Sequential Lesson Plan for Pre-K: Teaching Change and Transformations Through Integrated ELA and Social Studies
Overview
This document is a sequential lesson plan designed for Pre-K students (below 5 years old) that integrates English Language Arts and Social Studies to teach concepts of change, modifications, and transformations. The plan includes scaffolding for two focus learners with individualized education plans and aligns with Common Core standards for early childhood education.
What this coursework covers
- Grade level and integrated content areas (ELA and Social Studies)
- Description of learning segment focused on understanding change and transformations
- Profile of two focus learners with specific IEP goals and accommodations
- Common Core standards alignment for both content areas
- Connection to prior learning and scaffolding theory
- Learning objectives for the general class and focus learners
Preview
Sequential Lesson Plan
June
Sequential Lesson Plan
- Grade Level: Pre-K (Program for children below 5 years old)
- First Integrated Content Area: ELA (English and Language Arts)
- Second Integrated Content Area: Social Studies
- Learning Segment Title: Change, modifications, or transformations- (The processes of how things change)
- Description of Learning Segment: The learning section will enable students to discover the theories related to change and transformations in their individual lives, and therefore portray the comprehensions of the learning material’s concepts. As a result, the teacher will engage studies in a systematic learning of Social Studies and ELA on transformations and changes encountered by both human beings and animals in their life cycle.
- Focus Students:
Focus Learner #1: Mendy exhibits signs of fine motor delay though sociable. For instance, he has not been able to use his fingers and hands to manipulate, hold, and use objects. Besides, he enjoys various types of tactile and sensory input activities. The goals in his “Individualized Education Plan (IEP)” comprise of 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 has an “Individualized Education Plan (IEP)” but no motor delay signs. However, Moshe has challenges in focusing and processing receptive language, visual impairment, and cognitive delays. His goals include engaging with other children, paying attention during class lessons, acting on the two-part directions, and increasing his reading capability.
- Common core standards
Content area 1:
First Standard: PK.CLL.