Social-Emotional Domain Lesson Plans Course Project – 2 Social-Emotional Domain Lesson Plans Module 03 Content A vital part of being an ECE educator is

Social-Emotional Domain Lesson Plans Course Project – 2 Social-Emotional Domain Lesson Plans
Module 03 Content

A vital part of being an ECE educator is

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Social-Emotional Domain Lesson Plans Course Project – 2 Social-Emotional Domain Lesson Plans
Module 03 Content

A vital part of being an ECE educator is preparing activities to meet the developmental needs of the children in your care. For this part of the course project, you will develop two (2) DAP Lesson Plans that focus on social and emotional development.

To complete this assignment, do the following:

Step 1: Download the two documents below:



Step 2: You will create one lesson for each of the following age groups: Birth-2 years and 3 -5 years. Fill out all parts of the Lesson Plan Template for each lesson plan. Make sure that all areas of your lesson plans are specific, clear, and detailed enough to allow other individuals to implement the activity if they are not familiar with your topic.

Step 3: At the bottom of the template, be sure to explain how the activity aligns with the developmental needs of the children in their care, how the activity supports social and emotional development, and how they could be modified to meet individuals with specific learning needs. Lesson Plan Example

When you create your lesson, you will use this template to design the activity. Be sure to fill in ALL sections on this chart.

Your Name: Susan Student
Age/Level of Students: 3-5 years (remember you will have ONE plan for EACH age group)
Date: 07/10/17
Length of Activity: 20 minutes
Developmental Domain(s) Covered: Language Development
Activity Title: What Tools do they Use?


These should be in the form of action statements:

By completing this activity, children will demonstrate new vocabulary words by using them in the activity as well in their general activities throughout the day.


Connect your state or national learning standards here. For Example:

According to the Indiana Foundations Standard ELA 4.150 Uses new vocabulary learned through experiences (IDOE, 2012), this activity supports accessing new vocabulary words through a fun activity. It is essential for children to build their vocabulary for future language learning (High Scope, 2015).

DAP (Developmentally Appropriate Practice) Rationale:

How do you know this is DAP?

According to what standards will you know this activity is developmentally appropriate? For Example:

DAP (Developmentally Appropriate)
This activity meets the three criteria for DAP in the following ways:
1. Knowing about child development learning – fits with the developmental criteria in LA for children aged 3-5.
2. Knowing what is individually appropriate – the activity will have multiple levels of challenge.
3. Knowing what is culturally important – the activity will have no bias representation of community helpers.
DAP section 3.C.2
In their planning and follow-through, teachers use the curriculum framework along with what they know (from their observation and other assessment) about the children’s interests, progress, language proficiency, and learning needs. They carefully shape and adapt the experiences they provide children to enable each child to reach the goals outlined in the curriculum (p. 21)
(NAEYC, 2009)

Assessment of Prior Knowledge

How will you assess the student’s prior knowledge in order to do this activity successfully? What skills are needed to complete this activity and how will you know they have these skills? For Example:

The children have completed many different matching activities prior to this, and have a clear understanding of how they work

Lesson Activities and Steps

In this column, describe the details of your plan.

Materials & Resources

In this column, indicate what materials you will use.

Assessment of Activity

How will you know that the students have met the goals that you have for them? What will you look for? How will you know it was a success? For example:

A self-checking tool will be included for the children to use. As part of the KWL process, children will review what they have learned and the chart will be posted at the end of the unit. As children complete the activity, a teacher created checklist will be completed to demonstrate progress and/or areas for further development.

Assessment Tools

Is there a tool you will use to show how students did with this activity? Tools can be a variety of methods, including observations or a sample of the child’s work. For example:

The Know, Want to Know, Learned documentation chart method will be used to determine the content of the assessment. A simple self-checking tool will be created for children to check their own work. Written documentation will be a checklist for each child’s progress.


Indicate in great detail how you will do this activity. This should be a step-by-step guide to follow. If you were to pass this to another teacher (for example, if you were sick and a sub was taking over for you), would the teacher be able to carry out the activity based on your directions?

Before you begin you should think about:

How will you start?

How will you gain the children’s attention?

What materials will you need to gather?

What specific statements would you use to introduce the activity?

What prep work will you need to do beforehand?

Main Activity

Write step-by-step procedures of how you will do this activity. Be VERY specific.

Indicate what the teacher should say and do.

Indicate what you want the children to do.

Closing the Activity

What will you do to let the children know the activity has ended? Do you have specific words to use?

Will the children have to help clean up?

Do they need to transition to another activity? For example, if they will go outside, how will you keep them engaged while you wrap up the activity and move them to the next stage?


· This activity will be preceded by an introduction to the unit, an overview of the community helpers being studied, and books, songs, and finger plays that build the background knowledge needed.
· The children’s attention and interest will be drawn through investigation into the people who help us in our community, and in our classroom.
· The activity will be a result of our field trip to visit local community helpers.
Main Activity
· Step 1 – Children will learn about the various community helpers through stories and other activities in the classroom. Children will compile a list of community helpers they want to explore and will complete a “pre-test” of matching tools to helpers.
· Step 2 – Children will go on a field trip of community helpers and will be equipped with cameras to document their experiences.
· Step 3 – When children’s pictures are brought back to the classroom, we will sort them according to each helper. Children will then identify the appropriate tools/materials used for each one.
· Step 4 – Children will assist the teacher in making a matching game for each helper.
· Step 5 – Children will work in small groups to match tools (ranging from easy to more complicated) to the appropriate helper.
Closing the Activity
· Children will know they have successfully completed the activity when they can appropriately identify all the tools to the helper. A self-check chart will be provided for each level.
· The activity can be repeated as often as needed or desire lasts and will be presented as a tray-task for easy set-up and clean-up.
· Children will be able to transition to another activity such as the dress-up area to further cement the concept (Christie, Enz, & Vukelich, 2011).

Materials/Resources Needed

What resources or materials will you use?

List the specific materials and resources you will use in this section. Think of this as a recipe and include the ingredients.


· Community Helpers Books, Songs, Finger Plays
· Classroom Helpers Chart
· Field trip locations/plans
· Disposable cameras for children’s use
· Pictures of community helpers and the materials/tools they use.
· Laminating supplies for durability of the activity and repetitive use.
· Task trays

Activity Extension:

How will you extend the learning after the activity has been completed?

How can you connect this to another learning center or activity for children to continue promoting the developmental goals? Think of challenges you can add as children successfully complete the initial activity. For example:

This activity will be extended in all the other interest areas such as dress up clothes/tools in the dramatic play area, exploration of using those tools in the science area and block area, etc.

Materials for Extension:

Will other items be needed for the extension?

List materials, resources, support needed to extend the learning activity. For example:

Tools and duplicates of tools for each of the additional areas in the classroom.

Evaluation and Reflection (Response Required)

Take time to reflect and evaluate your current lesson plan. Provide a substantial response to each of the following questions:

· How does this activity align with the developmental needs of children for your selected age group? Be specific in your response. Example:

According to NAECY (2009) and the Indiana foundations (2012), the activity meets the needs of children aged 3-5 accessing new vocabulary through experiences. The experience of matching the tools to the appropriate community helper encourages children to not only speak the names of the tools, but also exposes them to the written form of each.

· How does this activity support the specified developmental domain? Example:

First words are an essential piece of language development. By exposing the children to these introductory words, the process of developing vocabulary begins, and is further developed through the activity extensions. (Christie, Enz, & Vukelich, 2011).

· How could this activity be modified to meet the specific learning needs of individual children? Example:

Changes may need to be made to adapt for children with special needs, although none of the children in our program have any identified needs. The challenge will be to provide enough of a challenge in variety for the multi-age range.

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