EDU203 - Literacy and Language Name __________________________________ Early Childhood Literacy 5 Day Lesson Plan Final Project Guidelines This assignment will serve as the final project in EDU203. You will pull together what you have learned in the course and develop a 1 week (5 day) early childhood (Prek-3rd Grade) literacy lesson plan. You may use any of the assignments you created in this class. Please review the expectations for this assignment below. STANDARDS Review your state’s early childhood literacy standards & Common Core State Standards (K-3) —-> select one set of standards, not both Choose one or two standards to focus your lessons FOR EACH OF THE 5 DAYS OBJECTIVES What do you want the children to learn (not what do you want to teach)? What will the children be able to do as a result of the lesson? Align your objectives to the standards you selected Remember, you must be able to evaluate (assessments) whether or not your students have met the objectives. 1-2 objectives is fine MATERIALS List all of the materials necessary for the lessons Books and media sources must have citations (use APA for this assignment) INTRODUCTION (also known as the Anticipatory Set) Connect to previous knowledge Motivate children to participate Hands-on Multi-sensory PROCEDURES Main portion of your lesson Step-by-step instructions for what your teacher and students will do during the lesson Be sure your procedures and objectives align Consider classroom management (whole group, small group, centers, transitions, seating) GUIDED or INDEPENDENT PRACTICE How do your students apply or practice what they have just learned? Independent work, seatwork, centers (descriptions/samples required) CHECK FOR UNDERSTANDING How will you know your objectives have been met? Reword your objectives as questions Provide methods of assessment Have specific, measurable goals that tie into your objectives. Please review the provided sample lesson plan for an idea of what is expected. Formatting Times New Roman or Arial font, size 12 Submitted as a WORD document Your name and course number must be placed in the top right-hand corner, along with the date of submission Be mindful of grammar and mechanics Books and other resources used must be cited in-text in APA format (http://www.citationmachine.net/apa) Please save your file as, “EDU203-EarlyEdLiteracyLessonPlan” when you submit the assignment to your portfolio and to Canvas. This assignment will be submitted on the learning management system (LMS) as well as uploaded to your digital portfolio (Folio). For more information on how to create or upload documents to your digital portfolio, please view the Folio module on the main page of the course website. Please note that you may not submit a lesson plan that you have submitted in a prior course or that you have downloaded from the Internet. You will receive a failing grade for this assignment if this occurs. You must submit an original plan for this caps ...

1. EDU203 - Literacy and Language
Name __________________________________
Early Childhood Literacy 5 Day Lesson Plan
Final Project Guidelines
This assignment will serve as the final project in EDU203. You
will pull together what you have learned in the course and
develop a 1 week (5 day) early childhood (Prek-3rd Grade)
literacy lesson plan. You may use any of the assignments you
created in this class. Please review the expectations for this
assignment below.
STANDARDS
Review your state’s early childhood literacy standards &
Common Core State Standards (K-3) —-> select one set of
standards, not both
Choose one or two standards to focus your lessons
FOR EACH OF THE 5 DAYS
OBJECTIVES
What do you want the children to learn (not what do you want
to teach)?
What will the children be able to do as a result of the lesson?
Align your objectives to the standards you selected
Remember, you must be able to evaluate (assessments) whether
or not your students have met the objectives.
1-2 objectives is fine
MATERIALS
List all of the materials necessary for the lessons
Books and media sources must have citations (use APA for this
assignment)
INTRODUCTION (also known as the Anticipatory Set)

2. Connect to previous knowledge
Motivate children to participate
Hands-on
Multi-sensory
PROCEDURES
Main portion of your lesson
Step-by-step instructions for what your teacher and students
will do during the lesson
Be sure your procedures and objectives align
Consider classroom management (whole group, small group,
centers, transitions, seating)
GUIDED or INDEPENDENT PRACTICE
How do your students apply or practice what they have just
learned?
Independent work, seatwork, centers (descriptions/samples
required)
CHECK FOR UNDERSTANDING
How will you know your objectives have been met?
Reword your objectives as questions
Provide methods of assessment
Have specific, measurable goals that tie into your objectives.
Please review the provided sample lesson plan for an idea of
what is expected.
Formatting
Times New Roman or Arial font, size 12
Submitted as a WORD document
Your name and course number must be placed in the top right-
hand corner, along with the date of submission
Be mindful of grammar and mechanics

3. Books and other resources used must be cited in-text in APA
format (http://www.citationmachine.net/apa)
Please save your file as, “EDU203-EarlyEdLiteracyLessonPlan”
when you submit the assignment to your portfolio and to
Canvas.
This assignment will be submitted on the learning management
system (LMS) as well as uploaded to your digital portfolio
(Folio). For more information on how to create or upload
documents to your digital portfolio, please view the Folio
module on the main page of the course website.
Please note that you may not submit a lesson plan that you have
submitted in a prior course or that you have downloaded from
the Internet. You will receive a failing grade for this
assignment if this occurs. You must submit an original plan for
this capstone assignment.
If you have any questions, please reach out to your course
instructor.
EDU203 - Literacy and Language
Literacy Lesson Plan Final Project Example

4. Early Childhood Literacy 5 Day Lesson Plan
Day # 1
Subject Area: Social Studies, Reading, Writing
Grade Level: 1st grade
Lesson Title: We are Family
Objectives:
• Students will explore multiple family structures and be able to
find similarities and differences between their family and their
classmates.
• Students will share their family to the class using their

5. drawings and/or writing.
1st Grade Standards:
CCSS.ELA-LITERACY.RI.1.3
Describe the connection between two individuals, events, ideas,
or pieces of information in a text.
Materials and supplies:
• Our Class is a Family picture book
(Olsen, S., & Sonke, S. (2020). Our class is a family.)
• “Let’s Compare Our Families” worksheet
• Our Class is a Family” worksheet
• Colored pencils
Introduction:
1. I will gather students in a circle on the floor and begin lesson
by stating that family is a special thing and does not include
just your relatives. It includes those you love and those who
love you. Your friends and your classroom are family too. I’ll
explain that the classroom is a safe place where they can be
themselves and it is okay to make mistakes. We must care for
each other, and it is important to be friendly with one another
because we are classroom family.
2. After I get the children more familiar with the lesson, I will
introduce the book for read aloud “Our Class Is a Family”.
Procedures:
1. Read “Our Class is a Family” to the students.
2. Engage children in a discussion on what the author wants us
to take away from the story.
3. Children will complete worksheets.
Guided Practice:
Writing Center:
1. During writing time children will complete “Our class is a
family questions”.
2. After questions have been completed, I will divide the
students into groups of 2 at random and have them complete the

6. diagram worksheet about what their families have in common
and ways they are different. For example: siblings, traditions,
sports they play, places they have visited, where they live etc.
3. Student will then come up to the front of the class with their
partners and share their information.
Check for Understanding:
I will evaluate questionnaire and presentations for
understanding.
Day #2
Subject area: Reading, Writing, Speaking
Lesson Title: Diverse Families
Objectives:
· Students will create a drawing that celebrates each student’s
unique family structure.
· Students will be able to define what makes a family and
describe a variety of families including their own.
1st grade standards:
CCSS.ELA-LITERACY.SL.2.1
Participate in collaborative conversations with diverse partners
about grade 2 topics and texts with peers and adults in small
and larger groups.
Material and supplies:
· Book: Same, Same but Different by Jenny Sue Kostecki-Shaw

7. Kostecki-Shaw , J. S. (n.d.). Same, Same but Different.
· Chart paper, pencils, black permanent markers, coloring
supplies (crayons, colored pencils, markers)
· (I will make sure to have lots of choices for skin tones and
hair tones for students so that they feel included and respected)
Introduction:
I will make sure to educate myself about my students’ lives
before preparing lesson.
Children will sit down on the floor for our daily circle time, and
I will introduce our new lesson. I will begin to explain that as
we learned the previous day, there are many things that make
our families the same but we also have so much in common. I
will tell my students that we all have different caring adults that
love us and take care of us, and that makes each family different
and unique. Some families are the same color, and some
families are different colors. I’ll talk to my students about
different skin tones and textures of hair, and that it is one of the
many reasons that makes our families different and beautiful. I
will discuss that families can be different in many ways
(adoption, blended, two moms/ two dads, and biological
differences like skin tone, hair texture, etc. I will also mention
that some families share a house with other families,
multigenerational, and some are experiencing homelessness.
PROCEDURES
After read aloud, students will complete a drawing to show what
THEIR family looks like. Their drawings will be placed on a
specific spot on the wall in the classroom for other children to
seem, giving them a chance to get to know each other better.
Guided or Independent Practice:
Art Center:
1. I will have students draw a picture of their family with a
pencil. I’ll encourage them to add lots of details that are special
to their family hairstyles, clothing styles, etc.
• Some students will need extra paper if they have large

8. families or are drawing 2 pictures because of they are in
joint custody and live in 2 places.
• Some children will draw friends if they consider them their
family
2. Once children finish their drawings using a pencil, they can
go over them using a permanent marker.
3. When the outline is finished students can color the drawings
in.
4. Children will then write sentence about their family
underneath their drawing.
Check for Understanding:
I will check family pictures for completion and neatness. I will
end the lesson in a discussion on why it is important to treat
everyone with respect.
DAY #3
Subject Area: Social Studies, reading, writing
Title of Lesson: Different Types of Families
Grade Level: First Grade
Objective:
· Students will illustrate a picture of their family using buttons
to show their family.
· Students will be able to identify that their family is different
from other families.
First Grade Standards:
CCSS.ELA-LITERACY.SL.1.1.C

9. Ask questions to clear up any confusion about the topics and
texts under discussion
CCSS.ELA-LITERACY.SL.1.5
Add drawings or other visual displays to descriptions when
appropriate to clarify ideas, thoughts, and feelings
CCSS.ELA-LITERACY.SL.1.4
Describe people, places, things, and events with relevant
details, expressing ideas and feelings clearly.
Introduction:
I will begin lesson by gathering children in a circle on the floor
and introducing different types of families through a picture
book called “All Kind of Families”.
Materials and Supplies:
Book: All Kinds of Families
Hoberman, M. A., & Boutavant, M. (2014). All kinds of
families. McGraw-Hill Education.
· Pencils, crayons, markers
· Construction paper
· Buttons of different shapes, colors, and sizes
Procedures:
1. Read All Kinds of Families.
2. Discuss different types of families that were in the book, or
that the students bring up. Ex-plain to students that all families
are different.
Guided or Independent Practice:
Writing Center:
I will give students 15 minutes to write down the different types
of families that were mentioned in the book and have children
brainstorm the kind of families they know. For example, big
families, small families, foster care families, adopted children,
single parent families, families where children are raised by
grandparents, same sex parents, stepdad/stepmom, step sister

10. and brother, and so on. Create a list on the board with what the
students know about families. This may also include traditions,
culture, feelings, and history.
Art Center:
In order to help children visualize the different kind of families,
I will be giving children the opportunity to create their family
out of buttons. For this activity, students will find buttons that
represent their family members in some way and glue them to a
piece of construction pa-per. Students will then describe why
they chose the specific buttons. (for example, shape, color,
size).
Check for understanding:
I will walk around the class and examine students’ button
pictures to see if they have created their family. I will evaluate
their descriptions as to why their buttons were chosen.
Day # 4
Subject Area: Social Studies, reading, speaking
Title of Lesson: Family Traditions
Grade Level: First Grade
First grade standards:
CCSS.ELA-LITERACY.SL.1.1.A:
"Follow agreed-upon rules for discussions (e.g., listening to
others with care, speaking one at a time about the topics and
texts under discussion).
Objectives:
· Given a discussion on traditions, students will understand

11. traditions, and come up with and implement a classroom
tradition.
Introduction:
I will begin the daily circle time by telling my students about
what traditions are and why they are important. I will start off
by telling the students about my own family tradition which we
do during birthday gatherings. Before opening presents, we like
to go around in a circle and share good qualities of the person
we are celebrating. This can include their achievements during
the year, ways they improved, or fun memories. I will have
students think of traditions that they do with their families and
ask volunteers to share theirs with the class. This will prepare
them for the assignments.
Materials and supplies:
Book: When This Box is Full, by Patricia Lillie (illustrated by
Donald Crews)
Lillie, P., & Crews, D. (1999). When this box is full.
Houghton Mifflin.
· Poster, crayons, markers
Procedures:
After discussing traditions, and which ones my students have in
their families, we will brainstorm which tradition(s) we can
implement together to use in our classroom.
Guided or independent practice:
1. We will brainstorm the list of ideas together as a classroom
and children will vote on which ones are chosen.
2. As a class, we will create a poster that will be a reminder of
our tradition. Students will need to implement this tradition in
the classroom.
Check for Understanding:
I will observe the effort children put in into our new tradition to
identify those students understand traditions.

12. Day # 5
Subject Area: Reading, Writing
Lesson Title: Family History
Grade Level: First Grade
First grade standards:
CCSS.ELA-LITERACY.SL.1.1.A
Follow agreed-upon rules for discussions (e.g., listening to
others with care, speaking one at a time about the topics and
texts under discussion).
CCSS.ELA-LITERACY.SL.1.1
Participate in collaborative conversations with diverse partners
about grade 1 topics and texts with peers and adults in small
and larger groups.

13. Objective:
· Students will gain a deeper understanding of their family’s
history and heritage
· identify on a world map the countries from which their
families originated
Introduction:
During our daily circle time I will begin the lesson by asking
my students if they know their family history. I will let them
know that family history includes events that have happened to
our family throughout hundreds of years. I will tell the students
about my family history and how I came to America. I will
share where my grandparents worked and what they did for a
living. After I will ask the students to share some of their
stories.
During our discussion I will introduce vocabulary words that
the kids may not know. This will include words like ancestors,
roots, genetics, relatives, heritage, legacy, etc. Children will
have to write the words in their journals.
Procedures:
1. We will have a guest speaker for 30 minutes sharing their
family history. Student will be able to ask questions.
2. Student’s will be able to identify where they are from using a
world map
Materials and supplies:
· Guest speaker
· Journals
· Paper
· Large Map
Guided Practice:
Writing Center:
I will explain to the students that we will have a guest speaker

14. from a different country and that they will need to choose and
write down one question to ask our guest about their family
history.
Activity:
Children will need to ask their family about where they are
from. We will be pinning the countries/states on the map.
Check for Understanding:
Examine students’ writings or illustrations on their own family
history to identify whether they understand what family history
is.
Day # 1 Worksheet
LET’S COMPARE our Families
Lesson #1 “Let’s Compare Our Families” worksheet
OUR FAMILIES ARE DIFFERENT AND SIMILAR
Both families
________________’s family
Day #1 Worksheet
Our Class Is a Family Questions
What is Our Class is a Family about?
_____________________________________________________
_____________________________________________________
__________________________________________________
What does your family look like?

15. _____________________________________________________
_____________________________________________________
__________
How many people are in your family? How many people are in
your class?
_____________________________________________________
_____________________________________________________
__________
What do you think makes a family?
_____________________________________________________
_____________________________________________________
__________
How can families be the same but different?
_____________________________________________________
_____________________________________________________
__________