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
(This planning process is similar to the process of planning for a typical “lesson.”)
Name/Focus of Experience
or Classroom Routine
Essential Question
Date
Prepared By
Name(s) of Children
Is this planning for a whole
group experience, a small
group, or an individual?
Anticipated Learning Goals
Will this learning experience
focus on Prekindergarten
ELEs/Kindergarten curricular
outcomes or a particular ECD
domain?
Originating idea
The idea might come from
your observations of the
children or from your
conversations with parents,
or both.
Documentation
Plan
Setting/Area and Time
Materials
Description of
Provocation/Transition
introducing a new interest area and/or materials.
Music and movement
What are the steps of becoming a butterfly?
5/5/21
Stephanie Rosales
Stage 1: Desired Results
Kinder/first grade group
Essential Learning Experiences/Curricular Outcomes Developmental Significance
Connect to the CA Preschool Learning Foundations
- K.MU:Cr1 a. With guidance, explore and
experience music concepts (such as beat
and melodic contour). - The standards describe expectations for
learning in music
- Realizing artistic ideas and work through
interpretation and presentation.
Stage 2: Assessment
Observations and Interpretation of Children’s Conversations with Parents
Strengths, Interests, Talents
● The originating idea came from observations
from the classroom.
● They seemed very interested when ever they n/a
did an activity involving movement, like yoga,
or when they did a good job the teacher would
play a song and they would dance to it
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.
- record what children say throughout the activity
and look for evidence of new learning. Video of them singing/ dancing to the song
Stage 3: Procedures
Inside the classroom during their free time
The poem and themselves
how would you create a conversation, opening to the activity, example conversation.
- During this time they where already learning about butterflies, I would bring up the topic of what they
already know about butterflies.
 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
Personal Reflection
Next Steps
Refer to the CA Preschool Curriculum Framework
- The artistic processes and anchor standards are common to all disciplines, while the enduring understandings,
essential questions, process components, and student performance standards are distinct to music.
- Throughout, music students are Creating, Performing, Responding, and Connecting—the four artistic processes.
Teachers can begin to design their instruction from any entry point within the artistic processes to facilitate students’
development as musically literate individuals.
Questions you can ask children you want to know what they are thinking
- What are butterflies first?
- What do they eat?
Stage 4: Analysis and Reflection