The document provides guidelines for writing lesson plans and managing transitions between activities for teachers. It outlines a process where teachers are assigned to write lesson plans for specific topics or learning centers and given time to prepare. Guidelines state to avoid xeroxed materials, keep plans politically correct, and be detailed. It also gives tips for smooth transitions between activities like using songs, keeping schedules consistent, warning children of changes, and having new materials ready to reduce waiting times. Good transitions help children develop self-control and meet their developmental needs through enjoyable, relevant activities.

1. LESSON PLANS AND TRANSITIONS
WRITING a 2 ½ HOUR LESSON PLAN
The lead teacher is assigned to write a lesson plan for a specific topic on a
specific day and for a specific age group. The lead teacher has 2 days to write
the lesson plan, 2 days to gather supplies to teach the lesson, l day spent as lead
teacher and 1 day spent as assisting teacher and 2 days to assist the teaching
group. (This is a 4-week rotation)
Guidelines:
 No Xeroxed materials for the children unless approved by Mrs. Moyle.
 Write lesson plans in dark color.
 Keep religious contexts out of your teaching and be politically correct.
 Be detailed and specific.
 Mrs. Moyle will purchase materials if they are in season; you bring all the
props from home.
 Never bring food for the children. Never eat the children’s food.
 Food tables and food sinks are only for food and art tables and art sinks
are only for art.
 Never use or ask for peanuts or chocolate products.
WRITING DISCOVERY LEARNING CENTER LESSON PLANS
The discovery teacher is assigned to write several lesson plans for specific
learning centers (not for the specific topic) for a specific week and for all age
groups. The discovery teacher has 2 days to write the lesson plans (instruction
form included for each learning center), 2 days to gather supplies for the learning
centers (instruction form included clothes pinned to card stock. The same
learning center idea cannot be repeated within an 8-week period.
TRANSITIONS
Transitions compiled by Alison Gilles C.F.D.C. of the University of Utah
1. Transitions are times when children move from one activity to another.
These changes can be difficult. Waiting even for a few minutes is a long
time to children. The result is that children wander, run around, or do
inappropriate things. Dealing with those behaviors further delays the next
activity. Short, smooth transitions means that more time will be spent in
meaningful activities.
2. Good transitions should:
 Be varied to keep children’s attention and interest.
 Help children develop self-control.
 Meet the interests and developmental (social, emotional, physical,
language, cognitive) needs of children.

2.  Be simple, enjoyable and relevant to the children. There should not be
times of stress or teacher demands.
 Prepare children for what follows by introducing objects needed for the
next activity or discussing what they are to do next.
 Give children warning of an upcoming transition: “We will be cleaning
up in a few minutes”, ring a bell, etc.
3. Preventing Problems
 Develop a consistent daily schedule with just a few transitions.
 Tell the children when a transition is about to occur and explain exactly
what they are to do: “When you go inside the classroom, hang up your
coat and then wash your hands before you choose an activity.”
 Have materials ready for the next activity so the transition will be short.
 Begin the next activity as soon as even one child is ready. The other
children will be attracted by what is going on and will join quickly.
 Keep a list handy of favorite finger plays, short songs and simple
activities to use during transitions.
 Motivate or entice children to participate in the activity.
4. What can be learned through transitions?
 Learn about their world
 Manage behavior through change
 Develop problem-solving skills
 Engage in active exploration
 A time to relax and enjoy
 Practice skills and concepts
5. Types of transitions
 Dismissal – one child at a time
 Settlers
 Attention getters
 Stretchers
 Extenders
 Sound (5 minutes to clean up)