Brandman University

Department of Early Childhood Education

Innovative Lesson Plan Template

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Overview of the Theme and Strategy Cars.

Name of theme and strategy, why it was I chose cars because I noticed how much the children enjoy

chosen, how it is relevant to children and playing with cars. Cars require interactive play where they

a description of the activities or projects have communication which enhances language skills and

for the week. vocabulary.

Target Age Range and Group Size Preschool (3 year old), 12 children

the age range of the children

Learning Foundations – 1.

● List one or two (not more) Domain: Language and Literacy

Foundations or Standards you Strand: Listening and Speaking

are planning to address during the Substrand: 2.1 Children develop age-appropriate vocabulary.

lesson. (One Language and Foundation: 2.1 (around age of 60 Months) Understand and

Literacy, and one from another use an increasing variety and specificity of accepted words for

domain.) objects, actions, and attributes encountered in both real and

symbolic contexts.
 ● List the domain, strand, (CDE, 2008, p. 59)

sub-strand and foundation from

the California Preschool 2.

Learning Foundations, Vol 1, Vol Domain: English-Language Development

2, or Vol 3, (CDE, 2008, 2010, Strand: Conversation

2012) or from the California Substrand: 1.0 Children use nonverbal and verbal strategies to

Infant/Toddler Learning and communicate with others.

Development Foundations (CDE, Foundation: 1.3 Sustain a conversation in English about a

2009) variety of topics.

● For K and above, use the

Common Core Standards (CDE, 2008, p. 117)

Write the foundations like this example

(but do not use this one):

Domain: Language and Literacy

Strand: Listening and Speaking

Substrand: 1.0 Language Use and

Conventions: Children understand

and use language to communicate with

others effectively

Foundation: 1.1 (48 months) Use

language to communicate with others in

familiar social situations for a variety of

basic purposes, including describing,

requesting, commenting, acknowledging,

greeting, and rejecting. (CDE, 2008, p.

56)

Objectives– Objective 1.

State two objectives in terms of what the

children will learn in measurable terms. The children will identify the different parts of a car that an

Objectives should be aligned and engineer builds.

connected to chosen foundations or

standards. At least one should be related Objective 2.

to language and literacy. You are

encouraged to be innovative and The children will define the terms in order to imagine how to

integrate language/literacy with another build a car for themselves.

domain or the arts. Think about

it—teaching language through music can

be fun and meaningful!

For example:

Literacy Objectives

The children will identify the characters

in the story.

The children will retell the story in

sequence.

Math objective:
The children will use the terms

beginning, middle, and end to describe

what happened in the sequence.

Assessment – How will you know Assessment of Objective 1:

whether the children have learned the The children will learn the vocabulary words about a car and I

objectives you set out to achieve and will know they have achieved this by making an activity where

whether they are moving toward the they are learning orally of words. I want the children to learn

foundations or standards? about cars and their parts by having them see a car and all of

its parts. I will make further plans by having the children

Describe in specific detail, how you will create their own cars out of cardboard in order for them to

assess the children’s progression towards learn more about what their interpretation is for a car.

your stated objectives for the week. For Assessment of Objective 2:

example, while retelling the story with When we go over the definitions of the vocabulary words, the

puppets, the child will use the character children should be able to tell where the parts go on the car.

names and retell the story in sequence. The children will also be able to identify each part and say

where they go in a car. I plan to have them create their own

Also describe how you will make further cars themselves however they want.

plans based on the outcomes of these

assessments.
Strategies and Interactions – The Domain: History Social Science

California Preschool Curriculum Strand: Self and Society

Frameworks Vol. 1, Vol. 2, Vol. 3 (CDE, Substrand: 1.0 Skills for Democratic Participation

2010, 2011, 2013) and the California Strategy from CA Curriculum Framework: Become involved

Infant/Toddler Curriculum Frameworks as responsible participants in group activities, with growing

(CDE, 2012) list teaching strategies and understanding of the importance of considering others’

interactions within each Sub Strand opinions, group decision making, and respect for majority rules

section. Include at least two strategies and the views of group members who disagree with the

from the appropriate age range and majority.

appropriate domains. (They should align Implementation: I would use this strategy in my activity by

with your chosen foundations, above.) having the children take turns with having ideas on what to put

Write them like this example: on their car when we build one together as a group.

Domain: Science

Domain Language and Strand: Observation and Strategy

Literacy Development VPK Strategy: Demonstrate curiosity and an increased ability

Strand Listening and to raise questions about objects and events in their

Speaking environment.

Substrand 1.0 Language Use Implementation: I want the children to ask their parents

and Conventions questions about cars and see if they can come up with new

Strategy: Engage in “getting to know vocabulary words and ideas they can add to their cars. I believe

you” conversations.
 Implementation: Describe how this will allow the child and parent to bond through

you will use this strategy communication about the project.

specifically in your activity.

Materials Needed – a list of all Materials List

materials needed to do the activity, (and 1. Cardboard

where to obtain them if they are 2. Glue

unusual.) Write this in a numbered list 3. Paint

format. 4. Paintbrushes

5. Scissors

6. Scrap Paper

7. Any items that children add

Preparation/Set-up: Briefly describe Preparation/Set Up

what materials will need to be ready,

On a table, I will have cardboard, paint, and paintbrushes in
where and how they will be set up.
order for the children to be able to paint their car the color

they want.

Lesson Procedures Anticipatory Set

I will have the children watch a car video and because they are
1. Anticipatory Set – how you will
already interested in cars, having them watch a car video will
introduce and engage the children in the
allow them to want to create a car themselves.
activity. Be creative! Think about what
 will be exciting to the children and draw Step by Step Description

them into the lesson.

1. The teacher will introduce the idea to the children about

2. Step-by-step description of how to designing their own cars.

execute all the procedures that are part 2. The teacher will set out different materials such as

of your activity, how to interact with the cardboard, paint, paint brushes, scissors, scrap paper,

children during the activity, and any glue and anything the children bring from home to put

instructions for ending the activity. Be in their cars.

sure to include what the teacher does 3. The children will sit at the table and paint their

and what the teacher does. Write this in cardboard boxes to their liking. The children will then

a numbered format. add whatever they want to the box such as glitter.

4. Next, the class will talk about what a car needs in order

for it to move/drive. They will then add the tires, engine

(they create it), headlights, etc.

Literature – 1. The Wheels on the Bus by Zelinsky Paul

In order to practice integrating literature The book will be read while the children are doing their activity in

into all areas of the room, choose at least order to give them ideas on their own cars.

two children’s books to include in one

interest area. Explain where the books 2. Everything I know about cars by tom lichtenheld

will be. Write the book references in

This book will be read during circle time where the children will
APA format.
get a good idea on everything they need to learn about cars
Strategies for working with Dual 1. Eye contact: Having children who are dual language

Language Learners learners can benefit from eye contact because it makes

Refer to the Preschool English Learners children comfortable when they are trying to help the child

(CDE, 2009) learn more.

Choose 2 different stages (e.g., home

language, and telegraphic/formulaic) and 2. Having the child use his home language to teach the

one strategy for each. students words in his language for their cars.

Accommodations One accommodation would be for the teacher to sit next to the

Include at least one accommodation for a exceptionals needs child and help them paint their cardboard boxes.

child with exceptional needs. Include the The teacher can also have another child sit next to that child in

child’s identified need and the order for them to help and answer questions together as well.

accommodation. Remember that the

accommodation should make a given

lesson or activity accessible to the child.

Family Engagement/Cultural 1. I would have the child and parent write down words in

Integration – English that they come up with for this activity and also

Give two suggestions on how you would write them in Spanish as well in order for the child to know

extend your theme to the home and both languages.

integrate the families’ backgrounds and

cultures. (Tip: Family engagement 2. I want to be able to create developmentally, and culturally,

strategies are listed in each subsection of appropriate activities that capitalize on students' intellectual

the sub-strand section of California strengths in learning to communicate with both languages. I
Preschool Curriculum Frameworks, also want to assign any DLLs in the classroom to activities

Volumes 1, 2, and 3) that match their developmental levels and learning needs.

Be very specific, thoughtful and detailed.

Try to truly engage the families in your

work for the week.