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The week 5 journal prompts educators to reflect on their lesson planning effectiveness, emphasizing strengths and areas for improvement. Educators are required to evaluate at least three classmates' lesson plans using a provided rubric, focusing on components such as ease of planning, instructional development, differentiation, and assessment methods. The document also includes a lesson plan template covering essential elements like goals, objectives, materials, and standards for various age groups.

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Week 5 Journal As an educator, a large portion of learning and growth comes from reflection and refinement. For this week’s journal, use this self-reflection rubric to evaluate the effectiveness of your lesson plan from Week Four. Elaborate on the areas of strength in your lesson plan, as well as those areas in need of improvement. provide an evaluation of at least three of your classmates’ lesson plans that were uploaded to the Doc Sharing Tab last week. Using the rubric, provide justification and an explanation of how you scored their areas of strength and areas in need of improvement. 1. What was easy for me in planning the lesson? Why? 2. What components were difficult for me to complete when planning the lesson? Why? 3. What do I want to improve on when creating lesson plans? 4.
How will this assignment help me in my future role? Evaluate 3- peer’s Lesson plans Evaluation of Peer’s Lesson Plan: Strengths: Areas of Reflection: Evaluation of Peer’s Lesson Plan: Strengths: Areas of Reflection Evaluation of Peer’s Lesson Plan: Strengths: Areas of Reflection This is the three peers lesson plans, Listed below- 1
) Lesson Plan Template –1 peer’s Name is Mirna Roman For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please view the Lesson Plan Handbook. 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. Often times you will have students that you will need to include modifications for when 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 Lesson Plan Template Content Area or Developmental Focus: Science: Butterfly Life Cycle Age/Grade of Children: Kindergarten- age 5-6 Length of Lesson:45 minutes. Goal To teach the lifecycle of a butterfly. Objective The students will be able to remember the life cycle in stages of a butterfly wising a guided life cycle stage map. Standards Included Developmental Checklist - 4 to 5 years. Arizona’s College and Career Ready Standards-English Language Arts- Speaking and Listening Standards K-2- 1.SL.4- Describe people, places, things and events
with relevant details, expressing ideas and To teach the lifecycle of a butterfly. Objective The students will be able to remember the life cycle in stages of a butterfly wising a guided life cycle stage map. Standards Included Developmental Checklist - 4 to 5 years. Arizona’s College and Career Ready Standards-English Language Arts- Speaking and Listening Standards K-2- 1.SL.4- Describe people, places, things and events with relevant details, expressing ideas and feelings clearly (Zaur & Bodamer, 2015). Materials Materials used will be a sheet of the butterfly life cycle for each students (black and white so they can color in.), crayons, visual life
color pictures of the life cycle of a butterfly to show students, a short clip on computer of the process of the actual butterfly life cycle. Introduction “Hello class! Today we will be learning about the amazing life cycle of a butterfly.” “Can anybody tell what they know about butterflies?” Waits for response. “Great answers from all of you, I’m going to tell you all about the stages that a butterfly goes through in order to become a butterfly. From how they start being a small little egg to a beautiful flying butterfly. First we will start by showing viewing a small clip of the live process in a butterflies life cycle. Shows class small clip. ”I’m going to pass out a work sheet which shows you the stages in order and you will color the cycle in as we go in order
together.” Then show pictures of: Stage 1- Egg , Stage (Larve), 2- Caterpillar (Pupa), Stage 3- Chrysalis (Pupa), Stage 4 - Butterfly. Lesson Development 1- Show small clip of butterflies. 2-Gives students work sheet of butterfly life cycle and crayons. 3- Shows picture to students of the stages in order and talks a little about it while students color in stage. 4- Ask the class in whole to repeat stages and compliments students coloring. Differentiation Shows again pictures to each students who needs extra help and help them with the repeating of stages and helps them color by letting them select the colors they prefer. Assessment
(Practice/ Checking for 1- Show a picture of a certain stage to students and ask them they remember the name of the life cycle along with asking them cycle and crayons. 3- Shows picture to students of the stages in order and talks a little about it while students color in stage. 4- Ask the class in whole to repeat stages and compliments students coloring. Differentiation Shows again pictures to each students who needs extra help and help them with the repeating of stages and helps them color by letting them select the colors they prefer. Assessment (Practice/ Checking for Understanding)
1- Show a picture of a certain stage to students and ask them they remember the name of the life cycle along with asking them if they can remember the life cycle process while pointing at their color picture in order. * I will be able to tell if students have remembered and also check on their verbal communication. Closing Tell students that they have done a great job in their coloring pictures as well as praising their memory skills and that I will be putting their work up on our wall for the week. At the end of the week students can take their work home and show their families their work along with telling them what they have learned about the butterfly life cycle . References
Center on Enhancing Early Learning Outcomes. (2014). State- By-State. Retrieved from http://ceelo.org/state-information/state-map/. Common Core State Standards Initiative. (2015). Standards by State. Retrieved from http://www.corestandards.org/standards-in-your-state/ 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_Revised_Child_Outcomes_Framework(r ev-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. Office of Child Care (2015). State Early Learning Guidelines. Retrieved from https:// childcareta.acf.hhs.gov/resource/state-early-learning-guidelines. The Early Childhood Direction Center. (2006). Developmental Checklists Birth to Five. Retrieved from
http://www.preschoollearningcenter.org/images/upload/ developmental_checklist.pdf Zaur, J., & Bodamer, K., (2015). Early Childhood and Child Development: Lesson Plan Handbook. San Diego, CA; Bridgepoint Education. The Lifecycle of a Butterfly. (n.d.). Retrieved December 22, 2015, from http:// www3.canisius.edu/~grandem/butterflylifecycle/The Second peer’s name is Lea Six Lesson plan is: 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. Developed by Kristina Bodamer and Jennifer Zaur, Full-Time Faculty, College of Education, ECE/CD Department Content Area or Developmental Focus: Language and Literacy Age/Grade of Children: Preschool children 3-4 Year Length of Lesson: About 15 to 20 Minutes Goal For children to learn and develop the recognize the different animals. For them to be able to listen to the story and know when it there turn to stand up when its there turn.
Objective Is to have the children learn the different animals form the book Brown Bear Brown Bear. They will also learn their listen skill as well. Standards Included Recognizes and identifies almost all common objects and pictures. Strangers can understand most of words. Matches an object in hand or room to a picture in a book Materials Brown Bear Animals added 9-9-02 Submitted by: Kathey Chvostal Before you read the story, place stuffed or paper animals from the story into a bag or a feely box. Have the children pick an animal from the story out. As you read the story have the children stand up when you get to their animal. Have the children say the name of their animal and the sound it makes. Introduction Today we are going to read a book about Brown Bear Brown Bear. We have a box every child will reach in a box and grab just one animal. After all children
has one animal we will sit down. LETS BEING BROWN BEAR BROWN BEAR Lesson Development I will have the book so the children can see the what going on. They will have to watch and match there animal. There will be a box so the children will learn the different kinds of animals. They will have to learn to listen so when they hear there animal. I would have them add it to like have them act like the animal. Like if they were a dog they can bark. Differentiation I would have to change it were if a child need help. I would let them know Bob would you stand you animal next. Or have number on the back of the animals. But another thing is have them in order so the go down the line. The last thing I would try is show them the paper before reading it so they can match up the animal. I would say if your animal match the page please stand up. Assessment
(Practice/ Checking for Understanding) I would have them the aid read the book. Then I would observe the children and see what they have learn. Then I would have them in a work in a group and have them match the animals. I would have them in different colors and have them work together to match them up. Like a dog with a dog. But have Developed by Kristina Bodamer and Jennifer Zaur, Full-Time Faculty, College of Education, ECE/CD Department two different dogs. Closing We are done with this book. Is there any question do you have? What was you favorite part? What did you like to do next? References Center on Enhancing Early Learning Outcomes. (2014). State- By-State. Retrieved from http://ceelo.org/state-information/state-map/. Common Core State Standards Initiative. (2015). Standards by State. Retrieved from
http://www.corestandards.org/standards-in-your-state/ 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_Revised_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. Office of Child Care (2015). State Early Learning Guidelines. Retrieved from https://childcareta.acf.hhs.gov/resource/state-early-learning- guidelines. The Early Childhood Direction Center. (2006). Developmental Checklists Birth to Five. Retrieved from http://www.preschoollearningcenter.org/images/upload/develop mental_checklist.pdf http://www.preschooleducation.com/ctbrownbear.shtml
Developed Third lesson plan peer’s name is: Sarah Pritchett Content Area or Developmental Focus: Sight Words Age/Grade of Children: Four and five-year-old children / Kindergarten Length of Lesson: One Hour Goal The goal of this lesson is for children to be able to recognize sight words that make up the majority of the words used in beginning children’s books. By recognizing sight words, children will be able to focus more on the meaning of the book rather than having to decode each word. (Piper, 2012) Objective As a result of this instruction, the students will be able to recognize common sight words used, as well as how to pronounce them and how to put each sight word into a sentence that makes sense.
Standards Included The standards that students will be expected to demonstrate include speaking sentences that contain more than five words. They should be able to produce and expand complete sentences when participating in language activities. (Core Standards, 2015) They should also be able to read common sight word that they probably see all the time in books and stories. Materials The materials needed for this activity include: -23 popsicle sticks with sight word/smiley faces on them -A plastic container for the popsicle sticks to go into -Students -Teacher
Introduction “Good Morning Class! Today, we are going to practice sight words. Every student will draw a popsicle stick which contains a sight word on it and will read it out loud to the class when it is their turn. There will be three popsicle sticks which contain a smiley face on them. If you draw one of those sticks, you will draw a second popsicle stick out of the container, and make a sentence using that word. If you say the word or sentence correctly, you will put the popsicle stick in the center of the circle, but if you say it incorrectly, it will go back in the container for another child to get a turn to say it correctly.” Lesson Development The procedures are as followed: 1) Pick a popsicle stick out of the container.
2) Sit down in our “circle time” spot. 3) Say the word out loud when it is your turn in the circle. 4) If your popsicle stick has a smiley face on it, pick a second popsicle stick, and use that word in a sentence. 5) If you didn’t say the word correctly or didn’t use it correctly in the sentence, put the popsicle stick back in the container. If I tell you that you said it correctly, put the popsicle stick in the middle of the circle, and it will be the next persons turn to say their word. Differentiation Modifications that I would include if necessary would be to help them sound out the word on their popsicle stick, and they can repeat the word after me. If they have to come up with a sentence, I will help them get started on their sentence and they can finish it themselves. Assessment (Practice/ Checking for
Understanding) As soon as our activity is over, I will point on random children in the class to say out loud one sight word they learned today that wasn’t the sight word they had on their popsicle stick. This way, I will know who was paying attention and who wasn’t. If there are only a few sight words left when I get to one of the last children, and they can’t think of what was said and what wasn’t, I will have them start over and say a sight word that might have already been said, as long as it’s not theirs. Closing Here, I will go over everything we learned today in our activity. I will then ask the students if they have any questions over anything we went over involving the activity. I will end this activity by telling everyone what a great job they did, and if they are having any problems remembering the sight words, I will tell them a good activity to do at home is make flashcards with their parents with the sight words on them and have their parents go over them with them. That way, they will see them over and over again and be able to recognize them.
References Core Standards. (2015). English Language Arts Standards. Retrieved from: http://www.corestandards.org/ELA- Literacy/L/K/ Early Childhood Direction Center. (2006). Developmental Checklists Birth to Five. Retrieved from: http://www.ou.edu/cwtraining/assets/pdf/handouts/2010/Develo pmental%20Checklists%20from%20syracuse%20university.pdf Piper, T. (2012). Making meaning, making sense: Children’s early language learning. San Diego, CA: Bridgepoint Education.
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Week 5 JournalAs an educator, a large portion of learning and .docx

  • 1. Week 5 Journal As an educator, a large portion of learning and growth comes from reflection and refinement. For this week’s journal, use this self-reflection rubric to evaluate the effectiveness of your lesson plan from Week Four. Elaborate on the areas of strength in your lesson plan, as well as those areas in need of improvement. provide an evaluation of at least three of your classmates’ lesson plans that were uploaded to the Doc Sharing Tab last week. Using the rubric, provide justification and an explanation of how you scored their areas of strength and areas in need of improvement. 1. What was easy for me in planning the lesson? Why? 2. What components were difficult for me to complete when planning the lesson? Why? 3. What do I want to improve on when creating lesson plans? 4.
  • 2. How will this assignment help me in my future role? Evaluate 3- peer’s Lesson plans Evaluation of Peer’s Lesson Plan: Strengths: Areas of Reflection: Evaluation of Peer’s Lesson Plan: Strengths: Areas of Reflection Evaluation of Peer’s Lesson Plan: Strengths: Areas of Reflection This is the three peers lesson plans, Listed below- 1
  • 3. ) Lesson Plan Template –1 peer’s Name is Mirna Roman For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please view the Lesson Plan Handbook. 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
  • 4. 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
  • 5. 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. Often times you will have students that you will need to include modifications for when Introduction The introduction is how you will introduce the activity so your students are interested, engaged, and have the opportunity to think
  • 6. 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
  • 7. 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.
  • 8. Lesson Plan Template Lesson Plan Template Content Area or Developmental Focus: Science: Butterfly Life Cycle Age/Grade of Children: Kindergarten- age 5-6 Length of Lesson:45 minutes. Goal To teach the lifecycle of a butterfly. Objective The students will be able to remember the life cycle in stages of a butterfly wising a guided life cycle stage map. Standards Included Developmental Checklist - 4 to 5 years. Arizona’s College and Career Ready Standards-English Language Arts- Speaking and Listening Standards K-2- 1.SL.4- Describe people, places, things and events
  • 9. with relevant details, expressing ideas and To teach the lifecycle of a butterfly. Objective The students will be able to remember the life cycle in stages of a butterfly wising a guided life cycle stage map. Standards Included Developmental Checklist - 4 to 5 years. Arizona’s College and Career Ready Standards-English Language Arts- Speaking and Listening Standards K-2- 1.SL.4- Describe people, places, things and events with relevant details, expressing ideas and feelings clearly (Zaur & Bodamer, 2015). Materials Materials used will be a sheet of the butterfly life cycle for each students (black and white so they can color in.), crayons, visual life
  • 10. color pictures of the life cycle of a butterfly to show students, a short clip on computer of the process of the actual butterfly life cycle. Introduction “Hello class! Today we will be learning about the amazing life cycle of a butterfly.” “Can anybody tell what they know about butterflies?” Waits for response. “Great answers from all of you, I’m going to tell you all about the stages that a butterfly goes through in order to become a butterfly. From how they start being a small little egg to a beautiful flying butterfly. First we will start by showing viewing a small clip of the live process in a butterflies life cycle. Shows class small clip. ”I’m going to pass out a work sheet which shows you the stages in order and you will color the cycle in as we go in order
  • 11. together.” Then show pictures of: Stage 1- Egg , Stage (Larve), 2- Caterpillar (Pupa), Stage 3- Chrysalis (Pupa), Stage 4 - Butterfly. Lesson Development 1- Show small clip of butterflies. 2-Gives students work sheet of butterfly life cycle and crayons. 3- Shows picture to students of the stages in order and talks a little about it while students color in stage. 4- Ask the class in whole to repeat stages and compliments students coloring. Differentiation Shows again pictures to each students who needs extra help and help them with the repeating of stages and helps them color by letting them select the colors they prefer. Assessment
  • 12. (Practice/ Checking for 1- Show a picture of a certain stage to students and ask them they remember the name of the life cycle along with asking them cycle and crayons. 3- Shows picture to students of the stages in order and talks a little about it while students color in stage. 4- Ask the class in whole to repeat stages and compliments students coloring. Differentiation Shows again pictures to each students who needs extra help and help them with the repeating of stages and helps them color by letting them select the colors they prefer. Assessment (Practice/ Checking for Understanding)
  • 13. 1- Show a picture of a certain stage to students and ask them they remember the name of the life cycle along with asking them if they can remember the life cycle process while pointing at their color picture in order. * I will be able to tell if students have remembered and also check on their verbal communication. Closing Tell students that they have done a great job in their coloring pictures as well as praising their memory skills and that I will be putting their work up on our wall for the week. At the end of the week students can take their work home and show their families their work along with telling them what they have learned about the butterfly life cycle . References
  • 14. Center on Enhancing Early Learning Outcomes. (2014). State- By-State. Retrieved from http://ceelo.org/state-information/state-map/. Common Core State Standards Initiative. (2015). Standards by State. Retrieved from http://www.corestandards.org/standards-in-your-state/ 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_Revised_Child_Outcomes_Framework(r ev-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. Office of Child Care (2015). State Early Learning Guidelines. Retrieved from https:// childcareta.acf.hhs.gov/resource/state-early-learning-guidelines. The Early Childhood Direction Center. (2006). Developmental Checklists Birth to Five. Retrieved from
  • 15. http://www.preschoollearningcenter.org/images/upload/ developmental_checklist.pdf Zaur, J., & Bodamer, K., (2015). Early Childhood and Child Development: Lesson Plan Handbook. San Diego, CA; Bridgepoint Education. The Lifecycle of a Butterfly. (n.d.). Retrieved December 22, 2015, from http:// www3.canisius.edu/~grandem/butterflylifecycle/The Second peer’s name is Lea Six Lesson plan is: 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
  • 16. 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.
  • 17. 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
  • 18. 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. Developed by Kristina Bodamer and Jennifer Zaur, Full-Time Faculty, College of Education, ECE/CD Department Content Area or Developmental Focus: Language and Literacy Age/Grade of Children: Preschool children 3-4 Year Length of Lesson: About 15 to 20 Minutes Goal For children to learn and develop the recognize the different animals. For them to be able to listen to the story and know when it there turn to stand up when its there turn.
  • 19. Objective Is to have the children learn the different animals form the book Brown Bear Brown Bear. They will also learn their listen skill as well. Standards Included Recognizes and identifies almost all common objects and pictures. Strangers can understand most of words. Matches an object in hand or room to a picture in a book Materials Brown Bear Animals added 9-9-02 Submitted by: Kathey Chvostal Before you read the story, place stuffed or paper animals from the story into a bag or a feely box. Have the children pick an animal from the story out. As you read the story have the children stand up when you get to their animal. Have the children say the name of their animal and the sound it makes. Introduction Today we are going to read a book about Brown Bear Brown Bear. We have a box every child will reach in a box and grab just one animal. After all children
  • 20. has one animal we will sit down. LETS BEING BROWN BEAR BROWN BEAR Lesson Development I will have the book so the children can see the what going on. They will have to watch and match there animal. There will be a box so the children will learn the different kinds of animals. They will have to learn to listen so when they hear there animal. I would have them add it to like have them act like the animal. Like if they were a dog they can bark. Differentiation I would have to change it were if a child need help. I would let them know Bob would you stand you animal next. Or have number on the back of the animals. But another thing is have them in order so the go down the line. The last thing I would try is show them the paper before reading it so they can match up the animal. I would say if your animal match the page please stand up. Assessment
  • 21. (Practice/ Checking for Understanding) I would have them the aid read the book. Then I would observe the children and see what they have learn. Then I would have them in a work in a group and have them match the animals. I would have them in different colors and have them work together to match them up. Like a dog with a dog. But have Developed by Kristina Bodamer and Jennifer Zaur, Full-Time Faculty, College of Education, ECE/CD Department two different dogs. Closing We are done with this book. Is there any question do you have? What was you favorite part? What did you like to do next? References Center on Enhancing Early Learning Outcomes. (2014). State- By-State. Retrieved from http://ceelo.org/state-information/state-map/. Common Core State Standards Initiative. (2015). Standards by State. Retrieved from
  • 22. http://www.corestandards.org/standards-in-your-state/ 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_Revised_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. Office of Child Care (2015). State Early Learning Guidelines. Retrieved from https://childcareta.acf.hhs.gov/resource/state-early-learning- guidelines. The Early Childhood Direction Center. (2006). Developmental Checklists Birth to Five. Retrieved from http://www.preschoollearningcenter.org/images/upload/develop mental_checklist.pdf http://www.preschooleducation.com/ctbrownbear.shtml
  • 23. Developed Third lesson plan peer’s name is: Sarah Pritchett Content Area or Developmental Focus: Sight Words Age/Grade of Children: Four and five-year-old children / Kindergarten Length of Lesson: One Hour Goal The goal of this lesson is for children to be able to recognize sight words that make up the majority of the words used in beginning children’s books. By recognizing sight words, children will be able to focus more on the meaning of the book rather than having to decode each word. (Piper, 2012) Objective As a result of this instruction, the students will be able to recognize common sight words used, as well as how to pronounce them and how to put each sight word into a sentence that makes sense.
  • 24. Standards Included The standards that students will be expected to demonstrate include speaking sentences that contain more than five words. They should be able to produce and expand complete sentences when participating in language activities. (Core Standards, 2015) They should also be able to read common sight word that they probably see all the time in books and stories. Materials The materials needed for this activity include: -23 popsicle sticks with sight word/smiley faces on them -A plastic container for the popsicle sticks to go into -Students -Teacher
  • 25. Introduction “Good Morning Class! Today, we are going to practice sight words. Every student will draw a popsicle stick which contains a sight word on it and will read it out loud to the class when it is their turn. There will be three popsicle sticks which contain a smiley face on them. If you draw one of those sticks, you will draw a second popsicle stick out of the container, and make a sentence using that word. If you say the word or sentence correctly, you will put the popsicle stick in the center of the circle, but if you say it incorrectly, it will go back in the container for another child to get a turn to say it correctly.” Lesson Development The procedures are as followed: 1) Pick a popsicle stick out of the container.
  • 26. 2) Sit down in our “circle time” spot. 3) Say the word out loud when it is your turn in the circle. 4) If your popsicle stick has a smiley face on it, pick a second popsicle stick, and use that word in a sentence. 5) If you didn’t say the word correctly or didn’t use it correctly in the sentence, put the popsicle stick back in the container. If I tell you that you said it correctly, put the popsicle stick in the middle of the circle, and it will be the next persons turn to say their word. Differentiation Modifications that I would include if necessary would be to help them sound out the word on their popsicle stick, and they can repeat the word after me. If they have to come up with a sentence, I will help them get started on their sentence and they can finish it themselves. Assessment (Practice/ Checking for
  • 27. Understanding) As soon as our activity is over, I will point on random children in the class to say out loud one sight word they learned today that wasn’t the sight word they had on their popsicle stick. This way, I will know who was paying attention and who wasn’t. If there are only a few sight words left when I get to one of the last children, and they can’t think of what was said and what wasn’t, I will have them start over and say a sight word that might have already been said, as long as it’s not theirs. Closing Here, I will go over everything we learned today in our activity. I will then ask the students if they have any questions over anything we went over involving the activity. I will end this activity by telling everyone what a great job they did, and if they are having any problems remembering the sight words, I will tell them a good activity to do at home is make flashcards with their parents with the sight words on them and have their parents go over them with them. That way, they will see them over and over again and be able to recognize them.
  • 28. References Core Standards. (2015). English Language Arts Standards. Retrieved from: http://www.corestandards.org/ELA- Literacy/L/K/ Early Childhood Direction Center. (2006). Developmental Checklists Birth to Five. Retrieved from: http://www.ou.edu/cwtraining/assets/pdf/handouts/2010/Develo pmental%20Checklists%20from%20syracuse%20university.pdf Piper, T. (2012). Making meaning, making sense: Children’s early language learning. San Diego, CA: Bridgepoint Education.