Lesson Plan Formats and Components

What Is a Preschool Lesson Plan?

A lesson plan is a written road map for a single teaching session. It records what children will learn, how the teacher will guide them, what materials are needed, and how the teacher will know the lesson worked. Every early childhood professional—from a home childcare provider to a lead teacher in a licensed center—uses lesson plans to deliver intentional, developmentally appropriate instruction. Both the Child Development Associate (CDA) credential and state childcare licensing standards expect teachers to demonstrate this skill.

Why Every Component Matters

A lesson plan is only as strong as its weakest part. Missing one component—say, differentiation—means some children may be left behind or unchallenged. Licensing inspectors and CDA reviewers look for evidence that teachers plan deliberately for all children. Think of each component as a gear: all five must mesh for the lesson to run smoothly.

The Five Required Components

1. Objective

The objective states what children will be able to do or understand by the end of the session. A strong objective is specific, observable, and developmentally appropriate. Use action verbs: predict, sort, name, demonstrate. Avoid vague language like "understand" or "know."

Weak: Children will learn about water.

Strong: Children will predict whether a classroom object sinks or floats, then test their prediction by placing the object in water.

Align your objective to a recognized framework such as your state's early learning standards or the Head Start Early Learning Outcomes Framework (ELOF). This alignment shows regulators and credential reviewers that your instruction is grounded in accepted developmental benchmarks.

2. Materials

List every item needed before the lesson begins. Be specific about quantities and preparation steps. For a sink-and-float activity, you would list a clear plastic bin, water, towels, and a set of classroom objects (coin, cork, crayon, small rock, plastic cap). Preparing materials in advance prevents interruptions and keeps children safe.

Safety note: When water is used with preschoolers, direct supervision is mandatory at all times. Never leave children unattended near any container of water, regardless of depth. Wipe up spills immediately to prevent slipping. Avoid objects small enough to be a choking hazard for the age group being served.

3. Procedure

The procedure is a step-by-step description of the lesson. A well-written procedure has three parts:

• Introduction (hook): Engage children's curiosity. Ask an open-ended question or show a mystery object.
• Body (guided and active exploration): Describe exactly what the teacher says and does, what children do, and the order of events.
• Closure (wrap-up): Summarize learning, invite reflection, and transition children smoothly to the next activity.

Write the procedure in enough detail that a substitute teacher could deliver the lesson without additional explanation. Use numbered steps and include approximate time for each phase.

4. Differentiation

Differentiation means adjusting the same lesson so every child can access it and every child is appropriately challenged. Preschool classrooms include children with a wide range of abilities, language backgrounds, and learning styles.

• Scaffolding for children who need support: Provide picture cards, reduce the number of objects to sort, offer hand-over-hand guidance.
• Extension for children who are ready for more: Ask higher-order questions ("Why do you think the heavier rock still sinks?"), introduce measurement vocabulary, have the child record results with tally marks.
• English Language Learners: Label materials in both English and the child's home language; use gestures and visual cues.
• Children with IEPs or 504 plans: Implement any accommodations listed in the child's plan. Consult with the special education coordinator as needed.

Differentiation is not a separate activity—it is built into the procedure and materials you already planned.

5. Assessment

Assessment in preschool is primarily observational. Describe how you will know whether each child met the objective. Common methods include:

• Observation checklist: Did the child make a prediction? Did the child test the object?
• Anecdotal notes: Brief written records of what a child said or did.
• Work samples: Photographs, drawings, or dictated statements the child made during the activity.
• Teacher questioning: Open-ended questions during and after the activity reveal understanding.

Record your assessment data and use it to plan the next lesson. This cycle—plan, teach, assess, plan again—is the foundation of responsive teaching and is directly assessed in the CDA Professional Portfolio.

Using the Program Template

Your program's lesson plan template is designed to prompt each of the five components. Fill out every field; do not leave any section blank. Use the LMS digital version for final submission so your instructor can provide comments in-line. Save a personal copy as well—completed lesson plans become portfolio evidence for your CDA application.

Common Mistakes to Avoid

• Writing an objective that describes the teacher's actions rather than what children will do.
• Listing materials as a single vague word ("water stuff") instead of specific items.
• Writing a procedure so brief that steps are missing or out of order.
• Omitting differentiation entirely or writing only "help struggling students."
• Describing assessment as "watch the children" without naming what specifically to look for.

Connecting to CDA and State Licensing

The CDA competency standards are organized around six areas; lesson planning primarily demonstrates Competency Standard II (advancing children's physical and intellectual development) and Competency Standard III (supporting social and emotional development). State childcare licenses require that programs show evidence of planned, intentional curriculum. A well-written lesson plan serves both purposes at once.