Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Gretchen Schmidt

Grade Level: Pre-School Special Education
Subject: Mathematics and Language Arts
Date: 10 March 2022
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
 Domain- Cognition:
 Subdomain: Mathematics Development-Counting and Cardinality
 Domain- Language, Communication, Literacy:
 Subdomain: Literacy-Print and Alphabet Knowledge

List the Rationale (cite theories or theorists):

 Lev Vygotsky believes that young children are curious and actively involved in their own learning
and the discovery and development of new understandings. He places a huge emphasis on social
contributions to the process of development.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”

 Students will be able to recognize the number of objects in a small set.

 Students will be able to identify the letters of the alphabet and produces correct sounds associated
with letters.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

 The learning objective is appropriate for the age/developmental level of the students because it
correlates directly with early childhood guidelines that are being addressed throughout the pre-
school ages.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).

 There are a total of four male students aged four and five years old. There are three Caucasian
students and one African American student. Two of the students are on IEPs for the disability
category of autism and two students are on an IEP for the category of noncategorical.

Describe your Knowledge of Students:(in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).

 All four of the students are currently receiving speech and language services.
List the materials/resources you will need to teach the lesson.
  Daily Baskets:
- I Can Write My Name Worksheet
- Q Letter Craft
- Q Worksheet
- Q Book
- Count the Penguins
- Saint Patrick’s Day Letter Matching
- Tracing Practice
- Color Matching with Stickers
- Match the Shapes
- This or That

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.

 Smartboard
 CDC Milestone Tracker App

Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *

 Students have access to a visual schedule to help them determine what is expected of them in the
moment and what to expect when the activity is completed.
 Students have one-on-one assistance when needed for completing their work.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

 The pre-assessment method that I will be using throughout this lesson will be the CDC Milestone
App. I will be monitoring one specific aspect of their social development and keeping a checklist for
each child. The specific aspect that I will be keeping track of is the cognitive domain with specific
emphasis on counting to 10, naming numbers between 1 and 5, paying attention for 5 to 10
minutes during activities, writes letters in his name, and names letters when you point to them.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)

 I chose this pre-assessment because throughout the use of this checklist, I will be able to identify
whether or not the students are able to adequately complete age-appropriate cognitive activities.
Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

 Once morning baskets are completed, students are allowed to have free play with their classmates
for fifteen to twenty minutes.
 This classroom follows a daily routine and schedule (a visual schedule is provided to reinforce
reminders of daily schedule).

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.

 I will assist the students where needed while they complete their daily morning baskets.
 I will provide reinforcement when needed.
 I will engage in one-to-one assistance if needed while cutting and gluing.
 I will keep track of time and encourage engagement throughout the allotted time of working on
daily morning baskets.

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).

 We will work together to complete all of the tasks in the daily morning baskets.

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?

 Students will complete each task in their daily morning basket as independently as possible.

Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).

 Students will be provided positive affirmations for their hard work on completing their daily
morning baskets efficiently. Students will put their baskets back where they go and will move on to
the next activity (free play).

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.
 Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

 Based on the results of the assessment, it is evident that this student is currently functioning at an
age-appropriate level. This student will continue working towards these goals as well as others
through activities presented to him through his daily work basket.

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.

 Overall, I am really happy with how this lesson went. The student seemed to know what was
expected of him and followed directions promptly. He was engaged throughout the duration of the
lesson and I as the teacher was able to adequately identify skills that the child was able to express.