1. Lesson Planning Early Childhood Education Georgia CTAE Resource Network Instructional Resources Office July 2009

2. Bell Ringer “We knew the teacher was not prepared for the lesson when he or she….” How does lack of teacher preparation affect student behavior?

3. Activity Pick a partner You need paper and pencil Sit back to back One person gives instructions. The other follows and completes assignment The Importance of giving specific, careful, simple Instructions!

4. WHAT IS A LESSON PLAN? An outline of specific actions and activities that will be used to meet goals and objectives. Helps teachers organize their teaching. Writing a good one requires practice and is a skill that is learned much like other skills.

5. Lesson Plan Template Name:____________ Topic:__________________________ Area:_________________ (Math, Science, Language Arts, etc.) Grade:__________________ Date _____________________ Standard: Learning Target(s): (The student will…) I CAN Statement(s): Essential Question: Materials Needed: Procedures: (Detailed Instructions) Opening: Work Session: Closing: Evaluation of Children: (Describe how you will evaluate the children’s learning before, during and after the lesson.) Source Cited: www.georgiastandards.org www.beaconlearningcenter.comwww.georgiastandards.org www.beaconlearningcenter.com

6. Contents of a Lesson Plan Developmental Goals -Tell the “why” of the activity. What can the children learn from this experience? Learning Objective -Describes the expected outcome of an activity. (1) conditions of performance, (2) the behavior, and (3) the level of performance Concepts -Generalized idea or notion developed around a theme. Materials -Everything that is needed for the activity. Motivation (Opening) -How you will gain the children’s attention Procedures (Work Period) -Step-by-step directions for the lesson Closure/Transition (Closing) -How an activity will end Evaluation (1) Evaluating the learning experience, (2) Evaluating the children and their responses, and (3) evaluating your own teaching strategies

7. Team Planning- Developing a Concept Flow Chart Activity Sit together and select a common topic Complete Flow Chart together Brain storm major concepts related to a theme

8. Theme/ Concept Is your lesson going to focus on the main theme or the sub-theme of the week? Who’s interest led decision for theme – teacher or children? What curriculum area are you responsible for teaching?

9. Theme Flow Chart

10. FROGS Habitat Foods Habits Relatives Body Structure Rivers Lakes Ponds

11. MAP EVERYTHING TO LEARN ABOUT THEME

12. Planning a Lesson CREATE YOUR LESSON PLAN USING THE FOLLOWING WEBSITES AND “LESSON PLAN II” FORMAT FROM http://ashn.sumterschools.org/http://ashn.sumterschools.org/ www.brightfromthestart.com- http://decal.ga.gov/documents/attachments/Content_Standards_Full.pdf (Pre-K Standards) www.georgiastandards.orgwww.georgiastandards.org – Georgia Performance Standards~ GPS by Grade Level K-8~ (K-2 Standards) www.beaconlearningcenter.com- Teacher Solutions~ Lesson Plans~Lesson Plan Option~Choose Level 1

13. “How To” Lesson Plan Brainstorm a how-to task that can be done in the confines of the classroom. After a selection is made, compile a list of all materials needed to complete the how-to. Write a list of sequenced steps to complete the how-to. Use this list to write a lesson plan and design a powerpoint. On your assigned day, bring to class all items needed to complete your how-to.

14. Lesson Plan Title Give your activity a name

15. Standards & Learning Objectives These identify exactly what you expect the student to be able to do after the lesson is taught. Objectives typically begin with the phrase “The student will…” 1.Conditions of Performance 2.Behavior 3.Level of Performance Ask yourself “What do I hope the students will learn from this lesson?”

16. An objective IS… The learning outcome Measurable Provable An objective IS NOT… The activity that will be used during the lesson

17. Anticipated Time Remember your time frame includes introduction, your teaching about the topic, main activity, closure and time for questions, and clean up Another reason to practice and make examples in advance

18. Level of Performance States the minimum level of performance Should state how well you want the child to do Many times is understood rather than stated in the objective

19. Understanding by Design (I Can Statements/ Essential Questions) Enduring Understandings Essential Questions Evidence of Learning?

20. Developmental Goals Why is this activity important? Cognitive Social Emotional Physical (fine/large motor) Language Moral

21. Behavior Bloom’s Taxonomy Cognitive skills Do NOT use words such as… know, learn, understand

22. Condition/Materials Lists what materials, equipment, or tools the child will use- Can also include what the child will be denied –What materials will you need in teaching this lesson? –What ingredients, art supplies, tools, etc? –Don’t forget things like protective clothing, table coverings, or extra wipes or wet cloths… –What do you need to prepare in advance?

23. Procedures Outline the steps to follow in teaching the lesson Relevant actions Simple step-by-step directions List in order Clear enough for another teacher to follow if the need arises for a substitute

24. Opening Introduction/Focus Object Capture attention Be accurate in factual knowledge Telling a “story” can be effective When using questions – should be open ended! Allow children to answer fully and be receptive to what they have to say Concrete Use the senses Something manipulative is best Use this to introduce a concept and bring interest to the lesson/activity

25. Work Session Opportunity to practice, review, and apply new knowledge and receive feedback –Independent practice on learning target –Guided practice on learning target –Small group work –Paired work –Hands-on learning –Performance Task –Conversations w/teacher or peers using LOTS –Conferences –Solving problems in real-world contexts

26. Closure How will you draw the ideas together for students at the end of the lesson? Cement the lesson Include an assessment/evaluation – How will you know if the students have learned what was intended? Have students been given the opportunity to practice what you are assessing? May be included in the transition to the next activity

27. Does your Lesson Plan have Integrity? Will the children be having direct experience with the real thing, object, or materials? Is this experience about something that is in the child’s world? NO If the children will not have direct experiences with the real thing, question whether the experience holds any real meaning for the child. Can the children return to this topic/experience again and again over a period of time? NO When children only have one opportunity to investigate a topic, deep learning is unlikely to occur. Can I think of real questions that can be asked? Can I name them now? Are these questions that will interest the children? NO To have meaning, experiences for young children should expand their knowledge and encourage and them to ask and answer new and old questions. Is the information I am teaching true? Is it accurate & credible according to the standards of the discipline? Am I avoiding making any misrepresentations to simplify the activity or make it “cute” or “ fun?” NO Avoid “cute” or crafty activities and make the extra effort to give children real experiences with those things that are in their world every day and topics they can study directly. Is this something that these children are interested in now? Am I interested too? NO Plan around the children’s interests. Either learn enough about the subject to become more interested or choose something else. If all of your answers are YES, This might be good authentic learning experience.

28. Guidelines  No Xeroxed materials for the children unless pre- approved. Type lesson plans and submit via e-mail (swoodson@sumterschools.org)swoodson@sumterschools.org Keep religious contexts out of your teaching and be politically correct. Be detailed and specific. You may bring props if they are approved through your classroom and supervising teacher. Do not bring food for the children without prior approval. Communicate with your supervising teacher via e-mail

29. Tips 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. 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. Preventing Problems Become familiar with the daily schedule and transitions. Tell the children when a transition is about to occur and explain exactly what they are to do: “We will now be going into our work session, please begin the activity.” Have materials ready for your activities so that the students will not wait very long (doing so could cause problems). 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. Compile a list of handy favorite finger plays, short songs and simple activities to use during transitions. Motivate or entice children to participate in the activity.

30. LESSON PLAN SAMPLE Lesson Plan Name:_S. Woodson Date: 11-4-09_ Topic: Explore Three-Dimensional Shapes Area:_Math Grade: K-2 Standard: MKG1 Students will correctly name simple two and three dimensional figures, and recognize them in the environment. Objectives: (The student will…) The student will be able to sort three-dimensional objects according to geometric shapes. Essential Question: What is a square? Circle? Triangle? What does it mean to see something three-dimensional (3-D)? Materials Needed: -3D glasses/Shape flashcards -Wooden shape blocks/Glue -Grag bag filled with three-dimensional shaped objects such as cones, cylinders, cubes and spheres -Board or chart and markers, worksheet -Pre-cut real life three dimensional shaped items such as lighthouses, ice cream cones, coke cans, ice cubes, etc. Procedures: (Detailed Instructions) Opening 1. Introduce three-dimensional shapes by first showing the three-dimensional shapes to student. 2. Allow time for students to explore and manipulate while the teacher leads the discussion about these shapes. Work Period 3. Assign the students to a shape group for the day. 4. Ask students to identify their three-dimensional shape, its attributes, and similarities/differences. They will receive treats or stickers for correct responses. 5. During circle time, play the grab bag game where students try to guess what shape they feel inside the bag. They describe what the shape feels like; what it might be; can it roll, stack or slide; what is its geometric shape. Closing -Students complete a three-dimensional shapes worksheet. -Provide a time at the end of the day for reviewing lesson highlights. Evaluation of Children: (Describe how you will evaluate the children’s learning before, during and after the lesson.) -Formatively assess the students' understanding of the three-dimensional shapes by listening to their description of the shape they are feeling within the bag. - Assess understanding of three-dimensional shapes as you grade the worksheet. Source Cited: http://www.beaconlearningcenter.com/Lessons/2930.htm

31. “How To” Lesson Plan Heading: Name, Topic, Area(s), Grade, Date Standard (s): Identify one from each academic area (Math, Science, Language Arts, History). Learning Target(s): (The student will…) I CAN Statement (s): Essential Question (s): Materials Needed: Procedures: (Detailed Instructions) –Opening ( Capture attention ): –Work Session ( Step by Step Instructions ): –Closing ( Assessment ): Evaluation : (Before, During and After the lesson.) Source Cited: –www.georgiastandards.orgwww.georgiastandards.org –http://ashn.sumterschools.orghttp://ashn.sumterschools.org * Follow lesson plan format on the school web page- Lesson Plan II *Powerpoint will be utilized during the lesson presentation. *Food Demonstrations must follow a detailed recipe. LESSON PLAN/POWERPOINT MUST BE COMPLETED IN IT’S ENTIRETY BY FRIDAY (4/4/12)

32. “How To” Demonstration Tell them what you are going to teach them. Tell them why you choose to demonstrate this topic. Then tell them why your listeners should know how to do it. Tell them that they are going to do it themselves in a couple of minutes and that the only thing your audience have to do is follow your instructions.

33. “HOW TO” IDEAS Cook a……(only1 group) Tie a tie Create a mask Play a computer game Organize an event Read music notes Play an instrument Build a web page Make a candle Make a water-colour Play a sport Speak a language Make a genealogical tree Write a speech for speech class Read palms Do a magic trick Make a pillow Exhibit proper etiquette Create paper projects Play a game (chess, checkers, etc) Coordinate clothes for an occasion Defend yourself against an attacker Set up and use an e-mail account Set a dinner table Administer CPR/Heimlich Maneuver Learn a basic dance Fold napkins in various designs Design a card (Valentine, Mother’s Day) http://zimmer.csufresno.edu/~lcarvalho/howtoideas.htm

34. Giving Credit… Resource? State Standard?