SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence

DETAILS
Labrea Pringle
English Language Arts
Pre-K
November 25, 2013/30 minutes
Standard 15.1: Constructing and Gathering Knowledge
Standard 15.2: Organizing and Understanding
Information
Standard 15.3: Applying Knowledge

CK

Formal Evaluation
Evaluating sheets students used to create their own
patterns **Also can be used as summative
assessment
Informal Evaluation
Observation

Objective
A-B-C-D

Bloom's Taxonomy

Webb's Depth of
Knowledge (DOK)

After administering nametags to students, students will

identify the color and shape found on the top corner of
their nametag.
According to the color and shape on their nametag,
students will be able to organize themselves in a line
that creates a pattern
Being provided with several objects by instructor,
students will identify any patterns found on the objects
Students will recognize the patterns on the tree and be
able to identify the following sequence
Students will be able to create patterns of their own.

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
Students will be asked to give examples of patterns that
they have seen in and out of the classroom.
Hook/Lead-In/Anticipatory Set
After singing a Good Morning song, students will be
asked to come up one by one to receive their nametags.
After their nametags have been received, students will
identify the color and shape found on the top corner of
their nametag. With their bodies, students will form a

CK

Explicit
Instructions
Big Ideas
Essential
Questions

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

pattern in the middle of the classroom (according to

color, shape, boy/girl, etc.).
Students will then turn their attention to the Pattern
Tree. Students will collectively and individually choose
which color/shape is to come next to complete the
sequence.
Big Idea Statement
Patterns are all around us.
Patterns are a part of our daily lives.
Essential Questions
What is a pattern?
How can we identify the patterns around us?
How can we create our own patterns?
Key Vocabulary
Pattern, Sequence
Pre-Assessment of Students
The instructor will review the brainstormed list
developed by the students about the patterns that they
have been familiar with in and outside of the classroom.
Modeling of the Concept
The first self-made pattern will be demonstrated and
completed in front of the whole group.
Transition
3-5 minutes prior to the end of each activity students
will be alerted and told to complete activities. If on a bell
schedule, I will assess level of completion 5 minutes
prior to the bell and determine if lesson needs additional
time and alert students.
Guiding the Practice
Use both oral and printed directions.
Give directions in small steps and in as few words as
possible.
Providing the Independent Practice
Students will make their own patterns on the sheets
provided.
Adaptations/Accommodations for Students with Special Needs
An example of an accommodation/adaption that I would
make in the event of special needs students on the
roster is creating specialized seating arrangements for a
visually impaired student.
Differentiated Assessment
Student Profile: Student reads 2 levels below grade
level (in this case, cannot read or identify 75% of the
letters in the alphabet); with the aid of the instructor,
student will practice reading the directions off of the
sheet of paper as a form of an informal formative
assessment. Student will receive letter cut outs that
spell their name (enough to spell their name 5 times).
Each letter will be colored to create a color pattern.

Materials
(reading,
technology,
equipment,
supplies, etc.)
Closure

Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?

Student will be assessed on the ability to spell their

name and anticipate the next hypothetical color in the
pattern.
Student Profile: Severe diabetic that takes insulin,
gifted; Student will be prompted to make patterns out of
numbers and letters in addition to the color block.
Student will be assessed on higher understanding of
creating patterns.
Student Profile: ELL student from Spain; directions will
be explained in native language. Written directions will
be given to student in native language.
Magic Tree
Tape
Leaf Cutouts
Shape Cutouts
Markers
Summary & Review of the Learning
Students will create their own patterns with the blank
pattern sheets provided.