Lesson Plan for Preschool-Grade 2
Name
School/Grade:
Content
area(s)/developmental
domain(s) addressed
Brief description and
rationale for the lesson
This lesson is:
Timeframe
Objective(s) of the activity
Connections to standards
All About Me
Pre-k
This lesson covers the content area of Literacy , through literacy they will work on their
domains.
Social-emotional: Students will be able to form connections with peers by sharing parts of their
family and their traditions.
Physical: students will work on their gross and motor skills while making their journal. They
will use their hands to cut family pictures and grab the pencils to write. While using their fingers
students will stick the cut out pictures to the journal.
Approaches to learning: Students will expand their learning by getting to know other families
and their traditions. As well as new vocabulary words (traditions, ethnicity, culture).
The students will create a journal that represents their story while sharing parts of their families
components and traditions. Early literacy helps children develop a rich vocabulary, self-
expression, and reading comprehension—tools they need to become successful readers and
lifelong learners. - The National Institute for Literacy
* A new concept/activity * A continuation of a previous lesson/activity
* A review of a previous * A conclusion of a concept
lesson/activity
15-20 minutes per group at the table
What will children know, or demonstrate as a result of this learning experience?
Students will be able to demonstrate their ability to recognize different ethnicities, cultures and
traditions through text.
Students will be able to create a journal about themselves.
Which NYS Early Learning Guidelines or Next Generation ELA Standards are addressed? Are there
other standards used?

Language Objectives
Resources/materials needed:
(Include any worksheets or
sources of evidence for
children’s learning you will use
during the activity)
Technology inclusion (if
applicable)
Procedures (step by step)
Lesson Plan for Preschool-Grade 2
PK.ELAL.19. [PKSL.1] Participates in collaborative conversations with diverse peers and adults in small and
large groups and during play.
PK.EL AL.20. [PKSL.2] Interacts with diverse formats and texts (e.g., shared read aloud, video clips, oral
storytelling)
What language/vocabulary, communication, or literacy skill(s) do I want my students to develop in
this lesson?
- Students will touch on their vocabulary skills, by sharing with the class all about themselves.
They will be sharing who is in their families and what's their favorite things to do.
journals books , color pencils, pictures
None
Objective(s) :
- Students will be able to demonstrate their ability to recognize different ethnicities, cultures
and traditions through texts.
-
- Students will be able to create a journal about themselves.
Anticipatory Set (Connection/Motivation) What will you do to get children’s attention, or to
introduce children to this learning activity?
- To get the kids motivated , get their bodies moving with the song “ Shake your sillies out”.
- I will then ask students to have a seat on the rug.
- Then, I will share with the students a book.
- As we read the book , students will be ask questions to connect with the book
- After the book , students will give a chance to ask questions
- Then, students will be asked to move to tables as a group to begin working in their journal.
- After the journal , they will be able to share with their friends what they created.
 Lesson Plan for Preschool-Grade 2
Instruction/Mini Lesson (Outline the procedures or sequence activities that will make up this
learning experience;
- We will read a book “There’s only one you” by Kathryn Heling.
o Throughout the book, I will ask if they recognize any of these ethnicities.
o I will ask students who have the same hair as the people in the book.
o Students will be asked what feelings are mentioned in the book.
- After the book, I will ask children if they can identify how they can relate to something
mentioned in the book.
- I will ask them where their families are from , what holidays they celebrate and what's their
family favorite dish.
Independent Practice (during small group activity, working with partners, or independently)
- In small groups of four , children will work together to create their own individual .Journal.
The journal will include pictures of their families. Each page will tell a story based on the
student families. They will first introduce their family , then continue by sharing where they
are from and continue with traditions and dishes .While working on it, the students will also
write what they call their parents and other family members.
Closure (sharing/reflection, next steps)
- Have students show their journal to their peers.They will share with their table what all their
images represent and who’s in their families.

Method of assessing Pre-assessment Assessment of Student Assessment of Children’s

children’s understanding of
lesson/activity/objective(s)
As a method of assessment ,
Students will do an activity as a
class. We will create a chart in
which they will add who in their
family. We will then have a class
discussing to see who has the
I will show students pictures of
people and places from around
the world. I will ask students, if
they recognize the photos and
what connections do they have
with it.
Learning.
In the text, I will assess students'
understanding by responding to
questions such as:
What does the word tradition
mean?
What are some traditions followed
by the people in the pictures?
Language Learning
I will listen to vocabulary
connected to text such as
unique, color skin , hair,
celebrations.

same amount of members in the
family.
Plans for differentiated
instruction/instructional
modifications
In plan to assist struggling
learners. Small groups activities
will be available for students.
They will be able to sit with a
teacher and ask any questions ,
and will get support to complete
their portrait.
In a plan to assist advanced
students , I will have them
answer all my family
questionnaires at the end of
their journal. This will include
question like:
● My mom favorite food is
● My day is
● My family loves to
Follow up/Extension
activities
Lesson Plan for Preschool-Grade 2
Where are those people from?
Supporting children with Supporting English Language Learners, a culturally
identified delays or responsive pedagogy, and anti-bias/anti-racist curriculum
disabilities (i.e., IEPs and 504 What modifications should I make to the activity to ensure all
plans) students are included and engaged in all steps required to meet
What considerations should I the lesson’s objectives?
keep in mind regarding
cultural relevance, age - Translate instructions to students native language.
appropriateness, and ability - Find connections in the classroom about different
levels for all learne ethnicities, cultures and traditions if they are ELLs. If
possible, have another student who might know the same
- Have them create a page with language help them understand the task.
the pictures of their families - Try showing images about different ethnicities, cultures
and traditions instead of a and traditions for visual learning.
journal.
- Cut the pictures prior so all
they need to do is place them.
-Provide lots of assistance and
guidance as needed, adding glue
and placing the pictures.
-Students' IEP/ 504 plan will be
applied, to assist them and make
the lesson assecible.
How can I provide an opportunity to remediate, reinforce, or expand on students’ learning today in
class?
 Lesson Plan for Preschool-Grade 2

Create a sorting game. Children will be able to sort out and identify different ethnicities to see if
they recognized any of them on their own. They will then identify which one they belong to, we
will as a group talk about each of them as an inclusive activity.
Family Engagement Activities

How can I support families in extending the learning in their home environment?

Send home an activity that involves searching for traditional dishes. Along with their parents the
children can print out a picture of a traditional dish they eat at home. They can bring it to class
and share with their peers.