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Lesson Planning Waynesburg University Pre-Instructional Planning: The thought process that leads to the development of quality, meaningful

lesson plans
Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students)

This lesson is for preschoolers between the ages of 3 and 5. Adaptations can be made to make the learning experience more challenging, or more obtainable for success.

Who (if anybody) will assist with the presentation of this lesson, and what will their role be? Parents Preschool teachers Child care providers

What is the long range goal(s) that is tied to this lesson?

Each student will demonstrate understanding of the seven spatial concepts included in the PowerPoint.

What is the specific learning objective(s) for this lesson? Each student will expressively produce the following locations: o o o o o o o On Under Beside In In front of Behind Over

What prerequisite skills/knowledge will students need to effectively access and participate in this lesson? Student will need to receptively identify the concepts such as show me the ball is under the chair.

When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning maintenance lesson, or learning generalization lesson?)

The student will be expected to generalize skills across all environments.

When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?) This is a one week lesson

Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab) AND what materials will be needed?

This lesson should be presented in a natural setting.

Why are you planning to teach this lesson? Why must this information/skill be presented to the students?

Basic spatial concepts are skills that preschoolers need to learn. By demonstrating skill accomplishment, this will create a foundation for all students.

How does this lesson relate to the PA Academic Standards?

This lesson meets the following standards: o o 1.6.PK.A: Listen attentively and respond in conversation. 1.6.PK.B: Speak in simple sentences. Share experiences when asked.

How does this lesson relate to the previous lesson? How does this lesson relate to future lessons?

This lesson relates to future lessons by adding higher level concepts.

How will you determine if students have met the lesson objective? (Think assessment)

Data will be taken on each student. Identifying with 90% accuracy will determine skill accomplishment.

How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group activities, cooperative learning groups) This lesson can be presented in small or large groups, allowing for active participation. This can also help support students on an individual basis.

Lesson Planning Waynesburg University Writing the lesson plan: Translating thoughts into a plan of action _____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement)

This lesson meets the following standards: o o 1.6.PK.A: Listen attentively and respond in conversation. 1.6.PK.B: Speak in simple sentences. Share experiences when asked.

Lesson Objective(s) (Stated in observable and measurable terms) Each student will identify the following prepositions o On o o o o o o Under Beside In In front of Behind Over

Assessment Plan (What will be done to determine if lesson objectives have been met?)

Identifying with 90% accuracy will determine skill accomplishment.

Materials: Mini blocks Chairs Buckets

Housekeeping items

Inclusion Techniques for Students with Special Needs: Peer buddies Extra time for processing Positive reinforcements for efforts and skill accomplishments

Enrichment Techniques:

Adding the concepts in between and around.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): If student has difficulty we will chunk the lesson and teach the concepts of in on and under only.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:

Presenting this on a smart board will allow lots of interaction for the students. Each student will be permitted to act out each concept.

Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) View the PowerPoint and allow students to chorally respond to each question.

Guided Practice/Independent Practice/Assessment Activities

A worksheet will be provided where students will have to match concepts.

Closure: For each student that has demonstrated confidence with the concepts, they will be able to help support the other students. Extra time will be awarded for any student who needs it.