Lesson Plan

Student Name: Cassandra Campbell

Activity: Mini Game Color Wheel

Age Group: 2-4

Date of Activity:

Wisconsin Model Early Learning Standards Addressed (write out standard in its
entirety, including developmental domain, standard and applicable substandard):
Approaches to Learning
A.
Curiosity, Engagement, and Persistence

Engages in meaningful learning through attempting, repeating, experimenting,

refining and elaborating on experiences and activities
Cognition and General Knowledge
B.
Scientific Thinking,

Uses observation to gather information.

Language Development and Communication
A. Listening and Understanding
Listens and responds to communications with others
How will you check to see if the standard(s) is/are met? (What will you look for, observe or ask
about children to know they learned what you wanted them to learn?)
Children will know there are differences in the colors. They see that each color has a
different shade. Not necessarily give the name to the color, but to put the same shades in
the same group. EX: Yellow with yellow, green with green, red with red.

Materials and Set Up Needed (Include all items needed for the activity including
materials/supplies, books, etc. Include the name and author of books; attach words/actions to
songs and finger-plays; identify any specific set up that may be required):
Twister Spinner, Color Circles, common house/classroom items that are the colors on the
spinner. (Ex: Red pillow, blue ball, yellow cup)

Introduction (Include a visual or other creative attention getting technique; relate the introduction
to the activity):

Read the book Brown Bear Brown Bear, What do you See by Eric Carle then ask the children who
would like to find the colors in the classroom.

Procedure (order of the activity):

Children/child will be in a small group or one on one with an adult. The child spins the spinner
and depending on the childs level put either two, three or four of the color circles so they can
match the color the spinner landed on with the color circle. When the child advances, they may
spin the spinner, say what color the spinner landed on and go find an object of the same color in
the room.

Closure/Transition (What will you say/do to let the children know the activity is over, to review
lessons learned, and to transition the children to the next activity; relate the closure to the activity
just completed?)
Telling the children that the color items need to go back into their homes.
Modifications made for individuals:

Student Self Evaluation & Reflection:

The activity/lesson went well because..

The activity/lesson would be more successful next time if I would.

Cooperating Teacher Feedback/Comments (please circle the best response):

Lesson plan turned in and discussed one week in advance
Lesson plan was complete when turned in
Student was prepared on the day of activity with materials
Student made any requested changes prior to implementation

Y
Y
Y
Y

Additional Comments:

Signature of Cooperating Teacher: ________________________________________________________

N
N
N
N

NA

WCTC Supervising Instructor Comments and Evaluation/Grading:

Zero to two points will be awarded for each criteria; Total of 10 possible points
1. Activity and objectives are developmentally appropriate for the age and abilities
of the children within the room.

________

2. Introduction includes a visual or other creative attention getting motivator that

relates to the activity.

________

3. Activity identifies a specific closure that relates directly to the activity and reviews
what was learned or transitions the children to the next task.
________
4. All sections are complete & thorough, with enough detail as to be understood by others.
________
5. Self evaluation section is complete and reflective.

________

Total Score

________