Differentiated Lesson Plan 201

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Students Name: Margaret Fitzsimmons
Practicum Classroom: room 5 preschool 3s and 4s with Miss Stephanie
Name of Activity (please describe in some detail): pet or wild animal? Sorting gamethe children will decide if the animal is a pet or a wild animal. They will sort the
animals in a large group with me.
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.):
Sorting based on characteristics
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):
V. Cognition and general knowledge
B. Mathematical thinking
Performance standard: B. EL. 4 Uses the attributes of objects for comparison and
patterning
-categorizes objects based on physical and functional similarity.
II. Social and emotional development
C. Social competence
Performance standard: C. EL. 2 engages in social interaction and plays with
others
-demonstrates respect for others

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

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skills of the children in the classroom (if the answer is no, pick a different
activity)?
The children will need to know enough about each animal in order to sort them. The
children previously had a unit about pets. The children will also need to know what
a pet is, and what a wild animal is.
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):
Some children may need a few hints on the differences between a pet, and a wild
animal.

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: The children will sort an animal into the correct
category.
Expected Objective: The children will sort the animals into the correct
category. The children will then place them on the right spot on the
sorting mat.
Enrichment Objective: The children will sort the animal into the correct
category, place the animal on the correct spot on the sorting mat, and tell
me why they chose the pet or wild animal category.

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.)

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We will need space for large group, enough animals to sort, sorting mats,
and a place for this game to go in math center after the lesson.
2. Advance Preparation Reminders: What do you need to take care of
before the lesson (e.g. make play dough)?
I will need to create the sorting mats.

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 begin by showing the children a picture of my dog skittles. I will tell
them she is my pet. I will then explain what a pet is. I will say that pets
live in homes. The people provide them with food, water, a bed to sleep
in, etc.
b. Procedure: Explore, Model & Teach:
1) I will discuss what a pet is.
2) Next I will describe wild animals. I will say they live outside. They
find their own food, water, and place to live.
3) Next I will give my best listeners an animal to hold. I will show the
children the sorting mats.
4) I will do an example with everyone first. I will make the noise of the
animal that I am holding. I will say, Hmm, what kind of animal is
this? Next I will ask, Who can raise their hand and tell me if they
think this is a pet or a wild animal? After that I will ask why. If
they arent sure I will help explain why it is a pet or a wild animal.
5) I will then call on one friend at a time to sort their animal.
c. Closure: Check for Understanding and Transition:
After the child sorts the animal on the sorting mat, I will dismiss them to
get ready to go outside. I will keep this sorting game in math center so
the children have a chance to sort more animals together.

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)?

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The sorting mats will have hints on them. The pet mat will have things
like a house, food bowls, bird cage. The wild animal mat will include
things like trees, and a water fall. The mats will create hints to scaffold
the childrens learning. (The bird must go in the bird cage, so the bird
must be a pet.)
2. Behavioral Considerations: (what behavioral strategies will you use to
keep children engaged)?
In order to keep the children engaged in this lesson, I will make animal
noises, and ask silly questions like, Would you live with a monkey?
3. Individualized Support for Target Children ( describe specific support
and adaptations you will make for individual children:
M, our new friend in room 5 doesnt speak a lot of English. I will ask a
friend to help him through the lesson. I will have to remind everyone not
to blurt, and to sit criss cross applesauce.
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 participated in the large group discussion about dogs, and in the game.
The children understood the difference between a pet, and a wild animal while
sorting.
2. Where did the children/you have difficulty? Why?
After the children placed their animals on the sorting mat, they wanted to play with
the animals. I gave reminders to leave the animals on the mat.
3. What would you do differently?
To challenge the children next time, I was thinking about adding a third column on
the sorting mat. I would add a barn for farm animals on the sorting mat. I would
also give the children a little time to play with the animals before the lesson.

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4. How have you applied what you learned in your ECE classes to this teaching
experience?
I learned the importance of a strong introduction. Each child seemed to be very
engaged in the lesson after I told them about my dog Skittles. They all took turns
sharing things about their pets. I eventually showed them a picture of a bear and
described wild animals.

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Section 5: Evaluation
Cooperating Teacher Evaluation:
Because Miss Stephanie could not make it that day, my director Kristin Schwenker
evaluated me.
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:

Margaret did a good job planning and executing her lesson
today. The children enjoyed talking about their pets and
really got into the sorting activity. The class then was able
to continue in a center and enjoyed playing with all the

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animals.