Lesson Plan Template – Overview For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please view the Lesson Plan Handbook. Content Area or Developmental Focus: Age/Grade of Children: Length of Lesson: Goal The goal is the purpose of the lesson. Objective The objective is what students will be able to know or do at the end of the lesson. Standards Included Standards are the knowledge or skills that students will be expected to demonstrate. Depending on the age of the children you are working with, you will choose the appropriate standard from the list below: Birth to Age 3: Developmental Milestones. Click HERE to locate a developmental milestone checklist that includes developmental standards. Ages 3 to 5: Early Learning Guidelines. Click HERE to locate the Early Learning Guidelines for your state. Head Start Framework: If you work in a Head Start program, please click HERE to choose a standard from the Head Start Early Learning Framework. K-3: Click HERE to locate the Kindergarten through 3rd grade standards for your state. Materials The materials section lists all items needed throughout a lesson. Introduction The introduction is how you will introduce the activity so your students are interested, engaged, and have the opportunity to think about any background knowledge/experience that they may have. Lesson Development: The lesson development section includes the steps that you will take to teach the lesson including any modeling, direct instruction, centers, etc. that will be utilized. Sometimes this is also referred to as the “procedures” section of the lesson plan. Differentiation Often times you will have students that you will need to include modifications for when you are developing a lesson. In this section you will need to explain how you could modify your lesson to meet the needs of the different children you are working with. These modifications may apply to the lesson development section, the practice/check for understanding section, or both. Assessment (Practice/ Checking for Understanding) Students are given the opportunity to apply what they have learned in a formal or informal way. You will need to describe what you will do to assess student learning. It can be through guided practice and/or independent practice. Guided practice allows students to demonstrate their understanding of the material while the teacher is present and can provide needed assistance. Independent practice might be group work, projects, or homework. Closing Here the ECE teacher/provider reviews the highlights of the lesson and brings closure to the activity. Lesson Plan Template Content Area or Developmental Focus: Age/Grade of Children: Length of Lesson: Goal Objective Standards Included Materials Introduction Lesson Development Differentiation Assessment (Practice/ Checking for Understanding) Closing References Center on Enhancing Ea.

1. Lesson Plan Template – Overview
For a more detailed explanation, including examples, of each
section within the Lesson Plan Template, please view the
Lesson Plan Handbook.
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
The goal is the purpose of the lesson.
Objective
The objective is what students will be able to know or do at the
end of the lesson.
Standards Included
Standards are the knowledge or skills that students will be
expected to demonstrate. Depending on the age of the children
you are working with, you will choose the appropriate standard
from the list below:
Birth to Age 3: Developmental Milestones. Click HERE to
locate a developmental milestone checklist that includes
developmental standards.
Ages 3 to 5: Early Learning Guidelines. Click HERE to locate
the Early Learning Guidelines for your state.
Head Start Framework: If you work in a Head Start program,
please click HERE to choose a standard from the Head Start
Early Learning Framework.

2. K-3: Click HERE to locate the Kindergarten through 3rd grade
standards for your state.
Materials
The materials section lists all items needed throughout a lesson.
Introduction
The introduction is how you will introduce the activity so your
students are interested, engaged, and have the opportunity to
think about any background knowledge/experience that they
may have.
Lesson Development:
The lesson development section includes the steps that you will
take to teach the lesson including any modeling, direct
instruction, centers, etc. that will be utilized. Sometimes this is
also referred to as the “procedures” section of the lesson plan.
Differentiation
Often times you will have students that you will need to include
modifications for when you are developing a lesson. In this
section you will need to explain how you could modify your
lesson to meet the needs of the different children you are
working with. These modifications may apply to the lesson
development section, the practice/check for understanding
section, or both.
Assessment
(Practice/ Checking for
Understanding)
Students are given the opportunity to apply what they have
learned in a formal or informal way. You will need to describe
what you will do to assess student learning. It can be through
guided practice and/or independent practice. Guided practice

3. allows students to demonstrate their understanding of the
material while the teacher is present and can provide needed
assistance. Independent practice might be group work, projects,
or homework.
Closing
Here the ECE teacher/provider reviews the highlights of the
lesson and brings closure to the activity.
Lesson Plan Template
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
Objective
Standards Included
Materials
Introduction

4. Lesson Development
Differentiation
Assessment
(Practice/ Checking for
Understanding)
Closing
References
Center on Enhancing Early Learning Outcomes. (2014). State-
By-State. Retrieved from http://ceelo.org/state-
information/state-map/. Education World. (2014). Standards by
State. Retrieved from
http://www.educationworld.com/standards/state/.

5. Head Start. (2011). Head Start Child Development and Early
Learning Framework. Retrieved from:
http://eclkc.ohs.acf.hhs.gov/hslc/tta-
system/teaching/eecd/Assessment/Child%20Outcomes/HS_Revis
ed_Child_Outcomes_Framework(rev-Sept2011).pdf .
National Center on Child Care Quality Improvement. (2014).
State/Territory Early Learning Guidelines. Retrieved from
https://childcareta.acf.hhs.gov/sites/default/files/state_elgs_web
_final.pdf.
The Early Childhood Direction Center. (2006). Developmental
Checklists Birth to Five. Retrieved from
http://www.preschoollearningcenter.org/images/upload/develop
mental_checklist.pdf
Developed by Kristina Bodamer and Jennifer Zaur, Full-Time
Faculty, College of Education, ECE/CD Department
Developed by Kristina Bodamer and Jennifer Zaur, Full
-
Time Faculty, College of Education, ECE/CD Department
Content Area
or Developmental Focus
:
Age/Grade of
Children
:
Length of Lesson:

6. Goal
The goal is the
purpose of the lesson
.
Objective
The o
bjective
is what students will be able to know or do at the end of the
lesson.
Standards
Included
Standards are the knowledge or skills that students will be
expected to
demonstrate.
Depending on the age of the children you are working with, you
will choose the appropriate standard from the list below:
Birth to Age 3: Developmental Milestones
. Click
HERE
to locate a
developmental milestone checklist
that includes developmental standards
.

7. Ages 3 to 5: Early Learning Guidelines
. Click
HERE
to locate the Early
Learning Guidelines for your state.
Head
Start Framework
: If you work in a Head
Start program, please click
HERE
to choose a standard from the Head
Start Early Learning Framework.
K
-
3
: Click
HERE
to locate the Kindergarten through 3
rd
grade standards for
your state.
Materials
The materials section lists

8. al
l items needed throughout a lesson.
Introduction
The introduction is how you will int
roduce the activity so
your students
are
interested, engaged
,
and have the opportunity to think about any background
knowledge/experience that they may have
.
Lesson
Development
:
The lesson development section includes the steps that you
will take
to te
ach
the lesson including any modeling, direct instruction, centers,
etc
.
that will be

9. utilized.
Sometimes this is also referred to as the “procedures” section of
the
lesson plan.
Differentiation
Often times you will have students that you will need
to include modifications
for when you are developing a lesson. In this section you will
need to explain
how you could modify your lesson to meet the needs of the
different children
you are work
ing
with.
These modifications may apply to the lesson
develop
ment section, the practice/check for understanding section, or
both.
Assessment
(
Practice
/
Checking for
Understanding
)

10. S
tudents are given the opportunity to apply what they have
learned
in a formal
or informal way
.
You will need to describe what
you will do to assess student
l
earning.
It
can be
through
guided practice and/or independent practice.
Guided practice allows students to demonstrate their
understanding of the
material while the te
acher is present and can provide needed assistance
.
Inde
pendent practice might be group work, projects
,
or homework.
Closing
Here
the

11. ECE
teacher
/provider
reviews the highlights of the
lesson and brings
closure to the activity.
Lesson Plan Template
–
Overview
For a more detailed explanation, including examples, of each
section within the
Lesson Plan Template, please view the Lesson Plan Handbook.
Developed by Kristina Bodamer and Jennifer Zaur, Full-Time
Faculty, College of Education, ECE/CD Department
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal The goal is the purpose of the lesson.
Objective The objective is what students will be able to know or
do at the end of the
lesson.
Standards Included
Standards are the knowledge or skills that students will be
expected to

12. demonstrate. Depending on the age of the children you are
working with, you
will choose the appropriate standard from the list below:
Birth to Age 3: Developmental Milestones. Click HERE to
locate a
developmental milestone checklist that includes developmental
standards.
Ages 3 to 5: Early Learning Guidelines. Click HERE to locate
the Early
Learning Guidelines for your state.
Head Start Framework: If you work in a Head Start program,
please click
HERE to choose a standard from the Head Start Early Learning
Framework.
K-3: Click HERE to locate the Kindergarten through 3
rd
grade standards for
your state.
Materials The materials section lists all items needed
throughout a lesson.
Introduction
The introduction is how you will introduce the activity so your
students are
interested, engaged, and have the opportunity to think about any
background
knowledge/experience that they may have.
Lesson Development:
The lesson development section includes the steps that you will

13. take to teach
the lesson including any modeling, direct instruction, centers,
etc. that will be
utilized. Sometimes this is also referred to as the “procedures”
section of the
lesson plan.
Differentiation Often times you will have students that you will
need to include modifications
for when you are developing a lesson. In this section you will
need to explain
how you could modify your lesson to meet the needs of the
different children
you are working with. These modifications may apply to the
lesson
development section, the practice/check for understanding
section, or both.
Assessment
(Practice/ Checking for
Understanding)
Students are given the opportunity to apply what they have
learned in a formal
or informal way. You will need to describe what you will do to
assess student
learning. It can be through guided practice and/or independent
practice.
Guided practice allows students to demonstrate their
understanding of the
material while the teacher is present and can provide needed
assistance.
Independent practice might be group work, projects, or
homework.
Closing

14. Here the ECE teacher/provider reviews the highlights of the
lesson and brings
closure to the activity.
Lesson Plan Template – Overview
For a more detailed explanation, including examples, of each
section within the
Lesson Plan Template, please view the Lesson Plan Handbook.
Activity Plan Self-Check- Place an “X” on each line for each of
the characteristics that is included in the Lesson Plan Template
you completed above. If a characteristic is not observed, leave
the line blank. When you get to the end, add up the “Xs” and
circle the level the lesson plan falls into according to the Self-
Check Scoring Key.
THIS PLAN IS DEVELOPMENTALLY APPROPRIATE 4
POINTS
________ My plan is appropriate for the age and experiences of
the children I will be teaching.
________ This activity idea is suitable for the children in my
class based on at least one of these criteria:
• The head teacher/ instructor has approved my idea.
• My idea builds on the children’s interests and was suggested
by things the children
have said or done.
• My idea relates to the early learning standards and/ or the
content standards for my
state or school.
________ The materials and teaching strategies are sensitive to
the language, culture, and experiences
of all or some of the children and families in the
class.
________ The objectives are arranged in a logical order using
the concept of developmental direction.

15. THIS PLAN IS COMPLETE 4 POINTS
________ All parts of an effective activity plan are represented
in my plan.
________ All materials needed in the activity are specified
(including any materials needed for set- up, such as
covering a table with paper, or clean- up, such as
sponges and water).
________ The procedure includes examples of appropriate
teaching strategies for the activity type, including
scripts such as those associated with behavior
reflections, open- ended questions, challenges, or do- it
signals.
________ The evaluation section of the plan includes questions
related to the children’s experience in the activity
as well as at least one question related to self-
evaluation and reflection.
THIS PLAN IS RELEVANT 3 POINTS
________ The plan uses hands- on materials that are of high
interest to the children (they are meaningful and
worthy of the children’s attention).
________ The teaching strategies outlined in the plan clearly
support the goal.
________ The strategy for assessing the learning of the children
is appropriate for the activity and the children’s
development (checklist, work sample, child
observations, etc.).
THIS PLAN IS ACCURATE 9 POINTS
________ The planned activity clearly supports the goal.
________ There is an obvious link between the goal and the
objectives.
________ The objectives specify what the children will do in
relation to the content.
________ Each of the objectives is addressed within the
procedure.

16. ________ The procedure specifies what the teacher will do and
say.
________ The specified content is accurate ( I have looked up
or verified the information).
________ The content is reflected in the procedures section of
the plan with the terms and facts made
clear.
________ The simplifications and the extensions are related to
the goal and remain within the chosen develop-
mental domain.
________ The evaluation of the child component of the plan
assesses the degree to which children are
successful in addressing the goal and the
objectives.
TOTAL POINTS = ________ Out of 20
Self- Check Scoring Key - Circle the level your plan falls in
18– 20 Ready to Submit/ Try Out with Children
13– 17 Getting Close
8– 12 Try Again
1– 7 Reread Chapter 3, Consult with Others to Clarify
Misunderstandings
(Kostelink, Soderman, Whiren, and Rupiper, 2015, p .101)
Activity Plan Self
-
Check
-
Place an “X” on each line for

17. each of the characteristics that is included in
the Lesson
Plan Template you completed above. If a characteristic is not
observed, leave the line blank. When
you get to the end, add up the “Xs” and circle the level the
lesson plan falls into according t
o the Self
-
Check Scoring Key
.
THIS PLAN IS DEVELOPMENTALLY APPROPRIATE 4
POINTS
________ My plan is appropriate for the age and experiences of
the children I will be teaching.
________ This activity idea is suitable for the children in my
class based on
at least one of these criteria:
• The head teacher/ instructor has approved my idea.
• My idea builds on the children’s interests and was suggested
by things the children
have said or done.
• My idea relates to the early learning standards and/ or
the content standards for my

18. state or school.
________ The materials and teaching strategies are sensitive to
the language, culture, and experiences
of all or some of the chi
ldren and families in the class
.
________ The objectives are arranged in a logical order using
the concep
t of developmental direction.
THIS PLAN IS COMPLETE 4 POINTS
________ All parts of an effective activity plan are represented
in my plan.
________ All materials needed
in the activity are specified (
including any materials needed for set
-
up, such as

19. covering a table with paper, or clean
-
up, such as sponges and water).
________ The procedure includes examples of appropriate
teaching strategies for the activity type, including
scripts such as thos
e associated with
behavior refl
ections, open
-
ended questions, challenges, or do
-
it
signals.
________ The evaluation section of the plan includes questions
related to the children’s experience in the activity
as well as at least one
question relat
ed to self
-

20. evaluation and refl
ection.
THIS PLAN IS RELEVANT 3 POINTS
________ The plan uses hands
-
on materials that are of
high interest to the children (
they are meaningful and
worthy of the children’s attention).
__
______ The teaching strategies outlined in the plan clearly
support the goal.
________ The strategy for assessing the learning of the children
is appropriate for the activity a
nd the children’s
development (
checklist, work sample, child
observations, etc.).
THIS PLAN IS ACCURATE 9 POINTS
________ The planned activity clearly supports the goal.

21. ________ There is an obvious link between the goal and the
objectives.
________ The objectives specify what the children will do in
relation to the content.
________ Each of the objectives is addressed within the
procedure.
________ The procedure specifies what the teacher will do and
say.
________ The specified
content is accura
te ( I have looked up or verifi
ed the information).
________ The content is refl
ected in the procedures section of the plan with the terms and
facts made
clear.
________ The simplifi
cations and the extensions are rela
ted to the goal and remain within the chosen develop
-
mental domain.

22. ________ The evaluation of the child component of the plan
assesses the degree to which children are
successful in addressing the goal and the obje
ctives.
TOTAL POINTS =
________
Out of 20
Self
-
Check Scoring Key
-
Circle the level your plan falls in
18
–
20 Ready to Submit/ Try Out with Children
Activity Plan Self-Check- Place an “X” on each line for each of
the characteristics that is included in the Lesson
Plan Template you completed above. If a characteristic is not
observed, leave the line blank. When

23. you get to the end, add up the “Xs” and circle the level the
lesson plan falls into according to the Self-
Check Scoring Key.
THIS PLAN IS DEVELOPMENTALLY APPROPRIATE 4
POINTS
________ My plan is appropriate for the age and experiences of
the children I will be teaching.
________ This activity idea is suitable for the children in my
class based on at least one of these criteria:
• The head teacher/ instructor has approved my idea.
• My idea builds on the children’s interests and was suggested
by things the children
have said or done.
• My idea relates to the early learning standards and/ or the
content standards for my
state or school.
________ The materials and teaching strategies are sensitive to
the language, culture, and experiences
of all or some of the children and families in the
class.
________ The objectives are arranged in a logical order using
the concept of developmental direction.
THIS PLAN IS COMPLETE 4 POINTS
________ All parts of an effective activity plan are represented
in my plan.
________ All materials needed in the activity are specified
(including any materials needed for set- up, such as
covering a table with paper, or clean- up, such as
sponges and water).
________ The procedure includes examples of appropriate
teaching strategies for the activity type, including
scripts such as those associated with behavior
reflections, open- ended questions, challenges, or do- it
signals.
________ The evaluation section of the plan includes questions

24. related to the children’s experience in the activity
as well as at least one question related to self-
evaluation and reflection.
THIS PLAN IS RELEVANT 3 POINTS
________ The plan uses hands- on materials that are of high
interest to the children (they are meaningful and
worthy of the children’s attention).
________ The teaching strategies outlined in the plan clearly
support the goal.
________ The strategy for assessing the learning of the children
is appropriate for the activity and the children’s
development (checklist, work sample, child
observations, etc.).
THIS PLAN IS ACCURATE 9 POINTS
________ The planned activity clearly supports the goal.
________ There is an obvious link between the goal and the
objectives.
________ The objectives specify what the children will do in
relation to the content.
________ Each of the objectives is addressed within the
procedure.
________ The procedure specifies what the teacher will do and
say.
________ The specified content is accurate ( I have looked up
or verified the information).
________ The content is reflected in the procedures section of
the plan with the terms and facts made
clear.
________ The simplifications and the extensions are related to
the goal and remain within the chosen develop-
mental domain.
________ The evaluation of the child component of the plan
assesses the degree to which children are
successful in addressing the goal and the

25. objectives.
TOTAL POINTS = ________ Out of 20
Self- Check Scoring Key - Circle the level your plan falls in
18– 20 Ready to Submit/ Try Out with Children