Lesson 1 Plan Template

Authors
Name(s):

Name 1: Ebru LL- 1866979

Name 2: Burcu YKSEL- 1927102

Details
Course
Social Studies
Unit Title
10th November- Atatrk Week
Grade Level
4-6 years preschool children
Time
5 lesson hours
Content
Learning Outcomes [ASSURE (State Objectives)]
Cognitive Development:
Children who are at 48-72 months of age (audience) will recognize at least 90 percent of
children (degree) Atatrk and explain the importance of Atatrk for Turkish society
(behavior) with the help of Prezi Presentation in the classroom environment (condition).
Language Development:
Children who are at 48-72 months of age (audience) will restate at least 90 percent of
children (degree) visual materials (behavior) by prepared and demonstrated teacher in the
classroom environment (condition).
Social-Emotional Development:
Children who are at 48-72 months of age (audience) will state at least 80 percent of children
(degree) their feelings and thoughts about Atatrk with the help of different activities
(behavior) in the classroom environment (condition).
Instructional Materials & Media [ASSURE (Select Strategies, Technology, Media and
Materials)]
A Prezi Presentation about Atatrk and the importance of the week
Learning-Teaching Methods [ASSURE (Select Strategies, Technology, Media and Materials)]
Teacher centered
Presentation: Prezi Presentation
Demonstration: Making Rosettes
Teaching Activities [ASSURE (Utilize Technology, Media, and Materials and Require Learner
Participation)]
When children come to class, teacher meets them. The teacher talks about the importance of the
week. And then, he/she demonstrates a Prezi presentation about Atatrk and the importance of the
week to children. After the presentation, the teacher and children discuss about the importance of
Atatrk for Turkish society. Then, teacher informs children about the art activity. In the activity,
children will make their own Atatrks rosette to wear during commemorate ceremony. Firstly,
children cut the Atatrks portraits. And then, they paint it by using crayons. However, they should
paint the edges of portrait appropriately. After painting process, children put their portraits on the
blank A4 papers. While children use their one hand to fix the portrait on the blank paper, they use
other hand to push out the color by pressing. It means that, they try to draw the portrait in a blank
paper in a shady. Lastly, they wear their portraits by attaching with paper clips. At the end of the
activity, the teacher talks about what they do, and why they make portraits. For next day, teacher
arranges a visiting to Antkabir with both children and their parents. Teacher sends an invitation card
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for each parents and parents who are available involve to this nice visiting.
Individual Learning Activities

Rosettes are prepared by children individually.

Group Learning Activities

Discussion about topic is done through Prezi

presentation as a whole group.

Summary
Thanks to these lessons, children gain some information about Atatrks life, Atatrk week and his
importance for Turkish people.
Measurement & Evaluation
Survey method is used for the evaluation of 10th November week. By the way, this is done by children
with their parents at home.
Measurement & Assessment Activities for Teacher asks some open-ended questions to children
Individual Performance
about process of preparing rosettes.
Measurement & Assessment Activities for
Group Performance

Survey method is used for the evaluation of 10th

November week. By the way, this is done by children
with their parents at home.
-

Homework (optional)
Explanation
Necessities for the measurement &evaluation parts should be prepared by teacher before the
activities.

Explanation regarding to the implementation of the plan

If they cannot visit Antkabir, the commemorative ceremony is assigned in the schools big hall at
9:05 oclock on 10th November.

Lesson 2 Plan Template

Authors
Name 1: Ebru LL- 1866979
Name 2: Burcu YKSEL- 1927102
Details
Course
Science
Unit Title
Clothing according to seasons
Grade Level
4-6 years preschool children
Time
2 lesson hours
Content
Learning Outcomes [ASSURE (State Objectives)]
Cognitive Development:
Children who are at 48-72 months of age (audience) will state at least 75 percent of children
(degree) how many clothes there are (behavior) in the classroom (condition).
Children who are at 48-72 months of age (audience) will name approximately 80 percent of
(degree) texture of the objects (behavior) in the class (condition).
Children who are at 48-72 months of age (audience) will make group almost 75 percent of
(degree) the objects according to the texture (behavior) in the class (condition).
Children who are at 48-72 months of age (audience) will compare 75 percent of (degree) the
objects according to the textures (behavior) in the classroom environment (condition).
Self-Care Skills:
Children who are at 48-72 months of age (audience) will make almost anything (degree) that
are necessary to protect their health (behavior) in their daily lives (condition).
Instructional Materials & Media [ASSURE (Select Strategies, Technology, Media and
Materials)]
An infographic learning tool is prepared by teacher about different clothing for different seasons.
Also, children bring their own clothes from their homes to make grouping according to seasons.
Learning-Teaching Methods [ASSURE (Select Strategies, Technology, Media and Materials)]
Student centered
Discussion
Problem solving
Cooperative learning
Discovery
Demonstration: Map
(All these techniques are used but not as online methods.)
Teaching Activities [ASSURE (Utilize Technology, Media, and Materials and Require Learner
Participation)]
When children come to class, teacher meets them. The teacher wants children to observe their peers
clothes for a while. After that, they talk about the features of the clothes that they wear. Then, the
teacher demonstrates the easel tool to children in order to examine and discuss the features of the
clothes. After a while, the teacher wants children to give their clothes that they bring from their
home. The teacher puts the clothes around the classroom randomly. At the same time, she/he puts five
big boxes on which the pictures of the seasons are pasted. And then, she/he asks children to classify
the clothes according to the seasons. By the way, one of boxes is for common clothes.
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Individual Learning Activities

Group Learning Activities

Discussion about topic is done through Easel tool,

and grouping and graphing activities are applied
as a whole group.

Summary
Thanks to these lessons, children gain some information about appropriate clothing according to
seasons.
Measurement & Evaluation
Children clothe their own paper dolls according to the season in order to evaluate the process.
Measurement & Assessment Activities for Children clothe their own paper dolls according to the
Individual Performance
season in order to evaluate the process.
Measurement & Assessment Activities for
Group Performance
Homework (optional)
Explanation
Necessities for the measurement &evaluation parts should be prepared by teacher before the
activities.
Explanation regarding to the implementation of the plan
If children cannot bring their clothes for the activity, teacher prepares the pictures or photographs of
the clothes.

Lesson 3 Plan Template

Authors
Name 1: Ebru LL- 1866979
Name 2: Burcu YKSEL- 1927102
Details
Course
Science
Unit Title
Fruits according to seasons
Grade Level
4-6 years preschool children
Time
3 lesson hours
Content
Learning Outcomes [ASSURE (State Objectives)]
Cognitive Development:
Children who are at 48-72 months of age (audience) will state the name of (behavior)
approximately 95 percent of the fruits that are grown in autumn (degree) with the help of
watching and examine the visual tools by prepared and presented by teacher in the classroom
environment (condition).
Language Development:
Children who are at 48-72 months of age (audience) will develop at least 90 percent of
children (degree) their vocabulary (behavior) during the activity in the class (condition).
Self-Care Skills:
Children who are at 48-72 months of age (audience) will organize at least 70 percent of
children (degree) their eating habits in order to be healthy (behavior) in their daily lives
(condition).
Instructional Materials & Media [ASSURE (Select Strategies, Technology, Media and
Materials)]
For this unit, we used two types of visual tools which are Popplet and Stupeflix. By using Popplet, we
organized a map for fruits that are grown in autumn season.
Learning-Teaching Methods [ASSURE (Select Strategies, Technology, Media and Materials)]
Students centered
Discussion
Cooperative learning
Discovery
Demonstration: Map and video
(All these techniques are used but not as online methods.)
Teaching Activities [ASSURE (Utilize Technology, Media, and Materials and Require Learner
Participation)]
When children come to class, teacher meets them. The teacher asks children which fruits they like
most. After discussion about the fruits, the teacher shows the map, and she/he asks which fruits they
are on the map. In this way, she/he tries to learn childrens previous knowledge about the fruits. And
then, the teacher demonstrates the video in order to teach all these fruits that are grown in autumn.
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After a while, the teacher asks children whether they have ever made fruit salad or not. If children do
not know how fruit salad is made or what it is, the teacher explain the process and fruit salad. Then,
each child makes own fruit salad by using fruits that are grown in autumn in the kitchen. At the end
of the activity, children talk about their own salad one by one. During this time, the teacher takes the
photographs of them and for next day, they prepare their class cooking book.
Individual Learning Activities
Each child prepares their own fruit salads
individually.
Group Learning Activities
Discussion about topic is done through Popplet
and Stupeflix tools.
Summary
Thanks to these lessons, children gain some information about fruits that are grown in autumn.
Measurement & Evaluation
Making a cooking book is done by children with support of teacher in order to evaluate the process.
Measurement & Assessment Activities for Teacher tastes each childs fruit salads and talk with
Individual Performance
one by one during the process.
Measurement & Assessment Activities for
At the end of the activity, children talk about their
Group Performance
own salad one by one. During this time, the teacher
takes the photographs of them and for next day, they
prepare their class cooking book.
Homework (optional)
Explanation
Necessities for the measurement &evaluation parts should be prepared by teacher before the
activities.
Explanation regarding to the implementation of the plan
All ingredients of the salad should be healthy. Also, they may add some different ingredients such as
yoghurt and mint to the salads according to desires.

Reflection
a. Why did you choose this unit topic?
We chose this topic because we think that children can be ill easily because of seasonal
changes. Therefore, we wanted to focus on seasons, seasonal changes, clothing according
to seasons and fruits that are grown in autumn.
b. When you are planning your unit and lesson plans, which of the ASSURE steps
do you think you spend most of your time thinking about? Why?
Actually we had mostly difficulties about state standard and objectives step of the
ASSURE model because our instructor wanted us to state our objectives in a different
way that we did not know before. As a student of early childhood education, we have a
national curriculum and this curriculum includes lots of objectives and indicators
according to childrens developmental areas. However, while we are preparing this
assignment, we had to use some different sources in order to state the objectives. As a
result of this, we spend our most of time to be able to state our standards and objectives.
For each individual phases in the ASSURE model, please write your experiences
and rationales while designing your unit plan, lesson plan, and materials. Make
sure your reflection involves your answers to these questions:
c. How did you determine the prerequisite skills or knowledge (if any) for your
plan? What is the rationale behind the time allocation?
Actually, we assumed that these activities are applied in Metu kindergarten and
childrens ages are between 4-6 years old. Therefore, they most probably learned seasons
until this time and also, they are a little bit familiar about Atatrk. Parallel with these, at
the beginning of the month, there is a special day. It is 10 th November. Therefore, first our
topic is this special day, then we pass to the seasons. In the seasons week, first we
assume that teacher does something with children to remember the seasons and their
features. After that, they observe the nature for a while. Then, teacher arranges an activity
about clothing according to seasons. Because this topic is more general and easy than
fruits. After these processes are completed, teacher applies an activity about fruits. By the
way, when we consider about time distributions, we thought the content of the activities.

Moreover, we assumed that children have already known thin-thick concepts that are
related with clothing activity.
d. How did you determine and write your objectives?
First, we decided to determine our activities and then, we stated our objectives
according to these lesson plans. Also, we were careful about touching on all childrens
developmental areas such as cognitive development, social-emotional development,
language development and other areas and skills. We did not want to focus on just one
aspect. For this reason, it was very time-consuming for us.
e. How did you decide instructional methods, media and materials? Why did you
choose them?
For all topic, we cannot use all instructional methods. For example, mostly, in the
scientific activities, teachers use describing and demonstrating methods but they seldom use
singing method. Or in literacy activities, teachers generally use reading method rather than
scaffolding. Because each methods have specific goals. As a result of these information, we
determined the instructional methods according to what children will learn from the activities.
For the first lesson plan, we use some teacher centered instructional methods such as
presentation and demonstration. For the presentation method, teacher uses Prezi presentation
and for the making rosettes part, teacher prefer demonstration method. For the second lesson
plan, we chose some methods like discussion, problem solving, cooperative learning,
discovery and demonstration (map) because activity is student centered and we use student
centered methods. However, these techniques are not used as online techniques as stated in
our lecture notes. For the last unit plan, we can see again some similar student centered
methods such as discussion, cooperative learning, discovery, and demonstration (map and
video). Unfortunately, these techniques are not used as online techniques as stated in our
lecture notes.
As a media, sometimes we used some song video or visual supports such as pictures of
fruits. Since people especially children learn something easily when teachers use visual or
audio supporters during the activities. Lastly, children use some crayons, papers and any other
necessary materials during the activities because they are very young and we should think
simple rather than complex. We cannot present everything at the same time. Also, we cannot
always provide creative or expensive materials for them.

f. What is the instructional theory on which your instructional activities are based?
Or do you use eclectic approach for them? Why?
The activities were designed as based on cooperative and collaborative learning
theory. This theory was established by Allport, Watson, Shaw, and Mead. In this theory,
children share their educational experiences with each other. Also, children learn from
each other. The reason why we used this theory is that all our activities are whole group
activities. We thought that children can learn more easily from each other.
g. How did you plan to utilize these instructional methods, media and materials?
Actually, we have some experiences from our internships and we wanted to think
realistic instead of utopic. We have limited sources and opportunities while we are doing
our internships. Therefore, we thought just simple but effective things. For example,
teachers use mostly some posters in the classroom while they are teaching something to
children but these posters are a little bit sloppy. They seem like sloppy. Therefore, if we
want to attract childrens attention, we should be more effective, creative and attractive.
Also, the content is very important because we cannot apply the same media supports for
all activities.
h. How did you plan for learner participation?
In fact, first we organized our activities and then, we determined the learner
participation. Because as we all know, children can and cannot something in different
ages. They cannot think abstractly until they become approximately 11 years old. Also,
while we are deciding the prerequisite information of children about topics, we assume
that they are at Metu kindergarten.
i. How did you plan for evaluation and revision? What is the rationale for choosing
the measurement and evaluation methods?
Their age levels, the content of the topic, our creativity and opportunities are very
important to plan evaluation and revision because we cannot evaluate children with the
same techniques for the all activity. In addition to this, each child should be evaluate
individually because they learn different things from the same activity. There are
individual differences among children. They are unique and they have different needs and
interests. For example, we cannot evaluate a typical child and child with autism through
same evaluation techniques.

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