ECCE 1112

Fall 2014

K. Fountain B.S.Ed., M.Ed.

Name: Shelby Floyd, Nick Harris, Janessa Phillips and Tynaisha Cooper
Subject being taught: Math/Reading Comprehension

Age Group: Pre-k

Education Standard(s) Addressed: (Write the GELDS standard and the code)
Number and Quantity: Quickly recognizes and names how many items are in a set of up to four items.
Code- CD-MA1.4e
Early Reading: Discusses books or stories read aloud and can identify characters and setting in a story
Code-CLL5.4c
Goal(s) (Goals are broad statements of learning that support the Standards listed above)
Our goal is to justify the knowledge of addition, subtraction and reading comprehension.
Objectives (Objectives are more specific than the goals; objectives support goals listed above.)
Our objection is to prepare for new coming curriculum.
Pre-Assessment (How will I measure prior learning?)
For the pre-assessment we are creating a student survey collecting base-line data to find out where the
students stand academically and emotionally.
It is important to have a pre-assessment activity to evaluate their level of skill and knowledge of the lesson. A
full understanding of the thinking and behavior of young children is critical in developing activities and
materials that are appropriate for this age group. (Trawick-Smith, J.2014). Overlooking developmental
characteristics can lead to an inappropriate curriculum, or what Elkind (2007) calls miseducation and
Sutton Smith (1999) refers to as cognitive child labor. (Pg. 11)
Engagement (How will you relate the lesson to your students interests/backgrounds and How will you get
students excited about learning?)
By using materials such as different sized cutout pancakes to represent the story line of the book, If you
give a pig a pancake. This will interest the students and excite them. Giving positive reinforcements to the
students with the cut out pancakes creates an incentive to learn the curriculum.

Experiences/Activities (What will the child do to help accomplish goals and objectives)
In this lesson plan, we will read the storybook If you give a pig a pancake by Laura Numeroff. After
reading the book, we will discuss why they think that pig and pancake begin with the same letter. This
will increase reading comprehension. A mathematic related curriculum activity is used to accomplish the
beginnings of addition and subtraction by adding the number of pancakes that are announced in the book.

Materials: (Describe the materials, technology and environment you will provide to support the learning)
For some students, this curriculum might be difficult. For exceptional learners we are providing a group
assignment. In this assignment we will include all students in different groups. Taking the cut out pancakes,
we will count the number of pancakes that are big and count the number of pancakes that are small, putting
them in two separate piles. The next step is to find out the difference of the two piles. We will then add them
all together and create one big pancake. This will show the students how to work together and give them an
opportunity to learn how to add and subtract using the information we received from reading the book.
Teachers Role: (What will you do to support and facilitate learning? What questions will you ask?)
It is important for children to engage in the learning that is provided for them. Asking them to get into small
groups will minimize the amount of stress and give the students a chance to look at other perspectives.
Combining ideas about a particular assignment will help the students maximize their learning. As the teacher,
walking around to each group and asking questions will widen the range of learning for the children because
it will give them a chance to think and observe.
Questions:
Why do you think is important about this assignment?
Is this assignment fun?
Do you like working in groups? Or by yourself?
What is the purpose of this group activity?
Is it hard?

Post-Assessment
(How will you observe and document what the children learned? (Portfolio, presentation, checklist, rubric,
rating scale, etc. Make sure that you are measuring what the learning objective(s)/goal(s) were!).
Like the pre-assessment, we are creating a checklist that will gather information on what the students have
learned and what they would like to learn. This will count as an agenda for the teacher in performing a new
lesson plan for the future and create new goals/objectives. For the students, this will show them
confidentially how far they have come.
Other components to consider:
Differentiation: Do any of your students require modifications and/or adaptations to enhance their
learning experience? How will you accommodate?

Students with Exceptionalities: We assume that in a class there will be students who require modifications
and might adapt gradually into the curriculum. Students who have these exceptionalities differ little from
students in terms of potential. To make sure that students are all on the same page, it is important to
encourage all students that hard work pays off. Being resourceful for students who need more time is vital.
Also, explaining the curriculum in different ways will help them understand the instructions. Repetition is
encouraged as well. Getting other students to peer review and help enhance learning is another great
classroom recommendation.
Advanced Learners: Students that excel in learning will be able to work as teachers and help the struggling
learners. These students can also partner up with students who are struggling with learning.
2. Classroom management: What are your expectations for the children & how will you ensure that these
are met during the lesson? Will this be whole group, small group or independent? Who will pass out
materials? Etc.
We expect the students to learn with the best of their ability. Working together is a requirement for this
assignment. We want to see all the students work together in a friendly manner. This is a bully-free zone. The
student who has followed the directions will pass out the materials. This will be a role model example for the
students and also will give them incentives to become greater.

Works Cited

Trawick-Smith, J. (2014). Early childhood development: A multicultural perspective (6th ed.).

New Jersey: Pearson/Merrill Prentice Hall.