Lesson Plan Formats

Teacher Candidate:

Partner:

Date:

Project Title:

Project Phase:

Block Site:

Ages of Children:

Group Size:

Project Update (Running Record of a summary of each day's investigation. Date each entry. One to two sentences for each day.)

Children's Wondering To Be Answered (from your KLEW Chart):

Lesson Title:

SAS Key Learning Area:

K.L.A. Strand

Big Idea (Directly from PA Standards -declarative statements that describe concepts that transcend grade levels; provide focus on specific content for all children)

Essential Question: (directly from PA standards or modified based on PA Standards)

Goal:

Challenging Vocabulary (key learning area vocabulary to be addressed):

PA Learning Standard Statement: Write the number and standard statement from the KLA Strand above.

NAEYC Criterion: Observable Criteria from Curriculum Standard 2:  Write the number and criterion that aligns with the identified PA Standard Statement.

Objective/Competency: Linked to PA Learning Standard Statement and NAEYC Standard.

Assessment: 1) Strategies used for assessing accomplishment of objective (individual children) and 2) how the data will be recorded. May include observation, anecdotal records, skills checklists, collection of work samples, direct questions, etc.

Curriculum Integration: (Describe how two Key Learning Areas are integrated in your investigation.)                                    

Creative Thinking and Expression:

Mathematical Thinking and Expression:

Health, Wellness and Physical Development:

Language and Literacy Development:

Scientific Thinking and Expression:

Social Studies Thinking and Expression;

Social and Emotional Development:

Technology:

BOTH Option A and Option B MUST align with ALL of the above standards, objectives, and assessments.

Investigation Option A

Investigation Option B

Investigation Procedure must focus on a different learning style or instructional approach than was used for Option A.

Beginning (Focus/Motivation/Plan - How will you help children relate upcoming experience to prior knowledge and excite them about it?):

1.

2.

Continue numbering as appropriate

Beginning (Focus/Motivation/Plan) - How will you help children relate upcoming experience to prior knowledge and excite them about it?):

1.

2.

Continue numbering as appropriate

Investigation Procedure (A step by step description of the lesson procedures and application of skills - How will the instructor present new concepts & information? What will the children do to construct knowledge? What is the instructor's role during the lesson?) :

3. (resume numbering from your beginning activity)

4.

5.

6.

Continue numbering as appropriate

Investigation Procedure (A step by step description of the lesson procedures and application of skills -- How will the instructor present new concepts & information? What will the children do to construct knowledge? What is the instructor's role during the lesson?):

3. (resume numbering from your beginning activity)

4.

5.

6.

Continue numbering as appropriate

Questioning (What are some open-ended questions that you plan to ask to facilitate children's knowledge construction during the investigation?):

Questioning (What are some open-ended questions that you plan to ask to facilitate children's knowledge construction during the investigation?):

Review/Closure (Extension of Concept/Skill being taught; How will the children review or use what they learned?):

7. (resume numbering from your beginning activity)

8.

Continue numbering as appropriate

Review/Closure (Extension of Concept/Skill being taught; How will the children review or use what they learned?):

7. (resume numbering from your beginning activity)

8.

Continue numbering as appropriate

Duration (How long do you think that it will take to implement this plan?)

Duration (How long do you think that it will take to implement this plan?)

Differentiation (How will you adjust instruction/experiences to address unique strengths and needs of at least one learner in your group?):

Differentiation (How will you adjust instruction/experiences to address unique strengths and needs of at least one learner in your group?):

Diversity/Anti-Bias Consideration (What diversity topics will you address and/or how have you planned so that the learning experience does not reflect any bias?):

Diversity/Anti-Bias Consideration (What diversity topics will you address and/or how have you planned so that the learning experience does not reflect any bias?):

Topic-related Brain Break (How will children engage in a quick physical brain break?):

Topic-related Brain Break (How will children engage in a quick physical activity?):

Materials, Resources, and Preparing the Environment (What materials and other resources are needed and what will you do to prepare the environment?):

1. Materials/Equipment List:
2. Teacher's Preparation to-do list:

Materials, Resources, and Preparing the Environment (What materials and other resources are needed and what will you do to prepare the environment?):

A.     Materials/Equipment List:

B.     Teacher's Preparation to-do list:

(Reflect on the learning experience/lesson by responding to the following questions):

1.      Option A or B (circle one) was implemented today.

2.      Review your assessment results. Did each child meet the objective?  How do I know that each child learned what was intended?

3.      Were the children productively engaged? How do I know?

4.      What unplanned activities occurred? Why did these occur? 

5.      Did I alter my instructional plan as I taught the lesson? Why?

6.      What additional assistance, support, and/or resources would have further enhanced this lesson?

7.      If I had the opportunity to teach the lesson again to the same group of students, would I do anything differently? What? Why?

Date(s) used

APA reference citation

Focus of resource.

STANDARDS and PROJECT APPROACH

n/a

National Association for the Education of Young Children. (2006).   

       NAEYC classroom observation tool. NAEYC: Washington, D.C.

NAEYC Standards

n/a

Pennsylvania Department of Education and Department of Public

      Welfare (2010).  *[Insert age/grade here] Pennsylvania learning standards for early childhood.  Mechanicsburg, PA: Waveline Direct, Inc.

PA State Standards

n/a

Helm, J.H. & Katz, L. (2010). Young investigators: The Project approach in the early years (2^nd ed.). NY: Teachers College Press and Washington, DC: National

Project Approach

ADULT REFERENCE - BOOKS and other PRINT REFERENCES (Indicate focus of resource - e.g., topic content, music, movement, etc.)

ADULT REFERENCE - Internet References (Indicate focus of resource - e.g., topic content, music, movement, etc.)

CHILDRENS NON-FICTION  (Indicate content focus)

CHILDREN FICTION (Indicate content focus)

EXPERTS (Indicate content focus)

Date

Description of Communication or Involvement Activity

How was the family involved in extending the learning of the child as related to the day's project work?

Community Involvement (Include an ongoing narrative that describes how the community is involved in and supports the children's learning experiences and how the children are involved in the community):

Date

Description of Planning or Involvement Activity