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Lesson Plan Formats

 

 

Secondary Education | Early Childhood

 

 

Secondary Education Suggested Lesson Plan Format

 

Name:

Title of Unit:

Title of Lesson:

 

Grade Level(s):

 

Goal:

 

Objective(s):                 Standards/Assessment Anchors            Formative Assessment

1.                                 1.                                                         1.

2.                                 2.                                                         2.

etc.                               etc.                                                       etc.

 

Rationale:

 

Content Knowledge:        Procedures:

 

Lesson Beginning

    Introductory Review

                    Motivation/Focus

                    Anticipatory Set/Advance Organizer

 

      Lesson Development

                     Instruction (presentation of content with student involvement)

                     Practice and Feedback

                     Student Involvement

 

       Lesson Ending

                     Review and Closure

                     Preview of Next Lesson

Materials:

 

References:

 

Mode:

 

Special Adaptations:

 

Anticipated Difficulties:

 

Reflection:

 

 


 

 

 

 

 

Early Childhood Suggested Lesson Plan Format

 

Clarion University of Pennsylvania

Early Childhood Learning Experience/Lesson Plans

 

Teacher Candidate:

Partner:

Date:

Project Title (if applicable):

Project Phase (if applicable):

Field 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, if applicable.)





 

Children’s Wondering To Be Answered (Provide for Phase II plans. 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)

Children’s wondering: (taken from KLEW chart)

Goal:

Challenging Vocabulary (Related to topic or KLA):

 

 

 

 

PA Learning Standard Statement: Write the number and standard statement from the KLA Strand above. Also include Common Core if applicable.

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 for individual children(e.g., observing, questioning, work samples) and 2) how the data will be recorded (e.g., checklists, analysis of work sample).

 

 

 

  1. Strategy
  2. Collection

Curriculum Integration: (Describe how two Key Learning Areas, in addition to the primary objective, 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.

Duration (How long will it take to implement this plan?)

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

  1. [Project Starter]
  2. [Review of yesterday’s work/what children learned]
  3. [Address the Children’s Wondering for today’s experience]
  4. [Motivation/focus/exploration activity]

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

  1. [Project Starter]
  2. [Review of yesterday’s work/what children learned]
  3. [Address the Children’s Wondering for today’s experience]
  4. [Motivation/focus/exploration activity]

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?) :

[Authentic and concrete investigation experience integrated with content. Number each instructional step.]

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?):

[Authentic and concrete investigation experience integrated with content. Number each instructional step.]

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

Topic-related Brain Break (How will children engage in a quick physical brain break? Not topic rebus.):

Differentiation (How will you adjust instruction/guidance 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?):

Review/Closure (How will the children review what they learned?):

[Review of learning experience and closure. Number each instructional step.]

Review/Closure (How will the children review what they learned?):

[Review of learning experience through a “talk” and KLEW Chart. Number each instructional step.]

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?):

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

 

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:

 

 

Date

Description of Planning or Involvement Activity

 

 

 

 






Reflection and Analysis of Learning Experience

Reflect on the learning experience/lesson by responding to the following questions. Reflections should be at least ½ page typed (longer if handwritten).:

  1. Option A or B (circle one) was implemented today.
  2. Was the children’s wondering answered during this learning experience? If so, how? If not, what prevented the wondering from being answered?
  3. Review your assessment results. Did each child meet the objective?  How do I know that each child learned what was intended?
  4. Were the children productively engaged? How do I know?
  5. What unplanned activities occurred? Why did these occur?   
  6. Did I alter my instructional plan as I taught the lesson? Why?
  7. What additional assistance, support, and/or resources would have further enhanced this lesson?
  8. If I had the opportunity to teach the lesson again to the same group of students, would I do anything differently? What? Why?

  


REFERENCES

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 (2nd ed.). NY: Teachers College Press and Washington, DC: National

Project Approach

 

ADULT REFERENCE – TOPIC BOOKS and other PRINT REFERENCES (Indicate content focus of resource -  

 

 

 

ADULT REFERENCE – Internet References (Indicate content focus of resource

 

 

 

CHILDREN’S NON-FICTION  (Indicate content focus)

 

 

 

CHILDREN’S FICTION (Indicate content focus)

 

 

 

EXPERTS (Indicate content focus)

 

 

 

Instructional Strategy Resources (e.g., sample lesson plans, finger plays, songs, activity ideas, etc.

 

 

*Revise to indicate the standard title you are using for your classroom.

**Do not include photograph or pictures on your reference list. Citations for pictures you use during activities should be noted with the pictures, but are not considered “references.”