Week 5 Journal As an educator, a large portion of learning and growth comes from reflection and refinement. For this week’s journal, use this self-reflection rubric to evaluate the effectiveness of your lesson plan from Week Four. Elaborate on the areas of strength in your lesson plan, as well as those areas in need of improvement. provide an evaluation of at least three of your classmates’ lesson plans that were uploaded to the Doc Sharing Tab last week. Using the rubric, provide justification and an explanation of how you scored their areas of strength and areas in need of improvement. 1. What was easy for me in planning the lesson? Why? 2. What components were difficult for me to complete when planning the lesson? Why? 3. What do I want to improve on when creating lesson plans? 4. How will this assignment help me in my future role? Evaluate 3- peer’s Lesson plans Evaluation of Peer’s Lesson Plan: Strengths: Areas of Reflection: Evaluation of Peer’s Lesson Plan: Strengths: Areas of Reflection Evaluation of Peer’s Lesson Plan: Strengths: Areas of Reflection This is the three peers lesson plans, Listed below- 1 ) Lesson Plan Template –1 peer’s Name is Mirna Roman For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please view the Lesson Plan Handbook. Lesson Plan Template – Overview For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please view the Lesson Plan Handbook. Content Area or Developmental Focus: Age/Grade of Children: Length of Lesson: Goal The goal is the purpose of the lesson. Objective The objective is what students will be able to know or do at the end of the lesson. Standards Included Standards are the knowledge or skills that students will be expected to demonstrate. Depending on the age of the children you are working with, you will choose the appropriate standard from the list below: Birth to Age 3: Developmental Milestones. Click HERE to locate a developmental milestone checklist that includes developmental standards. Ages 3 to 5: Early Learning Guidelines. Click HERE to locate the Early Learning Guidelines for your state. Head Start Framework: If you work in a Head Start program, please click HERE to choose a standard from the Head Start Early Learning Framework. K-3: Click HERE to locate the Kindergarten through 3rd grade standards for your state. Materials The materials section lists all items needed throughout a lesson. Introduction The introduction is how you will introduce the activity so your students are interested, engaged, and have the opportunity to think about any background knowledge/experience that they may have. Lesson Development: The lesson development section includes the steps that you will take to teach the lesson including any modeling, direct instruction, centers, etc. that will be utilized. Sometimes this is also refer.

1. Week 5 Journal
As an educator, a large portion of learning and growth comes
from reflection and refinement.
For this week’s journal, use this self-reflection rubric to
evaluate the effectiveness of your lesson plan from Week Four.
Elaborate on the areas of strength in your lesson plan, as well as
those areas in need of improvement.
provide an evaluation of at least three of your classmates’
lesson plans that were uploaded to the Doc Sharing Tab last
week.
Using the rubric, provide justification and an explanation of
how you scored their areas of strength and areas in need of
improvement.
1.
What was easy for me in planning the lesson? Why?
2.
What components were difficult for me to complete when
planning the lesson? Why?
3.
What do I want to improve on when creating lesson plans?
4.

2. How will this assignment help me in my future role?
Evaluate 3- peer’s Lesson plans
Evaluation of Peer’s Lesson Plan:
Strengths:
Areas of Reflection:
Evaluation of Peer’s Lesson Plan:
Strengths:
Areas of Reflection
Evaluation of Peer’s Lesson Plan:
Strengths:
Areas of Reflection
This is the three peers lesson plans, Listed below-
1

3. )
Lesson Plan Template –1 peer’s Name is
Mirna Roman
For a more detailed explanation, including examples, of each
section within the Lesson Plan Template, please
view the Lesson Plan Handbook.
Lesson Plan Template – Overview
For a more detailed explanation, including examples, of each
section within the Lesson Plan Template, please
view the Lesson Plan Handbook.
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal The goal is the purpose of the lesson.
Objective The objective is what students will be able to
know or do at the end of the lesson.
Standards Included
Standards are the knowledge or skills that
students will be expected to demonstrate.
Depending on the age of the children you are

4. working with, you will choose the appropriate
standard from the list below:
Birth to Age 3: Developmental Milestones.
Click HERE to locate a developmental
milestone checklist that includes
developmental standards.
Ages 3 to 5: Early Learning Guidelines.
Click HERE to locate the Early Learning
Guidelines for your state.
Head Start Framework: If you work in a
Head Start program, please click HERE to
choose a standard from the Head Start Early
Learning Framework.
K-3: Click HERE to locate the Kindergarten
through 3rd grade standards for your state.
Materials The materials section lists all items needed
throughout a lesson.
Introduction

5. The introduction is how you will introduce
the activity so your students are interested,
engaged, and have the opportunity to think
about any background knowledge/experience
that they may have.
Lesson Development:
The lesson development section includes the
steps that you will take to teach the lesson
including any modeling, direct instruction,
centers, etc. that will be utilized. Sometimes
this is also referred to as the “procedures”
section of the lesson plan.
Often times you will have students that you
will need to include modifications for when
Introduction
The introduction is how you will introduce
the activity so your students are interested,
engaged, and have the opportunity to think

6. about any background knowledge/experience
that they may have.
Lesson Development:
The lesson development section includes the
steps that you will take to teach the lesson
including any modeling, direct instruction,
centers, etc. that will be utilized. Sometimes
this is also referred to as the “procedures”
section of the lesson plan.
Differentiation
Often times you will have students that you
will need to include modifications for when
you are developing a lesson. In this section
you will need to explain how you could
modify your lesson to meet the needs of the
different children you are working with.
These modifications may apply to the lesson
development section, the practice/check for

7. understanding section, or both.
Assessment
(Practice/ Checking for
Understanding)
Students are given the opportunity to apply
what they have learned in a formal or
informal way. You will need to describe what
you will do to assess student learning. It can
be through guided practice and/or
independent practice. Guided practice allows
students to demonstrate their understanding of
the material while the teacher is present and
can provide needed assistance. Independent
practice might be group work, projects, or
homework.
Closing Here the ECE teacher/provider reviews the
highlights of the lesson and brings closure to
the activity.

8. Lesson Plan Template
Lesson Plan Template
Content Area or Developmental Focus: Science: Butterfly Life
Cycle
Age/Grade of Children: Kindergarten- age 5-6
Length of Lesson:45 minutes.
Goal
To teach the lifecycle of a butterfly.
Objective
The students will be able to remember the life
cycle in stages of a butterfly wising a guided
life cycle stage map.
Standards Included
Developmental Checklist - 4 to 5 years.
Arizona’s College and Career Ready
Standards-English Language Arts- Speaking
and Listening Standards K-2- 1.SL.4-
Describe people, places, things and events

9. with relevant details, expressing ideas and
To teach the lifecycle of a butterfly.
Objective
The students will be able to remember the life
cycle in stages of a butterfly wising a guided
life cycle stage map.
Standards Included
Developmental Checklist - 4 to 5 years.
Arizona’s College and Career Ready
Standards-English Language Arts- Speaking
and Listening Standards K-2- 1.SL.4-
Describe people, places, things and events
with relevant details, expressing ideas and
feelings clearly (Zaur & Bodamer, 2015).
Materials
Materials used will be a sheet of the butterfly
life cycle for each students (black and white
so they can color in.), crayons, visual life

10. color pictures of the life cycle of a butterfly to
show students, a short clip on computer of the
process of the actual butterfly life cycle.
Introduction
“Hello class! Today we will be learning about
the amazing life cycle of a butterfly.” “Can
anybody tell what they know about
butterflies?” Waits for response. “Great
answers from all of you, I’m going to tell you
all about the stages that a butterfly goes
through in order to become a butterfly. From
how they start being a small little egg to a
beautiful flying butterfly. First we will start
by showing viewing a small clip of the live
process in a butterflies life cycle. Shows class
small clip. ”I’m going to pass out a work
sheet which shows you the stages in order and
you will color the cycle in as we go in order

11. together.” Then show pictures of: Stage 1-
Egg , Stage (Larve), 2- Caterpillar (Pupa),
Stage 3- Chrysalis (Pupa), Stage 4 - Butterfly.
Lesson Development
1- Show small clip of butterflies.
2-Gives students work sheet of butterfly life
cycle and crayons.
3- Shows picture to students of the stages in
order and talks a little about it while students
color in stage.
4- Ask the class in whole to repeat stages and
compliments students coloring.
Differentiation
Shows again pictures to each students who
needs extra help and help them with the
repeating of stages and helps them color by
letting them select the colors they prefer.
Assessment

12. (Practice/ Checking for
1- Show a picture of a certain stage to
students and ask them they remember the
name of the life cycle along with asking them
cycle and crayons.
3- Shows picture to students of the stages in
order and talks a little about it while students
color in stage.
4- Ask the class in whole to repeat stages and
compliments students coloring.
Differentiation
Shows again pictures to each students who
needs extra help and help them with the
repeating of stages and helps them color by
letting them select the colors they prefer.
Assessment
(Practice/ Checking for
Understanding)

13. 1- Show a picture of a certain stage to
students and ask them they remember the
name of the life cycle along with asking them
if they can remember the life cycle process
while pointing at their color picture in order.
* I will be able to tell if students have
remembered and also check on their verbal
communication.
Closing
Tell students that they have done a great job
in their coloring pictures as well as praising
their memory skills and that I will be putting
their work up on our wall for the week. At the
end of the week students can take their work
home and show their families their work
along with telling them what they have
learned about the butterfly life cycle .
References

14. Center on Enhancing Early Learning Outcomes. (2014). State-
By-State. Retrieved from
http://ceelo.org/state-information/state-map/.
Common Core State Standards Initiative. (2015). Standards by
State. Retrieved from
http://www.corestandards.org/standards-in-your-state/
Head Start. (2011). Head Start Child Development and Early
Learning Framework.
Retrieved from: http://eclkc.ohs.acf.hhs.gov/hslc/tta-
system/teaching/eecd/Assessment/
Child%20Outcomes/HS_Revised_Child_Outcomes_Framework(r
ev-Sept2011).pdf .
National Center on Child Care Quality Improvement. (2014).
State/Territory Early
Learning Guidelines. Retrieved from
https://childcareta.acf.hhs.gov/sites/default/files/
state_elgs_web_final.pdf.
Office of Child Care (2015). State Early Learning Guidelines.
Retrieved from https://
childcareta.acf.hhs.gov/resource/state-early-learning-guidelines.
The Early Childhood Direction Center. (2006). Developmental
Checklists Birth to Five.
Retrieved from

15. http://www.preschoollearningcenter.org/images/upload/
developmental_checklist.pdf
Zaur, J., & Bodamer, K., (2015). Early Childhood and Child
Development: Lesson Plan Handbook. San Diego, CA;
Bridgepoint Education.
The Lifecycle of a Butterfly. (n.d.). Retrieved December 22,
2015, from http://
www3.canisius.edu/~grandem/butterflylifecycle/The
Second peer’s name is Lea Six Lesson plan is:
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal The goal is the purpose of the lesson.
Objective The objective is what students will be able to know or
do at the end of the
lesson.
Standards Included Standards are the knowledge or skills that
students will be expected to
demonstrate. Depending on the age of the children you are
working with, you

16. will choose the appropriate standard from the list below:
Birth to Age 3: Developmental Milestones. Click HERE to
locate a
developmental milestone checklist that includes developmental
standards.
Ages 3 to 5: Early Learning Guidelines. Click HERE to locate
the Early
Learning Guidelines for your state.
Head Start Framework: If you work in a Head Start program,
please click
HERE to choose a standard from the Head Start Early Learning
Framework.
K-3: Click HERE to locate the Kindergarten through 3rd grade
standards for
your state.
Materials The materials section lists all items needed
throughout a lesson.
Introduction The introduction is how you will introduce the
activity so your students are
interested, engaged, and have the opportunity to think about any
background
knowledge/experience that they may have.

17. Lesson Development: The lesson development section includes
the steps that you will take to teach
the lesson including any modeling, direct instruction, centers,
etc. that will be
utilized. Sometimes this is also referred to as the “procedures”
section of the
lesson plan.
Differentiation Often times you will have students that you will
need to include modifications
for when you are developing a lesson. In this section you will
need to explain
how you could modify your lesson to meet the needs of the
different children
you are working with. These modifications may apply to the
lesson
development section, the practice/check for understanding
section, or both.
Assessment
(Practice/ Checking for
Understanding)
Students are given the opportunity to apply what they have
learned in a formal
or informal way. You will need to describe what you will do to

18. assess student
learning. It can be through guided practice and/or independent
practice.
Guided practice allows students to demonstrate their
understanding of the
material while the teacher is present and can provide needed
assistance.
Independent practice might be group work, projects, or
homework.
Closing Here the ECE teacher/provider reviews the highlights of
the lesson and brings
closure to the activity.
Developed by Kristina Bodamer and Jennifer Zaur, Full-Time
Faculty, College of Education, ECE/CD Department
Content Area or Developmental Focus: Language and Literacy
Age/Grade of Children: Preschool children 3-4 Year
Length of Lesson: About 15 to 20 Minutes
Goal For children to learn and develop the recognize the
different animals. For them
to be able to listen to the story and know when it there turn to
stand up when
its there turn.

19. Objective Is to have the children learn the different animals
form the book Brown Bear
Brown Bear. They will also learn their listen skill as well.
Standards Included Recognizes and identifies almost all
common objects and pictures.
Strangers can understand most of words.
Matches an object in hand or room to a picture in a book
Materials
Brown Bear Animals added 9-9-02 Submitted by: Kathey
Chvostal
Before you read the story, place stuffed or paper animals from
the story
into a bag or a feely box. Have the children pick an animal from
the
story out. As you read the story have the children stand up when
you
get to their animal. Have the children say the name of their
animal and
the sound it makes.
Introduction Today we are going to read a book about Brown
Bear Brown Bear. We have a
box every child will reach in a box and grab just one animal.
After all children

20. has one animal we will sit down. LETS BEING BROWN BEAR
BROWN
BEAR
Lesson Development I will have the book so the children can
see the what going on. They will have
to watch and match there animal. There will be a box so the
children will learn
the different kinds of animals. They will have to learn to listen
so when they
hear there animal. I would have them add it to like have them
act like the
animal. Like if they were a dog they can bark.
Differentiation I would have to change it were if a child need
help. I would let them know Bob
would you stand you animal next. Or have number on the back
of the animals.
But another thing is have them in order so the go down the line.
The last thing
I would try is show them the paper before reading it so they can
match up the
animal. I would say if your animal match the page please stand
up.
Assessment

21. (Practice/ Checking for
Understanding)
I would have them the aid read the book. Then I would observe
the children
and see what they have learn. Then I would have them in a work
in a group
and have them match the animals. I would have them in
different colors and
have them work together to match them up. Like a dog with a
dog. But have
Developed by Kristina Bodamer and Jennifer Zaur, Full-Time
Faculty, College of Education, ECE/CD Department
two different dogs.
Closing We are done with this book. Is there any question do
you have? What was you
favorite part? What did you like to do next?
References
Center on Enhancing Early Learning Outcomes. (2014). State-
By-State. Retrieved from
http://ceelo.org/state-information/state-map/.
Common Core State Standards Initiative. (2015). Standards by
State. Retrieved from

22. http://www.corestandards.org/standards-in-your-state/
Head Start. (2011). Head Start Child Development and Early
Learning Framework. Retrieved
from: http://eclkc.ohs.acf.hhs.gov/hslc/tta-
system/teaching/eecd/Assessment/Child
%20Outcomes/HS_Revised_Child_Outcomes_Framework(rev-
Sept2011).pdf .
National Center on Child Care Quality Improvement. (2014).
State/Territory Early Learning
Guidelines. Retrieved from
https://childcareta.acf.hhs.gov/sites/default/files/state_elgs_web
_final.pdf.
Office of Child Care (2015). State Early Learning Guidelines.
Retrieved from
https://childcareta.acf.hhs.gov/resource/state-early-learning-
guidelines.
The Early Childhood Direction Center. (2006). Developmental
Checklists Birth to Five.
Retrieved from
http://www.preschoollearningcenter.org/images/upload/develop
mental_checklist.pdf
http://www.preschooleducation.com/ctbrownbear.shtml

23. Developed
Third lesson plan peer’s name is: Sarah Pritchett
Content Area or Developmental Focus: Sight Words
Age/Grade of Children: Four and five-year-old children /
Kindergarten
Length of Lesson: One Hour
Goal
The goal of this lesson is for children to be able to recognize
sight words that make up the majority of the words used in
beginning children’s books. By recognizing sight words,
children will be able to focus more on the meaning of the book
rather than having to decode each word. (Piper, 2012)
Objective
As a result of this instruction, the students will be able to
recognize common sight words used, as well as how to
pronounce them and how to put each sight word into a sentence
that makes sense.

24. Standards Included
The standards that students will be expected to demonstrate
include speaking sentences that contain more than five words.
They should be able to produce and expand complete sentences
when participating in language activities. (Core Standards,
2015) They should also be able to read common sight word that
they probably see all the time in books and stories.
Materials
The materials needed for this activity include:
-23 popsicle sticks with sight word/smiley faces on them
-A plastic container for the popsicle sticks to go into
-Students
-Teacher

25. Introduction
“Good Morning Class! Today, we are going to practice sight
words. Every student will draw a popsicle stick which contains
a sight word on it and will read it out loud to the class when it
is their turn. There will be three popsicle sticks which contain a
smiley face on them. If you draw one of those sticks, you will
draw a second popsicle stick out of the container, and make a
sentence using that word. If you say the word or sentence
correctly, you will put the popsicle stick in the center of the
circle, but if you say it incorrectly, it will go back in the
container for another child to get a turn to say it correctly.”
Lesson Development
The procedures are as followed:
1)
Pick a popsicle stick out of the container.

26. 2)
Sit down in our “circle time” spot.
3)
Say the word out loud when it is your turn in the circle.
4)
If your popsicle stick has a smiley face on it, pick a second
popsicle stick, and use that word in a sentence.
5)
If you didn’t say the word correctly or didn’t use it correctly in
the sentence, put the popsicle stick back in the container. If I
tell you that you said it correctly, put the popsicle stick in the
middle of the circle, and it will be the next persons turn to say
their word.
Differentiation
Modifications that I would include if necessary would be to
help them sound out the word on their popsicle stick, and they
can repeat the word after me. If they have to come up with a
sentence, I will help them get started on their sentence and they
can finish it themselves.
Assessment
(Practice/ Checking for

27. Understanding)
As soon as our activity is over, I will point on random children
in the class to say out loud one sight word they learned today
that wasn’t the sight word they had on their popsicle stick. This
way, I will know who was paying attention and who wasn’t. If
there are only a few sight words left when I get to one of the
last children, and they can’t think of what was said and what
wasn’t, I will have them start over and say a sight word that
might have already been said, as long as it’s not theirs.
Closing
Here, I will go over everything we learned today in our activity.
I will then ask the students if they have any questions over
anything we went over involving the activity. I will end this
activity by telling everyone what a great job they did, and if
they are having any problems remembering the sight words, I
will tell them a good activity to do at home is make flashcards
with their parents with the sight words on them and have their
parents go over them with them. That way, they will see them
over and over again and be able to recognize them.

28. References
Core Standards. (2015). English Language Arts Standards.
Retrieved from: http://www.corestandards.org/ELA-
Literacy/L/K/
Early Childhood Direction Center. (2006). Developmental
Checklists Birth to Five. Retrieved from:
http://www.ou.edu/cwtraining/assets/pdf/handouts/2010/Develo
pmental%20Checklists%20from%20syracuse%20university.pdf
Piper, T. (2012). Making meaning, making sense: Children’s
early language learning. San Diego, CA: Bridgepoint Education.