McGill University - Faculty of Education - Department of Integrated Studies in Education

Kindergarten Learning Plan #2 - FE4

Focus Area(s) ● Languages - English Language Arts
● Arts Education - Dance, Music

Lesson Objective As students now have some background knowledge of

dinosaurs from the previous dinosaur lesson, the goal of this
learning plan is for students to build on what they already know
by engaging with more literary activities that will challenge their
knowledge.

The teacher paid close attention to what worked, and what

didn't from the last dinosaur lesson, and has created this plan
to better suit students' needs. Once again, these activities
target various learning styles and multiple intelligences that suit
students' needs AND wants. To continue building their social
development, students will again work together in mixed-ability
groups to promote collaboration through teamwork. As the
students enjoyed the technological aspects from the previous
lesson, one of them asked the teacher to find another dinosaur
dance, and the teacher listened to student suggestions for this
lesson.

QEP Preschool Students will experience aspects of the following

Competencies developmental domains through the various activities this
(developmental domains) lesson presents:
● Physical and Motor Development:
○ Motor skills:
■ Explores sensory perceptions
■ Uses gross motor skills
■ Uses fine motor skills
■ Explores different ways of moving
● Social Development:
○ Sense of belonging:
■ Shows openness to others
■ Participates in group activities
■ Collaborates with others
○ Social skills:
■ Gradually complies with rules of conduct
■ Creates connections with others
■ Regulates own behaviour
■ Resolves conflicts
● Language Development:
○ Oral language:
■ Interacts verbally and non-verbally
■ Demonstrates understanding
■ Expands own vocabulary
● Cognitive Development:
○ Thinking skills:
■ Acquires new knowledge relating to the subject areas
 (ELA, Dance, Music)
■ Uses reasoning skills
○ Strategies:
■ Takes action
■ Explores different actions

Differentiation/EDI ● Each center will serve various needs including visual

Considerations prompts, physical sensory tools, bodily movement, and
more.
● Each group will be formed based on mixed abilities. This is
done to encourage student collaboration in small group
settings, as students will learn with and from each other.
● This lesson integrates some physical activity through dance
and music to help the students learn through movement
and song.
● For this lesson, each center is geared towards literary focus
areas so that students may improve through differentiated
hands-on activities.
● The teacher included images of children from different
backgrounds in many of the activities to promote diverse
representation.
● Students will be able to stay focused at each center as they
will be timed accordingly.

Materials and Resources ● Computer

● Projector
● Whiteboard/Smartboard
● Dinosaur book: (This book answers many big dinosaur
questions. The teacher does not have to go through the
entirety of each page.)
● Print-outs: Plan 2 dino centers
● 8 minute timer
● Dry-erase laminate sleeves
● Dry-erase markers
● Twister mat
● Twister spinner
● Dinosaur board game
● Dice
● Pencils
● Erasers
● Timer
● Closing dinosaur dance/song:
Boom Boom Dinosaur Drum-Along Dance! 🥁🦖 /// …

Learning Plan

Introduction (10 minutes) ● The teacher will invite students to sit around the carpet, and
then remind them that they will be engaging with various
dinosaur activities throughout this lesson.
 ● The teacher will read the dinosaur book. The teacher does
not have to read each page entirely, but rather, the teacher
should focus on the pages that answer the students' most
pertinent questions.
● The teacher will take note of any other questions the
students may have. Then, at another time, the teacher will
research the questions and share findings with the class.

Unfolding of the lesson ● The teacher will then explain that, similarly to the last
(40 minutes) dinosaur lesson, the class will be working in
teacher-selected small groups to complete a variety of
activities at 4 different centers. The teacher will have items
from each center at the front of the class when explaining
the activities to avoid movement, and explain each one as
follows:
○ 1 - Dinosaur Twister:
■ Taking turns, students will spin the spinner. Whichever
colour and body part the spinner lands on, students
must place that body part on a circle of the
corresponding colour. When doing so, students must
try their very best to read the word on the circle.
Images will also be placed on the circles to help
students decipher the words. If the student is having
trouble, their teammates may chime in to help them.
The process will be repeated for the next student, and
so on.
○ 2 - Dinosaur Board Game:
■ One at a time, students will roll the dice. When the dice
lands on anumber, the student must move their
dinosaur that many spaces. Then, the student must
attempt to read the word that their dinosaur landed on.
Picture prompts will accompany each word on the
board game, but if the student struggles to
decipher/guess the word, they may ask their peers for
help. This process will repeat with each turn.
○ 3 - Dinosaur Heads Up:
■ Taking turns, one student will pick up a card without
looking, and place it on their forehead for their
teammates to see. The teammates must try to have
the student guess which card they are holding without
saying the word that is written on the card. Each card
will have a photo accompanying the word. Once the
student successfully guesses which card they are
holding, they may put it aside. This process will be
repeated until they have gotten through all of the
cards.
■ If they finish early and do not want to repeat the game,
they may complete the Dinosaur Colour by Number
addition sheet.
○ 4 - Dinosaur Roll and Read + Dinosaur Word Search:
 ■ One at a time, students will roll the dice. Once the dice
lands on a number, the student must read a word from
the corresponding column. Prompting pictures will
accompany each word, but students may ask their
peers for help if they are struggling to uncover the
word. Once a word has been read, students may cross
it off. This process will be repeated with each student
until each word has been read.
■ If students complete the Roll and Read early and do
not want to repeat the game, they may complete the
Dinosaur Word Search. After they find a word from the
word bank, they will cross it off, and search for the next
word. They may give each other hints if need be.
● When supervising each center, the teacher will give specific
feedback such as "I like how you ____" or ask them what
THEY like about their work, rather than quick responses
such as "amazing!"
● When changing centers, the teacher will ask everyone to
freeze. If possible, this is a good time to highlight
exemplary student performance to guide others when it is
their turn at each center. Then, the teacher will ask
students to point to the center that they think they are
supposed to move to next. Once the teacher sees that
students know where to go next, they will be allowed to
switch centers.
● Students will have about 5 - 10 minutes at each center,
including a brief clean-up after each center. The teacher will
adapt the timing at each center based on student progress.
The teacher will put a timer on the board so that students
may see how much time they have left. (8 minute timer)

Conclusion (10 minutes) ● The teacher will ask students to rejoin the carpet, and ask

●
them to participate in the song and dance:
Boom Boom Dinosaur Drum-Along Dance! 🥁🦖
Depending on the state of the classroom, the teacher may
/// …

tidy up the centers for the next group, or participate in the

dance and song alongside students.
● At the end of the period, the teacher will collect all the
completed work.

Assessment ● Observations: The teacher will evaluate students' abilities

to achieve the lesson objectives through observations
during the centers.
● Exit Tickets: The teacher will assess students'
understanding by collecting and/or photographing students'
work from the centers at the end of the lesson.

Broad Areas of Learning ● Health & Wellbeing: Students will engage in healthy
physical activity as they participate in the "Boom Boom
Dinosaur Drum-Along Dance" at the end of the lesson. This
 will encourage them to appreciate their learning experience
by connecting it with enjoyable active movement. They will
also engage with healthy movement at the Twister center.
● Citizenship & Community Life: Students will engage with
aspects of citizenship & community life as they practice
collaborating in small groups to solve problems through
teamwork. This will promote a sense of community and
mutual respect that students will take with them beyond the
classroom.

Cross-Curricular ● Competency 2 - To solve problems: Students will engage

Competencies with this competency as they work together to navigate and
complete the activities at each center. While there will be
visual prompts accompanying each activity, students will be
expected to help each other complete challenging tasks.
● Competency 5 - To adopt effective work methods:
Students will manage their time effectively in order to
complete the work at each center.
● Competency 8 - To cooperate with others: Students will
be placed in mixed-ability groups so that they may help
each other understand and complete the tasks at hand.
● Competency 9 - To communicate appropriately:
Students will use their words to communicate their
comments and questions with staff and peers throughout
the lesson. They will use their newly acquired dinosaur
terminology during the song and centers.

Professional ● Competency 1 - Act as a cultural facilitator when

Competencies carrying out duties: While it can be challenging to act as a
cultural facilitator during a Kindergarten lesson on
dinosaurs, I plan to do so by making links from our cultural
differences as groups of humans to the differences
between dinosaur herds (by what they eat, look like, etc...).
I may also add that our class is like its very own "herd" or
family, and that we have certain aspects that are unique to
us as a group.
● Competency 2 - Master the language of instruction: The
teacher prepared a lesson that engages with accurate and
reasonable terminology that is suitable for students. The
teacher will also use proper language and terminology that
pertains to the unit while explaining instructions.
Instructions will be communicated clearly and there will be
time allotted for questions.
● Competency 3 - Plan teaching and learning situations:
The teacher will be well-prepared for the lesson and have
all the centers prepared before class time. The teacher will
have extra backup work if further differentiation is needed.
● Competency 4 - Implement teaching and learning
situations: The teacher will communicate clearly when
 presenting the lesson, and be willing to adapt the lesson to
better fit students' needs if necessary.
● Competency 5 - Evaluate Learning: I will evaluate
learning through observation, and may add to this by taking
photos of the students at work that I may revisit later on. I
will also collect any work done with pencil and paper.
● Competency 6 - Manage how the class operates: To
prevent students from having to remain seated for long
periods of time, this lesson promotes short activities that
will allow students to concentrate more efficiently. During
centers, the teacher will circulate the classroom to help
remind students of the instructions, answer questions, and
keep them focused on the task at hand. As this lesson
involves many games with specific rules, the teacher will do
her best to manage each one.
● Competency 7 - Take into account student diversity:
The teacher will adhere to this competency by including
images of children from diverse backgrounds where
applicable. This will be done to ensure diverse student
representation.
● Competency 8 - Support students’ love of learning: In
the previous lesson, the teacher payed close attention to
what students wanted to see in the next lesson. The
teacher took student suggestions, and will therefore respect
this competency by providing a lesson that aligns with
students' interests. With mixed-ability grouping and visual
prompts at each center, students are sure to feel
comfortable throughout the duration of the period. As well,
students will be encouraged to step outside their comfort
zones by engaging with new games and terminology.
Following the lesson, the teacher will take note of which
activities students enjoyed the most, and try to include
student suggestions for future lessons.
● Competency 9 - Be actively involved as a member of
the school team: I will consult with my CT before
presenting this lesson to the class.
● Competency 10 - Co-operate with the family and
educational partners in the community: I will send all
photos and videos to my CT so that she may upload them
on Seesaw for students' families to see.
● Competency 11 - Commit to own professioanl
development and to the profession: This competency
will be respected as, when completing this lesson plan, I
referred to the QEP documents and other reputable teacher
sites. With this, I will most certainly continue to commit to
my own professioanl development and to the profession.
● Competency 12 - Mobilize digital technologies: The
teacher will mobilize digital technologies when projecting
the concluding song and dance on the screen, and when
projecting the timer on the screen for each center rotation.
● Competency 13 - Act in accordance with the ethical
principles of the profession: As always, I will adhere to
this competency by consulting with my CT and making
ethically sound choices when necessary.
 References

Danny Go!. (2023, July 3). Boom Boom Dinosaur Drum-Along Dance! /// Dany Go! Songs for
Kids [Video]. Youtube. https://www.youtube.com/watch?v=GCJwYSR6J9A

Kanoon Studio. (n.d.). Dinosaur Addition & Subtraction Color by Number. Teachers Pay
Teachers.
https://www.teacherspayteachers.com/FreeDownload/Dinosaur-Addition-Subtraction-Col
or-by-Number-9681837

Little Whimsical School. (n.d.). Dinosaur Wordsearch Freebie - Preschool, Kindergarten, 1-st
Grade Activity. Teachers Pay Teachers.
https://www.teacherspayteachers.com/Product/Dinosaur-Wordsearch-Freebie-Preschool
-Kindergarten-1-st-Grade-Activity-5169672?st=f81b88784c87f801a23009d10f429024

Ministry of Education. (2021). Reference Framework for Professional Competencies - For

Teachers. Government of Quebec.
https://cdn-contenu.quebec.ca/cdn-contenu/adm/min/education/publications-adm/deveni
r-enseignant/reference_framework_professional_competencies_teacher.pdf?161158465
1

Ministry of Education. (2021). Quebec Education Program - Preschool Education - Preschool

Cycle Program. Government of Quebec.
https://www.education.gouv.qc.ca/fileadmin/site_web/documents/education/jeunes/pfeq/
Programme-cycle-prescolaire-AN.pdf

Ministry of Education. (n.d.). Areas of Development, Competencies, Focuses of Development,

and Key Features. Government of Quebec.
https://www.education.gouv.qc.ca/fileadmin/site_web/documents/education/jeunes/pfeq/
Prescolaire-tableau-domaines-competences-AN.pdf

Ministry of Education. (n.d.). Broad Areas of Learning - Elementary. Government of

Quebec.
https://www.education.gouv.qc.ca/fileadmin/site_web/documents/education/jeunes/pfeq/
PFEQ_domaines-generaux-formation-primaire_EN.pdf

Ministry of Education. (n.d.). Cross-Curricular Competencies - Elementary. Government of

Quebec.
https://www.education.gouv.qc.ca/fileadmin/site_web/documents/education/jeunes/pfeq/
PFEQ_competences-transversales-primaire_EN.pdf