Literacy Lesson Plan

Lesson Plan for Preschool-Grade 2
Name Hannah Weiss
School/Grade: Preschool
Content Literacy: Students will learn about in season fruits and vegetables through books
area(s)/developmental
domain(s) addressed Physical: Students will walk to the local farmers market to pick up in season produce
Social and Emotional: Students will be able to share preferences on what they liked and disliked
Cognitive: Students will learn and categorize in season produce
Language: Students will learn vocabulary of in fruits and vegetables
approaches to learning: students will be able to categorize and sort in season produce
How does this lesson support all five domains of child development?
Brief description and The students in the class have a deep curiosity in trying food and eating together. With this
rationale for the lesson shared interest between them it is a great opportunity to teach them about where food comes
from and the benefits of eating produce in season. One interesting quote I found from the NAECY
blog post discusses this, “Discuss where various foods come from. Grocery shop together. Visit
farms, farmers markets, and orchards, if possible, to speak directly to farmers.” (Yu, 2019)
This lesson is: * A new concept/activity
15-20 min
Timeframe
Objective(s) of the activity Students will be able to categorize what fruits and vegetables are in season for spring.
Connections to standards Which NYS Early Learning Guidelines or Next Generation ELA Standards are addressed? Are there
other standards used?
PK.ELAL.5. [PKR.1.] Participates in discussions about a text (e.g., during whole or small group
interactive read-aloud discussions, during peer sharing, within play scenarios)
PK.ELAL.7 [PKR.3] Develops and answers questions about characters, major events, and pieces of
information
in a text
PK.ELAL.19. [PKSL.1] Participates in collaborative conversations with diverse peers and adults in
small and large
groups and during play
Language Objectives Students will become familiar with in season produce. Students will be able to correctly
categorize what fruits and vegetables are in season.
Vocabulary: fruit, vegetable, apricots, asparagus, apples, blueberries, squash, and strawberries
.
Resources/materials needed: Colored pencils

(Include any worksheets or paper
sources of evidence for Eating the Alphabet
children’s learning you will use Short video of a farmer talking about what fruit and vegetables are in season
during the activity)
Technology inclusion (if Tv
applicable) Youtube
Procedures (step by step) Objective(s)
Students will be able to categorize what fruits and vegetables are in season for spring time
Anticipatory Set (Connection/Motivation) What will you do to get children’s attention, or to
introduce children to this learning activity? Describe the process in getting them interested and
engaged. HOOK
I will begin by having the children sit down on the rug and ask them what kinds of fruits and
vegetables they like to eat. Then, I will play the video of a farmer showing his farm and picking
the fruits and vegetables. When the video is over I will ask them what fruits and vegetables they
saw in the video.
Instruction/Mini Lesson (Outline the procedures or sequence activities that will make up this
learning experience; for instance, you might follow a routine wherein you model (I try); and ask for
active involvement (we try) during a whole group session.
For the instruction I will read Eating the Alphabet. I will go around and ask them to share what
they drew from the book.
then, I will ask the following questions:
Why did you pick that fruit?
What fruit did we learn is ready for us to eat in the springtime?
Is it hot or cold in the spring?
Once I am done reading I will share the next steps.

Independent Practice (during small group activity, working with partners, or independently)
The students will work independently using colored pencils and paper to draw their favorite fruit
we learned about from the book.
Closure (sharing/reflection, next steps)
Students will return back to the rug and share their masterpiece.
Method of assessing children’s Pre-assessment Assessment of Student Assessment of Children’s

understanding of Outline the steps you will take Learning Outline the steps you Language Learning
lesson/activity/objective(s) to evaluate student’s prior will take to evaluate students’ Outline the steps you will
(Be sure to include any tools, knowledge(i.e., What are the learning. What evidence will I take to evaluate students’
rubrics/checklists and/or skills and/or content have to assess whether students language learning. What
worksheets you will use for knowledge the students need to have successfully achieved the evidence will I have to assess
assessment(s) effectively engage in the content objectives (i.e., rubrics, whether students have
activity?). checklists)? successfully achieved the
I will evaluate the students' I will use a checklist. I will content objectives?
prior knowledge by assessing assess how they At the end of the lesson
student responses, such comprehended the reading we will come back
as“what fruits and and if they were able to together to go over the
vegetables they like to eat?” remember what fruit they saw fruit they drew and for
in the story. them to tell me using the
language objectives to
practice the vocabulary
we learned.
Plans for differentiated Supporting children with Supporting English Language Learners, a culturally
instruction/instructional identified delays or responsive pedagogy, and anti-bias/anti-racist curriculum
modifications disabilities (i.e., IEPs and 504 What modifications should I make to the activity to ensure all
plans) students are included and engaged in all steps required to meet
Describe how you will support What considerations should I the lesson’s objectives?
struggling learners. keep in mind regarding cultural
I will modify the lesson by going relevance, age appropriateness, The vocabulary will be translated to the language the child is
up to the struggling learners and and ability levels for all more comfortable with. I will also read the book in English and
go over what fruits and learners? the language that the English Language Learners are more
vegetables we spoke about that familiar with.
are in season. I will also reread If the student has an IEP we
the story at the end of the lesson will modify the lesson to
to them while the other children adhere to their IEP.
are working on their pictures.
Describe how you will support

learners who have mastered the
concepts and need additional
challenges.
I will have them trace the
vocabulary words we learned for
this lesson.
Follow up/Extension activities How can I provide an opportunity to remediate, reinforce, or expand on students’ learning today in
class?
We will do a tasting activity using dot markers for the students to dot on a t-chart with one side
Family Engagement Activities that say “liked” the fruit or vegetable and on the other that say “not a fan”
I will send home a list of in season fruits and vegetables and details of local farmers markets in
the community. I will also send home a list of books about fruits and vegetables.

Literacy Lesson Plan

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Lesson Plan for Preschool-Grade 2

Name Hannah Weiss

Resources/materials needed: Colored pencils

Once I am done reading I will share the next steps.

Method of assessing children’s Pre-assessment Assessment of Student Assessment of Children’s

Describe how you will support

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