For this assignment, you will create a Learning Experience Plan (LEP) that could be used in your practicum classroom working with toddlers, preschool, or kindergarten-age children. View t

For this assignment, you will create a Learning Experience Plan (LEP) that could be used in your practicum classroom working with toddlers, preschool, or kindergarten-age children. View the sample LEP and use the provided template to develop your own original lesson. Study the rubric to see how your work will be graded.

CHS199, 199V, 298, 298V

Learning Experience Plan – Template

Your Name:

1. Title of the Learning Experience Plan (LEP):

2. Age:

3. Goal:

4. Objective:

5. Materials:

6. Related Children’s Book:

7. Vocabulary:

8. Introduction/Prompt:

9. Lesson:

10. Individualizing/Modifying:

11. Assessment:

12. School-to-Home Connection

13. Safety Alert:

14. Clean-Up:

15. Wrap-up:

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Title: Frogs on a Lily Pad This is an original LEP that was inspired by an idea on the Zero to Three Website.

https://www.zerotothree.org/resource/play-activities-for-24-to-36-months/

1. Age: Older Toddlers (24 – 36-month-olds)

2. Goal: Encourage imagination and build coordination and physical skills

3. Objectives:

#1: The children will listen and use critical thinking to respond to a story.

#2: The children will use their imagination to pretend to be frogs.

#3: The children will build physical skills and coordination by hopping.

4. Materials:

• Book: Kaplan, R, (1995) Jump, Frog, Jump! Green Willow Books

• Green felt or green cloth cut into the shape of lily pads

• Frog puppet

• iPad or Smart Board

5. Related Children's Book: Kaplan, R, (1995) Jump, Frog, Jump! Green Willow Books

6. Vocabulary:

1. net 2. lily pad 3. jump

CHS199, 199V, 298, 298V Learning Experience Plan – Sample

https://www.zerotothree.org/resource/play-activities-for-24-to-36-months/

4. pond 5. under

7. Introduction/Prompt:

I will use a frog puppet to capture their attention when I invite them to come to the story area. I will ask the children if they have ever seen a real frog in their yard or in a pond. I will then create a fun dialog where the frog puppet asks the children if they have ever seen a frog. I will have the frog tell the children how he likes to play in the pond and jump from lily pad to lily pad. Then I will tell the children that I am going to read them a story about a frog who was playing in pond when many things happened that made him need to jump and jump and jump to get away! This is the first time that I am going to read this book to the children, so I will then hold the book up for the children to see and ask them what they think the story will be about by looking at the cover. I will read the title and author of the book and the illustrator and remind the children that the front of the book is the cover, the back is the back, and the side is the book's spine. I will ask them to listen while I read the story. I will read it all the way through with many expressions but without too many pauses so children can appreciate the rhythm and get a sense of the cumulative nature of the story.

8. Lesson:

Book Reading: After I read the book, I will ask the children if they can name the animals that the frog met in the pond (fly, fish, snake, and turtle). I will ask questions such as Who got cut caught in the net? How did the frog get away without being caught? Did you like the story and why or why not? Can you think of another way the frog could have escaped? Activity: I will tell the children that they will have a chance to pretend that they are frogs playing in a pond. I will show them the space on the carpet that will be the pretend pond and then ask the children to help me place “scatter” the green lily pads in the pond. Since there will be more children than lily pads, I will call stop a few times and give different children a chance to move the lily pads so everyone who wants a turn doing that will have a turn. I will then tell the children to pretend that they are frogs and that when I say “Jump, frog, jump! They should hop from lily pad to lily pad. I will suggest that they can croak like frogs and say “ribbit” together!

10: Individualizing/Modifying:

To modify the lesson for a child who has a slight visual impairment, I will: • Make sure the child is sitting close to me while I read the story and have them look at the

pictures a bit longer. I will tell the children where the book will be when the lesson is over so they can spend more time with it.

• Give specific directions so the child understands exactly where the lily pads are located. • I will also pair them with a friend who can provide help if needed in finding the lily pads. 9. School-to-Home Connection:

I will send home a note explaining to the parents that we read the story Jump, Frog, Jump!” by Robert Kaplan and include the new vocabulary words we discussed. I will let the parents know that we had the opportunity for children to pretend to be frogs jumping together

in a pond and suggest that they ask their child to show them how they can jump like a from when the parent calls out “Jump, frog, jump!”. 10. SAFETY ALERT:

Check the carpet to make sure that it is clean and that there are no sharp items or items that could cause choking.

11. Clean-Up

Have the children gather the lily pads and put them in the designated place.

12. Wrap-Up

Using my iPad or White Board I will show the YouTube video of a reading of Jump, Frog, Jump! https://www.youtube.com/watch?v=P3brcEQ3zX4 I will play it several times allowing the children to learn the words and repeat the reframe “Jump, frog, jump!” closing my lesson on a fun upbeat note. For any child in the class who may speak a different language such as Spanish, I will try to find the same video in that child’s native tongue.

https://www.youtube.com/watch?v=P3brcEQ3zX4

Due: Sunday 11:59 pm EST

Points: 100

Overview:

For this assignment, you will be creating a Learning Experience Plan (LEP) that could be used in an early childhood classroom working with infants and toddlers or preschool- kindergarten-age children. Directions:

• Refer to the descriptions below to complete the provided template. • View the sample LEP and use it to develop your own original lesson. Be creative and don’t be restricted by

the examples shown in the sample. • Study the rubric to see how your work will be graded.

Description of the Items

1. Title of the Learning Experience Plan (LEP):

2. Age: The age range for this assignment needs to be toddler, preschool, or Kindergarten.

3. Goal: The goal is the aim of the learning experience.

4. Objective: You must have at least two objectives that are measurable, they must answer a who and what question, for example, The children will read a story. Who? The children; What? Read a story.

5. Materials: List the needed materials for your plan. This provides a framework for thinking about the plan from start to finish, for example, if your lesson is an art project you would list all the materials needed to complete the lesson. Your materials include the book that you will describe in the section of this LEP.

6. Related Children's Book: Every lesson must include a book that you will read to the children, your book must be age appropriate and align with your lesson.

7. Vocabulary: Identify 3-5 new vocabulary words taken from the story. For instance, if the

story is about frogs, new vocabulary words might be lily-pads, reptiles, slimy.

CHS199, 199V, 298, 298V Learning Experience Plan – Assignment and Rubric

8. Introduction/Prompt: Every lesson should have an introduction that captures children's attention and causes them to engage, learn, explore, and play. You may begin by inviting your friends to the circle rug and then begin to build excitement from that moment. For example, if your lesson is on frogs, you might have out plastic frogs of different sizes and shapes for the children to explore before you begin introducing the new vocabulary words and reading the story.

9. Lesson: This is the main part of the LEP. It describes the learning activity that the children will be doing. It must be written in step-by-step detail.

10. Individualizing/Modifying: Every lesson must include modification for a diverse learner. Though you may have many children with different abilities, for this LEP, identify a specific learning need and tell how you would adapt the lesson for that child. For example, a gifted child with advanced skills, a child with ADHD, a child with autism, a child with a specific physical limitation, or one who does not speak English. How will you teach this lesson to that child?

11. Assessment: The assessment enables you to know if the children are gaining skills and knowledge from the experiences that they are providing. The skills you are assessing must align with your objective(s) for the lesson. For example, a checklist or anecdotal notes.

12. School-to-Home Connection: This section would encourage and help families extend learning outside the classroom. Worksheets and coloring sheets may not be used. An example might be a literacy bag. This continued activity should not cause any expense to the families.

13. SAFETY ALERT: Note any necessary safety precautions if applicable.

14. Clean-Up: Plan for how the children can help with the clean-up, helping them learn responsibility and good habits.

15. Wrap-Up: This is a brief closure activity that would signal the end of the LEP. For instance, invite your friends back to the circle rug for a finger play, song, dance, poem, or something fun to bring closure to the lesson.

Evaluation Rubric for Learning Experience Plan Assignment

CRITERIA Outstanding Good Needs Improvement

4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology

10 7 3

All five criteria are appropriate and complete: Title, Age, Goal, Objectives, and Materials.

The component is mostly complete and appropriate.