6/12/2013

Early Childhood Education

Learning Experience Plan
Name: Sarah Wray
Lesson Title: Red Light Green Light
Date:
Grade Level: Kindergarten
Circle one:
ECE
PKSN
Standard(s)/Guideline(s):
Language and Literacy-Reading Comprehension: Identify characters and major events in a story.
Physical Well Being and Motor Development- Balance and Coordination: Demonstrate locomotor skills with control, coordination and balance.
Pre-assessment of current knowledge: We are teaching our classroom about transportation and movement, so for this lesson they will have a bit of prior
knowledge about direction and the ways we can move.
Instructional Objectives (1-2)
One/Two Assessed Instructional
Objective(s): The student will be
able to...
1. Listen carefully to a book
and along the way they will
be able to answer
questions which pertains
to the characters and the
events in the story.
2. Use their locomotor skills
to play the game Red Light
Green Light.

One Assessed Developmental

Skill:
1. Physical: The students will
be using their locomotor
skills to play the game.
They will use control and
will be able to take hold of
their movement.
Safety Considerations:
When playing the game, the
students will be reminded to be
careful and to not play rough.

Assessment of Student Learning

Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
The teacher will be collecting the drawings which the
students made to represent a direction they learned about in
the book.
The teacher will be recording whether or not the students
can follow directions and correctly identify which aspect of
direction is supposed to be done during the game.
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
The students will be drawing pictures to represent a
direction. They are able to choose which direction they
draw. Once the teacher collects and checks them, then she
will categorize them by direction and hang them up on the
wall. Each group will have a heading which says the
direction about the group of pictures. This will be there for
the students to see and be reinforced by.
Interpreting the Evidence: Once all of the compiling is
finished, the teacher will see which direction was chosen
the least, or which direction was most misrepresented.
Then with this information, the teacher will be able to
reinforce and put more of an emphasis on these directions.

Learning Experience
Academic Language:
1. Over
2. Under
3. Side
4. Left
5. Right
6. Through
Procedural steps:
1. The students will gather together in a circle and get
ready for a story.
2. The teacher will read the book, Going on a Bear
Hunt
3. During the story, the teacher will ask a series of
questions pertaining to the story, specifically
questions pertaining to direction.
4. Once this is done, the children will go back to their
seats and receive a blank sheet of paper.
5. The students will be asked to recall a direction from
the book, and they must draw a picture which
represents that direction.
6. Once this is done, the teacher will collect the papers.
7. The teacher will now explain the rules to the game
Red Light Green Light.
8. The children will play this game and when they do,
they will be encouraged to explore the space and try
to use different directions.

6/12/2013

Early Childhood Education

Learning Experience Plan

Authentic Materials:
Going on a Bear Hunt
Crayons/markers
Paper
Adult Roles:
The teacher will be reading the students the book and also
will be facilitating questions which pertain to the book. The
teacher will also be present when the students are drawing
their pictures, so if they have any questions the teacher will
be there to help. And finally the teacher will be leading the
game and will make sure that the students play correctly and
that they behave.

Resources & References:

Rosen, Michael, and Helen Oxenbury. We're Going on a Bear Hunt. New York: Margaret K. McElderry, 1989.