Early Childhood Lesson Plans

Lesson Plan Guide

Teacher Candidate: Date: _________________ Grade and Topic: 13-24 months

Length of Lesson: 10-15 minutes Mentor Teacher: __________________

School:

CENTRAL FOCUS:

• Demonstrates / shows interests, preferences, and dislikes.

• Responds to words and gestures (seen and heard).

• Pays attention (watches) others counting.

• Handles small objects, putting together and taking apart.

STANDARDS ADDRESSED:

TN-ELDS Social Emotional (SE)

SE.13-24.1 Show preferences, likes, and dislikes.

TN-ELDS Language and Early Literacy (LE)

LE.13-24.1 Showing increased understanding of words and gestures.

TN-ELDS Math (MA)

MA.13-24.1 Show interest while watching and listening to others counting.

TN-ELDS Physical Development (PD)

PD.13-24.2 Manipulate small objects, exploring how they can be combined and changed.

LESSON OBJECTIVE:

Social Emotional Objective:

• Provided with three familiar toys (car, doll, and ball), the younger toddler will choose which toy he likes most and least.

Language and Early Literacy Objective:

• When the younger toddler hears three spoken words (car, doll, and ball) the toddler demonstrates understanding by pointing to each toy.

Math Objective:

• Watching the adult count three familiar objects (car, doll, and ball), the younger toddler points to objects as the adult counts the objects.

Physical Development Objective:

• Provided with three familiar toys (car, doll, and ball), the younger toddler will explore the objects, placing each object inside and taking each object out of a pocket, bag, or box.

MATERIALS:

• Quilted pocket toy

• Small car, ball, and doll

BACKGROUND and RATIONALE:

• What are the key concepts for the lesson?

• What is the critical academic language (general and technical) that must be addressed in this lesson? • How does this lesson connect with and build on the previous lesson(s)?

• How do you expect to build on this lesson in subsequent lessons?

• Why will you need to plan differentiated activities or assessments?

PROCEDURES AND TIMELINE:

Introduction :

Caregiver/Teacher:

• Places quilted pocket toy on the circle rug.

• Takes a toddler by the hand.

• Says: I have a special game here on the rug.

Caregiver/Teacher:

• Places one object in each pocket.

• Asks: Can you find which toy you like the most? (Toddler smiles and takes out a toy) • As the child takes out the toy, ask: Do you like the _____? (Toddler smiles, nods head) • Ask: How does the ___ move? (Toddler motions, moving the toy)

• Can you find another toy you really like? (Toddler smiles and takes out a toy)

• As the child takes out the toy, ask: Do you like the _____? (Toddler smiles, nods head) • Ask: How does the ___ move? (Toddler motions, moving the toy)

• Can you find the last toy? (Toddler smiles and takes out the last toy)

• As the child takes out the last toy, ask: Do you like the _____? (Toddler smiles, nods head) • Ask: How does the ___ move? (Toddler motions, moving the toy)

Caregiver/Teacher:

• Says: This time I’m going to mix up the toys. Watch what I do.

• Places one object on each pocket. Mixes and moves them around on top of the pockets. • Places one object into each pocket for the toddler to see.

• Asks: Can you find the car?

Toddler:

• Looks and feels for the car. When the child finds the car, the toddler holds it out for the adult to see.

Caregiver/Teacher:

• Says: Look, you found the car!

• Asks: Can you find the ball?

Toddler:

• Looks and feels for the ball. When the child finds the ball, the child holds it out for the adult to see.

Caregiver/Teacher:

• Says: Look, you found the ball!

• Asks: Can you find the doll?

Toddler:

• Looks and feels for the doll. When the child finds the doll, the child holds it out for the adult to see.

Caregiver/Teacher:

• Says: Look, you found the ball!

• Says: Let’s count them. Places them in a row, points to each toy and counts, “one, two, three!”

Toddler:

• Points at each toy as adult counts.

.

Closure:

Caregiver/Teacher:

• Places all three toys in a cloth bag.

• Says: Can you reach in and feel the toy you really want to play with? (Toddler smiles, nods head)

• Asks: Can you tell me what it is? Can you show me?

Toddler:

• Takes out his favorite toy.

Caregiver/Teacher and Toddler:

• Repeat the procedure with the remaining objects

ASSESSMENT EVIDENCE:

Formative Assessments:

• Teacher observes whether the younger toddler points to each toy as it was named by the adult and documents each using a toy checklist (LE Objective, checklist attached).

• Teacher observes and documents whether the younger toddler names each toy, documenting specific responses using the toy checklist (LE Objective, checklist attached).

• Teacher records whether the younger toddler indicates which toy he liked the most and the least on the toy checklist (SE Objective, checklist attached).

• Teacher uses photos to document the younger toddler’s interaction (points to, names, finds toys by memory, counts, and expresses likes/dislikes) with different toys (SE, LE, MA, and PD Objectives, photos attached).

MODIFICATIONS:

• Caregiver/teacher can point to the toy and name the toy multiple times, encouraging the toddler to name the toy.

• Additional items such as three kinds of shapes, colors, cars, balls, etc. can be used for the toddler to name and indicate which one he likes the best.