LEP

Due: Sunday 11:59 pm EST

Points: 100

Overview:

For this assignment, you will be creating a Learning Experience Plan (LEP) that could be used in an early childhood classroom working with infants and toddlers or preschool- kindergarten-age children. Directions:

• Refer to the descriptions below to complete the provided template. • View the sample LEP and use it to develop your own original lesson. Be creative and don’t be restricted by

the examples shown in the sample. • Study the rubric to see how your work will be graded.

Description of the Items

1. Title of the Learning Experience Plan (LEP):

2. Age: The age range for this assignment needs to be toddler, preschool, or Kindergarten.

3. Goal: The goal is the aim of the learning experience.

4. Objective: You must have at least two objectives that are measurable, they must answer a who and what question, for example, The children will read a story. Who? The children; What? Read a story.

5. Materials: List the needed materials for your plan. This provides a framework for thinking about the plan from start to finish, for example, if your lesson is an art project you would list all the materials needed to complete the lesson. Your materials include the book that you will describe in the section of this LEP.

6. Related Children's Book: Every lesson must include a book that you will read to the children, your book must be age appropriate and align with your lesson.

7. Vocabulary: Identify 3-5 new vocabulary words taken from the story. For instance, if the

story is about frogs, new vocabulary words might be lily-pads, reptiles, slimy.

CHS199, 199V, 298, 298V Learning Experience Plan – Assignment and Rubric

8. Introduction/Prompt: Every lesson should have an introduction that captures children's attention and causes them to engage, learn, explore, and play. You may begin by inviting your friends to the circle rug and then begin to build excitement from that moment. For example, if your lesson is on frogs, you might have out plastic frogs of different sizes and shapes for the children to explore before you begin introducing the new vocabulary words and reading the story.

9. Lesson: This is the main part of the LEP. It describes the learning activity that the children will be doing. It must be written in step-by-step detail.

10. Individualizing/Modifying: Every lesson must include modification for a diverse learner. Though you may have many children with different abilities, for this LEP, identify a specific learning need and tell how you would adapt the lesson for that child. For example, a gifted child with advanced skills, a child with ADHD, a child with autism, a child with a specific physical limitation, or one who does not speak English. How will you teach this lesson to that child?

11. Assessment: The assessment enables you to know if the children are gaining skills and knowledge from the experiences that they are providing. The skills you are assessing must align with your objective(s) for the lesson. For example, a checklist or anecdotal notes.

12. School-to-Home Connection: This section would encourage and help families extend learning outside the classroom. Worksheets and coloring sheets may not be used. An example might be a literacy bag. This continued activity should not cause any expense to the families.

13. SAFETY ALERT: Note any necessary safety precautions if applicable.

14. Clean-Up: Plan for how the children can help with the clean-up, helping them learn responsibility and good habits.

15. Wrap-Up: This is a brief closure activity that would signal the end of the LEP. For instance, invite your friends back to the circle rug for a finger play, song, dance, poem, or something fun to bring closure to the lesson.

Evaluation Rubric for Learning Experience Plan Assignment

CRITERIA Outstanding Good Needs Improvement

4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology

10 7 3

All five criteria are appropriate and complete: Title, Age, Goal, Objectives, and Materials.

The component is mostly complete and appropriate.

The component is incomplete or inappropriate.

1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children.

15 10 5

The Introduction/Prompt component is appropriate and thoroughly addressed.

The component is mostly complete and appropriate.

The component is incomplete or inappropriate.

5b: Knowing and using the central concepts, inquiry tools, and structures of content areas.

15 10 5

The Main Activity of the LEP is thoroughly appropriate and addressed.

The component is mostly complete and appropriate.

The component is incomplete or inappropriate.

4c: Using a broad repertoire of DAP teaching /learning approaches

10 7 3

The Wrap-Up component is appropriate and thoroughly addressed.

The component is mostly complete and appropriate.

The component is incomplete or inappropriate.

1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments.

5

The Clean-up component is

appropriate and thoroughly addressed.

3

The component is mostly complete and

appropriate.

1

The component is incomplete or inappropriate.

3b: Knowing about and using observation, documentation, and other appropriate assessment.

15

The Assessment component is

appropriate and thoroughly addressed.

10

The component is mostly complete and

appropriate.

5

The component is incomplete or inappropriate.

15 10 5

5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, etc.

The Book and the Vocabulary components are appropriate and thoroughly addressed.

The component is mostly complete and appropriate.

The component is incomplete or inappropriate.

10 7 3

2a: Knowing about and understanding diverse family and community characteristics

The School to Home component is appropriate and thoroughly addressed.

The component is mostly complete and appropriate.

The component is incomplete or inappropriate.

SS3 Students have effective sills in written and verbal communication. Students are technologically literate.

5 3

There are fewer than three errors.

There are more than three errors.