Sequential Lesson Plan for Pre-Kindergarten: Integrated ELA and Social Studies on Change and Transformations
Overview
This document presents a sequential lesson plan designed for Pre-K students (ages below 5) that integrates English Language Arts and Social Studies instruction around the theme of change and transformations. The plan identifies two focus learners with specific IEP goals and outlines Common Core standards, learning objectives, and prior learning connections to support student understanding of how people and animals change throughout their life cycles.
What this coursework covers
- Grade level and integrated content areas specification for Pre-K with ELA and Social Studies focus
- Description of learning segment emphasizing discovery of change and transformation theories
- Detailed profiles of two focus learners with IEP goals and accommodations for fine motor delays and cognitive/language processing challenges
- Common Core standards alignment including literature reading standards and change recognition standards
- Connection to prior learning experiences and foundational concepts
- Learning objectives for both content areas and individualized objectives for focus learners
Preview
Sequential Lesson Plan
Student’s Name
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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 “English and Learning Arts (ELA)” on transformations and changes encountered by both human beings and animals in their life cycle.
- Focus Students:
Focus Learner #1: Aubrey exhibits signs of fine motor delay though sociable. For instance, she has not been able to use her fingers and hands to manipulate, hold, and use objects. Besides, she enjoys various types of tactile and sensory input activities. The goals in her “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- Randy has an “Individualized Education Plan (IEP)” but no motor delay signs. However, Randy 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.