Teacher Candidate

Name:

Andrea Morehouse

Grade Level:

preschool

Subject:

language and literacy

Date:

October 2016

Millicent Atkins School of Education: Common

Lesson Plan Template
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:
Early learning guidelines language and literacy standard 3: through their
explorations, play, and social interactions, children listen, identify, and respond to
environmental sounds, directions, and conversations, and have phonological
awareness.

List the Learning Objective(s) to be addressed in this lesson. Use the

following format: Students will be able to
Students will be able to repeat familiar phrases and recognize some
rhyming sounds.
Describe how the objective is relevant to students lives.
This will build on the childrens vocabulary and help with phonological awareness
of rhyming words.

List the words relevant to the content area that you will either introduce
and/or review during your lesson.
Bed, head, said and how they rhyme

List the materials you will need to teach the lesson.

Flannel board, flannel pieces for the five little monkeys

ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to
measure students level of understanding toward the learning objective(s)
prior to teaching the lesson.
I will ask if the students have heard the story of the five little monkeys and what
they know about it. I will also ask if anyone noticed something about the words
bed, head, said.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if

applicable)
Is your pre-assessment included at the end of this lesson plan?
Describe the timeline as to when you plan to administer the preassessment?
(Recommended timeline is a minimum of two days prior to teaching your
lesson).
Right before introducing the flannel board story

Create and insert a table/chart/graph that shows the pre-assessment data

results. (if applicable)

Insert an image of your table/chart/graph here.

Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives,
instruction, and post-assessment.
If they recognize how the words rhyme we will discuss other rhyming words such
as red, fed. If they do not I will change the objective to go more in depth about
rhyming words and how we know they rhyme.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment

you will use to measure students level of understanding toward the learning objectives after
teaching the lesson.

Is your post-assessment included at the end of this lesson plan?

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides
a model of the desired outcome.

Is your key included at the end of this lesson plan?

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to
incorporate into the lesson to enhance instruction and student learning.
Flannel board and pieces

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to
meet the needs of all learners and accommodate differences in students
learning, culture, language, etc. * Be sure that these accommodations are
based on what you identified/described in your contextual information (Task
I).

Those who are smaller or have visual impairments will sit toward the front.

MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.
I will do my open shut them poem to get their attention before the story so they
know it's listening time. I will have the students raise their hand to share answers.
I will introduce the story once before we all say it together and during this time I
will watch for those not listening. I will point out those who are for positive
reinforcement, such as I like how Sophie is sitting.

LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of
learning objectives)
Describe how you will activate student interest and present the learning
objective in an engaging way (this is your lesson opening).
I will sing the name game with the children to engage them in recognizing
rhyming words whether real or nonsense. I will them tell them to listen for words
that sound similar or rhyme in our story.

Describe how you will communicate (to students) how the objective is
relevant to their lives.
I will talk about how you hear rhyming words throughout the day in songs, stories,
conversations.

Describe what instructional strategies you will use to

model/explain/demonstrate the knowledge and skills required of the

objective. (cite theories/theorists)

Vygotskys social development theory, which states that children learn just as
much from each other or by taking an active role in their learning. The children
during this activity will be able to repeat phrases, make up their own rhyming
words, lead each other to what words sound the same as we tell the story, sing,
and discuss rhymes.

Describe how you will check for students understanding before moving on
to guided practice.
I will have them all say the story with me to make sure they understand.

We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).
I will have the children use the flannel board to retell the story. I will have them
act out the story in small groups. I will have them say rhyming words together with
partners or small groups.

Describe how you will check for students understanding before moving on to independent
practice.
I will have the children say their rhyming words out loud to the whole group. We
will discuss if the words sound the same.

You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives? (this is the post-assessment)
The children we reenact the flannel board story during free time. They will use
pictures of rhyming words to match up.

APPENDIX: Include a blank copy of your post-assessment.

Is your BLANK COPY of the post-assessment included at the end of this
lesson plan?
Lesson Closing
Describe how you will reemphasize the lesson objective and any
skills/content that were taught in an interactive manner (whole/small group,
etc.).
During small groups we will sing the name game again and retell our story talking
about how the words rhyme.

ANALYZE
(This portion may only be done after the post assessment is
collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the
lesson will require re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data
results. If you used the same document for both the pre and post assessments, it is strongly
encouraged that you show the comparison.

Insert an image of your table/chart/graph here.

Description:

REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).
I had all the materials ready to go. I had good management techniques.

List and describe two things you feel were challenges during the planning, implementation
and/or assessment of the lesson.
Some challenges were the younger children not understanding rhymes just yet.
Another challenge was English language learners understanding the purpose of
the story, as it is make believe.

List and describe two ideas for redesign you would make if you were to teach this lesson
again.
I would do this in a more specialized small group with children that I know need
more of a challenge with the rhyming words. I would also have it so each child has
one monkey and can help tell the story as we go along instead of having to wait
turns or tail free play for a chance to use the flannel board.