Lesson Plan

[Type here] [Type here] [Type here]

EDU Lesson Plan Template Student name: <double click to enter name here>

Name:		Brief Description of Activity A simple description that explains the activity enough that the reader can tell what the activity entails.
Course/Section #
Subject: (Use only 1) Art, Fine Motor Skills, Language, Music, etc.
Activity Title:
Foundations Standards: (Indicate the domain you are using) Choose ONE of the Domains that your activity will help develop in the child. · APL – Approaches to Learning · ESD – Emotional & Social Development · HPD – Health & Physical Development · LDC – Language Development & Communication · CD – Cognitive Development
Curriculum Area: Sub-Domain (see pgs 8-12 in NC Foundations)
Age of Children:

Two-Year-Old Assignment Lesson Plan

Press Tab to add Additional Lines

Goals: (broad, overall aims of your lesson)  You should write the goal from NC Foundations and “tweak it” to be more specific to your activity. Be sure to include the identifying letter/number (CD-5). Choose a goal from NC Foundations from the domain you chose above.
	1.

Press Tab to add Additional Lines

Objectives: (purpose of lesson - objectives should be measurable) Find an objective/developmental indicator from NC Foundations that matches the skill you want the children to learn. You should be very specific and name the behavior you want the child to exhibit.  Use verbs like- name, identify, construct, create, solve, select, compare, measure, etc. Be sure to include identifying letter/number (CD-5u) Re-read your objective/dev. indicator. Can you MEAUSRE a child’s progress? If not, then you do not have an appropriate objective. Your objectives will be slightly more focused than your goal with a bit more specific language. If we’re going to address as a goal “Children will identify and name all makes of cars.” Then our objective is unrealistic to think that in ONE lesson they will know them all. So the objective/dev. indicator should look a bit more focused. Like this: “Children will identify and name 4 makes of cars (Toyota, Chevrolet, Ford and Dodge).” Remember in the Foundations book, the INDICATORS are where your OBJECTIVES come from. Find the indicator that supports your GOAL and then “tweak it” to make it specific to your activity. Choose an Objective/ Developmental Indicator from NC Foundations listed under the goal that you choose.

1.

Press Tab to add Additional Lines

Materials Needed: List ALL materials you will need to make the activity successful. This includes supplies and materials only used by teachers or for any modifications etc.

1.

2.

3.

4.

5.

Press Tab to add Additional Lines

Procedures: (This will be a step by step instructions on how you plan to help. You MUST list EACH STEP that you will use to help children explore the material. A substitute should be able to come into your classroom and do this activity successfully by following your plan.
	Introduction: What will you do to get the children interested in this activity? How will you get them to want to come to the area and do the activity?
	1.
	2.
	3.
	4.
	5.
	6.

	Exploration: Teacher provides materials and children explore with all of their senses and with minimal guidance.  Children will:  Observe, Explore materials, Collect information, Discover, Create, Construct, and Apply own rules.
	1.
	2.
	3.
	4.

	Inquiry/Facilitation: Teacher helps to develop concepts and provides definitions and terms.  Explain and ask focused questions.  Children will Examine, Investigate, Compare own thinking with that of others. Using tab after the last row will add additional rows. This is where you will provide the DETAILS of how you will facilitate this lesson. What open-ended questions will you ask children? What will YOU do to make sure that children LEARN the SKILLS addressed above in your objectives. Simply reading a book is NOT enough! Simply asking questions is NOT enough. Remember that children learn best through engaging hands-on experience with materials, concepts and practicing those! Teachers lead by doing! So this is about what YOU as the teacher will be doing to facilitate the children’s learning! Imagine that you are going to be out and you are leaving this lesson plan for me to come in and teach your lesson for you. Using tab after the last row will add additional rows.
	1.
	2.
	3.
	4.
	5.
	6.
	7.
	8.
	Integration/ Discovery- Expand to other areas.  Children are actively involved.  Children apply or make use of their understanding.  Children will use the learning in many ways, apply learning to new situations So now that you’ve taught the lesson in what other ways will children PRACTICE what you taught them? In other words, children need time and variety in order to master a skill. Look at your objective. In this section detail what you will do to provide children additional varied opportunities to practice the skills addressed in the objectives above.
	1.
	2.
	3.

Assessment of Children’s Learning

How will you evaluate your activity?  How will you measure outcomes to determine if the material has been learned?  Using tab after the last row will add additional rows. So now that you’ve taught the lesson in what ways will you evaluate whether children learned the OBJECTIVES addressed at the top your lesson plan. You must tell me WHAT you will do to assess the skills addressed in the objective. Then you must explain HOW you will document the learning. The how will be pictures, checklists, videos, anecdotal records. So be sure that you have an assessment of EACH objective telling me WHAT you are assessing/evaluating and HOW you will document that information. This is NOT about how you feel the lesson went when you taught it. This is about did the children learn what you set out to teach them.

1.

2.