CEP Lesson Plan Form

Teacher: Kass Baker Date:

School: River Song Waldorf School Grade Level: 4 years – 5 years Content Area: Social Emotional and Social Studies

Title: Map Making Lesson #: 3 of 3

Lesson Idea/Topic The Relevance: This mini curriculum unit focuses on the foundational
and developmental milestones related to social and emotional development
Rational/Relevance: —specifically focusing on creating, understanding, and engaging with
one’s sense of identity and belonging within the larger community.
This lesson focuses on the general community, specifically the areas
that the children interact with the natural world and the community
members present within those areas. In addition, this lesson integrates
foundational fine motor skills coupled with social studies/geography
knowledge
The Lesson Idea: This lesson presents children with the opportunity to
create maps that represent the general community that children interact
with on a daily basis. A small group of children will be invited to
reflect on the many places and special destinations that the Sun Garden
adventures to during the daily walk (the Willow Tree, the Forest, the
Spring Creek) or a place that is important to each individual child
(home, River Song, etc). This activity allows children to reflect on the
larger community through representing special and meaningful places
through creating a map.

Student Profile: Sun Garden classroom: 2.5 years to 6 years old; 1:7 ratio; 12 boys and
9 girls (21 total); cultural practices vary within the classroom and
range from Caucasian to Indian to Polynesian; social and emotional
context of the classroom is exemplary and healthy (positive social
relationships and interactions)

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CEP Lesson Plan Form

Small group: 4 years – 5 years old; Lilly, Hazel, Truxton, Claire, Luke
Physical Development and Health

 Demonstrates fine motor strength and coordination: uses

fingers and hands (level 8: Uses small, precise finger and
hand movements) Uses writing and drawing tools (level 6:
Holds drawing and writing tools by using a three-point finger
grip but may hold the instrument too close to one end)
Social Studies Knowledge and Skills

 Explores change related to familiar people or places

  Demonstrates simple geographic knowledge

Content Standard(s) addressed by this lesson:

Physical Development and Health: Fine Motor Skills: The control of small muscles for such purposes as using utensils, self-care, building, and
exploring.
Social Studies Knowledge and Skills: Geography: Apply geographic representations and perspectives to analyze human movement, spatial patterns,
systems, and the connections and relationships among them.
Understandings: Application: ability to use knowledge effectively in new situations and diverse realistic context
Transfer goals: apply, modify, sketch, produce

Inquiry Questions:
Physical Development and Health: Can you explain this to me? I wonder what else you could add? I notice…
Social Studies Knowledge and Skills: How did you picture this? What do you wonder/notice? I wonder what else you could add?

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CEP Lesson Plan Form

Evidence Outcomes:
Physical Development and Health: uses/manipulates various writing/drawing materials
Social Studies Knowledge and Skills: creates a map of surrounding community
Every student will be able to:
Physical Development and Health:
I can use/control the small muscles in my hands precisely
This means that I can manipulate writing/drawing tools to create a map
Social Studies Knowledge and Skills
I can represent the surrounding geography (human movements, spatial patterns, systems, and communities)
This means I can create a map with symbols that represents the surrounding community
List of Assessments: Observation, Documentation, Performance Task

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson

Co-Teaching Which model(s) will be used?

Will co-teaching models be utilized in this
lesson? Yes ___ No ___ Why did you choose this model(s) and what are the teachers’ roles?

Approx. Time and Materials

Anticipatory Set The strategy I intend to use is:

I am using this strategy here because:

Procedures The strategy I intend to use is:

I am using this strategy here because:

Teacher Actions Student Actions Data Collected

Closure The strategy I intend to use is:

I am using this strategy here because:

Differentiation Content Process Product Environment

Modifications:

Extensions:

Assessment

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CEP Lesson Plan Form

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson
if you were to teach it again? Were there additional co-teaching strategies used
during the lesson not planned for initially? Please explain.

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CEP Lesson Plan Form

Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this
lesson of importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs?
Exceptionalities? Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?
Name and Purpose of Lesson: Should be a creative title for you and the students to associate
with the activity. Think of the purpose as the mini-rationale for what you are trying to
accomplish through this lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials
will you need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by
the teacher to relate the experiences of the students to the objectives of the lesson, To put
students into a receptive frame of mind.
 To focus student attention on the lesson.
 To create an organizing framework for the ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the
minute they arrive to the minute they leave your classroom. Indicate the length of each segment
of the lesson. List actual minutes.
Indicate whether each is:
 teacher input
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice
o group practice
o individual practice
 check for understanding
 other

Closure: Those actions or statements by a teacher that are designed to bring a lesson
presentation to an appropriate conclusion. Used to help students bring things together in their
own minds, to make sense out of what has just been taught. “Any Questions? No. OK, let’s move
on” is not closure. Closure is used:
 To cue students to the fact that they have arrived at an important point in the lesson or the
end of a lesson.

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CEP Lesson Plan Form

 To help organize student learning

 To help form a coherent picture and to consolidate.

Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so
that they can be successful? To extend: If the activity is too easy for a child, how will you
extend it to develop their emerging skills? What observational assessment data did you collect to
support differentiated instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a
description of what you were looking for in each assessment. How do you anticipate assessment
data will inform your instruction?

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