ECE TPA Lesson Plan

1. Teacher Candidate

Olivia Spies

Date taught

3/10/15

Cooperating Teacher

Kathy Collins

School/District

West
Valley

2. Subject

Listening/Literacy

Field Supervisor

April
Galster

3. Lesson Title/Focus

Circle Time Story

5. Length of Lesson

10 min

4. Grade Level

ECEAP

6. Academic & Content

Standards (GLEs/
EARLs/National)
7. Learning Objective(s)
8. Academic Language
Objective(s)

Remember and follow directions involving two or three

steps, including steps that are not related
To have all of the students listen to me 75% of the time
and participate by doing the motions.
Movements
Stomping
Turning the neck
Wriggling the hips

9. Assessment
Plan
My plan is to assess the kids by looking at my assessment chart that is attached. I will
be looking around to see if all of the students are paying attention to me and
participating. I will also be making sure that all of the kids are able to do all of the
moves and if they are not I will be able to modify the movement for them.
10. Lesson Rationale
Upon what assessment data or previous lessons are you building?
Answer: I am building on their listening and movement.
WHAT requisite skills do students need in order to access the lesson & participate
fully?
Answer:They need to be able to listen to the story and be able to demonstrate the
movements that the story asks them to do.

 How does the content build on what the students already know and are able to do?
Answer: The students are learning to follow directions and listen while someone else is
talking.
HOW does this lesson fit in the curriculum?
Answer: It fits into the curriculum because the students do a variety of songs and books
that have movements to go along with so this will be a new book with movements for
them to practice.
By teaching this lesson, how will this add to student learning?
Answer: This book will add to the students learning by participating and listening to
what is being asked of them.
How does the lesson build on previous lessons or previous learning?
Answer: This builds on their learning because they are working on different animals
and different movements to songs and books.
How will the learning in this lesson be further developed in subsequent lessons?
Answer: The teacher will be able to ask the students about the animals in the book and
what movements correlates with that animal. This will also be a time where they can
work on their listening skills and following directions.
11. Instructional Strategies/Learning Tasks to Support Learning
Learning Tasks and Strategies
Sequenced Instruction
Teachers Role
My Role will be to
read the kids a story
I will ask students to
demonstrate the
movements that the
book asks.
I will ask the kids
questions after I am
finished reading.

Students Role
The students will listen to me read
the story and interact with me by
doing the movements the book asks
them to do.

Rationale
I am doing this to see
how well the students
listen and can follow
along with the
movements.

Student Voice to gather

I will ask the students to show me how to clap their hands like a seal. I will also ask the
students if I am doing the movement right.
12. Differentiated Instruction
Plan
If there is a student that is having a hard
time participating and doing the movement
I will give them different ways to modify
the movements so they are able to
participate. .

Rationale
I am doing this to make sure the kids are
engaged in my story and focusing on the
moments they will be making and to make
sure everyone can participate.

13. Resources and Materials

Plan

Rationale

I will be using the book From Head to

Toe by Eric Carle

I am using this book because I think the

kids will have a lot of fun following along
with the movements. I also picked this
book because it is a shorter story so the
kids will stay engaged.

14. Management and Safety Issues

Plan
I will plan to make sure that all of the
students will stay on their shape on the
carpet so they don't bump into the other
students.

Rationale
I am doing this to make sure the kids stay
safe.

15. Parent & Community Connections

Plan

Rationale

The parents would be able to find this

This book is easy to find and it comes in a
book in the library to read it to their child. small version and a larger version. When
parents read with their children it helps
them with memory and language and
communication skills.
16. Assessment Rubric
From a scale of 1 to 4
4- The student shows they are a 5 star listener 100% of the time
They are interactive
They dont talk when I am talking or another student is talking
They have their attention on me 100% of the time
3- The students is a 5 star listener 75% of the time
They are interactive
They talk out only a couple times
They have their attention on me 75% of the time
2- The student is a 5 star listener 50% of the time
They are interactive half of the time
They talk out of turn often
They have their attention on me 50% of the time
1- The students is a five start listener 25% of the time
They are barely interactive
They talk out of turn often
They have their attention on me 25% of the time