Early Childhood Program Lesson Plan Format Junior Spring

Name of Teacher Candidate: Carla Morales Date: 04/01/2020

Grade Level:
Pre-K
Lesson Title:
Easter Egg Hunt

Curriculum Areas Addressed:

Science, Math

Time Required: Instructional Groupings: Are you using whole group, small
45 minutes group, partners, quads, homogeneous, heterogeneous?
Whole group, heterogenous —> small groups,
heterogeneous

Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
 CD-MA4.4b
o Sorts and classifies objects using one or more attributes or relationships.
 CD-MA1.4b
o Recognizes numerals and uses counting as part of play and as a means for determining
quantity.
 CD-SC1.4a
o Uses senses to observe, classify and learn about objects and environment.

As a result of this lesson students will…

Essential Question: (Essential questions should be used to guide instruction.)
 What is the difference between Oviparous and non-Oviparous animals?
 How can you group an amount of objects?

Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.)
 Students will be able to sort objects into multiple groups based on attributes.
 Students will be able to count the amount of objects they find.
 Students will be able to distinguish Oviparous animals and non-oviparous animals.

Support for Academic Language

Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the content
area. These may be derived from the standards.)
 Dozen
 Recycled
 Exhausted
 Pressure

Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse,
syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their
disciplinary understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary
understanding: reading, writing, listening, or oral language.)
 Discussion
 Asking Questions
 Listening

Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must

Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

relate to the Language Function.)

 Chart

Assessment (Each learning objective must be assessed. How will students demonstrate their understanding or the lesson’s objectives?
How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.)
 At the end of the lesson, I will ask the students to stand up. My “assessment question” will be “If you
understand what we have gone over today, stand on the right side of the carpet. If you have more
questions or would like to ask something else, stand on the left side of the carpet.”

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.)
 Level of success: 85-100% of students understand and have no questions
 Level of misconceptions: 75-84% of students understand and have no questions
 Level of failure: less than 75% of students understand and have no questions

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
 Students will be grouped into 6 groups of 3 and one group of 4 and each group will be given a bag in
which h they will try to infer what they will be doing for this lesson.

Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)
 Students will sit in their spots at the carpet and the book “The Good Egg” by Jory John will be read.

Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’
cognitive, social, emotional, and physical development along with their cultural backgrounds should be evident.)
 After the reading is done, we will discuss if this is fiction or non-fiction to determine if an egg can
really do everything The Good Egg did.
 Once we have determined that it is fiction, we will review what happens to an egg through the
hatching process.
 We will also have a final review on things we have learned over the week.
o “Name an Oviparous animal.”
o “Tell me about an Oviparous animal and what their egg looks like.
 Afterwards, the students will get back into their groups and grab their bag. They will begin an Easter
egg hunt.
o They will be asked to go around the classroom to search for eggs until they reach a total of 7
eggs.
 Once they have gathered 7 eggs, they will come to the teacher and find a spot on the carpet with
their group.
o For their first task, they will be asked to group their eggs based on their colors or by the
Oviparous animal found inside.
o Once they have grouped them, the students will receive one of the charts found below in
which they will color the number of blocks based on the amount of eggs they have that are
that color.

Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)
 Students will be asked to return their eggs to a container I have. As they come up, they will be asked
to name their favorite oviparous animal.
 The “assessment question” will be asked at the end of it all to ensure students have understood and
Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

feel sure about this knowledge.

Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not create.
Attach key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments,
slides, and interactive white board images.)
 Plastic Eggs
 Crayons/markers
 Movement

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: (List any
websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
 Pinterest.com
 YouTube.com

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development:
 Donald Hebb: Teacher will develop a strategy in which they will distinguish different levels of
learners in the class
o Use learning materials that will stimulate a range of senses
 Books, stories, activities
 Howard Gardner:
o Bodily-Kinesthetic

Connections to Technology and/or the Arts:

 Art of movement through Easter egg hunt

Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)
 Partner Teacher

Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

Chart for Colors:

Pink Orange Yellow Blue Purple Green

Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College