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Lesson plan
- 1. Components of a Lesson Plan Early Childhood Education Infant/Toddler Curriculum – CHIL 176
- 2. Step 1- What you should KNOW. Know ◦ …the age of the children you will be preparing a lesson plan for. ◦ …where you will be implementing your lesson plan. ◦ …what curriculum area you will be focusing on (art, language, math, music, movement, etc). ◦ …how long will your lesson plan be. ◦ …the activity that you will be implementing with the children and make sure to cite your source. ◦ Excellent! Now you are ready to fill out the top portion of the lesson plan. See an example of the next slide.
- 3. Lesson Plan – Step 1- Know the Basics LESSON PLAN Must be typed All Sections to be completed before submission 1. Lesson plan must have signature before presentation or no credit will be given for completion of lesson plan. ___________________________ PROFESSOR’S SIGNATURE 2. Student’s Name: ___________________________ Date: __________________ 3. Email: __________________ Telephone: (H)______________ Telephonec:(W)____________ Child Development College Class Name or #: ___________ 4. Place of Presentation: ________________ Time Requested: ____________________ Section I: 5. Where did your idea come from? (site reference) ____________________________________________ 6. A. Curriculum Area:_____________________ B. Theme (optional)_________________ 7. C. Activity: ________________ Length of Presentation ___________ Age Level: ________
- 4. Step 2 – Know your activity! Section II: 8. Behavioral Objective (s): Describe in action words (What is the child going to be able to do, such as; counting, identifying, naming, practicing, matching, painting, etc) a. Primary Objectives: (complete the sentence below) During this activity the child will be able to experience: 1.______________________ 2.______________________ b. Secondary Objectives: (complete the sentence below) (optional) During this activity the child will be able to experience: 1.______________________ 2.______________________ Section III: 9. Key concepts: (Vocabulary or main concept you are emphasizing in your behavioral objective) Section IV: (Bring materials with you including words of songs, flannel story on note cards etc.) Materials: *(Name of books, CDs, songs, etc. – include author, title, publisher, copyright date)
- 5. Step 3 – Know how you want to implement your activity 11. Method of Presentation: Include setup required, adult assistance, and special instructions. List steps of your presentation in exact order including the: opening, activity and closing add examples of open-ended questions you would use with the children.
- 6. Step 4: Know what to look for 12. Evaluation Method: How will you evaluate whether the children gained the intended primary behavioral objectives? Refer to your lesson plan on page 1, section II Behavioral Objectives.
- 7. Step 5: Know how to keep children safe 13. Limitations and Guidance suggestions: (List discipline, safety or techniques needed to facilitate behavioral objectives)
- 8. Step 6: Know how to integrate your activity into the children’s curriculum 14. Integrative Curriculum: How does your activity integrate (include) other curriculum areas, such as, art, science, math, language arts, literacy, music and movement.
- 9. Step 7: Know your evaluator Make sure your evaluator completes the following:1st EVALUATION by SUPERVISING TEACHER: STUDENT’S NAME: _____________________________ ACTIVITY: __________________________ PROFESSOR’S NAME: _________________________________ CHILD DEVELOPMENT COLLEGE CLASS NAME:________________________________________ Met Objectives/Did not meet objectives 1.Setup completely and in advance 2.Activity appropriate to center and age level 3.Interaction with children, appropriate eye contact, amount of talk, vocabulary 4.Limits set and maintained 5.clean up planned and carried through 6.Creative effort 7.Overall evaluation of activity and presentation COMMENTS BY SUPERVISING TEACHER: List ways you feel the lesson plan went well. List suggestions for making this a better lesson plan/activity ________________________________ ________________ Signature of Supervising Teacher Date
- 10. Step 8: Know and reflect on your activity 2nd SELF-EVALUATION by STUDENT: How did it go? What would you do differently next time? Why? Please provide a well thought out answer. Some ideas are: ◦ What went well? ◦ What did not go as planned? ◦ What surprised you about the children? ◦ What are some suggestions for the next time? ◦ Do you feel the children enjoyed the activity? ◦ What did you learn from this experience?
- 11. Works Cited Samples of the Lesson Plan were taken from the Miramar College Child Development Website, www.miramarcollegechilddevelopment.com
Editor's Notes
- Basic Instructions for completing a lesson plan. All lesson plans must be typed and signed by the instructor before implementation. Fill out the information starting with your name and the today’s date. Type in your email address and telephone number. It is important to have your contact information just in case the location where you are implementing your lesson plan need to contact you. Add the name and address of the school you will be implementing your lesson plan. Add the resource (book, CD, Youtube, Internet site, etc.) that you used for your lesson plan. Add the curriculum area. This might include areas such as art, math, science, language, music and movement. Examples of themes could be; spring, ocean, insects, spiders, evaporation…) Fill in what your activity will be. Examples might be painting, dancing, learning a song, reading a story, counting, playing a game, etc). The length of time should coincide with the age of the children. For example, 2-3 year olds should be 5-10 minutes at the most. 4-5 year olds might be 10-15 minutes. You should understand that young children may not have the maturity to sit for long periods of time. Fill in the age level of the children that you will be working with during your lesson plan.
- Once you have filled in all the basics in Step 1, you are ready to start adding information about your activity. Behavioral Objectives - Tell the instructor what the child is going to be able to do. For example, if the activity was a music and movement activity, the primary objective for this activity would be written like this: The children will be able to march around in a circle. Another objective might be; The children will be able to listen to the instructions from the song and follow the movements which include jumping, walking, hopping, and skipping. A secondary objective might be; The children will be able to develop their gross motor skills. Key Concepts – What are the key concepts that you want the children to learn and understand? What vocabulary words will you be using that you want the children to understand. For example, if I were presenting a music and movement activity, I might want the children to understand what is a marching band . I want the children to understand different movement words like jump, walk, hop, skip. I want the children to recognize different instrument sounds such as a drum, trumpet, flute and cymbals. Materials – What materials will you be using for your activity. List all your materials and site your source if you are using a book, CD, song or internet site. For example if using a song or CD; Armstrong, Louie., The Big Band Song. Big Bad Music, Tennessee publishing, 1925. CD Player CD – Big Band Music (Song #3 – Big Band Song) 24 musical instruments (one for each child) Large enough area for marching
- Step 3 – Know how you want to implement your activity. The way to create a positive experience with you and your children is by thinking ahead and planning the process of your activity. What will you do first, second, next and last. (Be creative) 1. First: Introduce yourself. The children will most likely not know you and you will not know the children. 2. Opening: What will you say or do to introduce your activity. (For example, if I were introducing a marching song, I might put on a marching band hat and show a baton that is used during marching). The children may not know what a marching hat looks like and a baton. Activity: I will show the children how to wear my hat and march in rhythm, 1,2,3,4; 1,2,3,4. Next I will invite the children to march with me. Turn on the music and invite all the children to stand up and march in place. Then, I will ask the children to turn their bodies and begin marching around the circle. If the activity is going well, I might have the children follow me and we will march around the classroom. After we learn the marching step, I can give each child an instrument that they can play while marching to the beat of the music. Closing: Continue to march with the children and transition to outside. When I have the children march out the door, have a basket by the door where the children can deposit the instruments. Open-ended questions that I might ask include: Does anyone know how to march? Would you show me? When might we see people marching? Answers might include, …in a parade, soldiers, Elephants march, ants go marching one by one and so on.
- Evaluation is part of the process. First you plan, then you implement, and then you evaluate. So how will you evaluate whether or not the children understood the behavioral objectives of this activity? That’s right! Look at your intended behavioral objectives you wrote down and then identify ways the children showed that they comprehended the objectives. For example, my objective was that the children would be able to march in a circle. I would evaluate the children in the following statements: 1. The children were able to follow each other and march together in a circle. 2. The children followed the leader by walking, hopping, skipping and marching around the classroom. 3. The children were able to listen to the instructions from the song and move to the correct instructions. 4. One child who is learning English, observed the other children and then followed their actions. Next time, I will have the words of walking, skipping, hopping and marching on cards with a picture of the movement. This will help children who are learning new words to see the word and see the movement.
- Step 5 – Know how to keep children safe – 13. What kinds of limitations should be outlined for your activity. For example my activity needs the following: 1. Large area for movement (marching in a large circle) 2. Hands are to be kept on child’s own body 3. Legs are used for marching only 4. Instruments are to be kept safe while marching 5. Help children move safely around the circle by giving each other a little room between children. 6. Make sure the area is safe from hazardous items that children might trip over.
- What does integrate mean to you? Bring together, combine, support, provoke learning, creating additional experiences for learning. How can your activity be integrated into other areas of the curriculum: For example; Marching to the Big Band song can be integrated into other areas of the curriculum: Art: Painting a large canvas while listening to big band music (encourage children to create strokes matching the beat and richness of the music) Math: Count how many steps to different areas of the classroom Language Arts: Read a book “Marching Parade” by James Little Literacy: Include books in the library about Ants Marching One by One, Marching bands, Soldiers (We have military families in our school) Music and Movement: Ants Go Marching One by One. Transition time: Invite each child to take turns being the leader while marching.
- You will not receive credit for implementing your activity if your evaluator does not fill out this portion of the lesson plan. It takes just a few minutes for your evaluator to complete this form. Please let your evaluator know how much you appreciate their time and the opportunity to implement your activity in their classroom. Remember you are a guest in their room. Be respectful at all times. Be patient with the children and with the evaluator. The evaluator may share insights with you concerning your lesson plan. Read these suggestions carefully and be open to learn and grow as your learn how to work with young children.
- This second evaluation is a detailed self-evaluation that you should take some time to reflect and then write down your thoughts. Please answer each question adding examples from your activity. Here is a sample for a reflection: This morning I arrived at the school to present my activity of marching to The Big Band Marching Song. I was very nervous because I have never met the teacher or children in the classroom. When I entered the classroom the children (4-5year olds) were in their centers all around the classroom. The children were very busy in each of the areas. The teacher introduced himself to me and I introduced myself to him. Then he gave a 5 minute warning to the children to help prepare them for my activity. He gave me time to set up my CD in the CD player and cue up my song. I also brought in my instruments as part of my lesson plan. After 5 minutes, the teacher asked the children to please clean up their areas and meet him at the group area. Most of the room was cleaned up, but I noticed that some of the chairs were in the aisles. I knew that that might be a problem for marching around the room. So I asked one of the children if they could go and push in the chairs before we started. He smiled, walked over and pushed in the chairs. When all the children were seated in the group area, the teacher introduced me to the class. I said hello to the children and told them I was excited to be there with them. Then I showed the children my big band hat. I put the hat on my head and started marching with my elbows. I encouraged the children to put on their pretend marching hats and move their elbows to the counts of 1,2,3,4. The children started counting and moving their elbows with me. Then I showed them my baton. I stood up and moved my elbows and legs marching to the 1,2,3,4 count. The children mimicking my movements stood up and started marching in place with me. (It was great). I noticed one of the children was standing and watching before he started marching and counting. (Later I learned that he was new and just learning English as a second language). Since the children were already marching in place, I turned on the song and invited the children to march in place. During the song, I invited the children to turn their bodies and begin marching around the circle. All of the children were able to follow the instructions moving their arms and legs to the beat. I stopped the music and invited the children to sit back down. Then I brought out my basket of instruments. I showed the children the drums, bells and cymbals. I turned on the music to hear and identify some of the instruments that I brought. Some of the children were able to identify the drums, trumpets and cymbals. Them I passed out all the instruments asking them to keep the instruments in front of them until I have them permission to pick them up. Two of the children were not able to follow this instruction and I had to remind them of not touch the instrument until I finished. That was difficult for them but they were able to follow when the teacher sat next to them. Next, we stood up shook our instruments so we could all hear them. Then I turned on the CD and we played our instruments with the beat of the music. Then we started marching to the music and playing our instruments. We marched all over the room and when we were almost finished I had them follow me to the back door to the outside. As soon as the children reached the back door and before heading outside, I instructed the children to place their instruments in the basket and enjoy their time outside. I said thank you to each child as they marched outside. I felt that the children enjoyed this experience. I notice that when children are moving, they enjoy the process of learning much more that just sitting and listening. One thing that I would like to incorporate the next time is to have cue cards with the names of the movements and instruments with pictures so that children who are learning English can see and hear the pronunciation of new words. One thing that I learned from this experience is to have a plan but not to worry is the plan is changed. I had a plan but it was changed by following the children’s cues. That was exciting for me and I can’t wait for my next activity with the children.