Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Emily Gabur

Grade Level: Pre School
Subject: Table Activity-3 year olds
Date:1/24/2019
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
● Construction Of Knowledge: Thinking and Reasoning: Goal CD-2:
Through their explorations, play, and social interactions, children recall
information and apply it to new situations and problems
● Approaches To Learning: Initiative, Effort, Engagement, and Persistence:
Goal AL-3: Children demonstrate initiative and effort in play and
everyday tasks.
● Approaches To Learning: Risk-Taking, Problem-Solving, Flexibility and
Resiliency: Goal A:-6 Children are willing to try new and challenging
experiences in play and everyday tasks
● Approaches To Learning: Goal AL-9: Children demonstrate creativity,
imagination, and inventiveness in play and everyday tasks
List the Rationale (cite theories or theorists):
● Lev Vygotsky believed that children learn actively and through hands-on
experiences. Vygotsky viewed learning as an inherently social process,
and was known for understanding that interacting with others, learning
becomes integrated into an individual’s understanding of the world.
Vygotsky’s zone of proximal development which is the gap between
what a person can do with help and what they can do on their own will
be prevalent throughout this lesson, and from this the students will be
able to progressively learn and increase their knowledge and skills.
List the learning objective(s) to be addressed in this lesson (specific,
measurable, attainable, timebound). Use the following format: “Students will be
able to…”
 ● Students will be able to correctly identify a circle, heart, square, and
triangle.
● Student will point to a shape and be able to verbally tell me what it is.
● Students will find the foam shape that matches the drawn shape on their
mitten.
● Students will be able to use their glue and glue the foam shape onto the
correct drawn shape
Describe how the learning objective(s) and the learning outcomes is/are
appropriate for the age/developmental level of the students.

● These learning objectives are appropriate for the development level of

the students because we have been working on understanding these
different shapes, and using appropriate language in communicating
what they are. This activity also will help in developing their fine motor
skills. This activity will allow the students to practice these three areas
of development.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special
needs, including those of gifted students, those of students’ physical needs, and
those due to cultural characteristics).
● In this classroom there three boys and one girl
● The special needs present throughout this classroom include Speech and
Language deficits, and developmental delay.
● Related services are provided for Occupational Therapy and Physical
Therapy
● The students are between the ages of three and four years old
● They are all Caucasian.
Describe your Knowledge of Students: (in terms of the whole class and
individual students)
(e.g., language needs; approaches to learning; prior learning and experiences;
academic proficiencies/behavioral differences; areas of interest).
● Student A is a three year old boy who is on an IEP for Speech. He can
identify the colors red, orange, yellow, green, blue, pink, and purple. He
can identify a circle, square, and triangle. He lives on a dairy farm and
enjoys playing in the dramatic play center the most. He is shy to new
faces, and verbally states what he wants well.
● Student B is a three year old girl who is on an IEP for Speech and
 Development Delay. She can correctly identify the colors yellow, blue,
purple, and red. She can identify shapes circle and square. She goes to
speech therapy twice a week, and loves to play in the dramatic play
center. She has some sensory issues. She does not like her hands wet,
and refuses to participate in sensory activities that would get her hands
sticky or dirty.
● Student C is on an IEP for developmental delay, speech, and is currently
being evaluated to see if he qualifies for Occupational Therapy due to his
low muscle tone, and gross motor skills. He can correctly identify colors
read, orange, green, blue, purple, and black. He can also rote count to
five, and is pulled for speech twice a week. He also goes to Physical
Therapy once a week. He is a very active, chatty boy who loves to sing,
dance, and play with his friends in any center he is placed at.
● Student D is a 4 year old boy who is on an IEP for Speech and
Developmental Delay. He can correctly identify colors red, orange,
yellow, green, blue, purple, and black. He can identify a circle, triangle,
square, and oval. Student D gets pulled for Speech Therapy twice a week.
Student D is very quiet, but full of personality when he is playing with
his friends at centers time.
List the materials/resources you will need to teach the lesson.

The materials I will need to teach this lesson includes:

● The mitten with the shapes drawn on it
● Foam shapes
● Glue
● Crayons
Technology
Describe the instructional and/or assistive technology that you plan to
incorporate into the lesson and explain how it will enhance instruction and
student learning.
● I will not be utilizing technology throughout this specific lesson. In this
preschool, they do not use technology before, or during table time
activities; therefore I will not be doing something out of their normal
routine.
● In my future classroom, I would pull up a shape song and allow them to
sing and dance to it. This would be a good activity to get them excited
 about the lesson, as well as get them thinking about shapes and recalling
what they already know.
Accommodations: Base this on the information you provided for
Classroom Demographics and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to
meet the needs of all learners and accommodate differences in students’
learning, culture, language, etc. *
● The accommodations I will provide will depend on each student’s
individual needs.
● These accommodations include:
● Verbal prompts
● Physical gestures of pointing and cuing
● Scaffolding the students learning
● Helping organize their shapes
● Providing assistance on their gluing
● The use of visual supports and examples
● Visual prompts
● Supplemental support for the students who need it, and encouragement.
Pre-Assessment: Describe the instrument or process you will use to measure
students’ level of understanding toward the learning objective(s) prior to
teaching the lesson.

● For the pre assessment I will hold up each shape we will be working
with and see if they can correctly verbally state the shape I am holding
up. I will then hold up the mitten I created with shapes on it and point to
the shapes on the mitten. This will help me to see if they will be able to
match and generalize the shapes within the activity.
Pre-Assessment: Describe how the results of the pre-assessment (what the
students have demonstrated they know) will be used to design the lesson
objectives, instruction, and post-assessment. (Include charts, graphs if
applicable)
● The pre-assessment will help me to gauge where my students are at, and
how I can individualize the instruction process for each one according to
their needs. This will help me to differentiate the instruction, as well as
adapt it to the students’ individual requirements.
 ● This will allow me to see who will need some supplemental instruction
as we go through the lesson, and where to implement more of a
challenge to students who are grasping the shapes concept.
Classroom Management
Identify the management and motivational strategies you will use to meet
student behavioral/developmental needs in order to keep students on task
and actively engaged throughout the lesson.
● The classroom management strategies I plan to utilize are as follows:
● I will create an attention grabber to start the lesson, this will engage
students in the upcoming activity by getting them excited about what we
are going to create. This attention grabber will be the song video of
shapes I find on youtube.
● The use student-friendly language: It is important to utilize student
friendly language at this age. By doing this, you are giving the students
an opportunity to comprehend what you are saying in their own ability.
● Move at a brisk pace to encourage engagement throughout the lesson:
Anita Archer believed that by moving at a brisk pace, you will keep the
students attention, and as a result there is less time for them to perform
negative behaviors, and not be engaged throughout the lesson. This
strategy also helps your time management with the lesson.
● Utilize efficient wait time: It is important to use effective wait time so
your students can complete the task without feeling rushed, and have
time to think about what they are doing. This also helps me see who is
struggling so I can provide some extra support if needed.
● Allow for the students to make text to life connections: In early
childhood, it’s important for students to make a life to text connection.
Students learn best when activities and lessons are meaningful for them,
and one way for that is to allow them to connect what we are doing in
the classroom to their individual lives and interests. Text to life also
correlates with long-term memory at this developmental age.
● Utilize one-step re-direction statements when needed: It is important to
keep your directions short, and concise. By doing this, you won’t confuse
your student on what you are expecting, and it allows them to follow the
one step re-directions easier than a long, wordy, sentence.
● I will also use Anita Archer’s strategies of:
● Examples and non-examples: this strategy shows the students what
they should be doing, and provides evidence of what they should not be
doing.
 ● Positive praise (praising the behaviors I want to see, and not giving
attention to the negative behaviors) If I provide positive praise, and
positive behavior supports, the students will understand what behaviors
and actions are acceptable, and replica what I am praising.
● Repetition of directions and expectations: Repetition is always a good
way of reinforcing what you want to see, and gives the students an
opportunity to hear the content and directions again.
Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning
objectives)
Describe what instructional strategies you will use to
model/explain/demonstrate the knowledge and skills required of the
objective.
● The first thing I will do to start the lesson is to play the shape song video.
This will get the students engaged and excited about the lesson
● I will go over the shapes we are going to use by holding each one up and
talking about them. I will talk about how many sides each one has, and
how we can identify what each shape is
● I will also talk about AB patterns. I will provide multiple examples and
non examples of AB patterns to model for my students a correct AB
pattern
● After I do that I will provide a visual of what our project will look like at
the end.
● I will point out how I first found the shape that matched the drawn
shape. Next, I put some glue on the back of the shape and glued it down
to the correct shape it matched. I followed these directions until I was
fully finished with my project!
● Next I will hand out their mittens, and allow them to begin their projects
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple
opportunities to practice the skills and content needed to meet the learning
objective(s).
 ● Together, we will identify the shapes laid out on the table
● We will match the shapes to the shapes drawn on our mitten
● We will practice our “dot, dot, not a lot” gluing skills
● We will practice what an AB pattern is
● We will match our shapes
● We will practice social skills as well
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge
and skills required by the lesson objectives?
● Students will engage in indepent practice by pointing to a specific shape
on their mitten, and then finding the foam shape that matches that one
somewhere on the table
● They will verbally say the shape, and try to find it. If they see one that
they can not reach they will ask for it from a friend, or a teacher. This
will enhance their social skills, as well as let me know where they are at
in comprehension of their shapes.
● After they find the shape the correct shape to match the one on their
mitten, they will then squeeze the glue (dot dot not a lot) to glue their
shape onto their mitten.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any
skills/content that were taught in an interactive manner (whole/small group,
etc.).
● For the lesson closing, each student will be able to stand in front of the
class and tell us the shapes and the color of the shape they chose to glue
onto their mitten. This will also enhance their social skills, and reiterate
the lesson of the shapes.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-
assessment you will use to measure students’ level of understanding toward
the learning objectives after teaching the lesson.

● For the post assessment, I will measure the results by seeing how many
shapes they can identify after the project is done.
 Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to
what extent did students achieve the learning goals/objective of the lesson?
Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
 This lesson went ok in my book. There were a few students who did not
undrestnad the formulation for an AB pattern, so I wish I would’ve
stopped and re-taught that skill. The students however did very well
with matching the shapes and identifying them. They also diligently
worked on trying not to use too much glue, as well as the use of
appropriate social skills.

Reflect
Reflect on your instructional strategies, interactions with students, and
classroom management strategies. Describe what went well and what areas
you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again.
Why would you make each revision? Cite examples from the lesson plan, video
and/or student work that would prompt revisions.
 The revisions I would make to this lesson is to do a lesson before this
one on AB patterns. It was a great concept for the students to practice,
however I wish I would’ve done a lesson and incorporated more practice
before I expected them to have it mastered for this lesson.
 My classroom management was good. I used many examples and non-
examples, and modeled how I expected the students to complete the
project. I moved at a brisk pace to keep the students actively engaged,
and individualized it for the students on the spot who needed it!