lesson plan

I need help with this lesson plan. you need ti use the unit plan i have created for the lesson plan. I have shared all the materials required. It is too confusing for me. please follow the rubric and use all the resources to give me a good grade.

Early Learning Guidelines: Nebraska’s Birth to Five Learning and Development Standards

UNK College of Education Spring 2022

Lesson Plan Template

UNK Teacher Education

Name: Date/Time:

Grade Level & Subject:

Unit:

Lesson:

Setting and Assessing Student Learning Outcomes / Knowledge of Resources

Context of the Lesson/Unit

Identify the broader unit that the lesson fits within.

List NE Standards. List ISTE Student Standards or Applied technology used.

Learning Objective(s)

Directly align with standard content and cognitive difficulty. Clear and concise. Valid method of assessment and developmentally appropriate for one lesson.

Previous Knowledge/Sequence of Learning

Plans and practices reflect understanding of prerequisite knowledge. Previous knowledge is specific to lesson plan objectives. Future knowledge identifies objectives related to current objectives.

Diagnostic/Pre-Assessment

Pre-assessment aligns with objectives, data is used to inform decisions.

Post (summative) Assessment

Directly measures mastery of learning objectives and applies all success criteria to evaluate students’ mastery of learning objectives.

Learner Background

Identifies known developmental characteristics/strengths (social, emotional, cognitive, physical, language); individual identity traits (races, ethnicities, nationalities, gender identities/expressions, religions, political affiliations, socio-economic backgrounds, disclosed sexual orientations, and interests); student interests and readiness for learning; multi-language/emergent bilingual needs.

List the name(s) or initials of student(s) and if they have an IEP and or/504 plan.

Applies the learner characteristics throughout lesson sequence.

Materials & References

1. List all materials needed to implement the lesson.

2. Resources are ready-to-use and attached/linked.

3. All adopted or borrowed materials are cited in APA form or N/A.

4. Technology is incorporated to enhance the lesson.

Instructional Plan

Write out each step of instruction with explicit detail to the extent that another teacher/substitute could implement the plan with minimal assistance. Include step-by-step procedures; questioning/dialogue; and transitions. Provide links and/or attach ALL resources, tools, and assessments implemented throughout the plan.

Lesson Segment

Detailed Sequence of Teaching

Formative Assessment

(Include Estimated Time Allotted)

Differentiation

Describe
specific adjustments to each section below that anticipate student needs.

Accommodation(s)

(IEPs and/or 504 Plans)

Connect all segments to
specific individual student accommodations listed in IEP and/or 504 Plan.

Formative Assessments

Specific strategies that evaluate and allow for reflection in progress towards mastery of learning objective(s).

Introduction

Begins lesson with hook/anticipatory set that engages students in the lesson’s topic.

Clearly communicates Objective(s) and relevance for objective (s) for application to interest/motivation for future learning.

Develops sequencing of learning experiences that utilizes and assigns available time.

Core Instruction

Intentionally plans and incorporates 3+ means of engagement to optimize learning opportunities (I.e., partner work, pair share, performance tasks, Kagan cooperative learning strategies, Talk Moves, Inquiries).

Sufficient detail to guide instruction with ease.

Provides guided/intentional and varied levels (Bloom’s) of questions.

Closure

States a clear plan for evaluating mastery of learning objective(s).

UNK College of Education Spring 2022

Lesson Plan Template

UNK Teacher Education

Name: Student Name Date/Time: When you are scheduled to teach the lesson.

Grade Level & Subject: Preschool

Unit: Whatever you named the unit when creating the unit plan summary

Lesson: List the number of the lesson from the unit (Lesson 2)

Setting and Assessing Student Learning Outcomes / Knowledge of Resources

Context of the Lesson/Unit

Identify the broader unit that the lesson fits within.

List NE Standards. List ISTE Student Standards or Applied technology used.

You are cutting and pasting from the unit plan summary for much of the first page of this lesson.

Broader unit = content or domain = “Health & Physical Development”

Standard = “HP.01: Fine (Small) Motor Skills: Uses finger and hand control to operate and use small object demonstrating fine motor
coordination”

Learning Objective(s)

Directly align with standard content and cognitive difficulty. Clear and concise. Valid method of assessment and developmentally appropriate for one lesson.

Remember you identified 1 objective for each lesson outlined in the unit plan summary. Here you will be using the objective you identified for which ever lesson you are know writing. For my example we are using lesson plan 2.

Day 2: Lesson 2: children begin to use classroom and household tools independently with hand-eye coordination to carry out more complex activities.

Note: I used the term “day 1, day 2” in my example but it should have been “lesson 1, lesson 2”.

Previous Knowledge/Sequence of Learning

Plans and practices reflect understanding of prerequisite knowledge. Previous knowledge is specific to lesson plan objectives. Future knowledge identifies objectives related to current objectives.

Write a brief explanation of what you know about the children’s “previous knowledge/skills”. It is important to be able to explain what they already know as it supports the rational for why we are teaching what we are teaching. When looking at your objective (lesson 2 for example) we should have an understanding of skills they need to have before then begin to use tools independently with hand -eye coordination. You can look at the ELG’s for 2-year-olds to get an idea of what they should know before moving on in the same domain/area as a 3-year-old.

So, in this box you are talking about the past (previous knowledge/skills) and the future (lessons 3, 4……..).

Diagnostic/Pre-Assessment

Pre-assessment aligns with objectives, data is used to inform decisions.

Identify the pre-assessment you used or will use to determine where children currently are in their “physical development” associated with their “fine motor” skills, specifically their “hand-eye coordination”. You spoke to this generally in the unit plan summary so here you will be clear on what you used.

For example: “Class Roster Checklist was used for several days last week to document fine motor development for each child. The date from the checklist indicated varied levels of development for hand – eye coordination. Many children were able to use their hands and fingers to manipulate small objects, however most showed difficulty with transferring small objects from one place to another (e.g., beads to containers). This data supports the need for additional practice in using fine motor skills. The use of varied tools may assist varied levels of development (e.g., tweezers, magnetic wands…).”

Post (summative) Assessment

Directly measures mastery of learning objectives and applies all success criteria to evaluate students’ mastery of learning objectives.

You spoke to this generally in the unit plan summary so here you will be clear on what you plan to use during the lesson to document/assess learning (do not worry about mastery as it is unlikely that preschoolers will master a skill in one 10 – 20-minute lesson).

You could again use the same example as the pre-assessment (observation and documentation using a checklist), or you can use something different. Remember “authentic” assessment is most appropriate for this age.

Learner Background

List the name(s) or initials of student(s) and if they have an IEP and or/504 plan.

Applies the learner characteristics throughout lesson sequence.

Provide a good paragraph that provides the reader with an understanding of the children in the learning environment.

Materials & References

1. List all materials needed to implement the lesson.

2. Resources are ready-to-use and attached/linked.

3. All adopted or borrowed materials are cited in APA form or N/A.

4. Technology is incorporated to enhance the lesson.

Follow the 4 prompts.

Remember that technology for young children does not mean a computer or other devices. Technologies are tools that help to solve a problem. So, in my example, tweezers are a technology. However, ensure that you clearly identify what you consider a technology. I need to know what YOU know. For example, don’t just include them in your materials list without somehow labeling or identifying them as a technology.

Ok to leave blank

Ensure you list at least 1 different differentiations strategy per section (intro, core, closure).

Instructional Plan

Lesson Segment

Detailed Sequence of Teaching

Formative Assessment

(Include Estimated Time Allotted)

Differentiation

Describe
specific adjustments to each section below that anticipate student needs.

Accommodation(s)

(IEPs and/or 504 Plans)

Connect all segments to
specific individual student accommodations listed in IEP and/or 504 Plan.

Formative Assessments

Specific strategies that evaluate and allow for reflection in progress towards mastery of learning objective(s).

Introduction

Begins lesson with hook/anticipatory set that engages students in the lesson’s topic.

Here is where we start the lesson planning .

Be clear, concise, but with enough detail that ANOTHER TEACHER/SUB could teach this lesson without you.

The intro should be exciting, something to grab children’s attention, get them excited, thinking, wondering, wanting to join you.

Ensure you are including your strategies for differentiation, adaptations, and assessment as applicable.

Although you may not need to use all planned differentiation strategies, you should plan for them anyway.

Ensure you list at least 1 different differentiations strategy per section (intro, core, closure).

Example: I will provide several different communication opportunities to encourage conversation/sharing. 1. Ask for volunteers; 2. Draw name stick; 3. Pick a friend to share next

Since you are in an inclusive classroom, at least 1 child in the classroom has a verified disability, medical, or health need. In this area, you need to consider adaptations (See Cara’s Kit info on Canvas). Adaptations might include the environment, materials, instructions….

If you have access to the IEP or 504 plan you should align with them. If you do not, ensure you talk with the teacher about ideas for adaptation that would align with them.

You addressed this generally in your unit plan summary. Know you will be specific for the formative assessment strategy(ies) you plan to use for this particular lesson.

Formative assessment gauges a child’s understanding during the learning process.

For the intro, how will you monitor engagement, rather than the actual learning objective?

Example: I will utilize observation to monitor engagement and understanding.

Clearly communicates Objective(s) and relevance for objective (s) for application to interest/motivation for future learning.

Develops sequencing of learning experiences that utilizes and assigns available time.

Ok to leave blank

Core Instruction

Sufficient detail to guide instruction with ease.

Provides guided/intentional and varied levels (Bloom’s) of questions.

Be clear, concise, but with enough detail that ANOTHER TEACHER/SUB could teach this lesson without you.

Your intro got them excited and now they get to explore, experiment, manipulate, play………….

How will the environment be set-up/materials organized. In this area you will write a step-by-step sequence of what will occur. What will adults be doing to support, scaffold, … and what specific teaching strategies will be used by adults. What will children be doing. What specific vocal, questions, content will be targeted and how.

Ensure you are including your strategies for differentiation, adaptations, and assessment as applicable.

Ensure you list at least 1 different differentiations strategy per section (intro, core, closure).

Example: (in reference to a child with an IEP). In past activities, JC (Child) loses interest in provided materials when he struggles to manipulate them. I will focus on materials adaptations by providing tools of varied lengths, widths, weight to support increased manipulation

Example: I will ask open-ended questions to increase engagement.

NOTE: when you write your Intro to the left, you will need to ensure that you include several open-ended questions.

Closure

States a clear plan for evaluating mastery of learning objective(s).

For preschoolers you will want to describe how you will provide warning to children that the activity is coming to a close (e.g., 5-minute warning), how you will wrap-up/reinforce the target skills (e.g., asking “which tools were easy to use, harder to use, what other tools could we use”.

Consider letting children know where they can find the materials used for later play. Example: “The tools and beads will be in the table toys area for you to use later”.

Consider how you will transition children from this activity to the next. So maybe from Small Group to Snack?

Example: (in reference to a child with an IEP). In past activities, JC (Child) does not like to clean up the materials he was using before going to the next activity. I will utilize a picture prompt of JC picking up and a picture of JC getting a high-five and a smile. These prompts may assist him in remembering how happy he is when once he transitions.

Example: I will ask questions about the tools used, asking children to recall how they used them and how they can use them and others in the future.

I will use the class roster checklist to document growth in hand-eye coordination through use of tools provided.

UNK College of Education Spring 2022

Lesson Plan Template Resource Guide

UNK Teacher Education

Name: Enter first and last name Date/Time: Enter date and time lesson plan will be implemented OR date submitted to
instructor

Grade Level & Subject: Enter grade level and content area of lesson

Unit: Identify the unit under which this lesson corresponds to.

Lesson: Enter unique name for lesson for easy identification.

Setting and Assessing Student Learning Outcomes / Knowledge of Resources

Context of the Lesson/Unit
Identify the broader unit that the lesson fits
within.
List NE Standards. List ISTE Student Standards or
Applied technology used.

The context of the lesson includes the NE State standard(s), This section also includes an ISTE standard and indicator that the lesson
attends to. Both are required for full credit. Follow underlined links for resources.

Learning Objective(s)
Directly align with standard content and
cognitive difficulty. Clear and concise. Valid
method of assessment and directly
appropriate for one lesson.

Learning objectives come from the standards/indicators/goals stated above. They should be written in clear and concise language
that outlines the observable and measurable behavior outcome by the end of the lesson. If there is more than one skill, write more
than one objective. Make sure these are written to align with the taxonomy of the standard, which should also be reflected in the
assessments. Make sure to include the skill rather than the learning tasks.
State each student’s IEP goals addressed in this lesson.
Lumen Learning: Writing Objectives
Marzano’s (2000) New Taxonomy
Revised Bloom’s Taxonomy
Video on writing objectives/targets from NE state standards.

Previous Knowledge/Sequence of
Learning
Plans and practices reflect understanding of
prerequisite knowledge. Previous
knowledge is specific to lesson plan
objectives. Future knowledge identifies
objectives related to current objectives.

Connect the learning objective(s) to the previous and future knowledge. If you are beginning a new skill, list the knowledge that
students have related to this, AND what they will learn after this lesson. Be specific rather than general. What did the students learn
yesterday? What will they learn tomorrow? How does this objective connect to recent and anticipated learning?

Diagnostic/Pre-Assessment
Pre-assessment aligns with objectives, data
is used to inform decisions.

Describe and include a link to the assessment that you will give students BEFORE instruction to collect data on students’ level of
mastery of this lesson’s objective. This will assess a learner’s current knowledge base or skills, which allows the teacher to make
sound instructional choices about pacing and differentiation. Often, the diagnostic is the same as, or very similar to, the summative,
which allows teachers and students to chart the progress of their learning by comparing performances pre- and post-instruction. This
assessment is commonly done in a pre-unit exam or as a warm-up/bellringer. If you intend to do a pre-unit exam that will not be
taken during this lesson’s sequencing, include the item(s) from that exam that would evaluate students’ mastery of this lesson’s
objective(s).
Erie’s School District Assessment Definitions

Content Area Standards

https://www.iste.org/standards/iste-standards-for-students

How to: Writing Objectives

http://competencyworks.pbworks.com/w/file/fetch/67264923/MarzanoTheNewTaxonomy

https://www.celt.iastate.edu/instructional-strategies/effective-teaching-practices/revised-blooms-taxonomy/

https://www.eriesd.org/cms/lib/PA01001942/Centricity/Domain/1917/Types%20of%20Assessments%20information%20sheets

Post/Summative Assessment
Directly measures mastery of learning
objectives and applies all success criteria to
evaluate students’ mastery of learning
objectives.

Describe and include a link to the assessment tool or strategy that you will give students after instruction to collect data on students’
level of mastery of this lesson’s objective. This will assess all learning objectives and align with the taxonomy defined in the learning
objective. For full credit, you will include in the Lesson Sequence, moments when you explain Success Criteria, as well as at least one
opportunity for students to self-assess their progress toward mastering the learning objective(s).

Learner Background
Identifies known developmental
characteristics/strengths (social, emotional,
cognitive, physical, language)
Identify individual identity traits (races,
ethnicities, nationalities, gender
identities/expressions, religions, political
affiliations, socio-economic backgrounds,
disclosed sexual orientations, and interests).
Identify student interests and readiness for
learning.
Identify multi-language/emergent bilingual
needs.
List the name(s) or initials of student(s) and if
they have an IEP and or/504 plan.

List general and individual developmental characteristics/strengths: social, emotional, physical, cognitive, language. Make sure to
include general attributes and specific characteristics of individuals that may impact the way the lesson is taught, especially as they
relate to multi-language/emergent bilingual needs. You can use students’ initials to identify specific students.
K-8 Physical, Socio-emotional, cognitive traits
High Schoolers’ Developmental Milestones
ASHA Speech and Language Resources

Identify individual identity traits: races, ethnicities, nationalities, languages, gender identities/expressions, religions, political
affiliations, socio-economic backgrounds, and disclosed sexual orientations. Identify student interests and readiness for learning.
Get to Know Your Students – Colorín Colorado
What Great Teachers Know about their Students – TeachThought University

List students by their initials and their corresponding IEP and/or 504 accommodations, especially those relevant to the
implementation of this lesson plan.
If you are writing a lesson plan that does not correspond with a specific student/group of students, or if you do not have any
students with a specific IEP, you can click here for examples of IEPs. Choose a grade-relevant IEP plan and apply information to this
lesson, as if that student were in the class/group you are teaching for this lesson. See your course instructor for details and any
exceptions.

Materials & References

1. List all materials needed to
implement the lesson.

2. Resources are ready-to-use and
attached/linked.

3. All adopted or borrowed materials
are cited in APA form or N/A.

4. Technology is incorporated to
enhance the lesson.

List all materials that the teacher and the students will use during this lesson.
Include the technology or the applied technology that is associated with the ISTE Standard that you designated above.
Provide references in APA format for any borrowed sources, including texts, websites/electronic sources, curricula, etc., including the
hyperlinks.
Include and label hyperlinks to any assessment tools and printable learning tasks/activities.

https://www.oregon.gov/ode/educator-resources/assessment/Documents/writing_tips_learning_goals_success_criteria

https://www7.lawrence.edu/mfhe/www_dept_student_dean_sub_volunteer/Everyone/developmental%20characteristics

https://www.understood.org/en/articles/developmental-milestones-for-typical-high-schoolers

https://www.asha.org/slp/schools/prof-consult/norms/

https://www.colorincolorado.org/article/learning-about-your-students-backgrounds

Learning Profiles: What Great Teachers Know About Their Students

https://drive.google.com/drive/folders/19-BGVyr_Hz8pVWjND1e5jDNGHhXiwZT6?usp=sharing

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_author_authors.html

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_books.html

Instructional Plan
Write out each step of instruction with explicit detail to the extent that another teacher/substitute could implement the plan with minimal assistance. Include step-by-step procedures;
questioning/dialogue; and transitions. Provide links and/or attach ALL resources, tools, and assessments implemented throughout the plan.

Lesson Segment
Detailed Sequence of Instruction & Assessment

(Include Estimated Time Allotted)

Differentiation
Describe specific
adjustments to each
section below that
anticipate student
needs.

Accommodations
Connect all
segments to
specific individual
student
accommodations
listed in IEP and/or
504s.

Formative
Assessments

Specific strategies
that evaluate and
allow for reflection in
progress towards
mastery of learning
objective(s)..

Introduction
Begins with
hook/anticipatory set
that engages students
in the lesson’s topic.

List the steps of the anticipatory set or hook that you will use to get students engaged
in the topic. You can choose to begin class the way you see fit, however, be sure to
include a hook at some point before you begin instruction.
(Include estimated time for introduction.)

Click ‘Differentiation’
above for tips.
Include intentional
adjustments based on
UDL.

List all required
accommodations to
include identities and
lived experiences in
this section for each
student with an IEP.
Use students’ initials.

List the diagnostic
and/or how you will
use information
from the hook and
the diagnostic to
modify the teaching.

Clearly communicates
Objective(s) and
relevance for objective
(s) for application to
interest/motivation for
future learning.
Develops sequencing of
learning experiences
that utilizes and assigns
available time.
Provides opportunities
for learners to analyze
progress of learning
objectives.

Clearly states the objective(s). Again, this could come before or after your anticipatory
set, but before instruction on new material. This is also a good place to explain any
Success Criteria for obtaining mastery of the objectives to the students and the mode
of the summative assessment.
Be sure to state your plan for administering a diagnostic assessment, even if it occurs
as part of a pre-unit test. Make sure to state that and include the item from the
diagnostic that evaluates this lesson’s learning targets.

List any
differentiation
approaches to
delivering objectives.

List all required
accommodations to
include identities and
lived experiences in
this section for each
student with an IEP.
Use students’ initials.

Core Instruction
Intentionally plans and
incorporates 3+ means
of engagement to
optimize learning
opportunities (I.e.,
partner work, pair
share, performance
tasks, Kagan
cooperative learning
strategies, Talk Moves,

List the sequence of teaching or write out the anticipated teaching script with enough
detail for a substitute teacher to be able to implement the lesson. For full credit,
include multiple modes of student engagement.
(Include estimated time for core instruction.)
Provides guided/intentional and varied levels (Bloom’s) of questions that stimulate
productive discussion connected to the learning objective(s)

Question Stems for Each Level of Bloom’s Taxonomy
Higher Order Thinking: Bloom’s Taxonomy

List differentiation
approaches to the
sequence of teaching.
These should be specific
to the tasks of this
lesson, rather than
generalized. Consider
students’ interests,
readiness, UDL: multiple
means of
representation/

List all required
accommodations to
include identities and
lived experiences in
this section for each
student with an IEP.
Use students’ initials.

Include details of the
mode(s) of data
collection that will be
used to assess
progression towards
mastery of the
learning objectives.
How will you
understand students’
progression of
learning and how

How to Differentiate Without Creating 30 Individual Lessons

https://www.edutopia.org/article/7-smart-fast-ways-do-formative-assessment

https://udlguidelines.cast.org/more/about-graphic-organizer

https://www.oregon.gov/ode/educator-resources/assessment/Documents/writing_tips_learning_goals_success_criteria

Higher Order Thinking: Bloom’s Taxonomy

Inquiries).
Sufficient detail to
guide instruction with
ease.
Provides
guided/intentional and
varied levels (Bloom’s)
of questions.

engagement/expression
; varied and intentional
grouping, etc.

could you adjust
instruction based on
the data you collect?

Closure
States a clear plan for
evaluating mastery of
learning objective(s)

(See Summative
Assessment).

Detail the closing sequence including the debrief. The debrief is intended to invite
reflection and active processing of the total lesson experience. Look for
misconceptions or misunderstandings that can be addressed in the debrief. How will
you connect the instruction to the objective(s) and previous/future learning?
(Include estimated time for closure.)

List differentiation
strategies
appropriate for this
lesson’s closing
segment.

List all required
assessment
accommodations in
this section for each
student with an IEP.
Use students’ initials.

University of Nebraska Kearney Teacher Education
Unit Plan Summary/Instructional Sequence Template

Name Alexa Sherry Date 03/02/2025

The purpose of this summary is to guide the sequence and pace of skills and knowledge acquisition described in more granular detail by lesson plans.
It will help map out the learning journey and destination. It provides a framework from which to teach content in a meaningful, organized fashion. A
unit/ instructional sequence is a sequential plan of instruction that integrates skills, concepts, and activities within the context of a theme.

Introduction to Unit

Unit Name: Exploring Emotions and Social Skills
Length of Unit (Number of Days): 10
Grade Level: 3 – 4 years old / preschool
Content Area: Social Emotional Development

Check the lesson that you want the cooperating/mentor teacher to score and observe: ___1 ___2 ___3 ___4 ___5

Unit Academic Standards OR IEP Goals: If applicable, include cross-curricular standards

Academic Standards (Social-Emotional Development):

Nebraska Early Learning Guidelines (ELG) – Social-Emotional Development:

o Standard SE.01: Develops self-awareness and recognizes personal traits and emotions.
o Standard SE.02: Manages emotions with increasing independence, using strategies for emotional regulation.
o Standard SE.03: Develops foundational skills to support cooperation and prosocial behavior.
o Standard SE.04: Shows interest in, interacts with, and develops personal relationships with others.
o Standard SE.05: Develops a sense of belonging to family, community, and other groups.

Unit Learning Objectives
1. Objective 1: Children begin to recognize and describe a wide range of emotions, including primary emotions, with the support of adults

(Social-Emotional Standard SE.02).
2. Objective 2: Children begin to regulate emotions, manage transitions, and adapt to changes in schedules, routines, and situations with adult

support (Social-Emotional Standard SE.02).

Sophie Hermelbracht
91100000000026699
I only see 5 lessons for the unit, which is adequate.

Sophie Hermelbracht
91100000000026699
Students will be able to use strategies such as taking deep breaths, counting, finger tapping, etc. to manage emotions.

Sophie Hermelbracht
91100000000026699
Students will be able to name the emotions happy, sad, scared, mad, etc when looking at pictures of faces.

3. Objective 3: Children begin to engage in cooperative group play and demonstrate understanding of sharing with peers (Social-Emotional
Standard SE.03).

4. Objective 4: Children begin to empathize with others’ feelings and show appropriate emotional responses to peers (Social-Emotional
Standard SE.03).

5. Objective 5: Children begin to develop close friendships with peers, initiate conversations, and engage in sustained cooperative play
(Social-Emotional Standard SE.04).

Unit Assessment/Evidence

Pre-Assessment
Attach or describe the pre-assessment instrument.

Observational Checklist

Summative Assessment
Attach or describe the summative assessment instrument.

Anecdotal Records / Observation Notes

Explain how the pre-assessment will be used to inform progression
and instructional decisions.

Prior to the start of the unit, observe children during free play and
structured activities to assess their current ability to recognize
emotions, engage in cooperative play, and express empathy toward
others. Use an observational checklist to note behaviors such as
sharing, initiating conversations, using appropriate communication, and
demonstrating emotional regulation.

Explain how the summative assessment will produce data/evidence of
student achievement of the unit objectives.

At the end of the unit, document each child’s progress through anecdotal
records based on direct observations. Focus on how children demonstrate
social-emotional skills such as empathy, cooperative play, and emotional
regulation in natural settings like free play, group activities, and
interactions with peers and adults. Record specific examples where
children use words to express emotions, resolve conflicts, or show
concern for others.

Instructional Sequence

Lesson 1 Lesson 2 Lesson 3
Sequence of Learning Objectives

List the learning objectives for each
lesson. Objectives should be aligned with
the unit outcomes. Objectives should
demonstrate logical progression &
sequence.

Children will begin to identify and
label emotions (e.g., happy, sad,
angry) in themselves and others.

Children will begin to demonstrate
empathy by responding
appropriately to the emotions of
others.

Children will begin to use words to
express their emotions in
appropriate ways.

Explanation/Justification

Explain and justify the sequential
connectivity of the learning objectives
across all lessons.

Lesson 1 – This objective lays the foundation for emotional awareness, which is critical for social-emotional
learning. Understanding and identifying emotions is the first step in managing them and recognizing them in
others. In this lesson, children are introduced to basic emotions, which will help them develop a vocabulary
for emotional expression and begin to recognize emotional cues in themselves and others. This skill is
essential for later lessons, as it supports the development of empathy and conflict resolution strategies.

Lesson 2 – In this lesson, children start applying the emotional vocabulary they learned in Lesson 1 to respond

Sophie Hermelbracht
91100000000026699
Make sure that your objectives are precise and measurable.

to others’ feelings with empathy. Being able to recognize others’ emotions and respond with care is
foundational for building positive social relationships and conflict resolution skills. This lesson follows
naturally from identifying emotions, as it pushes children to understand how others might feel and begin to
show appropriate empathy.

Lesson 3 – This lesson focuses on helping children develop the ability to express their emotions verbally
rather than through physical actions. This objective is a critical step for building emotional regulation skills
and fostering healthy communication between peers. It also supports conflict resolution, as children will learn
how to express frustration, anger, or excitement in words instead of using physical behavior.

Lesson 4 – This lesson helps children learn strategies for managing their emotions independently, a key aspect
of emotional development. Techniques such as deep breathing, counting, or taking a break will be introduced
to help children manage frustration or anger. This objective builds on the previous lesson, where children
learned to express emotions. Now, they need strategies for managing those emotions when they arise.

Lesson 5 – This lesson focuses on applying the skills of emotion recognition, empathy, and self-regulation to
resolve conflicts. By using appropriate verbal skills and managing their emotions, children can solve
disagreements peacefully and constructively. This final lesson builds on all previous lessons, as children are
now ready to handle social situations with greater emotional intelligence.

Sequence of Instructional
Strategies

Summarize the instructional
strategies/best practices used in each
lesson. Include a wide variety of research-
based strategies that use several modes of
learning.

Modeling: The teacher will
demonstrate how to label emotions
using facial expressions and
scenarios.
Interactive Read-Aloud:
Reading a book about emotions
will provide children with
examples of emotional expressions
in different contexts.
Group Discussion: Children will
have the opportunity to express
their own emotions and label them
using visuals of faces showing
different emotions.

Role-Playing: Children will
engage in role-playing activities
where they practice responding to
peers’ emotions
Emotion Charades: Children will
act out different emotions and the
class will discuss how to
appropriately respond to each
emotion.
Empathy Stories: The teacher
will share stories where characters
show empathy, followed by a
discussion on how to be kind and
supportive in similar situations.

Emotion Journals: Children will
draw or verbally describe their
feelings in a journal, supported by
teachers or aides.
Feeling Faces Chart: Using a
chart with faces representing
different emotions, children will
point to the face that matches how
they feel.
Guided Group Conversation:
Children will be encouraged to
share their emotions with the
group, guided by the teacher, who
will model appropriate emotional
expression.

Explanation/Justification

Justify why specific instructional
strategies were used and how these
strategies support the learning objectives

Lesson 1- Modeling is important because it demonstrates the concept and provides a clear example for
children to follow. Interactive Read-Aloud supports the development of listening skills and comprehension,

across all lessons. while also reinforcing emotional vocabulary. Group Discussion encourages social interaction and allows
children to practice recognizing and labeling emotions in themselves and peers.

Lesson 2 – Role-Playing allows children to practice empathetic behaviors in a controlled, supportive
environment, making abstract concepts more concrete. Emotion Charades encourages nonverbal
communication and helps children think critically about how to respond to emotions. Empathy Stories offer
real-world examples that children can relate to and learn from, encouraging prosocial behaviors.

Lesson 3 – Emotion Journals give children a structured way to express and reflect on their emotions,
reinforcing emotional vocabulary and self-expression. Feeling Faces Chart provides a visual aid to help
children match words to feelings. Guided Group Conversation fosters verbal expression and social interaction,
which is essential for emotional development.

Lesson 4 – Modeling teaches children how to apply self-regulation techniques, providing an example they can
imitate. Self-Regulation Practice gives children the opportunity to apply what they’ve learned in a real
situation, reinforcing the skill. Calming Corner supports the practice of self-regulation by giving children a
safe space to calm down and manage their emotions independently.

Lesson 5 – Role-Play allows children to practice real-life scenarios in a controlled, supportive setting. Group
Discussion fosters collaboration and gives children the opportunity to share their ideas and strategies with
their peers. Peaceful Problem-Solving Tools provide children with tangible tools for resolving conflicts
independently.

Formative Assessments

List a variety of formative assessments
implemented across all lessons, that allow
students multiple ways to demonstrate
knowledge and skills. Assessments
should be aligned to the learning
objectives.

Observation of children’s ability
to label emotions: The teacher
will observe whether children can
identify and label emotions in
themselves and others.
Emotion Matching Activity:
Children will match emotion cards
(happy, sad, angry) to pictures of
faces displaying those emotions.

Observation of children’s
responses in role-playing:
Teachers will observe whether
children show appropriate
empathy during the role-playing
activity.
Reflection on empathy stories:
After the empathy stories, children
will be asked to share how they
would respond to a similar
situation.

Observation of children’s ability
to use words to express emotions
during journal time and group
conversation.
Review of journal entries to
assess the use of emotion
vocabulary.

Explanation/Justification

Describe how formative assessments are
designed to collect evidence of student
achievement of the learning objectives in

Lesson 1 – The observation provides immediate feedback on each child’s ability to recognize and understand
emotions. The emotion matching activity is a hands-on way for children to demonstrate their understanding of
emotions through visual recognition.

multiple ways across all lessons. Lesson 2 – The role-playing observation allows the teacher to assess how well children apply empathy in
practice. Reflection after reading empathy stories helps children internalize the behaviors by connecting them
to real-world scenarios.

Lesson 3 – The observations during activities provide real-time data on whether children are able to verbalize
their emotions. Journal reviews allow the teacher to assess children’s progress in expressing themselves
independently.

Lesson 4 – The observations allow the teacher to assess how well children apply self-regulation techniques in
real-time. The reflection on the calming corner helps assess whether children are developing the ability to use
these techniques independently.

Lesson 5 – The observations provide insight into whether children can apply conflict resolution strategies
independently. The review of strategies helps ensure children are using effective approaches to manage and
resolve conflicts.

Lesson 4 Lesson 5
Sequence of Learning Objectives

List the learning objectives for each
lesson. Objectives should be aligned with
the unit outcomes. Objectives should
demonstrate logical progression &
sequence.

Children will begin to use self-regulation
techniques to manage their emotions.

Children will demonstrate conflict resolution skills by
using words and appropriate behavior to solve
disagreements.

Sequence of Instructional
Strategies

Summarize the instructional
strategies/best practices used in each
lesson. Include a wide variety of research-
based strategies that use several modes of
learning.

Modeling Self-Regulation Techniques: The
teacher will model strategies like deep breathing
and counting to calm down.
Self-Regulation Practice: Children will
practice self-regulation techniques during
structured activities, such as calming down after
a disagreement or frustration.
Calming Corner: A designated space in the
classroom will be set up with calming activities
and tools (e.g., stress balls, breathing charts) for
children to use when they need a break.

Conflict Resolution Role-Play: Children will practice
solving conflicts using verbal communication and
problem-solving strategies (e.g., asking for a turn, using
kind words).
Group Discussion on Solving Problems: The class will
discuss different strategies for resolving conflicts and
brainstorm ways to handle disagreements.
Peaceful Problem-Solving Tools: The teacher will
introduce tools like “I feel…” statements to help children
communicate effectively during conflicts.

Formative Assessments

List a variety of formative assessments
implemented across all lessons, that allow
students multiple ways to demonstrate
knowledge and skills. Assessments are
aligned to the learning objectives.

Observation of children using self-regulation
techniques during structured activities and
independent play.

Reflection on use of calming corner: Children
will be asked about their experience using the
calming corner and whether it helped them
manage their emotions.

Observation of children using conflict resolution
strategies during role-play and group discussions.

Review of problem-solving strategies: Children will be
observed as they use strategies to resolve conflicts, and
feedback will be given.

Turn in your highest-quality paper
Get a qualified writer to help you with

“ lesson plan ”

Get high-quality paper

Guarantee! All work is written by expert writers!

Still stressed from student homework?

Get quality assistance from academic writers!

Order now