Brandman University

Department of Early Childhood Education

ECED 302 Week 4 Discussion Board Lesson Plan Template (adapted)
Overview of the Activity “Who took the cookie from the cookie Jar?” and I chose this activity
Name of activity why it was chosen, how it because it teaches children to take turns and call on each other to be
is relevant to collaboration and a citation next. It is relevant to collaboration because children are working
from where it was derived. together in order to finish the song and find who took the cookie
from the cookie Jar.
Target Age Range Preschool: 3-5 years old
the age range of the children
Learning Foundations – 1.
● List ONE or TWO (not more) Domain: Language and Literacy
Foundations or Standards you are Strand: Listening and Speaking
planning to address during the Substrand: 1.0 Language Use and Conventions
Foundation: 1.1 Use language to communicate with others in both
lesson. familiar and unfamiliar social situations for a variety of basic and advanced
● At least ONE of the foundation or purposes, including reasoning, predicting, problem solv­ing, and seeking new
standards chosen should be information. (CDE, 2008, p. 57)
relevant to collaboration. For
example, for the preschool age
2.
range, you would select a
Domain: Social-Emotional development
foundation from the Social Strand: Self
Interactions strand. Substrand: 2.0 Self-Regulation
● List the domain, strand, sub-strand Foundation: 2.1 Regulate their attention, thoughts, feelings, and impulses
and foundation from the California more consistently, although adult guidance is sometimes necessary. (CDE,
Preschool Learning Foundations, Vol 1, 2008, p. 7)
Vol 2, or Vol 3, (CDE, 2008, 2010,
2012) or from the California
Infant/Toddler Learning and
Development Foundations (CDE,
2009)
● For K and above, use the
Common Core Standards

Write the foundations like this example

(but do not use this one):
Domain: Language and Literacy
Strand: Listening and Speaking
Substrand: 1.0 Language Use and
Conventions: Children understand and
use language to communicate with others
effectively
Foundation: 1.1 (48 months) Use language
to communicate with others in familiar
social situations for a variety of basic
purposes, including describing, requesting,
commenting, acknowledging, greeting, and
rejecting. (CDE, 2008, p. 56)
Objectives–
State one or two objectives (depending on
the number of foundations or standards)
in terms of what the children will learn in
measurable terms. Objectives should be
aligned and connected to chosen foundations or
standards
For example:
The children will identify the characters in
the story.
The child will retell the story in sequence.
Assessment – How will you know
whether the children have learned the
objectives you set out to achieve and
whether they are moving toward the
foundations or standards?
Describe in specific detail, how you will
assess the children’s progression towards
your stated objectives for the week. For
example, while retelling the story with
puppets, the child will use the character
names and retell the story in sequence.
Strategies and Interactions – The
California Preschool Curriculum Frameworks
Vol. 1, Vol. 2, Vol. 3 (CDE, 2010, 2011,
2013) and the California Infant/Toddler
Curriculum Frameworks (CDE, 2012) list
teaching strategies and interactions within
each Sub Strand section. Include at least
two strategies from the appropriate age
range and appropriate domains. OR, use a
strategy from Bilmes, 2012, or other
Objective 1.
The children will discuss who took the cookie from the cookie jar.
Objective 2.
The children will identify which child will go next when taking turns
with the cookie jar.
Assessment of Objective 1:
I will know whether the children have learned the objective because
they will start a conversation on who could have taken the cookie jar.
During this activity, I’ve had one child say Aden took the cookie jar
and Aden will then say, “I don’t have the cookie jar, Noah has the
cookie jar.” This will continue until everyone gets a turn around the
circle. In order for them to progress, I will remind the children to take
turns if needed.
Assessment of Objective 2:
I will know whether children have learned the objective because the
children will call on whoever is next to them instead of across from
them. In order for children to understand order, I want to teach them
that the person next to them will go next after they are done.
Domain: Language and Literacy
Strand: Listening and Speaking
Substrand: 1.0 Language Use and Conventions
Strategy: Using open ended questions to ask the children about the
activity. Modeling what they should be doing and then an adult
guidance to help the children remember the song.
Implementation: I will help the children who don’t remember the
song and guide them to continue participating.
provided resources. Write them like this
example:
Domain Language and Literacy
Development
Strand Listening and Speaking
Substrand 1.0 Language Use and
Conventions
Strategy: Engage in “getting to
know you” conversations.
Implementation: Describe how you will
use this strategy specifically in your
activity.
Materials Needed – a list of all materials Materials List
needed to do the activity, (and where to
obtain them if they are unusual.) Write this 2. A jar
in a numbered list format.
Preparation/Set-up: Briefly describe
what materials will need to be ready,
where and how they will be set up.
Lesson Procedures
1. Anticipatory Set – how you will
introduce and engage the children in the
activity.
2. Step-by-step description of how to
execute all the procedures that are part of
your activity, how to interact with the
children during the activity, and any
instructions for ending the activity. Be
sure to include what the teacher does and
what the teacher does. Write this in a
numbered format
Domain: Social Emotional Development
Strand: Self
Substrand: 2.0 Self Regulation
Strategy: Children anticipate rules and routines, cooperate with
fewer reminders, can focus attention on the task at hand, and
manage transitions. They are more capable of emotional and
behavioral self regulation but sometimes require adult guidance.
Implementation: I will first explain to the children how the cookie
jar song is done and the children will learn the song. I will have
them sit in a circle and each child will take a turn saying they
didn’t take the cookie from the cookie jar and then point to the
child next to them and say that they took the cookie. They will
learn how to take turns and follow the pattern around the circle.
1. Toy cookies
Preparation/Set Up
Each child will sit down on the circle carpet and form a circle. I
will then play the cookie jar song and explain the rules to the
children.
Anticipatory Set
I will introduce this activity by asking the children if they like
cookies and what their favorite cookie is. This should allow the
children to relate to each other with their love of cookies.
Step by Step Description
1. Have children sit down on the carpet.
2. Have children sit in a circle .
3. Play the Cookie Jar song.
4. Explain the rules to the children.
5. Have the children take turns with singing their part of the
song.
6. Repeat until everyone has a turn.
Literature –
In order to practice integrating literature
into all areas of the room, choose at least
one children’s book related to social
interaction and/or collaboration to include
in one interest area.
1. Dean, J & Dean, K (2013). Pete the Cat and His Magic
Sunglasses. Google LLC
2. Hills, T. (2017). Duck and Goose. New York Times
bestselling.

Family Engagement/Cultural 1. Encourage parents to sing the song with their child at home
Integration – and to take turns between their siblings, mom and dad.
Give two suggestions on how you would
extend your theme to the home and
2. A parent could make their own version of the cookie jar song
integrate the families’ backgrounds and
cultures. (Tip: Family engagement if they don’t have cookies at home. Teach the child that they
strategies are listed in each subsection of can do the song with another object instead of a cookie.
the sub-strand section of California
Preschool Curriculum Frameworks, Volumes
1, 2, and 3)

Be very specific, thoughtful and detailed.

Try to truly engage the families in your
work for the week.