Learning Activity Plan for Pre K-Grade 2
Teacher Candidate
Date/Time of Scheduled Visit
Name/Address of School
Age/Grade level
Cooperating Teacher
Name of Lesson
Content
area(s)/developmental
domain(s) addressed
Brief description of the lesson
This lesson is:
Rationale
Rafaela Duangmala
Pre-Kindergarten
Classroom Number
Look at All These Animal Prints!
What concepts or developmental skills will this lesson address?
Using NYS Pre-K Common Core Standards, children will be able to demonstrate their creative
approaches to learning by creating animal patterns with open-ended materials. The lesson also
addresses physical development and the use of fine motor skills to touch, cut, paint, and roll
materials. Students use their cognitive ability to identify patterns and create one.
This lesson aims to promote children's observational skills and creativity by creating animal
patterns from animals they have seen around their home or from the book. After referencing,
“Some Pets” by Angela Diterlizzi, teacher explains that animals are unique and have different
patterns and comes in different sizes just like us. Together with students, identify the different
animals in the book and their patterns. Students will create their own patterns and identify
which animal the pattern belongs to.
* A new concept/activity * A continuation of a previous lesson/activity
* A review of a previous * A conclusion of a concept
lesson/activity
Why is there a need for this lesson?
Some people have animals in their household. We discussed that some animals are wild and
some stay at home with people. This lesson is important because animals are unique and just
like us, they have different features that makes them different from each other. Some animals
are part of the community such as birds, horses, dogs, and cats. Other cultures might have other
animals that they see often (for example Japan and their deers, equivalent to pigeons). Children
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Timeframe
Objective(s) of the activity
Connections to standards
Language Objectives
Learning Activity Plan for Pre K-Grade 2
will be able to learn about the different animal patterns and create their own. In addition, the
lesson is art based and open to many endless materials.
Keep in mind appropriate length of an activity for preschool-aged children is 20 mins at most, no
more than 45 mins for children K-2 grade)
15 minutes
What will children know, or demonstrate as a result of this learning experience?
Children will be able to create animal patterns and verbally describe which animal the pattern
belongs to.
Which NYS Early Learning, or Common Core Standards are addressed? Are there other standards
used? New York State Prekindergarten Foundation for the Common Core:
Domain 1: Approaches to Learning
PK.AL.3 Approaches tasks, activities and problems with creativity, imagination and/or
willingness to try new experiences or activities.
Domain 2: Physical Development and Health
PK.PDH.1 Uses sense to assist and guide learning.
Domain 4: Communication, Language, and Literacy
PK.CLL.3 Demonstrates that he/she understand what they observe.
PK.CLL.4b Uses existing objects to represent desired or imagined objects in play or other
purposeful way.
Domain 5: Cognition and Knowledge of the World - Science
PK.CKW.5 (Living Things) Observes and describes characteristics of living things.
What language/vocabulary, communication, or literacy skill(s) do I want my students to develop in
this lesson? For edTPA consider this: Which academic language demands am I targeting? Choose
one, including language functions, vocabulary, syntax, or discourse that is central to this learning
segment. How is this activity using the specific language demand?
Students will be able to discuss different types of animal patterns they see in their community
or school area and then use content specific language to characterize animals by their unique
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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)
Learning Activity Plan for Pre K-Grade 2
patterns. Using inquiry questions like: What kind patterns does zebras have? (As pictured in the
book, the zebra has stripes) What patterns do you see in this animal? (lines, zig zags, spots, etc.)
● Plastic Trays as pallet for paint
● Rolling pins
● White paper
● Tape, string, rubber bands, bubble wrap, straw, sticks
● Acrylic paint
● Markers, colored pencils, crayons
● cardboard
● scissors
● shaving cream
● visuals of animals the students are familiar with and others they might not know
● toy model of animals
Smartboard or projector to show pictures of animals in zoos or pets in the community.
Anticipatory Set (Connection/Motivation) What will you do to get children’s attention, or to
introduce children to this learning activity? Describe the process in getting them interested and
engaged.
Children will participate in the activity as a small group (four to five children) with teacher
scaffolding. This activity involves art to engage learners with multiple open sensory materials.
Teacher will ask students what kinds of interesting animals they have seen around their
community. We learned about animals and their features. Students will work with the teacher to
construct patterns for their favorite animals or one observed in their own communities.
Instruction/Mini Lesson(Outline the procedures or sequence activities that will make up this
learning experience; for instance, you might follow a routine wherein you model (I try); and ask for
active involvement (we try) during a whole group session.
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 Learning Activity Plan for Pre K-Grade 2

1. Having previously read “Some Pets” and discussed that animals can be wild or
domesticated, teacher ask students if they can recall the different animals that are in the
book. (What type of animal is this?)
2. Teacher will then showcase toy figurines of animals and ask students if they recognize it
or know what the animal is called. (Have you seen this before? Do you know what this is
called?) Teacher will then zoom into pictures of animals and display the patterns on the
board.
Independent Practice(small group activity, working with partners, or independently)
3. Teacher set out materials to prepare for art activity (the activity is hands on and allows
for sensory learning).
4. Teacher will explain that they will make their own patterns out of various materials
given. Teacher will then model and demonstrate how to use materials to make own
pattern for students to observe. Teacher uses the rolling pin and wraps materials around
such as rubber bands and then rolls the pin on paper to create a pattern. The teacher
explains that this is a pattern of a zebra because it has black stripes. The teacher also
demonstrates another way to use materials by spraying shaving cream and using a stick
to make patterns with paint. After place paper on top of the cream and it creates a
pattern.
5. Students tell teacher the name of the animal they are going to create. If guidance is
needed, teacher will help spray shaving cream for students. Images are available on the
board and teacher can search for other animals upon student request.
6. Students will use descriptive language to describe the pattern and identify the animals
they associated it with.
Closure (sharing/reflection, next steps)
7. Teacher will ask students to share their creation and describe what they used to make
the patterns. Students can talk about why they chose that pattern to represent the
animals they referenced. Together they will discuss what other animals might have the
same patterns.

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 Learning Activity Plan for Pre K-Grade 2

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

understanding of
lesson/activity/objective(s)
(Be sure to include any tools,
rubrics/checklists and/or
worksheets you will use for
assessment(s)
Outline the steps you will take to
evaluate student’s prior knowledge.
Teacher will evaluate prior
knowledge by asking students what
kinds of animals do they know and if
they know what makes this animal
unique (their shape and patterns).
Learning Outline the steps
you will take to evaluate
students’ learning. What
evidence will I have to
assess whether students
have successfully achieved
the content objectives?
Teacher will have a
checklist to see if children
made patterns and not
just threw the materials
on paper. Also use
anecdotal notes to see if
what the child identifies is
actually the name of the
object. (If the animal is a
giraffe but it has stripes
instead of spots.)
Language Learning
Outline the steps you will
take to evaluate students’
language learning. What
evidence will I have to
assess whether students
have successfully achieved
the content objectives?
Assess content specific
vocabulary if student
correlates the names of the
animals and if they can
identify the pattern
correctly (does it have
lines, stripes, spots?).
Where they able to answer
questions like: What kind
of animal is this in the
book? What patterns do
you see?

Plans for differentiated
instruction/instructional
modifications
Supporting children with identified
delays or disabilities
What considerations should I keep in
mind regarding cultural relevance,
age appropriateness, and ability levels
for all learners?
Supporting English Language Learners
What modifications should I make to the activity to
ensure all students are included and engaged in all steps
required to meet the lesson’s objectives?
For ELL Students, teacher can make labels with the
animal’s name translated and hold it up when the

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 Learning Activity Plan for Pre K-Grade 2

Teacher can provide textured animal is spotted in the book. Teacher can also write the
materials not limited to cloth so animal labels in English and see if student can recall and
student can sense and feel the object. match to the translated label.
Textured objects have patterns. Supporting gifted students
Teacher can work with individual What modifications should I make to the activity to
alone and create a pattern template ensure all students are included and engaged that may
for student to continue the sequence reach beyond the lessons' objective?
with physical blocks. Figurines are identify other shapes.
available for the child to physically
touch. Gifted students can identify other objects in the
classroom with patterns and replicate the pattern using
the art materials. They can also identify other objects
that have similar patterns as the one they created.
Follow up/Extension activities How can I provide an opportunity to remediate, reinforce, or expand on students’ learning today in
class?
Extension activity: Students can visit the zoo and identify the patterns they see in person. Then
they collaboratively chart their data to visually see which patterns they saw the most
Any additional information
that would be helpful for the
observer to know

Observer feedback on the lesson plan, including commendations and recommendations for improving aspects of the learning
activity