Differentiated Lesson Plan 201

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Students Name: _Jenna Koehn___

Practicum Classroom: ___Infants_______

Name of Activity (please describe in some detail): _Sensory Jump-a-roo__

Use of this differentiated lesson plan is designed to help you develop skills and attitudes
about thoughtful, inclusive lesson plan design. A great deal of critical thinking and detail will
provide evidence of your thinking and understanding of inclusive design practices. This
lesson plan template utilizes principles of universal design and differentiated planning to
include ALL children in classroom activities.

Section 1: Content Areas (Standards, Goals and Concepts)

1. Describe the general play goal for this activity; consider the overall
domain(s) of development that the activity addresses (e.g., improve motor
skills, increase memory, match shapes, etc.):
Experience a new texture/sensation, improve gross motor skills (strengthen legs and
trunk)

2. Identify the Wisconsin Model Early Learning Standard(s) that will be

addressed in play with this toy (identify the 2-3 most critical WMELS):
Motor Development:
Performance Standard B.EL.1: Moves with strength, control, balance, coordination,
locomotion, and endurance.
Curiosity, Engagement and Persistence:
Performance Standard A.EL.1: Displays curiosity, risk-taking, and willingness to
engage in new experiences.

Section 2: Pre-Requisite Skills (Cognitive, Motor, Sensory,

Social)
1. What basic skills do children need to have in order to participate in this
activity? Describe the cognitive (including language), motor, sensory and
social skills necessary to participate. Do the skills needed match the general
skills of the children in the classroom (if the answer is no, pick a different
activity)?

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In order to participate in this activity the infants must be able to jump or sit in the
jump-a-roo. The rating for this toy is 4 months and up so they must be at least 4
months old. All but 2 kids in the classroom now have to ability to participate.

2. Identify any gaps between the skills needed and the skills individual children
may have (some children may have special needs or circumstances that may
require additional support; try to identify those gaps here):
The only reason the other 2 children in the classroom would not be able to
participate is because they are too young. They are only 12 weeks old and 10 weeks
old. They dont have the physical ability to jump in the jumper and hold themselves
up. For these children I would assist them and put their feet in the sand and let
them experience the texture and feel of sand.

Section 3: Differentiated Curriculum & Instruction

Objectives: Performance Levels for ALL children in a classroom.
Describe three levels of performance that could be obtained through play with
this toy: Essential Skills describe the most basic level of performance that you
would like to see occur, Expected Skills describe the level of performance that you
anticipate most children in a classroom will achieve, and Enrichment Skills
describe higher levels of performance that might be achieved by more advanced
learners. Focus on observable and measurable behavior and performance
standards.
Essential Objective:
A child will be set in the jumper and their feet will land in a box of sand that is
placed under them.
Expected Objective:
A child will be set in the jumper, their feet will be placed in a box of sand. They will
jump up and down in the sand.
Enrichment Objective:
A child will be set in the jumper, their feet will be placed in a box of sand. They will
jump up and down as well as explore the sand with their feet. This can be seen by
moving their feet back and forth feeling the sand.

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Set Up & Advance Preparation Reminders:
Describe materials needed, environmental set ups, and adaptive equipment or
materials you will need.
1. Environmental Conditions: (room arrangements, set-ups, grouping of
children, special seating or equipment that might be needed etc.)

A jumper is needed, and is best set on the tile floor in case the sand
spills or gets kicked around

A box filled with sand (at least 1-2 inches worth)

Tape (to tape the box to the floor so it doesnt move)

2. Advance Preparation Reminders: What do you need to take care of

before the lesson (e.g. make play dough)?
I would make sure I have the box of sand ready and in the room as well as
have all the appropriate materials on hand.

Procedure:
What is the sequence of your activity: (describe your introduction, procedure and
closure for this activity)
a. Introduction: Engage and Explain (use a visual or other creative
attention getter):
I will shake a clear bottle filled with sand. I will show the
infants and say SAND.

b. Procedure: Explore, Model & Teach:

I will place the infant in the jump-a-roo and let them jump up
and down in the sand.
I will say SAND and JUMP.

c. Closure: Check for Understanding and Transition:

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I will watch the infants and see if they are jumping in the box of
sand. I will also see which infants notice the new texture and
which ones enjoy it. I will watch to see which infants smile,
giggle, laugh, move their feet around in the sand and really seem
to explore. After the activity I will tell the infant we are going to
play on the floor now. I would take them out of the jumper, wipe
off their feet, put their socks back on and put them on tummy
time.

Instructional Strategies & Individualization:

1. Instructional Strategies: (Describe what specific teacher cues, prompts,
and strategies or techniques will be used to facilitate the development of the
skills you identified as areas of emphasis in your objectives; how will you
scaffold and support the childrens learning of those skills)?
I will encourage the children to jump
If the infant seems hesitant I will talk to them softly and help
move their feet in the sand.
I will clap when the infant jumps up and down in the sand
I will say JUMP and SAND

2. Behavioral Considerations: (what behavioral strategies will you use to

keep children engaged)?
I will encourage the infants that jump and explore the sand by
clapping and smiling
I will comfort the infants that are scared or unsure and let them
know its OK

3. Individualized Support for Target Children ( describe specific support

and adaptations you will make for individual children:
For the children that are too young to participate in the jumper I will
have a separate box of sand. For these infants I will hold them and
place their feet in the sand. I will hold them up and let them move
their feet, I will help move their feet as well.

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Note: Describe specific children to keep in mind during this lesson. This could
include children who represent the academic, behavioral and/or social range of
learners in your class (e.g., struggling, average, high performing) and should include
children who may have a disability, who are English language learners, or those who
may require special attention during the lesson. Use initials when referring to these
children to ensure confidentiality.

Section 4: Reflection
Evaluation of the Teaching Experience:
1. What went well with this activity? Where did you and the children experience
success?
I think this activity went really well! All the children that participated enjoyed
jumping in the sand. I believe I was successful with this lesson plan in that it
was an activity where if another child required attention I could help for a
second while the other child jumped in the sand. It was also something where
I could sit close by and talk to the infant while I was feeding another baby.
2. Where did the children/you have difficulty? Why?
I dont think there was anything difficult about this lesson. As always there
was other children that needed attention during the lesson but this activity
allowed for me to help other children while doing the lesson. The children
seemed to enjoy it.

3. What would you do differently?

I dont think I would do anything differently other than have the box be a little
larger that they jumped in. Once or twice the children got crazy jumping and
jumped on the edge.

4. How have you applied what you learned in your ECE classes to this teaching
experience?
I used what I have been learning in math and science. We did an activity in a
sensory table that involved sand and I wanted to make it so and infant could
play with sand too while still being safe.

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Section 5: Evaluation
Cooperating Teacher Evaluation:
1. Was plan handed in and discussed one week in
advance?

Yes

No

2. Were requested changes to plan made?

Yes

No

3. Was student prepared on the day of the activity?

Yes

No

General Comments on Activity Implementation:

Nice idea. Very well prepared.

WCTC Instructor Evaluation:

Section 1: Content Areas (Standards & Goals)

0
4

Section 2: Pre-Requisite Skills

0
4

Section 3: Performance Objectives

5
0

4
Section 3: Instructional Techniques & Individualization

4
Section 3: Set Up & Procedures

1
5

5
0

Differentiated Lesson Plan 201

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4
Section 4: Reflection

0
4

Total Possible Score=

pts.

5
1

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