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ECE Lesson Plan Tana VanZandt EDUC 3052 Lesson Plans Elementary Education Lesson Plan Template The lesson plan is your written guide to what you will teach, how you will teach, what materials you will use, and how you will know what the children learned. You will use this lesson plan template for each lesson created during your field experiences and demonstration teaching. Consider these questions when creating this plan: What do the children know, what can they do, and what are they learning to do? What do you want the children to learn? What standards are you using? What are the important understandings and c ore concepts you want children to develop within the learning segment? What instructional strategies, learning experiences, and assessments will you design to support children’s language and literacy development? How is the teaching you propose supported by research and theory about how children learn? How is the teaching you propose informed by your knowledge of children and of the content? Attention to detail contributes to your effectiveness in lesson planning and student learning. We recognize that this lesson plan requires more detail than may be expected of most classroom teachers on a daily basis. However, this template is designed to support you in learning how to incorporate all critical elements of effective lesson plans. . ). As you build lesson plans throughout your program, prepare by paying careful attention to each element of the lesson plan template. Read all prompts each time you complete a lesson plan and review the evaluation rubric. Ask your faculty member and host/ cooperating teacher questions throughout the process. As you complete this lesson plan, please delete the instructions and type directly in the boxes. Read the information in each box prior to deleting. ** Please delete this page prior to submitting . * * Walden University Richard W. Riley College of Education and Leadership Page 1

ECE Lesson Plan Grade: Subject Area(s) Date: Kindergarten List the grade level and the academic subject area(s). March 25, 2022 Date lesson will be taught. Age Range & Background: Anticipated Lesson Duration: Age 5 to 6 Briefly describe the developmental needs and characteristics of this group, including family and community characteristics. Identify any class characteristics that affect your planning. *Use initials for names individuals. Indicate the number of minutes allotted to this lesson. While your lesson plan reflects the anticipated lesson duration, be prepared to modify your lesson based on student responses. 30 to 45 mins. Foundations of Lesson Plan Curricular Focus, Theme, or Subject Area : Math 17.1 Identify Circles Identify the subject area, topics, or themes that you will address in this lesson. If appropriate, identify the unit of study that defines the larger context of the lesson. Briefly describe the resources used to develop the lesson. State/District/Professional Standards Texas Essential Knowledge and Sk ills (TEKS) Identify one or more state-adopted student academic content standards. (Note: Please list the number and text of each standard that is being addressed. If only a portion of a standard is being addressed, then make a note of it here. Keep the number of standards to a minimum in any one lesson. These standards clearly align with the learning objectives, teacher and child activities, and the assessment in the lesson. Geometry and Measurement – K. 6.A : Identify two-dimensional shapes, including c ircles, triangles, rectangles, and squares as special rectangles ; K. 6.E : Classify and sort a variety of regular a nd irregular two- and three-dimensional figures regardless of orientation or size; Mathematical Process es K.1.A : Apply mathematics to prob lems Learning Objective(s) : The lesson objective is the learned outcome of the lesson. These should align with the state standards and curricular focus. The lesson objective includes three elements: Outcome , b ehavior or task – Iden tify Circles; Essential Question : How can you identify, sort, and describe circles? the action : what children will do (Must be an action verb; cannot measure what a child knows) Conditions – Hands On the conditions under which the behavior is performed: how children will demonstrate the outcome Criterion – Comm on Errors : Children do not recognize circles. Springboard to Learning : Hold up a circle. Tell children that a c ircle is a two-dimensional shape that is curved and round. Hold up a square and ask children if they see a curve. Discus s with children that the other non-circle shapes you show them do not have curves, so they cannot be circles. the degree of accuracy and fluency necessary for success: to what extent children achieve the outcome Explain how these objectives align with the standards above, teacher and child activities, and the assessment. Keep the number of lesson objectives to a minimum. Example: When asked to recount the sequence of events in a story, students will state at least four out of five events in chronological order. Differentiation/Adaptations for Individual Children: Students will be able to identify, sort, and describe circles . Knowledge of ch ildren participating in the lesson is essential for lesson effectiveness.. Consider children’s current level of performance and readiness to learn in areas related to the objective(s). The teacher must: Walden University Richard W. Riley College of Education and Leadership Page 2

ECE Lesson Plan Examine the oral and written vocabulary that you will use and teach in the lesson and that children will need to understand to learn the lesson objective. Include language function, syntax, and vocabulary. Consider: What words in your lesson need special attention? Why? What words/concepts are related to teaching and learning (for example, compare , predict , solve )? What words/concepts are related to the subject matter and content (for example, climate or weather )? You will need to consider how you will teach these words in a meaningful way during the lesson to foster language development and ensure effective communication. Materials/Technology/Equipment/Resources : A ttribute Blocks List texts, Web sites, writing/art supplies, props/artifacts, assistive technology, computer software, Internet resources, audio/visual media, electronic equipment, and other tools and materials needed. Specify quantities. Explain how these materials will be distributed and used. , Interactive Student Edition , Math on the Spot Video Tutor , iTools Virtu al Manipulatives, Soar to Success Math Online Interv ention. Include materials that provide diverse learning experiences for all children. Grouping Structures (e.g., whole-class, small groups, pairs, one-on-one) : Learning is a social process and building community and social competence should be considered in planning each lesson. Indicate the student grouping structures and include a brief rationale for the grouping strategies you will use during the lesson, for example: Learning as a whole class . whole-class grouping heterogeneous and homogeneous small groups (for example, cooperative learning) children working in pairs (for example, peer tutoring) Take into account children’s physical, social, emotional, and cognitive/language development, particularly with regard to English language learners and children with special needs. You may need to plan the grouping structures of the entire class and be responsible for planning for and managing several groups. Consider time paramet ers and your ability to organize and manage the classroom (for example, learning centers) and supervise paraprofessiona ls and volunteers effectively. Family Connections : Use the Homework and Practice pages to provide children with more pract ice on the concepts and skills of this lesson. Effective teachers are mindful of the importance of families and communities to children’s development and learning. Describe one or more strategies that you will use in this lesson to engage and involve families in a meaningful way.. Consider the following questions as you plan: What might families want or need to know about this lesson and/or the standards being taught ? What knowledge, skills, or interests might families be able to share on this topic? How might these assets contribute to the planning, implementation, or assessment of this lesson ? What community resources are available? How might they be accessed? How might children best share their learning in this lesson with their families? Lesson Sequence Align all activities with the standards, lesson objective(s), and pre- and post-assessments. Introduction/Anticipatory Set Walden University Richard W. Riley College of Education and Leadership Page 4

ECE Lesson Plan Learning Activities: Read aloud this problem as childr en listen: Julia drew a shape and wanted her friend T ara to guess what shape she drew. She gave Tara this hint . “My shape is round and curved. I traced around a cup to draw it. ” What shape did Julia draw? Describe initial teacher and child activities that establish a warm connection, capture children’s interests and imagination, focus their attention on learning the lesson objective, and create a positive disposition toward learning. Answer the following Call attention to the circle on the page.  Find the worm sitting on the curved edge and read the word curve. Use your finger to trace around the curved edge of the circle. Have children talk about the curved edge.  Is the curved e dge straight?  Use a pencil or crayon to trace around the circle. Reread the problem.  What shape did Julia draw?  How do you know? How will you build a sense of relationship and co nnection with children during the introduction? How will you relate the lesson to children’s interests, prior knowledge , and families/ communities? What activities will engage children in a variety of ways during the introduction ? Building/Applying Knowledge and Skills Learning Activities: Share and Show Describe specifically and in a step-by-step fashion what you and the children will do in each activity and transition.. Consider the following items when planning: multiple modalities, communication, technology, play, academic language, and integration of subject areas. Include time estimates for each step. If a substitute teacher were going to teach your lesson, are your learning activities clear? Call attention to the sorting mat on the page. Help children locate and read the word circles. Remind children that a circle is round, cu rved, and flat (two-dimensional). Show children triangles, rectangles, and squares. Do not name these shapes for children. Point out that all of these , and circles; are two- dimensional shapes, meaning that they are flat. This will help children dis tinguish between two- and three-dimensional shapes.  These are two-dimensional shapes that are not circles. These shapes are not curved or round. Give children assorted two-dimensional shapes and ha ve them sort out circles, identifying and naming them as they do so.  Look at your shapes. Sort them on the mat into sets: circles and not circles. Trace and c olor them.  Look at the shapes on the left side of the sorting mat. Are they all circles?  What can you say about circles? Share and Show  Look at the shapes on the page in Exercise 2. Are all of the shapes flat? Are all the shapes the same?  Are any of the shapes circles?  How do you know tha t they are circles? Have children find all of the circles and then mark them with an X.  How many circles are on the page? Descride the circles.  Assessment/Evaluation Process Learning Activities: Problem Solving Walden University Richard W. Riley College of Education and Leadership Page 5

ECE Lesson Plan Teacher Reflection on Lesson Planning and Implementation: Leave blank if submitting for feedback prior to implementation. I know that I still have a lot to learn but my host teache r and other teachers I work with have really helped me become more prepared. I will learn more about how to create lesson plans and what to teach or how to teach it. The re are always things that teachers talk about that is not in the lesson plans or tips that teachers give to help. Compare your lesson plan to the actual implementation of the lesson. Describe how the process of planning, implementing, and reflecting on this lesson has informed your practice. Consider the following questions as you develop your response: How did your collaboration with other professionals in regard to this lesson improve your practice? What were the strong points of your lesson plan and teaching performance? Why? What areas need improvement? How would you improve these areas? What adjustments based on children’s performance did you make during the lesson? Why? Overall, w hat did you learn from planning an d teaching this les son? How will you use this learning to inform planning of future lessons? How can students apply what they learned to future learning opportunities? Following the lesson, compile and interpret child performance data. Using this data, describe the impact of the lesson on child learning. Consider the following questions as you develop your response: To what extent did individual children and the group as a whole achieve the lesson objective? (Include the pre- and post-assessment data.) What factors, in your view, impeded children in meeting the objective(s)? What factors assisted children in meeting the objective(s)? How will knowledge of these factors help you in future planning? How will collect the data and share results with children, their families, and other professionals? How will child performance data inform responsive, supportive, and responsible instructional decisions for a diverse array of children? What lesson objective(s) will you plan to teach next? Why? How did the lesson help prepare students for college and career readiness? Walden University Richard W. Riley College of Education and Leadership Page 7