling or identifying them as a technology.

Instructional Plan

Write out each step of instruction with explicit detail to the extent that another teacher/substitute could implement the plan with minimal assistance. Include step-by-step procedures; questioning/dialogue; and transitions. Provide links and/or attach ALL resources, tools, and assessments implemented throughout the plan.

Lesson Segment

Detailed Sequence of Teaching

Formative Assessment

(Include Estimated Time Allotted)

Differentiation

Describe specific adjustments to each section below that anticipate student needs.

Accommodation(s)

(IEPs and/or 504 Plans)

Connect all segments to specific individual student accommodations listed in IEP and/or 504 Plan.

Formative Assessments

Specific strategies that evaluate and allow for reflection in progress towards mastery of learning objective(s).

Introduction

Begins lesson with hook/anticipatory set that engages students in the lesson’s topic.

Here is where we start the lesson planning . Be clear, concise, but with enough detail that ANOTHER TEACHER/SUB could teach this lesson without you.

The intro should be exciting, something to grab children’s attention, get them excited, thinking, wondering, wanting to join you.

Ensure you are including your strategies for differentiation, adaptations, and assessment as applicable.

Although you may not need to use all planned differentiation strategies, you should plan for them anyway. Ensure you list at least 1 different differentiations strategy per section (intro, core, closure).

Example: I will provide several different communication opportunities to encourage conversation/sharing. 1. Ask for volunteers; 2. Draw name stick; 3. Pick a friend to share next

Since you are in an inclusive classroom, at least 1 child in the classroom has a verified disability, medical, or health need. In this area, you need to consider adaptations (See Cara’s Kit info on Canvas). Adaptations might include the environment, materials, instructions….

If you have access to the IEP or 504 plan you should align with them. If you do not, ensure you talk with the teacher about ideas for adaptation that would align with them.

You addressed this generally in your unit plan summary. Know you will be specific for the formative assessment strategy(ies) you plan to use for this particular lesson.

Formative assessment gauges a child’s understanding during the learning process.

For the intro, how will you monitor engagement, rather than the actual learning objective?

Example: I will utilize observation to monitor engagement and understanding.

Clearly communicates Objective(s) and relevance for objective (s) for application to interest/motivation for future learning.

Develops sequencing of learning experiences that utilizes and assigns available time.

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Core Instruction

Intentionally plans and incorporates 3+ means of engagement to optimize learning opportunities (I.e., partner work, pair share, performance tasks, Kagan cooperative learning strategies, Talk Moves, Inquiries).

Sufficient detail to guide instruction with ease.

Provides guided/intentional and varied levels (Bloom’s) of questions.

Be clear, concise, but with enough detail that ANOTHER TEACHER/SUB could teach this lesson without you.

Your intro got them excited and now they get to explore, experiment, manipulate, play………….

How will the environment be set-up/materials organized. In this area you will write a step-by-step sequence of what will occur. What will adults be doing to support, scaffold, … and what specific teaching strategies will be used by adults. What will children be doing. What specific vocal, questions, content will be targeted and how.

Ensure you are including your strategies for differentiation, adaptations, and assessment as applicable.

Ensure you list at least 1 different differentiations strategy per section (intro, core, closure).

Example: (in reference to a child with an IEP). In past activities, JC (Child) loses interest in provided materials when he struggles to manipulate them. I will focus on materials adaptations by providing tools of varied lengths, widths, weight to support increased manipulation

Example: I will ask open-ended questions to increase engagement.

NOTE: when you write your Intro to the left, you will need to ensure that you include several open-ended questions.

Closure

States a clear plan for evaluating mastery of learning objective(s).

For preschoolers you will want to describe how you will provide warning to children that the activity is coming to a close (e.g., 5-minute warning), how you will wrap-up/reinforce the target skills (e.g., asking “which tools were easy to use, harder to use, what other tools could we use”.

Consider letting children know where they can find the materials used for later play. Example: “The tools and beads will be in the table toys area for you to use later”.

Consider how you will transition children from this activity to the next. So maybe from Small Group to Snack?

Ensure you list at least 1 different differentiations strategy per section (intro, core, closure).

Example: (in reference to a child with an IEP). In past activities, JC (Child) does not like to clean up the materials he was using before going to the next activity. I will utilize a picture prompt of JC picking up and a picture of JC getting a high-five and a smile. These prompts may assist him in remembering how happy he is when once he transitions.

Example: I will ask questions about the tools used, asking children to recall how they used them and how they can use them and others in the future.

I will use the class roster checklist to document growth in hand-eye coordination through use of tools provided.