Integrated Lesson Plan for Pre-K: Understanding Change and Transformation Through ELA and Social Studies
Overview
This lesson plan document outlines a sequential instructional unit for Pre-K students integrating English Language Arts and Social Studies around the theme of change, modifications, and transformation. The plan identifies two focus learners with specific IEP goals and learning objectives aligned to Common Core standards, emphasizing how students will understand the importance of change in both human and animal life cycles.
What this coursework covers
- Learning segment overview and description of change and transformation theme
- Focus learner profiles with identified communication, motor, and learning challenges
- Common Core standards for literacy and social studies content areas
- Connection to prior learning and Vygotskian scaffolding theory
- Learning objectives for general class and individual focus learners
Preview
Sequential Lesson Plan Two
June
Sequential Lesson Plan
- Grade Level: Pre-K
- First Integrated content area: English and Language Arts
Second Integrated content area: Social Studies
- Learning segment title: Change, modifications, and transformation-(The importance associated with change and transformation)
- Description of the learning segment: In this learning segment, students will be able to discover that change is vital in their individual lives, therefore portraying the comprehensions of the learning material. Thus, the teacher will engage students in comprehensive learning of social studies and ELA on the importance of changes and transformations encountered by both human beings and animals in their life cycle.
- Focus Students:
Focus Learner #1- Mendy is a boy who has difficulty communicating with his peers. He has some problems with expressive and repetitive speech commonly used by other kids to describe in conjunction with difficulties in attending and not paying attention to materials that don’t interest him. He will benefit from a thorough focus on his IEP goals, which include but not limited to – engaging in three minutes tasks with cues, responding to simple WH questions such as “what/why’ questions, and manipulating and grasping materials and tools effectively.
Focus Learner #2- Moshe is a promising child but has demonstrated weak fine and gross motor skills in conjunction with memory delays and visual impairment. Although he hasn’t been diagnosed with any abnormally, his IEP goals are to engage with other children effectively, pay attention during class lessons, act on the two-part directions, and increase his reading capability.