Early Childhood Education Learning Experience Plan Template

* Note: Do not put explanations and rationale in your plans. Plans should not exceed 4 pages in length.

Teacher Candidate Name: Sabrina Avery

Age/Grade Level: Wonder Room

(List the number and text of the standard. If only a portion of a standard is being
WI Model Early addressed, then only list the relevant part.)
Learning
Standards C. EL. 4 Uses writing to represent thoughts or ideas.
(WMELS)
Or
Grade Level
State Adopted
Standards for the
learning segment

Learning Experience __1__ (Indicate which number)

Learning Objectives:
Learning outcomes to be
achieved by the end of the
learning experience or learning
segment
Given the lesson on answering details about a text, students will read the
story as a group and complete the reader's response sheet by identifying
the different element of an insect.

Academic Language Prior Knowledge:

Development
Identify the language demands
of the learning task. (Oral, visual,
and written)
Key vocabulary and definitions
Students will know basic book concepts like the front page of a book,
print on the page, the order of the book; read left to right.
Students will also have prior knowledge of concept print.
Vocabulary/Concept(s):
Insect: a very small animal with a hard covering over its body. Most
kinds of insects have a body that is divided into three parts. 
Caterpillar: are the larvae, or young, of butterflies and moths.
Butterfly: an insect that has a slender body and large colored wings
covered with tiny overlapping scales and that flies mostly in the
daytime.
Cocoon: is a covering or case made by some animals to protect
themselves or their young as they develop into adults. Moths, some
butterflies, earthworms, and leeches make
Metamorphasis: is a covering or case made by some animals to protect
themselves or their young as they develop into adults. Moths, some
butterflies, earthworms, and leeches make

Instructional and learning Introduction: As a class, the students will guess what is inside the
activities that support diverse
student needs. (Include what you
and the children will be doing.)
Link to teaching and learning
theories and context for learning.
Informal and/or formal
assessments used to monitor
children’ learning and feedback
provided
*Review examples shared in the
edTPA handbook glossary
Adaptations of Learning Tasks
and Materials
(Differentiated instruction)
*Review “variety of learners” in
the edTPA handbook glossary
mystery bag.
“Hello friends, today I brought something very special with me. I
brought my mystery bag with. What do you think is inside? Something
in my bag may fly, or buzz, one of them creates cocoons. Lets reach
inside my bag and explore whats inside.
Procedures:
• As a class, we will read the book, “The Very Hungray Caterpillar”
Questions:
Where do you think a caterpillar lives?
What do you think a caterpillar eats?
Why does the caterpillar eat so much food?
• Together as a class, we will write the different elements of an insect.
(Example: insects can fly, inscets eat leaves, insects can fly, insects are
small)
Closure: Together as a class, we will review the different elements of
the insect from the book.
Questions that will be asked:
1. Why do you think the caterpillar ate so much food?
2. What could of the caterpillar aten not to get a stomach ache?
3. Why did the caterpillar create a cocoon?
4. What other animals create cocoons?
Transition: Students will flap their wings like the butterfly in the story
to the next activity.
Insect mystery bag: Will have different types of insects for students to
explore.
Book: “The Very Hungry Caterpillar”
Class board/ White paper big enough to share as a group
Written materials: Marker
Informal:
I will observe the students in a large group while recalling the events of
the story as well as idenfiy elements of an insect.
Formal: I will collect the large group paper to see if students are
understanding how to idenfy different elements of an insect.
Multimodal teaching approaches:
Visual: There will be pictures in the story that is read together as a
class.
Auditory: The story will be read together as a class
Writing and print: As a group students will write/draw on the group
paper the different elements of an insect.
Individualization: To incorporate personal learning, the students who
needs more challenging work will complete a separate worksheet about
the details of the insect from the story.
Students who need extra help will be able to refer back to the story as
well as the insects that were inside of the mystery bag. By using the
story and mystery bag insects will help the children to remember key
elements about the different insects.
 Interdisciplinary:
ELA: Throughout this activity, students will be listening to the story,
speaking about the different facts in the story, writing and explaining
about what they read about.

(Large Group work)

(For Individualization, if needed) (Book)