Lesson Plan

Name: Nicolette Peterson

Name of Activity: All the Ways I Can Sort

Domain Area: Cognitive Development

Childrens Age: 2 to 3 years old
(Please Circle One)

Date: 2/1/2015

Number of Children Participating: 1

Individual

Small Group

Large Group

Observation/Assessment: Why did you choose this activity/experience?

(Identify needs, interests, abilities of children)

That the child has the capability to sort blocks on pegs (peg puzzle) in various
ways as directed. Using an anecdotal record to assess.

Vocabulary Words:

Sort
Color
Shape

Healthy Beginnings Developmental Goals:

(Thirty Months to Three Years)
1.

Show interest in concepts such as matching and sorting according to single

criterion.
Use mathematical thinking in daily situations.

2.

Learning Objectives (2 or more):

1.
2.
3.

Sort and stack blocks on peg by one color.

Child will classify a shape or color and group on peg.
Count blocks when stacking 20% of the time.

Materials:

Block peg puzzle with varying color and shapes

Book Clay Quest Minis by Helena Bogosian

Procedure:
1.
2.
3.
4.
5.
6.

Show, read and interact with the child through a book about shapes and colors
Pull out puzzle and talk about the shapes and colors.
Talk about the pegs and how we use them.
Ask child some basic questions; do you know this color, this shape.
Lead into activity by then asking child to sort by color, then by shape
Ask to count how many of a particular block are on a peg; count with.

Extension Activity:
1. Ask about other items in the classroom of a particular color.
2. Do a type of treasure hunt; can you find 2 yellow toys, or 1 blue book, etc.
3. If more interests is shown regarding the book, read again and make that a more in
depth activity.

1.

Introduction/Motivation/Set Induction: How will you get the childrens

attention?

2.

Nurturing/Teaching Strategies Procedures: What are the steps you will take to
conduct this activity/experience?

3.

Pick a space in the room that is off to the side and away from favorite play areas
to avoid distractions
Make sure the peg puzzle is in working shape and will allow for my activity
Decide on when to do individual activity, before large group activity or after, in
order to make sure the child can focus and is not already over stimulated.
Closure: How will you know its time to end your activity?

4.

Introduction of the book and all the shapes and colors on cover.
Point out specific colors and shapes, see how child responds

Once I have observed the child completing objectives and overall goals, ask the
child if they want to keep sorting or join the rest of the class in whatever their
activity may be; giving the child the option to end the activity.
If I am not able to get the child to participate I may need to either end the activity
all together or move to a different technique such as one of the extension activities
above
Transition: How will you prepare the children psychologically or physically for
what will occur next?

5.

Developmental Variations: What modifications will you make for an

individual(s) or group(s)?

6.

Give them notice, we will be moving onto (whatever is next; i.e. snack) after we
sort these shapes/colors one more time

May need to do with small group, versus individual if I cannot get child to open
up and participate on a one-on-one level
Instead of stacking multiple blocks; one step direction of just one block at a time
may be necessary
May need more direction on what is what; or
Additional warm up activities on colors and/or shapes
Observers Comment/Suggestions: (Please sign and date):

Self-Evaluation:
o Do you feel you were sufficiently prepared for the activity?

o How did the children engage/respond to the activity?

o Do you feel this activity was developmentally-appropriate for the children?

o Were the goals/objectives met?

o Is there anything you might change if you plan this activity again?

o How might you use other domain areas to expand on this activity and meet additional
goals?

Anecdotal Record
Childs Name: _________________________________ Years: ________ Month: _________
Observer: Nicolette Peterson
Date _______________________

Developmental Area(s): Cognitive

Time: ________________ to ________________

Describe what you saw the child do and what you heard, when possible, using direct quotes.

Check context of observation:

______
______
______
______
______
______

Teacher-created activity
Child- initiated activity
New task
Familiar task
Solitary activity
Peer activity

References
Bogosian, H. (2009). Clay Quest Minis Search for Shapes. New York: Sterling.
Maryland State Department of Education. (2010). Healthy Beginnings: Supporting
Development and Learning from Birth through Three Years of Age. Baltimore:
Maryland State Department of Education.