Childhood/Early Childhood Education Department

Early Childhood Lesson Plan

Name of Teaching Candidate Marisa Casciano
Name of Host or Cooperating Teacher: xxx
Name of School or Program: xxx
Date of Lesson: xxx Time xxx Length of lesson: 30 minutes
Grade level(s): Prekindergarten Age range: 3-5 years old Number of children: 14
Males 3 Females 11
What do you know about the children that will inform your teaching of this lesson?
I know that the children in my classroom live in a wealthy and diverse area. In order to be
accepted into the childcare center, children are put on a waiting list for a non-refundable
25-dollar payment. If the child is accepted, the family has to put down a security deposit
to hold the space for their child and pay a registration fee. Some children are on
scholarship, and if not for this scholarship, they would not have the means/ resources to
come to this childcare center. The program specifies that it is okay if their child does not
speak any English because many of the children at the center speak different languages.
I am placed in a pre-k classroom with three and four-year-olds. In my classroom, there
are 11 girls and three boys. Many of the students get occupational, physical, play, and
speech therapy. The classroom has one student who has a hearing impairment and
wears hearing aids. There are two students who are bilingual in Chinese and English. The
classroom is very diverse with African American, Chinese, Hindu, and Spanish cultures
and ethnicities. There are two teachers and a teachers assistant that float in and out of
the classroom. The philosophy at the center is child-centered and play-based. The
children love getting messy and experimenting with new projects.
Anecdotal Recording March 7th, 2016 10am (attached at the end)
C was experiencing large blocks in the block area with three of her classmates. C and two
girls were picking up the large blocks and creating a large square to block off their area. C
lifted the large wooden block and put it on top of the first layer of blocks, making the
square two layers so that it was almost as tall as her. C said, We are building a castle!
one of the girls said, I want to be Elsa and another girl said, I want to be Anna. The girls
were laughing and smiling. A boy in the classroom had a toy lightsaber from the movie Star
Wars. He was outside of the castle waving his lightsaber at imaginary objects. He said, I
am the protector of the castle. I will protect you from the monsters. C screamed AH! and
showed concern on her face as the boy pretended to fight the monsters off.
Prior Knowledge
The children know how to build and construct with blocks. They know how to create
shapes out of the blocks as well. These shapes include circles, squares, and rectangles.
However, I have only seen the children build with large blocks in the block area. I have
never seen them work with smaller blocks and experiment on what to make with those.
The children know sociodramatic play, inventive play, and fantasy play. I know the
children love being creative and tell stories about what they are doing. The children know
how to interact with one another and play pretend games. One of my host teachers
informed me that the children have had experience with shaving cream. They love getting
1

messy and know how to clean up when they are done getting messy. The children know
how to sit and listen for directions on the carpet and know how to sit and listen at the
activity table.
Prerequisite Skills
The skills needed for this lesson are fine motor skills. The children will need to be able to
use their hands to smear the shaving cream onto the smaller foam blocks. When they are
done applying the shaving cream, they will stack the foam blocks on top of each other.
They will understand how to do this from their prior knowledge of building with large
blocks in the block area. Through my prior observations, the children enjoy open-ended
projects. This project will let the children create any structure that they like. The children
will know what types of structures to create from their prior knowledge in the block area.
The children will need to show that they are able to listen to instructions and wait patiently
as the teacher hands out shaving cream and blocks to each child. The children will also
need to be able to retell what they have made with their blocks for assessment purposes.
Rationale
From past research and readings of different theories on early childhood education, I
found that child-centered activities are the most beneficial. After researching Bev Bos, a
passionate advocate for pre-k classrooms, she believes that learning begins with the
childrens voices, childrens interests, and childrens engagement (February 9 th class
PowerPoint).
I created my lesson plan based on the childrens interest in my classroom. The children
love building with blocks, using inventive and fantasy play, and sensory materials that feel
and smell a certain way. I also know that In developmentally appropriate classrooms
children gain knowledge and experience through hands-on experiences (Kostelnik,
Rupiper, Soderman, Whiren, 2009, p.3). From my prior observations in the classroom, I
chose to create an open-ended lesson plan that is process-oriented and focuses on the
childs creativity, fine motor skills, and sensory play. It is also age and individually
appropriate for this group, as they are currently practicing developing these skills
((Kostelnik, Rupiper, Soderman, Whiren, 2009).
I picked foam blocks because I know how important block play is for preschoolers.
Constructive play is being introduced and students are learning concepts such as
sorting, ordering, counting, one to one correspondence, size and shape (Clayton Early
Learning, 2016). As they get older, their play becomes more complex. They are building
with different structures, using pretend play, and are learning more complex patterns,
classifying, sequencing, counting, fractions and problem solving (Clayton Early Learning,
2016). Preschoolers are beginning to learn and understand different concepts and are
developing their cognition, exploration, social interaction, and more.
The strategy that is developmentally appropriate for this lesson is best practice. Best
practice uses interesting and open-ended materials that support learning and each childs
own developmental level. It is important to encourage interaction with peers because
children learn best when social interaction occurs. Best practice requires us to think
about what we are doing in the classroom and how it will foster childrens development
and produce real and lasting learning- the definition of intentional teaching (Epstein,
2014, p.12).
Title of Lesson: Building with foam blocks and shaving cream
2

Theme or Unit: Creativity with constructing/ textures & sensory

1. Content Information
What I want the children to take away from this lesson is the power of their creativity. I
want them to be able to create a project with minimal guidelines and direct instructions.
Through this lesson, I want the children to create different objects with the blocks. I want
the children to enjoy the sensory aspect of the lesson by experiencing the feel of shaving
cream on their hands. I want them to be able to apply the shaving cream with their fingers
using their fine motor skills so that their creations are able to stick together. At the end of
this lesson, I want the children to be able to retell what their creations are using the vocab
listed below and their creativity. Overall, I want to develop a better sense of constructing,
story telling, and understand the process of their work.
2. Vocabulary
Shaving cream: is applied to the face, or wherever else hair grows, to help with shaving.
Construct: to build or form
Build: to construct by putting parts or materials together
Different: not the same as another
Creative: the ability or power to create something new
Foam blocks: soft blocks that are easy to build with
3. Curriculum Area(s) or Learning Domain(s), 4. Learning Objectives/Outcomes/Targets,
Standards, 5. Assessment
For #3-5 Use chart to ensure your objectives/standards/assessment all align.
Curriculum
*Objective/Outcome/T *Standard
*Assessment Evaluation
Area or
arget
(also
Method/Criteria
Learning
indicate if
Domain
formal or
informal)
Domain 5:
Visual Arts
Cognition and
1. Expresses
I will be able Students will
Knowledge of
Students will
oneself and
to assess
build with at
the World
construct and build
represents what
this through
least two foam
The Arts
objects out of blocks he/she knows,
formal
pieces with the
and shaving cream
thinks, believes
photographs use of shaving
from using what they and feels through
of the
cream.
know through visual visual arts.
students
arts.
work.
Domain 1:
Creativity and
I will be able
Approaches to
Students will work
Initiative
to assess
Students will
Learning
with shaving cream
3. Exhibits
this through
tell me about
and blocks to see
curiosity, interest,
observations their work and I
what they are able to and willingness in
and writing
will document
make.
learning new
informal
what they say.
things and having
notes about
new experiences.
the students
engagement.
6. Differentiation
Child

IEP/504 Plans:

Supports, Accommodations,

Responsible

(Initials)
O

Classification/Needs
And Other Learning
Needs
Play therapy

Ali

Speech therapy

Occupational/ physical
therapy

Av

Speech therapy

Na

Play therapy

Modifications, Pertinent IEP Goals

Teaching Staff

Encourage sharing and working with

others to create something
collaboratively with peers.
Encourage the use of vocabulary
words and talking about her project to
me.
Encourage fine and gross motor skills
while working with the foam blocks
and shaving cream.
Encourage the use of different
vocabulary words and talking about
her project to me.
Encourage sharing and working with
others to create something
collaboratively with peers.

7. Materials
Different assortments of foam blocks
Shaving cream
Shaving cream trays to squirt shaving cream into
Smocks are optional
8. Plan for Guidance and Classroom Management
I will create a positive and warm learning environment during the foam block and shaving
cream activity. The first thing an intentional teacher doesis set up the classroom
(Epstein, 2014, p.13). Before the students are seated, I will set up the environment with
foam blocks spread out on the table. I will have different shapes and sizes of foam
building blocks for easy access to everyone at the table. I will also have 5 containers full
of shaving cream. This will put a lot of shaving cream onto the table, but also encourage
sharing throughout the students. During this activity, children will be in groups of four or
five at the table. Children learn positive behaviors when they see teachers being
empathetic, solving problems, taking risks, admitting mistakes, and so on (Epstein, 2014,
p.45). I will become a model for the students and teach them appropriate behaviors while
working on a project and working with their peers. I will make sure the students are
sharing with each other, taking turns asking for different foam blocks, respecting each
others structures that they have created, communicate with each other, and learn
acceptance of the differences they will see in each others creations. With the pieces
spread out on the table, the students are encouraged to ask their peers for different
pieces or colors of foam blocks that they are unable to reach. This creates social
interaction between the students. Throughout the activity, I will go around to each student
asking them to tell me more about their structures and take pictures of what they have
built. This will help the students use different vocabulary and put words to their creations.
9. Lesson Implementation (In each section, include where the lesson takes place and
how transitions are made)
a. Introduction/Anticipatory Set (Links to prior knowledge, gets children interested,
clarifies purpose, approximate time)
With everyone on the carpet, I will start out by talking about building with large blocks in
the block center. I will talk about the different structures the students have made in the
4

past (houses, jails, castles, etc.). I will then ask them if anyone has ever built with small
foam blocks and shaving cream before? I will pass around a few pieces of foam blocks so
that the children can feel what the foam blocks feel like. I will then tell them that the
shaving cream acts as glue and helps the foam blocks stick together. I will ask them what
kind of objects they think they will make out of these foam blocks and shaving cream. I
will talk and ask questions for about 5 minutes.
b. Teaching, Learning and Assessment Procedures (approximate times)
I will then tell the students that I will call them over in groups to work on the activity while
they are in free play if they would like to participate. While the children are participating in
free play, I will set up the activity table with the different foam pieces and containers of
shaving cream. This will take 5 minutes. When the environment is set up, I will call over 4
or 5 students who want to participate in the activity. I will tell them to create anything they
would like to out of foam blocks and shaving cream. I will tell them to apply the shaving
cream using their finger on the bottom of the blocks. During this time, I will be observing
how the students engage with the blocks, shaving cream, and interact with each other.
After 10 minutes, I will ask each student what he or she have made and take a picture of
his or her work. I anticipate that some students will create buildings, castles, their family
members, and more. After they are done, I will take a picture of their structures for my
assessment. I will place the finished structures on a different table for the students to look
at and show their parents later on when they get picked up. After the first group is done, I
will take the second group following the same procedures. This will take another 10
minutes.
c. Closure (Summary of the lesson, checking for understanding, connection to future
learning, how children will provide feedback and share what they have learned,
approximate time )
I will end this lesson by discussing the different structures that each person has made. I
will tell them that although they are all different, they were made out of the same
materials. I will talk to them about the creativity that everyone had to produce their own
structure from the foam blocks and shaving cream. This will take about 5 minutes.
10. If Time and Extensions
If there is available time, I will ask the students to tell each of their classmates about their
projects and what they have made. This will help students speak to their classmates and
interact with them about the similarities and differences in each piece. At the end, I will
ask the students if they enjoyed doing this activity and what their favorite part was.
11. References
Epstein, A. (2014). Best Practices for Intentional Teaching. In The intentional teacher:
Choosing
the best strategies for young children's learning. Washington, DC: National
Association for the Education of Young Children.
Why is Block Play Important for Toddlers and Preschoolers? What are they learning?
(n.d.). Retrieved March 15, 2016, from
http://www.claytonearlylearning.org/blog/why-is-block-play-important-for-toddlersand-preschoolers-what-are-they-learning/

Kostelnik, M. J., Soderman, A. K., Whiren, A. P., & Rupiper, M. (2014). Developmentally
appropriate curriculum in action. Pearson Education.
ANECDOTAL RECORD
Observers Name:___Marisa Casciano__

Date and Time: ______xxx__

Anecdotal Recording

Interpretations and SPLICE

Chloe was experiencing large blocks in the block area

with three of her classmates. Chloe and two girls were
picking up the large blocks and creating a large square
to block off their area. Chloe lifted the large wooden
block and put it on top of the first layer of blocks.
Chloe made the square two layers so that it was almost
as tall as her.

Chloe said, We are building a castle! one of the

girls said, I want to be Elsa and another girl said, I
want to be Anna. The girls were laughing and
smiling.

A boy in the classroom had a toy lightsaber from the

movie Star Wars. He was outside of the castle waving
his lightsaber at imaginary objects. He said, I am the
protector of the castle. I will protect you from the
monsters. Chloe screamed AH! and showed
concern on her face as the boy pretended to fight the
monsters off.
Target Childs Name:___Chloe pseudo name_____

This shows Chloes physical development since she was

able to create a square shape out of the larger blocks. This
focused on her gross motor skills. This was a normal
trend among the students since they all enjoyed building
with blocks. This also shows Chloes social developmen
since she was playing with her other friends and initiating
play. This was also a normal trend since all the children
in the classroom enjoyed playing with each other.
This shows Chloes social and emotional development
because she was inventive in fantasy place. She turned
her square made out of blocks into a castle. This also
shows her language development since she was able to
come up with a story about her sociodramatic play. This
was a common trend since all the children enjoyed
fantasy play in the classroom.
This shows Chloes social and emotional development
since she was able to play with imaginary friends and
could show the emotion scared. This also shows her
creativity development since she was able to
communicate through her feelings through this role-play
scenario. This was a normal trend since all the children
loved acting and pretending with each other.

Room Area/Center:___xxx ___

DAP Ideas based on Anecdotal Recordings

1. Chloe and the other children enjoyed building with blocks. With their sense of knowledge about constructing
creative objects, we can create a creativity/science lesson that allows them how to construct and build with
different types of blocks. This allows the children to use their hands and creativity to construct different objects.
2. The children liked inventive and fantasy play. We could create a sociodramatic lesson with different props for the
children to create their own scenarios and scripts.
3. The children loved learning about their favorite movie actors and actresses. We could create a literacy lesson
talking about different characteristics of their favorite characters. This could teach them about similarities and
6

differences of their characters and what they like and dislike about them. This is an example of the project
approach.