Planning Template for ECE Programs

This template can be used for the planning of daily or weekly learning experiences and/or routines, and for the planning of
introducing a new interest area and/or materials.
(This planning process is similar to the process of planning for a typical “lesson.”)
Name/Focus of Experience Art Lesson Plan
or Classroom Routine Have kids draw something that starts with the letter they pick
Essential Question What should you draw with the starting letter (A-Z)
Date 6-3-22
Prepared By Gabriela Germanos

Stage 1: Desired Results

Name(s) of Children Alejandra and Slava

Is this planning for a whole
group experience, a small
group, or an individual?

Essential Learning Experiences/Curricular Outcomes Developmental Significance

Anticipated Learning Goals
Will this learning experience
focus on Prekindergarten
ELEs/Kindergarten curricular
outcomes or on a particular
ECD domain?
Connect to the CA Preschool Learning Foundations or
CA Content Standards for Kindergarten and up.
This art project is developmentally significant
The arts allow individuals to collaborate and connect because the thing they draw will remind them of that
with others in an enjoyable inclusive environment as letter, reminding them of what that letter starts with.
they create, prepare, and share artwork that brings
communities together.

Originating idea
The idea might come from
your observations of the
children or from your
conversations with parents,
or both.
Documentation
Plan
Stage 2: Assessment
Observations and Interpretation of Children’s Conversations with Parents
Strengths, Interests, Talents
- Students will usually draw something that was - n/a
on the Alphabet
- Would stay the same color as the picture that
was on the Alphabet
Assessment for Learning Assessment of Learning
Children’s Representations Recording and Sharing the Learning
Artwork, Artifacts, Recorded Thoughts, etc. Anecdotal Records, Photographs, Videotaping,
SeeSaw, Learning Story, etc.
- They drew on a paper that says, “I am drawing
something that starts with the letter _”
- Then they pick a random letter that is picked
randomly by them.

Setting/Area and Time
Materials
Description of
Provocation/Transition
Possibilities for Intentional
Learning/Teaching Strategies
Include supports and
adaptations that might be
required when considering
the learning needs and
diversities of all children and
families.
Possibilities for
Open-Ended Questions
Stage 3: Procedures
During reading time in the back room
Paper, crayons and letter cards
We get them excited for this activity by having a process focused art. We let them whatever they think it would
be. For example if one of the students were to pick the letter D, they would draw anything that starts with the
letter D.
Refer to the CA Preschool Curriculum Framework or CA Curriculum Frameworks & Instructional Materials for
Kindergarten & Up.
Professional artists weave the cultural and aesthetic fabric of communities and cultivate beauty, enjoyment,
curiosity, awareness, activism, and personal, social, and cultural connection and reflection. This fabric
strengthens communities as a whole, enhances the lives of individuals, and inspires the global community
- What do you think I should draw?
- How do I draw that?
 Description of
End/Transition
We let them keep the pictures and write their name and date so they know it belongs to them

Stage 4: Analysis and Reflection

Evaluation (to be completed
by site supervising teacher)
Evaluation of lesson plan:
(preparedness, effort,
communication,
effectiveness of lesson)
Teacher elevation: Gabi did a great job thinking of a game that would help the students learn their
letters. She prepared letters on individual pieces of paper and then gave the students a chance to pick
one of the papers. This caught the students’ attention and made the game more interesting. Gabi also
had an ABC chart available for the students to look at which supported what they were learning. She
used the results of the letter assessment she had done with all of the students to identify which
students needed the most help with their letters. The activity she did in her lesson was perfect for the
two girls she picked to play the game because both of these girls love to draw and the activity involved
drawing a picture that starts with the selected letter. I love this lesson and will use it with my other
students. I appreciate all the thought Gabi put into selecting this activity based on what she knew would
help them learn their letters. Gabi has strong skills for teaching young children and I am thankful for
having Gabi as my intern!

Personal Reflection
Working with the kids that need a little bit more help with learning the English Alphabet is great for them
because when they draw something they like, and specifically the kids that needed more help are more artistic.
So having them draw something that reminds them of something they can remember. For example one of the
girls, if i were to point to the letter D and ask, what letter is this she says Dog. Im glad this is an activity that the
kids can enjoy and have the oppunitnuity for them to learn their letters better.

Next Steps
Next time I would like to do it with the rest of the class and work with all the letters with all the kids.
Describe what you would do
differently for next time
and/or discuss opportunities
for extending the lesson
beyond a single curriculum
area.