Lesson Planning #1

Waynesburg University

Writing the lesson plan: Photostory

Translating thoughts into a plan of action
______________________________________
LESSON PREPARATION
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)
AL 1.1 Choose to participate in an increasing variety of experiences.
AL 1.2 Make independent choices.
PS 1.1 Is aware of self and one’s own preferences.

Lesson Objective(s)
(Stated in observable and measurable terms)
• Student will participate in group discussion on topic of Community.
• Student will use classroom camera to take three to five pictures of school
community.
• Student will use computer in small group setting and/or with older peer to
create Photostory.
Assessment Plan
(What will be done to determine if lesson objectives have been met?)
Student work will be assessed on meeting criteria of Photostory rubric.
Materials:
• Books/pictures depicting the preschool setting.
• Digital Camera
• Computer
Inclusion Techniques for Students with Special Needs:
• Small Group
• Partners
• Preferential seating
• Reduced objectives
• One on one, Hand over hand as student uses computer
Enrichment Techniques:
• Students will be encouraged to create a Photostory using other community
topics such as family, community helpers, community activities, farm
communities etc.
Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students
have access to and are able to participate in the lesson):
• Students will participate in tiered assignments. (Assignments designed to
instruct students on essential skills, provided at different levels of
complexity)

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 • Flexible grouping-students work as part of many different groups depending
on the task and/or content.
• Computer will be available before and after school for added time to
complete Photostory.

LESSON PRESENTATION

Introduction/Motivational Activities/Anticipatory Set:

In large group, teacher will discuss the definition of community using books and
pictures to visually present the idea of community to the preschool children.
Discussion will continue as group discusses school as a type of community. Teacher
will display photos taken of the school community with the classroom camera.
Detailed Teaching Sequence:
(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted
statements are preferred)

• With a partner, Children will use camera to take three to five pictures of
school community
• Access prior knowledge, to understand level of student’s computer skills
• With mentor, partners will download pictures on computer
• With mentor, children will learn fundamental steps to preparing a
Photostory on the computer
Guided Practice/Independent Practice/Assessment Activities
• Students will be encouraged to think about other types of communities that
can be depicted by using Photostory
• Student will be encouraged to write/draw about their experiences with
Photostory in their journal
• Student will share completed Photostory with three other people in the
classroom or in the community
Closure:
• Students will be encouraged to show parents and family their work at home
on family computer
• Student will share thoughts about their school community with family and
friends at home.

Waynesburg University 2
Graduate Programs in Education
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 Lesson Planning #2
Waynesburg University

Writing the lesson plan: Glogster Poster

Translating thoughts into a plan of action
______________________________________
LESSON PREPARATION
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)
AL 2.1 Show persistence in ability to complete a variety of tasks, activities, projects
and experiences.
AL 1.3 Demonstrate a growing eagerness and delight to learn about and discuss a
growing range of topics, ideas and tasks.
L 2.3 Identify a few familiar words in print.
CA 1.3 Select different media to express emotions and ideas.
Lesson Objective(s)
(Stated in observable and measurable terms)
• Student will be able to identify animals that are part of a Farm Community.
• Student will be able to access YouTube to view film on farm animals.
• Student will choose their favorite farm animal and create a Glogster poster
relating to that animal.
Assessment Plan
(What will be done to determine if lesson objectives have been met?)
Student work will be assessed by meeting criteria of rubric for Glogster poster.
Materials:
• Books and Visuals about farms and farm animals
• Computer
Inclusion Techniques for Students with Special Needs:
• Small Group
• Partners
• Preferential seating
• Reduced objectives
• One on one, Hand over hand as student uses computer
Enrichment Techniques:
• Student will be encouraged to think of other topics to use as a theme for a
Glogster poster.
• Student will write/draw about Glogster experience in personal Journal.
Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students
have access to and are able to participate in the lesson):

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 • Students will participate in tiered assignments. (Assignments designed to
instruct students on essential skills, provided at different levels of
complexity)
• Students will work in small group or with an older peer mentor. A schedule
will be posted to ensure equal access time to classroom computer.
• Computer will be available before and after school for added time to
complete Glogster poster.

LESSON PRESENTATION

Introduction/Motivational Activities/Anticipatory Set:

In large group setting, teacher will discuss the Farm as a type of community.
Children will be asked to think about who or what types of things are part of the
farming community. Teacher will show YouTube video of “Old McDonald had a
Farm.” Children can view and sing along with the video. Children will be asked to
think about their favorite farm animal and verbally share with group why they like
that animal. Teacher will talk about posters as a way to communicate an idea.
Teacher will show examples of posters both real and virtual.
Detailed Teaching Sequence:
(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted
statements are preferred)
• With a partner and/or an older student mentor, student will use computer to
begin a Glogster poster.
• Students will refer to schedule to determine their time for computer use.
• Teacher or mentor will monitor/help student with navigating the Glogster
site. With Hand over Hand, or independently, student will choose up to five
pictures of their favorite animals to create a poster.

Guided Practice/Independent Practice/Assessment Activities

• Student will show Glogster poster to three other classmates at school.

• Student will be encouraged to share Glogster poster and website with family
at home.
• Student will be encouraged to make a poster at home of another farm
animal.
• Student will draw/write about experience of using computer to create a
poster in personal journal.
Closure:
• Students will be encouraged to show friends and family their Glogster poster
at home.
• Student will be encouraged to take books about farms and farm animals
from the classroom library to read at their leisure at home.
Waynesburg University 4
Graduate Programs in Education
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 Lesson Planning #3
Waynesburg University

Writing the lesson plan: Flyer/Microsoft Word or Open

Office
Translating thoughts into a plan of action
______________________________________
LESSON PREPARATION
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)
AL 1.1 Make independent choices
AL 4.2 Demonstrate willingness to cjhoose a variety of new and familiar
experiences
CA 1.3 Select different to express emotions and ideas
L 2.4 Demonstrate an understanding that illustrations and print convey meaning
Lesson Objective(s)
(Stated in observable and measurable terms)
• Student will learn about activities in the community that they can participate
in with their families and friends.
• Student will improve verbal skills by discussing prior experiences in
community activities at large group circle time.
• Student will make a flyer to post in the classroom about their favorite things
to do in their community.
• Student will choose Microsoft Word or Open Office to complete community
activities flyer.
Assessment Plan
(What will be done to determine if lesson objectives have been met?)
Student will be assessed by meeting criteria on rubric for Community Activity
Flyer.
Materials:
• Pictures showing ideas of activities to do in the community.
• Library Books on community activities.
• Computer
Inclusion Techniques for Students with Special Needs:
• Small Group
• Partners
• Preferential seating
• Reduced objectives
• One on one, Hand over hand as student uses computer

Enrichment Techniques:

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 • Student will be asked to post their flyer in classroom with classmates.
• Student will be asked to look at classmates flyers and find up to three
community activities that he/she would like to do that were not included on
personal flyer.
• Student will think of community activities that they participated when
visiting a family member in another community and make a flyer.
Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students
have access to and are able to participate in the lesson):
• Students will participate in tiered assignments. (Assignments designed to
instruct students on essential skills, provided at different levels of
complexity)
• Students will work in small group or with an older peer mentor. A schedule
will be posted to ensure equal access time to classroom computer.
• Computers will be available during arrival and pickup time.
LESSON PRESENTATION

Introduction/Motivational Activities/Anticipatory Set:

In large group circle time, teacher will talk about the community, showing pictures
and books of people engaged in community activities. Children will be encouraged
to share what they do in their community with their families. Teacher will show
examples of flyers made with Microsoft Word and Open Office.
Detailed Teaching Sequence:
(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted
statements are preferred)
• Students will make a drawing of familiar community activities that they
engage in with family and friends.
• Children will be assigned small groups and a peer mentor to work at
computer. They will refer to drawings for ideas that should appear on flyer.
Each member of small group should contribute an idea to the flyer.
• Children will be instructed in how to use Clip Art to create a flyer.
Guided Practice/Independent Practice/Assessment Activities

• Students will write/draw about their experiences working in small group

with mentor whiled making their community flyer on Microsoft Word or
Open Office
• Students will be encouraged to use clip art to make a flyer about an
upcoming classroom activity.
Closure:
• Student will take flyer home to show to family and friends.
• Student will share experiences of activities that they have participated in the
community from looking at flyers posted in our classroom.

Waynesburg University 6
Graduate Programs in Education
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 Lesson Planning #4
Waynesburg University

Writing the lesson plan: Excel/Bar Graphs

Translating thoughts into a plan of action
______________________________________
LESSON PREPARATION
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)
LM 5.1 Gather information about themselves and their surroundings
LM 5.2 Contribute data for simple graphs
LM 5.3 Organize and display data on graphs using objects and picture.
Lesson Objective(s)
(Stated in observable and measurable terms)
• Student will learn how to collect data
• Student will learn how to make a simple bar graph using blocks and the
computer
• Student will learn to work as part of a small group to complete a task
Assessment Plan
(What will be done to determine if lesson objectives have been met?)
Student will be assessed by meeting criteria set by rubric for making a Bar Graph.
Materials:
• Blocks
• Paper and Pencils
• Computer
Inclusion Techniques for Students with Special Needs:
• Small Group
• Partners
• Preferential seating
• Reduced objectives
• One on one, Hand over hand as student uses computer
Enrichment Techniques:
• Student will be asked to think of other data that they can collect to show
classmates preferences on a topic or theme
• Students will be shown how to make a pie graph using previous data
collected
Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students

have access to and are able to participate in the lesson):

• Students will participate in tiered assignments. (Assignments designed to
instruct students on essential skills, provided at different levels of
complexity)

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Graduate Programs in Education
Lesson Plan template
 • Students will work in small group or with an older peer mentor. A schedule
will be posted to ensure equal access time to classroom computer.
• Computers will be available during arrival and pickup time.
LESSON PRESENTATION

Introduction/Motivational Activities/Anticipatory Set:

In large group circle teacher will allow each student to choose their favorite colored
cube from bin of cubes of the following colors: red, blue, yellow, and green.
Teacher will ask all students who have chosen a red cube to stand up. The students
who have chosen a red cube will be asked to build a tower with their cubes. The
teacher will continue building towers with the students who have chosen the other
colors. When all towers are built, students will be asked to make observations about
the towers. What tower is the tallest? Which is the smallest? Are any of the towers
the same size? After discussing the towers, teachers will introduce students to
simple terms needed to understand the concept of Bar Graphs showing visuals
depicting various bar graphs.
Detailed Teaching Sequence:
(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted
statements are preferred)
• Students will form a small group with an older student as a mentor and
discuss what data they will collect
• Student will collect data by observation in classroom or taking a vote on a
topic with their peers
• Older student will help younger student make bar graphs using Excel on
classroom computer.
Guided Practice/Independent Practice/Assessment Activities

• Students will write about their experiences collecting data and making a Bar
Graph in their personal Journal
• Students will be asked to collect data at home on the subject of pets. They
will combine data collected at home in school and create a bar graph about
classroom pets
Closure:
• Students will print out results of bar graphs and share with parents and
family
• Students will post a copy of Bar Graph in classroom

Waynesburg University 8
Graduate Programs in Education
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