Early Childhood Education

Learning Experience Template

Name: Madison MacArthur and Taylor Manway Lesson Title: Hook Lesson
Date: Grade Level: Pre-Kindergarten
Standard(s)/Guideline(s): Initiative (A8): Use prior knowledge and information to assess, inform, and plan for future actions and learning. Motor Development
(Pa6): Coordinate the use of hands, fingers and wrists to manipulate objects and perform tasks requiring precise movements.

Pre-assessment of current knowledge: Students have been working on one to one correspondence with a wide variety of objects. The class has also been
working on counting, categorizing, and making connections from previous lessons. Through the vegetable unit we will encourage the students to use their prior
knowledge and express their personal experiences with vegetables

Instructional Objectives Assessment of Student Learning Learning Experience

One/Two Assessed Instructional Identify Evidence: Academic Language:

Objective(s):
Students will be able to respond
and identify the vegetables they
eat in their life.
Students will be able to touch and
hold the vegetables talked about in
the story read aloud.
Students will be able to physically
examine the texture, size, shape
and color of the various
vegetables.
Safety Considerations:
Vegetables will not be eaten, keep
away from mouth.
Pie charts, bar graphs, checklist and anecdotal notes
Program Monitoring:
Present bar graph and share observations through
conversation.
Differentiation:
Students who do not seem to have any prior knowledge on
vegetables will focus on answering questions about the
vegetables physical appearance.
Student Grouping:
Students will read the book as a class and then answer
questions individually.
Green, red, yellow, orange, rough, smooth, small, short,
long, carrot, broccoli, potato, tomato, corn, pea, pepper,
lettuce.
Procedural steps:
Growing Vegetable Soup will be read aloud to the class and
the students will be asked questions such as: Do you
recognize any the vegetables in front of you or mentioned in
the book, have you eaten any of these vegetables at home or
school, does anyone know where vegetables are grown, why
do we eat vegetables? Students will then be given the
opportunity to hold the authentic vegetables, which will lead
into our first lesson.
Authentic Materials: (Describe authentic real life, hands on
materials.)
Real vegetables
Adult Roles:
Read the book, facilitate activity, and offer assistance to
those who are distracted/ uninvolved.