Differentiated Lesson Plan 2011

Students Name: _Andrea Herman__________ Practicum Classroom: __Early Preschool________

Name of Activity (please describe in some detail): _Hungry Caterpillar______

Use of this differentiated lesson plan is designed to help you develop skills and attitudes about thoughtful,
inclusive lesson plan design. A great deal of critical thinking and detail will provide evidence of your thinking and
understanding of inclusive design practices. This lesson plan template utilizes principles of universal design and
differentiated planning to include ALL children in classroom activities.

Section 1: Content Areas (Standards, Goals and Concepts)

1. Describe the general play goal for this activity; consider the overall domain(s) of development
that the activity addresses (e.g., improve motor skills, increase memory, match shapes, etc.):
Fine motor, shows an appreciation of books, improve memory
2. Identify the Wisconsin Model Early Learning Standard(s) that will be addressed in play with this
toy (identify the 2-3 most critical WMELS):
Health and Physical Development. Motor Development. B.EL.2 Exhibits eye-hand coordination,
strength, control, and object manipulation

Language Development and Communication. Early Literacy. C.EL.1 Shows an appreciation of

books and understands how print works

Section 2: Pre-Requisite Skills (Cognitive, Motor, Sensory, Social)

1. What basic skills do children need to have in order to participate in this activity? Describe the
cognitive (including language), motor, sensory and social skills necessary to participate. Do the
skills needed match the general skills of the children in the classroom (if the answer is no, pick
a different activity)?
- Listen to story
- Look to see when they put their piece up on board
- Pay attention to their part
2. Identify any gaps between the skills needed and the skills individual children may have (some
children may have special needs or circumstances that may require additional support; try to
identify those gaps here):
When their part comes up in the book give them a hint that its their turn to put their piece up.
 Differentiated Lesson Plan 2011

Section 3: Differentiated Curriculum & Instruction

Objectives: Performance Levels for ALL children in a classroom.

Describe three levels of performance that could be obtained through play with this toy: Essential Skills
describe the most basic level of performance that you would like to see occur, Expected Skills describe
the level of performance that you anticipate most children in a classroom will achieve, and Enrichment
Skills describe higher levels of performance that might be achieved by more advanced learners. Focus
on observable and measurable behavior and performance standards.

Essential Objective:

Listen to the story

Expected Objective:

Hold flannel piece gently

Enrichment Objective:

Hold flannel piece nicely, listen for their part in the story, and place their piece on the flannel board

Set Up & Advance Preparation Reminders:

Describe materials needed, environmental set ups, and adaptive equipment or materials you will need.

1. Environmental Conditions: (room arrangements, set-ups, grouping of children, special seating

or equipment that might be needed etc.)
- Flannel board
- Flannel pieces
- Hungry caterpillar book
- All children sitting on blue rug
2. Advance Preparation Reminders: What do you need to take care of before the lesson (e.g. make
play dough)?
- Make flannel pieces
- Get book from library

Procedure:
What is the sequence of your activity: (describe your introduction, procedure and closure for this activity)

a. Introduction: Engage and Explain (use a visual or other creative attention getter):
I will call over the children to the carpet for circle time and have my book out for them
to see what were reading about.
 Differentiated Lesson Plan 2011

b. Procedure: Explore, Model & Teach:

- Show them my book
- Read the story
- During story have them put pieces up on the flannel board

c. Closure: Check for Understanding and Transition:

- After the activity, I will excuse the children to centers by using their name cards.

Instructional Strategies & Individualization:

1. Instructional Strategies: (Describe what specific teacher cues, prompts, and strategies or
techniques will be used to facilitate the development of the skills you identified as areas of
emphasis in your objectives; how will you scaffold and support the childrens learning of those
skills)?
- Encourage each child to bring their piece up to the board
- Remind the child what piece they have by giving a hint
2. Behavioral Considerations: (what behavioral strategies will you use to keep children engaged)?
- I will explain what happens if they dont pay attention to the story
- If the children are doing something else, not following along, I will take their piece away
until they are ready
3. Individualized Support for Target Children ( describe specific support and adaptations you will
make for individual children:
- I will give the children praise for listening to the story and following directions
- I will help children who need help with their piece

Note: Describe specific children to keep in mind during this lesson. This could include children who
represent the academic, behavioral and/or social range of learners in your class (e.g., struggling, average,
high performing) and should include children who may have a disability, who are English language
learners, or those who may require special attention during the lesson. Use initials when referring to these
children to ensure confidentiality.

Section 4: Reflection

Evaluation of the Teaching Experience:

1. What went well with this activity? Where did you and the children experience success?
The children loved being involved with the activity and being able to do something. They also
liked the book a lot. The children who are usually not paying attention actually paid attention to
the activity.
 Differentiated Lesson Plan 2011

2. Where did the children/you have difficulty? Why?

With this activity, I didnt really see any difficulty. The only thing was when it was their turn to
come up they had to be reminded to come put their piece. Or other children looking at their
friends pieces instead of their own.
3. What would you do differently?
I would probably remind them before its their turn to look at their pieces at every page to see if
they have it or not. Also just explain the activity a little better for them to understand.
4. How have you applied what you learned in your ECE classes to this teaching experience?
Yes I have. I tried not to make the activity so long because of some of their attention spans and
with two children having autism makes it a little harder as well.

Section 5: Evaluation
Cooperating Teacher Evaluation:

1. Was plan handed in and discussed one week in advance? Yes No

2. Were requested changes to plan made? Yes No

3. Was student prepared on the day of the activity? Yes No

General Comments on Activity Implementation:

WCTC Instructor Evaluation:

 Differentiated Lesson Plan 2011

Section 1: Content Areas (Standards & Goals) 0 1 2 3 4 5

Section 2: Pre-Requisite Skills 0 1 2 3 4 5

Section 3: Performance Objectives 0 1 2 3 4 5

Section 3: Set Up & Procedures 0 1 2 3 4 5

Section 3: Instructional Techniques & Individualization 0 1 2 3 4 5

Section 4: Reflection 0 1 2 3 4 5

Total Possible Score= /30 pts.