Ss19981
Lesson Plan Age group: Time of Daily Routine Small-Group ___ …
Lesson Plan
Age group:
Time of Daily Routine
Small-Group ___ Large-Group ___ Other________________
Originating Idea (e.g., children’s interests, new material, etc.)
Materials (remember these are open-ended)
Curriculum Content
(Early Learning
Standards)
Beginning
(opening statement)
Middle
What will
children do?
How will you scaffold their learning?
Earlier Stages of Development
Middle Stages
Later Stages
Strategies:
Support:
Extend:
Strategies:
Support:
Extend:
Strategies:
Support:
Extend:
End
Warning and
Planned transition to
next part of the daily
routine
Adaptations (for children with special needs or dual language learners)
Follow-Up
Ideas (related materials, ways to extend the activity)
Lesson Plan
Age group: What is the age of the children in the group?
Time of Daily Routine: Check the part of the daily routine for this activity
Small Grp.______ Large Grp. __________ Other____________
Originating Idea: (children’s interests, new material, etc.)
In a short sentence describe what sparked your idea for this activity for children.
Materials needed (is there a variety of materials that can be used in individual ways?)
Describe the materials needed for the activity. Note that you will be gathering materials and preparing the materials before children arrive.
Curriculum Content
(Early Learning
Standards)
Which early learning standards will you be meeting with this activity?
Beginning
(Opening statement)
Briefly describe how you will introduce the activity. What will you say, specifically?
Describe the materials (more child-guided)
Briefly demonstrate a concept (more adult-guided)
Tell a short story to increase interest, then turn materials over to the children
Middle
What will children do?
Say something about what children might do at different stages of development. For example, if you were making patterns with colored blocks:
How will you scaffold their learning?
Specifically identify
· How will you support children’s current levels of development?
· How will you offer gentle extensions?
Earlier Stages of Development
Children might stack or line up the blocks
Middle Stages
Children might make a simple ABAB pattern
Later Stages
Children might make a complex pattern such as ABC,ABC or AAB,AAB
Strategies:
Support: Comment on what children do with the blocks.
Copy their actions.
“You stacked your blocks!” “I noticed that one of your stacks is taller than the other one.”
Extend:
Line up blocks by color or in an AB pattern and comment “I lined all my blue blocks up or I lined up my blocks red, blue, red, blue, red, blue.
Ask: I wonder what would come next.
Strategies:
Support: Describe and copy children’s actions. “I see you made a pattern: red, blue, red, blue.
Emphasize that patterns repeat “It’s a pattern because you lined up red, blue, red, blue over and over in the same order. It repeats!
Extend: Make a mistake in a pattern and see if children find or fix it.
Strategies:
Describe and copy children’s actions.
Ask children to explain how they made their patterns or ask children to teach me to make their pattern.
Point out the repeating aspect of the pattern.
Extend: Ask children to extend an ABC or AAB pattern.
Ask children “How do you know it’s a pattern?
End
Warning and planned transition to next part of the daily routine
“In 5 minutes, it will be time to put our blocks away. Think about the last thing you want to do with your blocks.”
Ask children to put their blocks back in their baskets.
To transition:
“Reach into your basket and pick up one block. If you are holding a blue block, you may go to your cubby to get ready to go outside.”
Adaptations (for children with special needs or your dual language learners)
If you have children who are dual language learners or have special needs, what will you do to make the activity inclusive and meaningful? Provide at least 1 adaptation.
Follow-Up
Ideas (related materials, ways to extend the activity)
What are your ideas for building on this activity for your children? How can they continue working with the concepts and ideas?
What materials might you add to the classroom environment to extend this learning?
