While Mrs. Ford Usually Allows You To Choose The Lesson Plan

While Mrs Ford Usually Allows You To Choose The Lesson Plan Format Yo

While Mrs. Ford usually allows you to choose the lesson plan format you would like to use, this week she has asked you to use a specific one. Using the sample lesson plans and templates shared in Chapter 4 as a guideline and the group you are assigned to below you will create a curriculum plan. Lesson Plan Format Your Task Single Subject Curriculum with Nested Skills Using the sample lesson from the text on The Three Billy Goats Gruff as a guide, create a lesson based on the story The Little Red Hen that focuses on nesting social skills using Template 4.2 from the text. Several versions of this classic story are easily available online if you don’t have access to a book.

Make sure to explicitly state in your lesson plan how you will meet the needs of Johnny, Maya, Jane, Caleb, Kayla and Jack. TEMPLATE ATTACHED! Required Resources Krogh, S. (2013). A Bridge to the Classroom and Early Care: ECE Capstone . San Diego, CA: Bridgepoint Education, Inc. Chapter 3: Subject Integration in Curriculum Planning Chapter 4: Making Curriculum Integration Work HeadStart. (2010). The Head Start child development and learning framework: Promoting positive outcomes in early childhood programs serving children 3–5 years old. Retrieved from This document provides students with the Head Start Child Development and Early Learning Framework. Purcell, T. (2012, April 16). Differentiating instruction in the preschool classroom: Bridging emergent literacy instruction and developmentally appropriate practice . Retrieved from Heald, S. & Zaur, J. (2013). ECE 430: Week 2 case study: Students . Ashford University, College of Education, San Diego, CA. In Case Study 2 you will meet six of Mrs. Ashland's students and learn about their development. Heald, S. & Zaur, J. (2013). Lesson plan rubric . Ashford University, College of Education, San Diego, CA. Zaur, J., & Bodamer, K. (2014). Lesson Plan Template . Ashford University, College of Education, San Diego, CA. Common Core State Standards Initiative (2). Recommended Resources Benson, T. R. (2004). Integrated teaching units . Retrieved from National Association for the Education of Young Children. (2009). Where we stand on early learning standards . Retrieved from This file states NAEYC’s position on Early Learning Standards Mumford, D. (n.d.). Planning a theme based unit . Retrieved from Illinios State University. (2005). Balancing learning standards with diverse learning needs [Video File]. Retrieved from the Films On Demand database. This video helps to explain some ideas you should take into consideration with planning a differentiate lesson plan. Zaur, J., & Bodamer, K., (2015). Early Childhood and Child Development: Lesson Plan Handbook . San Diego, CA; Bridgepoint Education. This supplement is a Constellation™ course digital materials (CDM) title and can be located on your Constellation bookshelf. Share My Lesson ( This websites contains sample lesson plan ideas

Paper For Above instruction

This lesson plan is constructed adhering to the specified format, focusing on nesting social skills through the story "The Little Red Hen," with modifications to meet the diverse needs of six students: Johnny, Maya, Jane, Caleb, Kayla, and Jack. The plan aligns with standards from the Head Start framework, emphasizing social-emotional development, language skills, and cooperation, and incorporates differentiated instruction strategies to cater to varying developmental levels and learning styles.

Lesson Title: Social Skills and Cooperation with The Little Red Hen

Lesson Objectives:

  • Students will demonstrate the ability to cooperate with peers during group activities.
  • Students will identify and practice sharing, taking turns, and communicating effectively.
  • Students will connect social skills to the story "The Little Red Hen" and relate these skills to everyday situations.

Standards Addressed:

  • NAEYC Standard 3: Teaching and Learning – Promoting positive social-emotional development.
  • CCSS ELA-K.CC.1: Count and describe behaviors related to shared activities.

Materials Needed:

  • A copy of "The Little Red Hen" (multiple versions if possible)
  • Picture cards illustrating social skills (sharing, taking turns, listening)
  • Story props or puppets
  • Visual daily schedule and social stories
  • Activity worksheets on social skills

Instructional Procedure:

Introduction (10 minutes): The teacher introduces the theme of cooperation and social skills by discussing what it means to work together and share. Using visual aids, students share examples of times they have cooperated or shared. The teacher then introduces the story "The Little Red Hen," highlighting themes of helping and sharing.

Storytelling and Discussion (15 minutes): The teacher reads "The Little Red Hen," engaging students with questions that prompt discussion about social behaviors, such as helping others and sharing resources. Visual cues help students connect story events with social skills.

Role-Playing Activities (15 minutes): Students participate in role-playing scenarios that simulate story situations, practicing sharing and taking turns using puppets and props. Differentiated groups address varying needs—some students work in pairs, others in small groups, with scaffolded prompts.

Social Skills Activity (15 minutes): Students complete worksheets and participate in a game focused on sharing and cooperation. Visual supports and simplified instructions assist those with developmental delays or language difficulties.

Closure (10 minutes): The class reflects on what they learned about helping and sharing, discussing how they can apply these skills in everyday situations. The teacher emphasizes positive behaviors and acknowledgment of individual progress.

Meeting Needs of Specific Students:

  • Johnny: Visual supports and clear, concise instructions help him understand expectations. Peer modeling is used to encourage participation.
  • Maya: Social stories and visual cues address her language challenges, supporting her understanding of sharing concepts.
  • Jane: Additional prompts and structured activities ensure engagement and comprehension.
  • Caleb: Gentle scaffolding and positive reinforcement support his social engagement and skill development.
  • Kayla: Small group activities and visual timers aid her focus and participation.
  • Jack: Multisensory activities and movement-based tasks help him stay engaged and develop social skills through kinesthetic learning.

This lesson plan adheres to developmentally appropriate practices, ensuring comprehensive engagement and skill development tailored to each student's needs while fostering social cooperation in a fun, meaningful way.

References

  • Krogh, S. (2013). A Bridge to the Classroom and Early Care: ECE Capstone. San Diego, CA: Bridgepoint Education, Inc.
  • HeadStart. (2010). The Head Start Child Development and Learning Framework: Promoting Positive Outcomes in Early Childhood Programs Serving Children 3–5 Years Old. Retrieved from
  • Purcell, T. (2012). Differentiating Instruction in the Preschool Classroom: Bridging Emergent Literacy Instruction and Developmentally Appropriate Practice. Retrieved from
  • Heald, S., & Zaur, J. (2013). ECE 430: Week 2 Case Study: Students. San Diego, CA: Ashford University.
  • Zaur, J., & Bodamer, K. (2014). Lesson Plan Template. San Diego, CA: Ashford University.
  • National Association for the Education of Young Children. (2009). Where We Stand on Early Learning Standards. Retrieved from
  • Benson, T. R. (2004). Integrated Teaching Units. Retrieved from
  • Mumford, D. (n.d.). Planning a Theme-Based Unit. Retrieved from
  • Illinois State University. (2005). Balancing Learning Standards with Diverse Learning Needs [Video File]. Retrieved from the Films On Demand database.
  • Zaur, J., & Bodamer, K. (2015). Early Childhood and Child Development: Lesson Plan Handbook. San Diego, CA: Bridgepoint Education.

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