Inclusive Early Childhood Lesson Plan Format
Name Sarah Henderson
Subject/Learner Preschool
Content Focus
Groundhog Day
(Unit Theme)
Date of Lesson 2/2/2022
Ohio Learning Standards
Early Learning Standards
IEP Goal (or 504, Gifted,
Other Learning Needs)
Lesson Objective - must
align with standards
Assessments - must align
with objectives. Include all
formative and summative
assessments for the lesson and
documentation of evidence
Academic Vocabulary
(focus learner vocabulary for the
lesson with definitions)
# of AM/PM
14 AM class
Students All-day
Learning Target
Domain- Approach to learning
Topic- Initiative and Curiosity
Strand – Initiative
Standard Statement – Ask questions to seek
explanations about phenomena of interest.
Students with speech/language – use correct punctation of
words.
Students with speech/language – having the ability to be able
to pronounce the correct sounds of letters
The student with behavior - Having the student stay focused
on the group activity.
The student with behavior – The student must stay on the
circle on the carpet for half of the lesson.
The students will be able to understand that if the
groundhog sees his shadow, there will be six more
weeks of winter and if the groundhog does not see his
shadow then spring will come early.
Ask individual students if they think that the groundhog
will see his shadow. Also, ask other individual students
what it means when the groundhog sees or does not
see his shadow.
Instructional Strategies
Word of the Week – Where
Letter of the week - R
Counting each groundhog –
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Universal Design
Strategies (Presentation,
Expression, Engagement) to
reach all learners
Classroom Management
Strategies (grouping,
transitions, attention signals)
Materials and Resources
List
Include any worksheets or craft
examples that will be used in the
lesson (if needed attach at the
end of the lesson plan). Insert
YouTube or Pinterest or any
other link to a web-based
resource.
Differentiation:
(Specify Content, Process
and/or Product for each
strategy and learner level based
on readiness, learning style, or
interest)
(1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17) – Counting
each groundhog that will be on the board
The teacher will read the book to the students. The
students will be able to see the pictures of the book.
The students will also have a groundhog that they will
be placed on the board.
The students will finish cleaning up from free play. They
will then come to the carpet. We will then do a circle
time routine.
Circle time includes
- Montherana
- Calendar
- Going over shapes and numbers
- Doing the alphabet
- Phonics song
After circle time, we will transition into large group. The
students will sit on their assigned circles.
If needed use of the class harmonica will be used if the
students can not come back to paying attention.
The goal is to have 11/14 students pay attention
throughout the lesson.
Materials Needed:
o Groundhog cut-outs
o Whiteboard
o Tape
o Whiteboard markers
o Book -Double Trouble Groundhog Day By
Bethany Roberts
IEP/ RTI Student Support
High-functioning learners: The students who are high-
functioning learners, will be able to engage in
conversation with the teacher. They will have a better
understanding of the groundhog seeing their shadow or
not.
On-level learners: The students will be able to
understand what is being asked of them. The students
will have the ability to understand the difference
between the groundhog seeing his shadow and not
seeing his shadow.
2

Accommodations
(environmental or instructional
adaptations to assist the learner
to access the curriculum as
required by IEP or 504 plan)
Modifications (Changes to
the curriculum for a specific
learner IEP goals)
Pre-requisite Skills/Prior
Knowledge needed to
participate in this lesson
Introduction Activity
(Include time allotted for activity)
Describe experience
step-by-step. Be concise and sitting on the floor with the students. The students must
clear. What will the teacher DO, have the ability to see the book. The teacher will ask
what will the students DO?
Include key questions. List Step
1., Step 2., etc.
(Include Time allotted for
activity)
Low-Functioning learners: The students might
struggle with understanding the difference between the
groundhog seeing his shadow and not seeing his
shadow. The teacher will be able to provide the
students with a better understanding of the teacher
notices that the student is struggling
- How the teacher will help – Explain when the
groundhog comes out of his hole, he will see if he
sees his shadow, we will still have really cold
weather for another six weeks. Then if he does
not see his shadow, we will start being able to
not wear out hats and gloves in a few weeks.
The students with behavior will sit in the front of the mat.
This way they are close to the teacher. There is no distraction
between the teacher and the student. The student will also sit
next to another teacher to help them stay focused throughout
the lesson.
Helping students pronoun a word or number if they struggle.
Give the students 5-10 seconds to think, then assist them.
During this lesson, there would be no modifications.
Students in the classroom will be able to complete all
tasks that are given to them.
Opening of the Lesson
The students will need to know that groundhogs day is
today. (This whole week is dedicated to groundhogs
day) The students should have a general understanding
of what groundhogs day is.
Time allotted – 2 to 5 minutes
The teacher will ask “Has anyone heard of groundhogs
day?”
The students and teacher will have a short discussion
about groundhogs day.
Body of the Lesson
The teacher will introduce the book. The teacher will be
questions before reading the book.
Pre-reading questions
1. Who is on the cover? : answers.. groundhogs,
animals, or a mice
2. What are they in? : answer… snow
Allotted time – 3 minutes
The teacher will then read the story to the students.
Once the story is completed the teacher will ask the
3

Closing Activity: Review
critical content. Students
share what they’ve learned.
(Include Time Allotted for
activity)
Preview next lesson.
Extend or enrich learning
outside of formal
instruction.
Post-lesson thoughts
students
“Do you think the groundhog will see his shadow or
not?”
As students answer the teacher will go around and hand
groundhogs to the students.
Allotted time – 10 minutes
After all, students have their groundhogs.
The teacher will call the students individual students up
to the board and put their groundhog on the side of the
board that says “SEE HIS SHADOW’ or “WILL NOT
SEE HIS SHADOW”
Once every student will have the opportunity to go up to
the board. The teacher will administer the students to
count with her to count all the groundhogs and see if the
majority of the class thinks that the groundhog will see
his shadow or not.
All of the students must count together.
Closing of the Lesson
In closing the students, will have the ability to express if
they feel like the groundhog will be able to see his
shadow or not. Later in the day, the teacher will pull up
the video of this year if the groundhog saw his shadow
or not.
While getting the chance to understand that groundhogs
day is a once a year tradition. The students will then go
to small groups and work on counting, matching, and
working with other teachers. Every lesson is connected
to groundhogs day.
Enrichment
While working in small groups or large groups
throughout the week, the book and activity will be
referenced to make the students make those
connections about the tradition of Groundhogs Day!
Reflection
Coming Soon!