Lesson Plan Template

(ECE – PreK to 2nd Grade)

AGE GROUP/GRADE LEVEL: Pre-k

CURRICULAR AREA: Language arts & Arts
DEVELOPMENTAL SNAPSHOT/PRIOR KNOWLEDGE
Children are learning their alphabet and sounding out letters. They have been practicing
naming and writing their letters of their name. They enjoy reading books that allow them to
make connections with their life experiences. They also make connections to the reading or
role play the characters of the story during kitchen area, doll house and lunch time.

OBJECTIVES
 Standards:
1.A Demonstrates understanding through age-appropriate responses
2.A Demonstrate interest in stories and books
2.D Establishing personal connections with books
2.B recognize key ideas and details in stories
25.B Display an awareness of some distinct characteristics of the arts

 Learning Objectives:
- Children will respond to prompted questions about the character in the story with 70%
accuracy.
-Children will orally describe their pigeon with assistance.
CLASSROOM ENVIRONMENT
 Materials/Resources:
Book: The pigeon needs a bath by Mo Willems
Construction paper
markers
Wiggly eyes
Pop sticks
Glue
tape
 Technology: Tablet
INSTRUCTION

 Introduction (Lead-In): I will begin by introducing the book “The pigeon needs a bath” by
Mo willers. During the reading I will prompt children with W’s questions. After reading
the story, I will work with children to help them create their own pigeons. I will show
them an example of my own, then have them do it on their own with assistance.

 Step-By-Step Procedures and Learning Activities:

1. I will spread out the cut pieces in the table.

2. Then, I will have them take the head and the neck of the pigeon and glue them
together.
3. After, I will have them continue gluing the other pieces (body, wiggly eyes, peak)
4. I will then assist them with taping the pop sticks to their pigeon.
5. Lastly, I will have them draw out their wings and write their name in the back.
6. Children will clean after completing the task.
 o Differentiated Instruction
-Write down the characteristics of the pigeon children express in the white board
after reading the story.
-Write the characteristics
-Model for children how a pigeon can be made.

 Adaptations for children

 ELL: Scaffolding the steps to create the pigeon.
 Gifted (advanced): Ask children to draw other details they
recognize from the pigeon that they have seen in the story.
 Special needs: Assist them with materials when creating their
pigeon such as holding and using the glue or putting the pieces
together.
o Academic Language or new Vocabulary (explain how it will be used during the
lesson):
-Bath
-Pigeon
-Clean
-Dirty
-tub

o Critical thinking questions:

-How do we smell when we don’t shower?
-Why do you think the fly is going around the pigeon?
-How do you think the pigeon feels after being told to shower?
-What are some things we use when we shower (shampoo, soap)?
-What are some things you do in the bathtub? (do you play with the water or
with your toys)

-Tell me about your pigeon? How does your pigeon feel?

- (based on the books we have read, the pigeon goes to school, finds a hot dog
or needs to take a bath) What is your pigeon going to do?

o Managing the lesson: I will be scaffolding children how to place the pieces
together to create their pigeon. I will ask them questions like “What goes first
and after” as a guidance. I will assist them with taping or gluing the pieces if
they are struggling.

 Closure: When children complete their pigeons, I will have them describe their pigeons.
I will ask them questions like “How is your pigeon feeling?”, “What color is your pigeon”,
“what is your pigeon going to do once you take him home?”. Then I will ask them to put
their pigeon in their cubbies.

ASSESSMENT
 Assessment Plan:
 Assessment plans should include specific planning for:
o The assessment task (what the students will do to demonstrate their skills)
-Children can successfully respond to questions and make connections to the
story
 -Children can speak clearly to express their thoughts about their pigeon.
o Data collection (how you will collect evidence of students’ skills),
-I would use a checklist and anecdotal notes to document whether children were
able to make connections from the reading to their own experiences. I will check
if children are able to speak clearly and write down comments when describing
their pigeon.
o Analysis (how you will make meaning out of the data, e.g. look for specific
patterns, compare against anticipated benchmarks),
-Tracking children level of interest when reading the book
-determine which children responded the most or least questions
-determine which children were able to and not able to describe their pigeons
with assistance.
-Notice if they used the vocabulary from the story to describe their pigeons.
o Application (how you will use what you learn from the assessment to inform
future curricular, instructional, and/or assessment decisions).
-The outcome of the lesson will help me adjust the activity. If children were
unable to make connections or show interest to the story, I would change the
book.
-If children were unable to describe their pigeon, I would use sentence
framework to write down a phrase that they can use as support.

 All assessments must include specific evaluation criteria (how you will grade/evaluate
the work). Rubric(s) for evaluating children’s work should include:
o Criteria (e.g., met, not met, exceeds, or emerging, developing, mastered)
o Levels of performance (e.g., 1, 2, 3, or A, B, C)
 Differentiated Assessment
o Assessment options or variations to meet the specific needs of students
addressed above.
Assessment of IEP goals or progress monitoring that will occur during this lesson.

 Evaluation Criteria: (Not met, Emerging, Developing)

 Differentiated Assessment: I would probably record a video during the read out aloud.
This will help me take better notes when assessing children.

PLANNING FOR THE NEXT LESSON

 Feedback: I would write down comments such as “nice work!” or “Nice pigeon” using
sticky notes and post them on their artwork. I can also just give them feedback during
or after completing their pigeon.

 Plan for future lessons’ focus: I will have them draw a pigeon. I will also provide them
with sentence strips to help them describe their artwork.