LESSON PLAN OUTLINE

Early Childhood & Elementary Education Programs

Name(s):

Samantha Dunne

Initial Plan

Revised Plan

Date & time activity is to be presented:

Date initial written plan is submitted to the practicum teacher and supervisor:
(MUST be at least two weeks before the activity is to be conducted)
To be completed by the practicum teacher:
I have reviewed this initial plan and approve it as written.
I have reviewed this initial plan and approve it with the recommendations noted. I expect to have a revised
plan that reflects these recommendations on the day the activity is presented.
I have reviewed this initial plan and recommend modifications as noted. I expect to have a revised plan that
reflects these recommendations one week before the activity is presented.
I received this revised plan a week in advance.
___________________________________
Signature of Teacher /Practicum Supervisor

________________
Date Received

TITLE OF ACTIVITY

Final Literacy Lesson Plan

CONTEXT OF ACTIVITY
Final literacy lesson for my case study child, I wrote a short book about strong and weak choices, which is a lesson that my
lead teacher recommended for a final lesson. I think that the book has small sentences and colorful pictures that she will
enjoy looking at and answering quesitons about. I believe that my case study child will be able to identify some frequently
used sight words as well as identifying letters. This activity is appropriate for her reading level and will be enjoyable for
her.
CONCEPTS/SKILLS

OBJECTIVES

PLAN FOR ASSESSMENT

What do you want students to

learn as a result of this activity?
OR
What skill do you want
students to demonstrate?

How will students demonstrate

understanding of the concept?
OR
How will students demonstrate
success with the stated skill?

How will you assess student learning of the concept?

OR
How will you assess student demonstration of the skill?

1: Comprehension in what a
strong and weak choice is.
2: Ability to identify a capital
letter.
3: Ability to find three letters
on any given page.

The students will identify

whether the pages show a strong
or weak choice.
The students will point to a
capital letter on the page.
The students will point to a
letter that I call out on the page.

I will write down on the chart whether or not the student is

able to identify the page being a strong or weak choice, and
will record their statements as further proof.
I will check off on the chart whether or not the student is able
to point to and identify a capital letter.
I will check off and write down the letters that the student
points out.
(Attach a copy of the data collection
instrument to this document.)

RELATED VIRGINIA STANDARDS

Virginia Literacy Foundation Block 5
-Print and Book Awareness
Identify where reading begins on a page.
Virginia Literacy Foundation Block 1
-Oral Language
Make predictions about what might happen in a story
Listen attentively to stories
Correctly identify characters, objects, and actions in a text
Virginia Personal and Social Development Foundation Block 4
- Interaction with Others
Participate successfully in group settings
Demonstrate respectful and polite vocabulary

MATERIALS NEEDED
I need the book that I wrote, the beenie baby for turn taking, and the space to do it in the classroom. I will be bringing the
book and the table and chairs will already be there.
PROCEDURE
Preparation of the learning environment (take a picture to include with your reflection).
I will be sitting at the table and leading this activity for the more advanced readers or my case study child only.
Plan for taking turns during the activity
I will use a special beenie baby for the children to know that it is their turn to talk, if a child talks out of turn I'll ask for the
child to wait until they have the 'talking horse'.
Introduction of the activity to children (and families, if possible)
I will tell the children that we are talking about strong and weak choices, we will discuss what strong and weak choices
look like and try to come up with some examples and then start looking at the book. I will talk about taking turns with the
horse and will explain to parents that it is a tool for turn taking. The reason that I am doing this lesson is for literacy as well
as discussing behavioral choices.
Implementation of the activity (specific procedure for teacher and students)
I will begin by doing a puppet show with some of the classroom puppets, showing what a strong and weak choice is, and
having the children describe to me why a choice was strong or weak. Then I will tell them about the 'talking horse' and how
the person holding the horse gets to talk, and everyone else gets to listen and wait for their turn. Next I will bring out the
book and have the children hear the story once without discussion. Then we will look for our capital letters and take turns
doing that, then we will take turns finding a letter I ask for on the page. For each page we will discuss whether or not the
character made a strong or weak choice, and why. Then we will talk about what we learned about strong and weak choices.
Closure and cleanup
To close we will again talk about strong and weak choices, and how we can turn a weak choice into a strong one the next
time we are in a tough situation. I will again do a silly puppet show for the children to again reinforce what we have
learned about our choices. I will put the puppets, horse beenie baby, and my book away; the children will push in their
chairs and go to another activity.

PLANS FOR DIFFERENTIATION

To differentiate this lesson I will make sure that I am asking the children questions that are developmentally appropriate
and on their level. I want to do this lesson with an individual student or a small group of the more advanced pre-k students, so I
feel that I need to keep in mind their individual reading levels. For some students I will give a longer response time as they look at
the pages, while others I may give more questions to challenge them. These questions may include: where is a vowel? where is the
punctuation mark? can you find two letter 'a'?
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
I could do this lesson with a group that does not have strong readers in it and have to tweak my objectives by only having
the children find one lower case letter, and just pointing to the first word rather than a capital letter. If this happens that I will go
through the book more slowly and during the first reading go through strong and weak choices. I will hit on strong and weak
choices for all the groups, while also keeping in mind the level that the children are at with their letters.
SUPPLEMENTAL PLANS FOR PARTNER TEAMS

A copy of the data collection instrument for this activity is attached.

This plan must be submitted to the practicum teacher AND your supervisor
TWO WEEKS prior to the activity date.