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[Teacher Name] [Unit Title]

[Unit Length] [Class/Grade]

Lesson plan, preschool

Unit Overview
Main Idea (Claim) Summative Assessment
Learning letter “B” Which word do you know that starts with letter “B”?

Guiding Questions Objectives (know/understand/do/value)

1. Which words do you know that begin with The student will …. Students will be able to
letter B? pronounce letter “B” and be able to write it.
2. Do you have letter “A” in your name?
Time Instructional Procedures and Strategies
15 min Beginning the Lesson
I will start my lesson my sitting the students in a circle and remind them of the classroom rules
and I will go through the consequences of not being able to follow the set rules, for example if
they don’t keep quite they will wait outside or be the last to leave class after everyone has left. I
will go head to review letter “A” for our previous lesson and we will rewrite it with them in the
air to master it.
20 min Developing the Lesson
I will show them letter “B” written out on a paper and I will say out letter “B” loud. After
that I will ask the children to say letter “B” I will ask them to repeat this for several times
and I will ask the students to follow me as I write letter A in space. I will give the
students an activity of coloring. I will provide each student with the paper that has a
picture of a balloon for them to color.

20 min Closing the Lesson

I will take them out to play with the actual balloons, I will give them each with their
balloons. If they still have time after playing, I will play music for them. They keep
moving around playing, when the music stops they are supposed to freeze (Remain in one
place without moving). When the music plays again they move around again.

Formative Assessment Differentiation

1. I will ask the students to pronounce letter
“B”
2. I will ask the students to write letter “B”
Resources
I will take off time with the struggling students by
having a one on one and teach them again by using
other objects like book or box that begin with letter
“B”

Coloring pencils, paper, music player and balloons.

Evaluation and Reflection

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[Teacher Name] [Unit Title]
[Unit Length] [Class/Grade]
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[Teacher Name] [Unit Title]
[Unit Length] [Class/Grade]

Glossary

Term Definition Resources

Unit Overview Main Idea and Summative Assessment copied from the unit plan in order to ●
keep the goal in mind during the writing and implementation of the lesson
plan.
Guiding these questions guide the inquiry for the lesson, leading students toward ●
Questions a rich understanding of the objectives for the lesson and ultimately, the
unit.
● Factual- knowledge or fact-based questions
● Conceptual- questions that enable exploration of big ideas that
connect facts and topics
● Debatable- questions that expose areas of ambiguity, disagreement,
or tension within the unit of study
Objectives The specific aims of the lesson. As a result of the instruction, this is ●
what the students are expected to know, understand, and be able to do.
These should align with and lead to the unit understandings, knowledge
and skills.
Time - Marks the amount of time needed for each stage of the lesson. Enables ●
effective time-management for the teacher.
Beginning the The opening or warm-up that will engage the learner, producing ●
Lesson creative tension. May include review and/or activation of prior
knowledge.
Developing the The content learned and the strategies employed towards that end ●
Lesson
Closing the A conclusion or review of what was learned, providing closure to the ●
Lesson lesson.
Formative Assessment throughout the lesson that provides feedback that can be used to ●
Assessment plan or alter instruction. Should prepare students for the summative
assessment.
Differentiation ways of modifying instruction to meet the needs of diverse learners ●

Resources any texts, materials, technology, people, places or other resources that ●
have informed the unit and learning experiences
Evaluation and Reflect on using the lesson and evaluate the lesson plan and ask the ●
Reflection following questions:
 Did my students come to understand the main idea, essential understandings?
 Do my students know what they are supposed to? Can they perform the unit
skills? Do they value what was intended?
 What was most effective? least effective?
 What changes will I make for next time?