Due: Sunday 11:59 pm EST

Points: 100

Overview:

For this assignment, you will be creating a Learning Experience Plan (LEP) that could be used in an early
childhood classroom working with infants and toddlers or preschool- kindergarten-age children.

Directions:

• Refer to the descriptions below to complete the provided template.
• View the sample LEP and use it to develop your own original lesson. Be creative and don’t be restricted by

the examples shown in the sample.
• Study the rubric to see how your work will be graded.

Description of the Items

1. Title of the Learning Experience Plan (LEP):

2. Age: The age range for this assignment needs to be toddler, preschool, or Kindergarten.

3. Goal: The goal is the aim of the learning experience.

4. Objective: You must have at least two objectives that are measurable, they must answer a
who and what question, for example, The children will read a story.
Who? The children; What? Read a story.

5. Materials: List the needed materials for your plan. This provides a framework for thinking
about the plan from start to finish, for example, if your lesson is an art project you would
list all the materials needed to complete the lesson. Your materials include the book that
you will describe in the section of this LEP.

6. Related Children’s Book: Every lesson must include a book that you will read to the
children, your book must be age appropriate and align with your lesson.

7. Vocabulary: Identify 3-5 new vocabulary words taken from the story. For instance, if the

story is about frogs, new vocabulary words might be lily-pads, reptiles, slimy.

CHS199, 199V, 298, 298V
Learning Experience Plan – Assignment and Rubric

8. Introduction/Prompt: Every lesson should have an introduction that captures children’s
attention and causes them to engage, learn, explore, and play. You may begin by inviting
your friends to the circle rug and then begin to build excitement from that moment. For
example, if your lesson is on frogs, you might have out plastic frogs of different sizes and
shapes for the children to explore before you begin introducing the new vocabulary words
and reading the story.

9. Lesson: This is the main part of the LEP. It describes the learning activity that the children
will be doing. It must be written in step-by-step detail.

10. Individualizing/Modifying: Every lesson must include modification for a diverse learner.
Though you may have many children with different abilities, for this LEP, identify a specific
learning need and tell how you would adapt the lesson for that child. For example, a gifted
child with advanced skills, a child with ADHD, a child with autism, a child with a specific
physical limitation, or one who does not speak English. How will you teach this lesson to
that child?

11. Assessment: The assessment enables you to know if the children are gaining skills and
knowledge from the experiences that they are providing. The skills you are assessing must
align with your objective(s) for the lesson. For example, a checklist or anecdotal notes.

12. School-to-Home Connection: This section would encourage and help families extend
learning outside the classroom. Worksheets and coloring sheets may not be used. An
example might be a literacy bag. This continued activity should not cause any expense to
the families.

13. SAFETY ALERT: Note any necessary safety precautions if applicable.

14. Clean-Up: Plan for how the children can help with the clean-up, helping them learn
responsibility and good habits.

15. Wrap-Up: This is a brief closure activity that would signal the end of the LEP. For instance,
invite your friends back to the circle rug for a finger play, song, dance, poem, or something
fun to bring closure to the lesson.

Evaluation Rubric for Learning Experience Plan Assignment

CRITERIA Outstanding Good Needs Improvement

4b: Knowing and
understanding
effective
strategies and
tools for early
education,
including
appropriate
uses of
technology

10 7 3

All five criteria are
appropriate and
complete: Title, Age,
Goal, Objectives, and
Materials.

The component is
mostly complete and
appropriate.

The component is incomplete
or inappropriate.

1c: Using
developmental
knowledge to
create healthy,
respectful,
supportive, and
challenging
learning
environments
for young
children.

15 10 5

The
Introduction/Prompt
component is
appropriate and
thoroughly addressed.

The component is
mostly complete and
appropriate.

The component is incomplete
or inappropriate.

5b: Knowing and
using the central
concepts,
inquiry tools,
and structures
of content
areas.

15 10 5

The Main Activity of
the LEP is thoroughly
appropriate and
addressed.

The component is
mostly complete and
appropriate.

The component is incomplete
or inappropriate.

4c: Using a
broad
repertoire of
DAP teaching
/learning
approaches

10 7 3

The Wrap-Up
component is
appropriate and
thoroughly addressed.

The component is
mostly complete and
appropriate.

The component is incomplete
or inappropriate.

1c: Using
developmental
knowledge to
create healthy,
respectful,
supportive, and
challenging
learning
environments.

5

The Clean-up
component is

appropriate and
thoroughly addressed.

3

The component is
mostly complete and

appropriate.

1

The component is incomplete
or inappropriate.

3b: Knowing
about and using
observation,
documentation,
and other
appropriate
assessment.

15

The Assessment
component is

appropriate and
thoroughly addressed.

10

The component is
mostly complete and

appropriate.

5

The component is incomplete
or inappropriate.

15 10 5

5a:
Understanding
content
knowledge and
resources in
academic
disciplines:
language and
literacy; the arts
– music, creative
movement, etc.

The Book and the
Vocabulary
components are
appropriate and
thoroughly addressed.

The component is
mostly complete and
appropriate.

The component is incomplete
or inappropriate.

10 7 3

2a: Knowing
about and
understanding
diverse family
and
community
characteristics

The School to Home
component is
appropriate and
thoroughly addressed.

The component is
mostly complete and
appropriate.

The component is incomplete
or inappropriate.

SS3 Students
have effective
sills in written
and verbal
communication.
Students are
technologically
literate.

5 3

There are fewer than
three errors.

There are more than three
errors.