Lesson Plan for Preschool-Grade 2

Name Ashley Villacis, Pancakes or Parathas?

School/Grade: Kindergarten
Content What content area(s) does this lesson cover? Literacy
area(s)/developmental How does this lesson support all five domains of child development?
domain(s) addressed
Social emotional: Students will be able to understand culture and identity through having
conversations with their classmates.
Cognitive: Students will be able to develop listening skills through conversations.
Physical: Students will be able to use materials to create their plate.
Language:Students will be able to use newfound vocabulary in conversations.
Approach: Students will be able to develop their view of food around the world.

Brief description and Why is there a need for this lesson (include citation)?
rationale for the lesson
Chomsky’s theory of language development states that children have an innate linguistic ability.
In order to strengthen this innate ability, Chomsky believed that children should have access to
all kinds of knowledge, starting from early childhood. Through literacy, children develop critical
skills for their development.

This lesson is important because, students will be able to develop their social, emotional and
cognitive learning skills through history and cultural acquisition.

Students will be able to communicate, read, and write with their peers about their inner and
outer environment.

This lesson is:

* A new concept/activity * A continuation of a previous lesson/activity

Timeframe
Objective(s) of the activity
Connections to standards
Language Objectives
Lesson Plan for Preschool-Grade 2
* A review of a previous * A conclusion of a concept
lesson/activity
Keep in mind appropriate length of an activity for preschool-aged children is 15-20 minutes, no
more than 45 mins for children K-2 grade)
Beginning of the lesson: 20 min
Middle of the lesson: 15 min
End of the lesson: 12 min
Clean up: 3 min
What will children know, or demonstrate as a result of this learning experience?
Lesson objectives must align with the assessment of student learning.
Students will be able to retell stories/key details of the book through talking to their peers and
creating their plate.
Which NYS Early Learning Guidelines or Next Generation ELA Standards are addressed? Are there
other standards used?
K.ELAL.6. Retells stories or shares key details from a text
What language/vocabulary, communication, or literacy skill(s) do I want my students to develop in
this lesson? For edTPA consider this: Which academic language demands am I targeting? Choose
one, including language functions, vocabulary, syntax, or discourse that is central to this learning
segment. How is this activity using the specific language demand?
Language objectives must align with the assessment of children’s language learning
Students will be able to retell the book in order to have a conversation with their classmates
about food, culture, and identity.
 Lesson Plan for Preschool-Grade 2

Vocabulary/ Spanish ELL Supplement:

Culture/cultura
Breakfast/desayuno
food/comida
culture/cultura
soy/soya
chilis/chiles
alarm/alarma
chocolate/chocolate
tea/ te
coffee/cafe

Resources/materials needed: Handouts, Smartboard, Pencil, colored pencils, translation of the Pancakes to Parathas book.
(Include any worksheets or
sources of evidence for
children’s learning you will use
during the activity)
Technology inclusion (if Smartboard
applicable)
Procedures (step by step) Objective(s)

Students will be able to complete their plate worksheet and will be able to have a conversation
with their peers about the book, and their classwork.
 Lesson Plan for Preschool-Grade 2

Anticipatory Set (Connection/Motivation) What will you do to get children’s attention, or to

introduce children to this learning activity? Describe the process in getting them interested and
engaged. HOOK

As a whole class, the educator and students will go over the vocabulary and demo together.

At the beginning of class, the educator will play music and will show students the snacks they
have brought. They will ask their students “Where do you think this snack came from?”

The students will make their guesses and the educator will then inform the students of the
lesson.

“Today we are going to learn about the different foods eaten around the world! But before we
talk about that, I will teach you about identity and culture. Has anyone heard of these words
before?”

The educator will provide age appropriate definitions for identity and culture.

The educator will also introduce the concept, “don't yuck my yum.” The educator will explain
that it is unkind to make faces or say “ew, yuck” to foods they do not like. Everyone has their
own tastes, and that is ok. The educator will stress to be respectful of everyone’s food.

Instruction/Mini Lesson (Outline the procedures or sequence activities that will make up this
learning experience; for instance, you might follow a routine wherein you model (I try); and ask
for active involvement (we try) during a whole group session.

The students will then be introduced to a book called, “Pancakes to parathas.”

 Lesson Plan for Preschool-Grade 2

The educator will read “pancakes to parathas.” During this time, the teacher will ask if the
students see a country that they recognize or share if their country is in the book.

After this, the educator will put their students into groups and ask them to talk about the dishes
that interested them the most.

Activity 2: Create my own plate

The educator will do a plate worksheet with their students as an example.

Each student will draw their favorite dish of the book with a minimum of a sentence, describing
where that dish comes from.

Independent Practice (during small group activity, working with partners, or independently)

Students will write a sentence about their favorite country and food shown in the book.
Closure (sharing/reflection, next steps)

Students will be able to share their findings to their classmates in their group. Students will be
able to talk about countries and cultures.

In the last 5 min before clean-up, 1 or 2 students will share out the culture/dish they have
chosen.

As a whole class, the educator and students will go over the vocabulary and activity together.

Next step: Homework followup

Students will be able to write a mini summary of a new culture the student has learned in class.

Method of assessing
children’s understanding of
lesson/activity/objective(s)
(Be sure to include any tools,
rubrics/checklists and/or
worksheets you will use for
assessment(s)
Plans for differentiated
instruction/instructional
modifications
Lesson Plan for Preschool-Grade 2
Pre-assessment
Outline the steps you will take
to evaluate student’s prior
knowledge(i.e., What are the
skills and/or content
knowledge the students need to
effectively engage in the
activity?).
Prior to the lesson, the
educator will have to verify
that their students can read a
little and write at minimum a
sentence.
Students will also be assessed
by their reading level.
Supporting children with
identified delays or
disabilities (i.e., IEPs and 504
Assessment of Student Assessment of Children’s
Learning Outline the steps you Language Learning
will take to evaluate students’ Outline the steps you will
learning. What evidence will I take to evaluate students’
have to assess whether students language learning. What
have successfully achieved the evidence will I have to
content objectives (i.e., rubrics, assess whether students
checklists)? have successfully achieved
the content objectives?
The educator will have a Students will be quizzed on
checklist of their expectations for countries, dishes, and
the lesson. vocabulary after they have
studied the provided
Example: handout with said content
at home.
Student wrote at least one
sentence. Students will be able to use
the vocabulary words that
Student used the correct country they have learned in the
for the dish. correct context.
Student can use vocabulary
words in a conversation.
Supporting English Language Learners, a culturally
responsive pedagogy, and anti-bias/anti-racist curriculum
What modifications should I make to the activity to ensure all

Describe how you will support
struggling learners.
Describe how you will support
learners who have mastered the
concepts and need additional
challenges.
The educator will provide a
handout to students who finish
early. This handout contains
dishes and characters from the
book. Students must then color in
the characters and dishes and
must connect them to the correct
pairs. They will also be asked to
create a story for each character.
Struggling learners will receive 1-
1 help from their educator, and
will have access to extra
worksheets explaining vocabulary
and storytelling. Students will also
be provided extra time to finish
their activity.
Follow up/Extension
activities
Lesson Plan for Preschool-Grade 2
plans) students are included and engaged in all steps required to meet
What considerations should I the lesson’s objectives?
keep in mind regarding
cultural relevance, age ELL students will receive appropriate support by being given
appropriateness, and ability visuals and a handout in english, and language of their choice. If
levels for all learners? the student does not understand the concepts, the educator will
provide more time and support for the student. The educator will
Children with identified needs also notify the child’s English language service team with their
will have their needs met by suggestions.
the educator. The educator
will be flexible with definitions
and break them down more if
needed. If the student needs
more time, the teacher will
also provide that
accommodation.
Peers will also be encouraged
to help each other out.
How can I provide an opportunity to remediate, reinforce, or expand on students’ learning today in
class?
 Lesson Plan for Preschool-Grade 2
Students will be given a handout with the countries, respective dishes, and new vocabulary. This
handout will need to be studied because the educator will test the students on some of the facts.

How can I support families in extending the learning in their home environment?
Family Engagement Activities
The educator will send a paper home explaining the “Cultures Around the World” lessons segment.
If the parents have any objections or suggestions, they will be allowed to have the chance to
speak to the educator.

The educator will provide resources and links detailing culture, identity, and how to have those
conversations with their children.

Additionally, families will learn about different cultures with their children due to the
homework that is assigned to their children.