CEP Lesson Plan Form

Teacher: Fiona Krieger Date:

School: Teaching Tree Early Childhood Learning Center Grade Level: Infants (4-8 months)

Content Area: Physical Development & Health (Fine Motor) & Emotional Development (Recognition of Ability)

Title: Ribbon Pull Lesson #: 2 of 3

Lesson Idea/Topic and In this activity, students will be participating in a fine motor activity. In the lesson, students will be enhancing their fine motor
Rational/Relevance: skills, while also exploring different textures and how their actions cause reactions. The infants of this small group will be
participating in pulling on ribbons that coming through a slit of a jar. These ribbons will be different textures, patterns, and colors for
the students to explore. They will also have things attached to the end inside the jar, which could include a bell, a button, small rock,
puffball, etc. As students participate in this activity, they will pull on the ribbons and see if it makes a sound, is heavy, is light, or how
the ribbon responds to being pulled. The ribbons may also come out completely. These observations will be made with teacher
support, as they will scaffold the experience to see what pulling on the ribbon is like and label what the infants are feeling
emotionally and physically. This lesson is relevant to the 4–8-month age range of infants, as they are working on their fine motor
skills, like pincer or whole fist grabbing. Also, the activity will promote improvement in hand-eye coordination, large and fine motor
stability, as well as to help infants realize their abilities and label them. While presenting the activity, teachers will be making sure to
engage with the students to label their experiences and encourage student efforts. In pulling on the various ribbons, students are
able to see how they feel different, since some will be heavier or lighter. The activity supports not only physical development, but
also emotional.

Student Profile: The students that are taking part in this activity are infants between the ages four and eight months. In the small group, there will
be four students, all of whom are able to sit independently and show interest in exploring and playing with toys. None of these
students are able to crawl, however, when on their tummies are able to roll or rotate themselves to relocate. In this activity,
students, depending on their stability in the moment, will be able to participate either while sitting up, (independently, or with
support from a boppie) or they will be on their tummies. This will allow the students to practice control of their arms and fingers in
addition to sitting up or lifting off of their stomachs. In the group, there are no students who have begun showing any signs of
giftedness or delays in development, making less of a need for accommodations. However, based on each infant’s ability levels, the
activity will still be modified to best support their current development. Their levels of engagement in everyday activities are all high,
and they are very curious about what is going on around them, especially since they are newly sitting up and able to see around.

Content Standard(s) addressed by this lesson:

Domain: Emotional Development

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CEP Lesson Plan Form

Standard: Recognition of Ability: The developing understanding that the child can take action to influence the environment.

Indicator: 1, Demonstrate an understanding that they are able to make things happen.

Domain: Physical Development and Health

Standard: Fine Motor: The developing ability to move small muscles.

Indicator: 2. Use eyes and hands to explore things actively.

Language Goal: Receptive Language: The developing ability to understand words and increasingly complex utterances.

Indicator: 1. Demonstrate an understanding of a small number of familiar words and react to adults’ overall tone of voice.

Understandings:

The desired understandings of this lesson include self-knowledge and application of the content standards. In the Recognition of Ability standard,
students will show their self-knowledge in what they are capable of. As well as, how they can participate in activities, and interact with their environment to take
action on things. In this situation, this would look like the infant taking initiative in participating, showing that they can recognize that they are able to grasp, pull,
and play. The application of the other standard, which is Fine Motor, will be in how the infants show their fine motor development and skills by applying their
ability to the action. This would look like the infants using their fine muscles to grasp, pull, and manipulate the ribbons at their level of ability.

Inquiry Questions:

Fine Motor:

Can you grasp the ribbon?

Can you pull on the ribbon?

What happens when you hold the ribbon and pull it?

Recognition of Ability:

Can you grasp the ribbon and pull on it?

Did you make the ribbon move?

Is that ribbon heavy? Or is it light?

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CEP Lesson Plan Form

Evidence Outcomes:

Recognition of Ability:

Every student will be able to be aware of their ability to influence the environment.

I can use my knowledge of my abilities to participate in the activity and pull on the ribbons to make them move.

This means I know what I can do, and how the things that I do make other things happen.

Fine Motor:

Every student will be able to use their small muscles to participate in activities.

I can use my smaller muscles to grasp the ribbons and pull them from the jar.

This means that I am able to demonstrate my control of my small muscles by grasping and pulling on the ribbons.

List of Assessments:

Through anecdotal records and structured observations, teachers will observe and record student behaviors that relate to the two listed content
standards. In assessing for the first standard, fine motor skills, the educators will be observing how a child is using their fine muscles to partake in the activity.
They will then record how the child is able to control and use their fingers and hands in an objective way. This anecdotal record will act as a written record of
their development in the area. Additionally, a nonstructured observation assessment will take place to assess how the infants are able to recognize their ability.
A nonstructured observation will be used, as this is not as easily objectively noted. However, as proof of learning to potentially add to a later portfolio or to other
ways of tracking development, notes may be taken on the child’s developing ability.

Planned Lesson Activities

Name and Purpose of Lesson Ribbon Pull

Co-Teaching
Will co-teaching models be
utilized in this lesson? Yes
The purpose of this lesson is to help support infants’ abilities to know that they can do things and help develop their physical
development. The lesson has been created to support fine motor development by encouraging students to use their hands
to grasp the ribbons and pull of them.
Which model(s) will be used?
Supplemental Teaching
Why did you choose this model(s) and what are the teachers’ roles?
This model will be used to have one teacher work with a small group of three students, and the second teacher will help
students who may need additional support to be successful. The co-teacher is able to extend, modify or accommodate the

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CEP Lesson Plan Form

activity for other teachers, while the other co-teacher is giving the main direction. The purpose of this strategy is to have
one teacher supporting the main group, and the second teacher giving more support to modify or extend the lessons for
students based on needs.
Approx. Time and Materials Time:
This activity will last for approximately 20 minutes, as it will be available for children to participate in during this time. The
activity is one that does not need to be participated in the whole time but will be available based on interest during this
time. During this time, infants can participate on and off as they are interested. Infants don’t have the attention span to
have an extended lesson plan that has constant participation. This way, it also allows students to have more individual
attention.
Materials:
-Plastic jar
-Variety of ribbons- different widths and textures
-Small objects to tie to the ribbon- bells, rock, pompom, etc.
-Additionally, scissors will be needed and a lighter to melt the sharp edges on the jar. The materials in this activity will all be
made into the whole unit before the lesson is presented.
Anticipatory Set The strategy I intend to use is: Demonstrations
I am using this strategy to help invite students and get them interested in the activity. By demonstrating how the
activity will be done, it shows the students what they can do with it, as well as invites them to participate too. This strategy
also helps students to recognize their ability and know that they are able to do that too. Demonstrating this will also help
the students to know how to adjust their way of trying to grab the ribbons.
Procedures The strategy I intend to use is: Scaffolding
Using scaffolding as a teaching strategy, I will help support the infants in participating in the activity. This will be done
by helping them, at their level, to grasp the ribbon, pull on it and respond. This will differ for each child, as some may need
help to actually get the ribbon, hold it, and/or pull it. It will help to build on what the child knows and will challenge them
to grow and develop. Scaffolding the infant’s experiences will help both their physical and emotional development in terms
of their recognition of ability.
Teacher Actions Student Actions Data Collected
To Begin… …Students will show their intertest in the
…Teacher will invite students to engage activity and begin to take part in it.
in this activity. This will be done through …Students will show they know their
demonstrations and asking questions abilities by grasping and pulling on the
like “Would you like to try?” or “Would ribbons.
you like to see this?”. There will also be …Students will use their hands and
demonstrations done and invite the fingers to grasp and hold the ribbons.
students to participate with them. And then use their arms to pull the

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CEP Lesson Plan Form
Closure
Differentiation
For which students are you
differentiating (refer to student
profile as well as assessment
data to determine individualized
student learning need):
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During… ribbons.
…Provide students with the assistance …Students will respond to interactions
that they need. Which could be hand- with teachers. As they provide scaffolds,
over-hand, leading the child to the students will be responsive to this
ribbons, or other ways of providing interaction, and take the support to
support while also challenging them. grow.
…Ask students engaging questions about …Students will explore the reactions
their experiences and engage them in made by their actions when pulling on
thinking about it and realized their the ribbons. As they pull on the ribbons,
abilities. they see/hear the response made by the
“Can you grasp the ribbon?”, “Can you ribbon and react to it.
pull the ribbon?”
Closing…
…Provide students with the time left in
the activity to prepare them for the
upcoming transition.
…Provide children with behavior
reflections to wrap up the activity.
“You are pulling the ribbon”, “You are
making the bell jingle”
The strategy I intend to use is: Behavior Reflections
By providing students with behavior reflections, I will be helping students realize and recognize their abilities. This will
provide them with words for their actions, as well as label them. Ultimately supporting how an infant is able to know about
themselves, and their abilities. This strategy will also assist in providing closure. Giving behavior reflections and transition
warnings of remaining times will help students know that the activity is coming to a close. This will help them be self-aware
and create a mental representation of time.
Content Language Process Product Environment
Modifications Indicator 1. Receptive language: To provide To support
Demonstrate Indicator 1. students who may students in the
understanding that Demonstrate an not be ready to environment,
they are able to make understanding of a complete this There is no students can be
things happen. small number of activity with more product to provided with a
-Provide students familiar words and independence, this activity, bumbo seat or a
with support to react to adult’s teachers can it is one that boppy for sitting
identify their overall tone of voice. provide hand- is flexible, support.
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abilities. This can be -Support students overhand support and has no Additionally, the
done by labeling and by providing a in grasping and set ribbons could be
making behavior model of this type pulling the expectation made larger, and
reflections that of language, when ribbons. Verbally for given knots to help
support how a they are response to prompted completion. them grasp.
student sees that language, label support, or even
themselves and that reaction and demonstrate the
knows their abilities. help the children actions to help
learn that they do students see and
know how to have know that they
receptive language can do it as well.
skills.
Extensions Indicators 1 & 2 (of Expressive To extend the To extend the
9–12-month-old Language: Indicator process for environment, the
section of standards) 1. Experiment with students who are There is no activity could be
1.Experiment with sounds, practice able to do these product to placed on a small
different ways of making sounds, and actions. We as this activity, shelf, where they
making things use sounds or teachers can it is one that are able to begin
happen. gestures to provide more is flexible, pulling themselves
2.Persisit in trying to communicate challenging and has no up to participate in
do things even when needs, wants, or ribbons. Also, we set the activity.
faced with difficulty. interests. can let students expectation
-Help to scaffold -Support students to explore the for
students to expand begin being activity more completion.
their thinking. They expressive with independently.
will be able to their language to Additionally, there
expand into this show their interests could be other
standard in the 9–12- or how they feel. Do components
month-old standard this by encouraging integrated, like
section. babbling and having a place to
verbalizations. reinsert the
ribbons.
Assessment In assessing this activity, nonstructured, structured, and anecdotal records will be used as means of assessment. The
structured observations and anecdotal record will be used to assess fine motor development and keep track of each child’s
motor development. This is intended to be a way to note each child’s current ability, but also to assess where they are, and

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how they could benefit from additional support in later lessons. Using nonstructured observation, teachers will be able to
observe how the infants are able to recognize that they can not only do things but do things to cause a reaction. This will
also help inform how, as teachers we can provide more support in creating that sense of self.

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CEP Lesson Plan Form

Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.

Students Learning English – What teaching component (preparation, building background,

comprehensible input, scaffolding/questioning, student grouping/wait time, practice application, lesson
delivery, and review/assessment) and language domain (listening, speaking, reading, writing) will you
use to support and/or enhance content for students learning English? Provide a rationale.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson, To put students into a
receptive frame of mind.
 To focus student attention on the lesson.
 To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
 teacher input
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice
o group practice
o individual practice
 check for understanding
 other

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Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense
out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
 To cue students to the fact that they have arrived at an important point in the lesson or the end
of a lesson.
 To help organize student learning
 To help form a coherent picture and to consolidate.

Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop
their emerging skills? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

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