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  • [Solved] CI- II

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    – a year ago **files (1)** – ## CI-II.docx **## CI-II.docx** CI-II Unit VI Assignment **Assignment Instructions** This two-page concept map assignment measures your mastery of ULO 2.1. In Unit VI, you delved into educational research, practices, and tools tailored to meet the needs of diverse learne…

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    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## CI-II.docx

    **## CI-II.docx**

    CI-II

    Unit VI Assignment

    **Assignment Instructions**

    This two-page concept map assignment measures your mastery of ULO 2.1.

    In Unit VI, you delved into educational research, practices, and tools tailored to meet the needs of diverse learners. We highlighted the importance of a holistic approach in fostering an inclusive educational environment to promote learning. These concepts are crucial for the action plan you will begin in Unit VII and finalize in Unit VIII. To prepare, you will create a concept map to organize your ideas and information for the project due in Unit VII.

    **Assignment objective:** In this assignment, you will use the tool of mind mapping to organize your ideas and information for the project due in Unit VII.

    **Details:**

    1. Choose a template for your electronic concept map. You can see example concept maps and templates by searching "concept map" or "mind map" with your favorite search engine.

    2. Choose a key word or phrase that describes the issue or current trend in curriculum and instruction you will use as the foundational topic for your action plan.

    3. Create as many branches as needed off the central idea using key words or phrases.

    4. Once the concept map is created, write a one-page paper describing the phrases in the concept map that you want to pursue for your project. In your descriptions, indicate what makes these ideas intriguing and why you think learning more about them is essential to the project.

    Submit your completed concept map and one-page paper as a single document in Blackboard. References are not required for this assignment, but if any are used, you must cite and reference them in APA Style.

    Unit VII Project

    Assignment Instructions

    This assignment consists of a 4-page written paper and 1–2-page template/outline. It measures your mastery of ULOs 1.5, 1.6, 2.1, 2.2, 3.2, 4.1, 4.2, and 4.3.

    For this assignment, you will develop the first part of an action plan to address an issue or current trend in curriculum and instruction that is of particular interest to you. You will present your 1–2-page action plan in template format, and then author a 4-page paper in which you detail and justify your plan. Note: In the next unit's assignment, you will develop the final part of the plan in which you focus on review and measurement.

    The issue or trend you choose should be one whose impacts you are familiar with or that directly impacts your area of expertise. The focus and level of your action plan is up to you. Your plan must consider and address both traditional in-person learning and online or virtual learning. You may target issues or trends:

    · in your specialized curriculum content area,

    · with specific types or groups of learners you interact with,

    · specific to the grade, school, district, or state with which you associate.

    Your action plan may address any substantiated goal within the framework of what has been covered in this course. Examples can include, but are not limited to, curriculum changes (general or subject matter), specific types of learners' needs, sociocultural issues, or student success concerns. Your plan must consider traditional in-person learning and online or virtual learning. If you are not currently teaching, you may develop your action plan based on the level of previous or preferred future teaching or educational administration endeavors.

    You may organize and format your action plan template as you see fit. You should follow the five-step model of strategic planning outlined in the unit lesson as you develop your action plan. You may model your template after an existing template discovered in your research or create your own, but be sure each of the following sections are included in your action plan:

    · Level of focus (i.e., curriculum content area, type of learner, grade, school, district, or state). Include demographic impacted where applicable.

    · Specific improvement goal(s). Identify the goal and include SMART attributes. You must include a minimum of two academically credible sources as you offer supporting data (i.e., metrics, research, policy, law) to support the goal.

    · Key activities or strategies to achieve the goal. You must support with research or evidence. Be sure to develop activities or strategies that facilitate instruction of students of various backgrounds, readiness, skill levels, and interests. You must address, at a minimum, activities or strategies that focus on the:

    · student, including at least one area of differentiated learning

    · curriculum, including modifications for specific learners (i.e., advanced, disabled, culturally or linguistically diverse)

    · classroom environment created by the teacher

    · incorporation of technology in differentiated instruction

    · Timeline. Detail the expected time for realization of the goal (i.e., weeks, months, semesters, year)

    · Required resources. Address each of the following as they apply to both the in-person and virtual environments:

    · funding

    · materials

    · space

    · personnel

    · time

    · technology

    · Staff development preparation or training. You must include at least one technology-based strategy in this section.

    Remember, you will not address the review and measurement section of your plan until next unit.

    Your action plan will be briefly outlined in template format and included as Appendix A of your project submission. The
    [Unit VII Project Template](https://online.columbiasouthern.edu/bbcswebdav/pid-17270860-dt-asiobject-rid-169633571_1/xid-169633571_1) will guide you in the final organization of your project.

    The written part of this assignment must be at least 5 pages, but no more than 6 pages in length. You will explain and defend each section of your action plan, offering as much detail as necessary to clearly communicate all aspects of the plan.

    You must support your rationale with at least four academically credible sources, including at least one peer-reviewed source which models previous effective implementation of any the activities or strategies you have included in your plan.

    Adhere to APA Style when constructing this assignment, including in-text citations and references for all sources that are used. Please note that no abstract is needed.

    Unit VIII Project

    Assignment Instructions

    This assignment is a 3-page continuation of your Unit VII action plan. It measures your mastery of ULOs 1.6 and 4.3

    As you develop this final part of your action plan, you will focus how your action plan will be reviewed, evaluated, measured, and assessed for goal attainment. You will amend your action plan template to include the final section, and then author a 3-page paper in which you detail and justify this final section of your plan.

    First, revise your action plan, as necessary, based on professor feedback from your Unit VII Project submission.

    Next, amend Appendix A from your Unit VII Project submission to add the following final sections of your action plan:

    · What metrics or data will be collected? (And how?)

    · Identify key players in the review and evaluation of the plan's outcomes.

    · Identify review and evaluation methods that will be used to determine the plan's efficacy.

    · How will necessary adjustments be made (i.e., real-time, develop new plan)

    · Identify and detail three student assessment strategies or activities that can be used to measure achievement of the goal at the end of the plan's timeline.

    · One must be designed for the traditional classroom.

    · One must be designed for the online or virtual classroom.

    · One must be able to be differentiated. Provide examples of how the strategy or activity can be modified for specific learners.

    The written part of this assignment must be at least 3 pages, but no more than 4 pages in length. You will explain and defend only this section of your action plan, offering as much detail as necessary to clearly communicate all aspects of this final part of the plan. Once again, include your amended action plan template in your final assignment submission as Appendix A. The
    [Unit VIII Project Template](https://online.columbiasouthern.edu/bbcswebdav/pid-17270866-dt-asiobject-rid-169633572_1/xid-169633572_1) will guide you in the final organization of your project.

    You must support your rationale with at least two academically credible sources, including at least one peer-reviewed source which models effective implementation of any the student assessment activities or strategies you have included in your plan.

    **## CI-II.docx**

    CI-II

    Unit VI Assignment

    **Assignment Instructions**

    This two-page concept map assignment measures your mastery of ULO 2.1.

    In Unit VI, you delved into educational research, practices, and tools tailored to meet the needs of diverse learners. We highlighted the importance of a holistic approach in fostering an inclusive educational environment to promote learning. These concepts are crucial for the action plan you will begin in Unit VII and finalize in Unit VIII. To prepare, you will create a concept map to organize your ideas and information for the project due in Unit VII.

    **Assignment objective:** In this assignment, you will use the tool of mind mapping to organize your ideas and information for the project due in Unit VII.

    **Details:**

    1. Choose a template for your electronic concept map. You can see example concept maps and templates by searching "concept map" or "mind map" with your favorite search engine.

    2. Choose a key word or phrase that describes the issue or current trend in curriculum and instruction you will use as the foundational topic for your action plan.

    3. Create as many branches as needed off the central idea using key words or phrases.

    4. Once the concept map is created, write a one-page paper describing the phrases in the concept map that you want to pursue for your project. In your descriptions, indicate what makes these ideas intriguing and why you think learning more about them is essential to the project.

    Submit your completed concept map and one-page paper as a single document in Blackboard. References are not required for this assignment, but if any are used, you must cite and reference them in APA Style.

    Unit VII Project

    Assignment Instructions

    This assignment consists of a 4-page written paper and 1–2-page template/outline. It measures your mastery of ULOs 1.5, 1.6, 2.1, 2.2, 3.2, 4.1, 4.2, and 4.3.

    For this assignment, you will develop the first part of an action plan to address an issue or current trend in curriculum and instruction that is of particular interest to you. You will present your 1–2-page action plan in template format, and then author a 4-page paper in which you detail and justify your plan. Note: In the next unit's assignment, you will develop the final part of the plan in which you focus on review and measurement.

    The issue or trend you choose should be one whose impacts you are familiar with or that directly impacts your area of expertise. The focus and level of your action plan is up to you. Your plan must consider and address both traditional in-person learning and online or virtual learning. You may target issues or trends:

    · in your specialized curriculum content area,

    · with specific types or groups of learners you interact with,

    · specific to the grade, school, district, or state with which you associate.

    Your action plan may address any substantiated goal within the framework of what has been covered in this course. Examples can include, but are not limited to, curriculum changes (general or subject matter), specific types of learners' needs, sociocultural issues, or student success concerns. Your plan must consider traditional in-person learning and online or virtual learning. If you are not currently teaching, you may develop your action plan based on the level of previous or preferred future teaching or educational administration endeavors.

    You may organize and format your action plan template as you see fit. You should follow the five-step model of strategic planning outlined in the unit lesson as you develop your action plan. You may model your template after an existing template discovered in your research or create your own, but be sure each of the following sections are included in your action plan:

    · Level of focus (i.e., curriculum content area, type of learner, grade, school, district, or state). Include demographic impacted where applicable.

    · Specific improvement goal(s). Identify the goal and include SMART attributes. You must include a minimum of two academically credible sources as you offer supporting data (i.e., metrics, research, policy, law) to support the goal.

    · Key activities or strategies to achieve the goal. You must support with research or evidence. Be sure to develop activities or strategies that facilitate instruction of students of various backgrounds, readiness, skill levels, and interests. You must address, at a minimum, activities or strategies that focus on the:

    · student, including at least one area of differentiated learning

    · curriculum, including modifications for specific learners (i.e., advanced, disabled, culturally or linguistically diverse)

    · classroom environment created by the teacher

    · incorporation of technology in differentiated instruction

    · Timeline. Detail the expected time for realization of the goal (i.e., weeks, months, semesters, year)

    · Required resources. Address each of the following as they apply to both the in-person and virtual environments:

    · funding

    · materials

    · space

    · personnel

    · time

    · technology

    · Staff development preparation or training. You must include at least one technology-based strategy in this section.

    Remember, you will not address the review and measurement section of your plan until next unit.

    Your action plan will be briefly outlined in template format and included as Appendix A of your project submission. The
    [Unit VII Project Template](https://online.columbiasouthern.edu/bbcswebdav/pid-17270860-dt-asiobject-rid-169633571_1/xid-169633571_1) will guide you in the final organization of your project.

    The written part of this assignment must be at least 5 pages, but no more than 6 pages in length. You will explain and defend each section of your action plan, offering as much detail as necessary to clearly communicate all aspects of the plan.

    You must support your rationale with at least four academically credible sources, including at least one peer-reviewed source which models previous effective implementation of any the activities or strategies you have included in your plan.

    Adhere to APA Style when constructing this assignment, including in-text citations and references for all sources that are used. Please note that no abstract is needed.

    Unit VIII Project

    Assignment Instructions

    This assignment is a 3-page continuation of your Unit VII action plan. It measures your mastery of ULOs 1.6 and 4.3

    As you develop this final part of your action plan, you will focus how your action plan will be reviewed, evaluated, measured, and assessed for goal attainment. You will amend your action plan template to include the final section, and then author a 3-page paper in which you detail and justify this final section of your plan.

    First, revise your action plan, as necessary, based on professor feedback from your Unit VII Project submission.

    Next, amend Appendix A from your Unit VII Project submission to add the following final sections of your action plan:

    · What metrics or data will be collected? (And how?)

    · Identify key players in the review and evaluation of the plan's outcomes.

    · Identify review and evaluation methods that will be used to determine the plan's efficacy.

    · How will necessary adjustments be made (i.e., real-time, develop new plan)

    · Identify and detail three student assessment strategies or activities that can be used to measure achievement of the goal at the end of the plan's timeline.

    · One must be designed for the traditional classroom.

    · One must be designed for the online or virtual classroom.

    · One must be able to be differentiated. Provide examples of how the strategy or activity can be modified for specific learners.

    The written part of this assignment must be at least 3 pages, but no more than 4 pages in length. You will explain and defend only this section of your action plan, offering as much detail as necessary to clearly communicate all aspects of this final part of the plan. Once again, include your amended action plan template in your final assignment submission as Appendix A. The
    [Unit VIII Project Template](https://online.columbiasouthern.edu/bbcswebdav/pid-17270866-dt-asiobject-rid-169633572_1/xid-169633572_1) will guide you in the final organization of your project.

    You must support your rationale with at least two academically credible sources, including at least one peer-reviewed source which models effective implementation of any the student assessment activities or strategies you have included in your plan.

  • [Solved] Spurts

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (1)** – ## Spurts.pdf **## Spurts.pdf** https://youtu.be/bcUZ ://youtu.be/bcUZbUBSt5w Please See the Video: https://youtu.be/bcUZbUBSt5w Short Spurts and Growing Pains Growth can happen fast, but this can be painful, due to the time of year, the required amount of energy to enco…

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    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## Spurts.pdf

    **## Spurts.pdf**

    https://youtu.be/bcUZ

    ://youtu.be/bcUZbUBSt5w
    Please See the Video:

    https://youtu.be/bcUZbUBSt5w

    Short Spurts and Growing Pains

    Growth can happen fast, but this can be painful, due to the time of year, the required
    amount of energy to encourage resistant peers, and the student outcome you are
    hoping to improve. Now that you have created two drafts in your Learning Journal, both
    the pilot plan and the best case scenario plan, what are the greatest concerns you have
    that are common to both? How could you work with others to lessen the potential
    growing pains implementation could cause? What recommendations are there from
    educationally based professional organizations that might help alleviate some of the
    growing pains?

    Submit a Word document with your answers.

    [https://youtu.be/bcUZbUBSt5w](https://youtu.be/bcUZbUBSt5w)

    [https://youtu.be/bcUZbUBSt5w](https://youtu.be/bcUZbUBSt5w)

    [https://youtu.be/bcUZbUBSt5w](https://youtu.be/bcUZbUBSt5w)

    **## Spurts.pdf**

    https://youtu.be/bcUZ

    ://youtu.be/bcUZbUBSt5w
    Please See the Video:

    https://youtu.be/bcUZbUBSt5w

    Short Spurts and Growing Pains

    Growth can happen fast, but this can be painful, due to the time of year, the required
    amount of energy to encourage resistant peers, and the student outcome you are
    hoping to improve. Now that you have created two drafts in your Learning Journal, both
    the pilot plan and the best case scenario plan, what are the greatest concerns you have
    that are common to both? How could you work with others to lessen the potential
    growing pains implementation could cause? What recommendations are there from
    educationally based professional organizations that might help alleviate some of the
    growing pains?

    Submit a Word document with your answers.

    [https://youtu.be/bcUZbUBSt5w](https://youtu.be/bcUZbUBSt5w)

    [https://youtu.be/bcUZbUBSt5w](https://youtu.be/bcUZbUBSt5w)

    [https://youtu.be/bcUZbUBSt5w](https://youtu.be/bcUZbUBSt5w)

  • [Solved] M7: Discussion

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Why might theatre be important to groups who have traditionally been discriminated against? What power does theatre have that might be attractive to groups trying to increase a sense of unity and support in a community? REMEMBER THIS IS ONLY A DISCUSSION QUESTION 🙂 – a year ago

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    Assignment Prompt & Instructions

    Why might theatre be important to groups who have traditionally been discriminated against? What power does theatre have that might be attractive to groups trying to increase a sense of unity and support in a community?

    REMEMBER THIS IS ONLY A DISCUSSION QUESTION 🙂

    – a year ago

  • [Solved] Madam Michelle

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering Madam Michelle.

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    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Education Here is your Assignment 7 Week 7 Module 7

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    Executive Solution Overview

    Write a one day lesson plan. Base your one day lesson plan on any of the Models found in your text book pp 120-250. You may also choose to write your one day lesson plan on a subject other than music. In that case, **you must show how you would integrate music in that lesson**. Your lesson plan must…

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    Assignment Prompt & Instructions

    Write a one day lesson plan. Base your one day lesson plan on any of the Models found in your text book pp 120-250. You may also choose to write your one day lesson plan on a subject other than music. In that case, **you must show how you would integrate music in that lesson**. Your lesson plan must include: Grade Level, Subject; Topic; Length of lesson; Objectives; Standard(s); Materials; Steps or Teaching Procedure; Grading or Assessment; and References. Feel free to be creative and borrow ideas such the Sample Model Lesson Outline on page 250.

    https://platform.virdocs.com/read/702888/19/##ht0134

    – a year ago

  • [Solved] Critique #3 – Rent

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    https://www.youtube.com/watch?v=yhG3JTchKDA **Critique guidelines MUST be followed** – a year ago **files (1)** – ## CRITIQUEGUIDELINES-2-1.docx **## CRITIQUEGUIDELINES-2-1.docx** CRITIQUE GUIDELINES: Remember, this is your opinion, your personal honest reaction to the production. Do not give a plot…

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    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    https://www.youtube.com/watch?v=yhG3JTchKDA

    **Critique guidelines MUST be followed**

    – a year ago

    **files (1)**

    – ## CRITIQUEGUIDELINES-2-1.docx

    **## CRITIQUEGUIDELINES-2-1.docx**

    CRITIQUE GUIDELINES:

    Remember, this is your opinion, your personal honest reaction to the production.
    Do not give a plot or story summation.  I want your specific reactions to the theatrical aspects of the production.  Your grade does not depend on whether or not you liked the performance, but how specifically and clearly you state your opinion and support it.

    When writing the critiques, I will be looking for the use of vocabulary we’ve used so far in the semester. It doesn't matter to me (in the critique, at least) whether you do or don't like this type of play or whether you did or didn't like the play itself.  What I care about is that you support your opinion with specific examples and proper terminology.  Here is a "guide" for things to consider:

    The critique should be
    **3-4** **full pages** in length, typed, double-spaced, and in 12 pt. Times New Roman font.  No more than 1" top/bottom margins, no more than 1.25 left/right margins. The paper should have an additional cover page (with the title, your name, etc.) attached (not counted in the page numbers). I WILL NOT TAKE HARD COPIES OR EMAIL SUBMISSIONS!

    **Spelling and grammar are a consideration**.  Use your theatre program for the correct spelling of character and actor names.  Play titles should be italicized (
    _Our Town_).  When discussing the character as written by the playwright, use the character's name.  When discussing the interpretation of the character by the actor, use the actor's name.   "John Smith's Willy Loman was intense" or "Willy Loman, as portrayed by John Smith, was intense" would be accurate.  "Willy Loman was intense" would not be accurate.  But, if you are describing the character "I believe Shakespeare meant for Katharina to be an independent woman" would be correct, and "I believe Shakespeare meant for Jane Doe's Katharina to be intense" would not.  Be specific.  Avoid generalizations such as "John Smith was good" or "I didn't like John Smith."  If you think an actor's performance was effective, be very specific in explaining why you hold that opinion.  Refer to specific moments and specific scenes from the play in supporting your opinion.

    Start by asking these three questions as you watch the production:

    1. What is the intention (of both the playwright and of the production)?

    2.  How well has it been done?

    3.  Was it worth doing?

    Address the following questions in your critique:

    1. What was your overall opinion of the entire production? What is the play's major idea? How was that idea developed? How has the situation at the end of the play changed from what the play was at the beginning? Which characters have gone through the greatest change?  Has it been a change for the better? Does the play makes us think about, or does it clarify a truth that's important to us?  Does the production succeed in portraying the playwright's concept or statement?  What was the style of the production?  Did the elements of the production emphasize and maintain consistency with the style?

    2. What did you think of the acting? Are the actors believable as the characters?  Are they spontaneous and consistent?  Do they work well with the other actors in creating an ensemble?  Which actor most pleased you and why?  (Note:  Not which character was your favorite…but which actor did you think did the best performance.)  Which actor pleased you the least?  Be specific.

    3.  What did you think of the costumes, make-up, and hair design?  What were the characters wearing?  What did it say about that character?  Did the costume fit the interpretation of the character as the actor portrayed them?  Did it help define the time period of the play?  Did the costume serve as exposition in defining the character's personality or as a mood for the character?  How were line, texture, and color used? How did hair and make-up contribute to the definition of character? What was your favorite and least favorite costumes (Again, in terms of most appropriate costume…not which you personally would wear or not wear.)

    4.  What did you think of the set and prop designs?  What type of space was this theatre?  How did the set support the production?  Does it serve as a backdrop or a metaphor for the character's lives or situation?  Did it seem appropriate to the style or time period of the play?  Did it make you react to the play in a specific way or to focus on something particular in the play?  How successful was it at creating an environment for the characters?  How were color, line, mass and texture used? How well did the props contribute to creating the world of this play?

    5.  What did you think of the sound design?  Was the sound design helpful in creating a sense of place or in evoking the world of the play? Was the sound design well executed?

    6.  What did you think of the lighting design?  Did the lights contribute to creating the world of the play? What information did the lights give about the time, place, characters, mood, and situations in the play? Did you find the lights functional, distracting, and emotional? Were there any moments or scenes where the lights were particularly evocative?

    7.  What did you think of the direction?  What did you think the director's interpretation?  Is it different from what you expected (if you had read the script prior to attending)?  Did the production seem to have a consistent vision (concept + interpretation)? Did the director compose stage pictures that gave additional meaning to the moments?  How was the pace of the show?  Did all the elements (set, costumes, lights, props, actors) seem to have a consistent message? How well were transitions between scenes handled?

    8. What was your personal response to this theatre experience?

    **## CRITIQUEGUIDELINES-2-1.docx**

    CRITIQUE GUIDELINES:

    Remember, this is your opinion, your personal honest reaction to the production.
    Do not give a plot or story summation.  I want your specific reactions to the theatrical aspects of the production.  Your grade does not depend on whether or not you liked the performance, but how specifically and clearly you state your opinion and support it.

    When writing the critiques, I will be looking for the use of vocabulary we’ve used so far in the semester. It doesn't matter to me (in the critique, at least) whether you do or don't like this type of play or whether you did or didn't like the play itself.  What I care about is that you support your opinion with specific examples and proper terminology.  Here is a "guide" for things to consider:

    The critique should be
    **3-4** **full pages** in length, typed, double-spaced, and in 12 pt. Times New Roman font.  No more than 1" top/bottom margins, no more than 1.25 left/right margins. The paper should have an additional cover page (with the title, your name, etc.) attached (not counted in the page numbers). I WILL NOT TAKE HARD COPIES OR EMAIL SUBMISSIONS!

    **Spelling and grammar are a consideration**.  Use your theatre program for the correct spelling of character and actor names.  Play titles should be italicized (
    _Our Town_).  When discussing the character as written by the playwright, use the character's name.  When discussing the interpretation of the character by the actor, use the actor's name.   "John Smith's Willy Loman was intense" or "Willy Loman, as portrayed by John Smith, was intense" would be accurate.  "Willy Loman was intense" would not be accurate.  But, if you are describing the character "I believe Shakespeare meant for Katharina to be an independent woman" would be correct, and "I believe Shakespeare meant for Jane Doe's Katharina to be intense" would not.  Be specific.  Avoid generalizations such as "John Smith was good" or "I didn't like John Smith."  If you think an actor's performance was effective, be very specific in explaining why you hold that opinion.  Refer to specific moments and specific scenes from the play in supporting your opinion.

    Start by asking these three questions as you watch the production:

    1. What is the intention (of both the playwright and of the production)?

    2.  How well has it been done?

    3.  Was it worth doing?

    Address the following questions in your critique:

    1. What was your overall opinion of the entire production? What is the play's major idea? How was that idea developed? How has the situation at the end of the play changed from what the play was at the beginning? Which characters have gone through the greatest change?  Has it been a change for the better? Does the play makes us think about, or does it clarify a truth that's important to us?  Does the production succeed in portraying the playwright's concept or statement?  What was the style of the production?  Did the elements of the production emphasize and maintain consistency with the style?

    2. What did you think of the acting? Are the actors believable as the characters?  Are they spontaneous and consistent?  Do they work well with the other actors in creating an ensemble?  Which actor most pleased you and why?  (Note:  Not which character was your favorite…but which actor did you think did the best performance.)  Which actor pleased you the least?  Be specific.

    3.  What did you think of the costumes, make-up, and hair design?  What were the characters wearing?  What did it say about that character?  Did the costume fit the interpretation of the character as the actor portrayed them?  Did it help define the time period of the play?  Did the costume serve as exposition in defining the character's personality or as a mood for the character?  How were line, texture, and color used? How did hair and make-up contribute to the definition of character? What was your favorite and least favorite costumes (Again, in terms of most appropriate costume…not which you personally would wear or not wear.)

    4.  What did you think of the set and prop designs?  What type of space was this theatre?  How did the set support the production?  Does it serve as a backdrop or a metaphor for the character's lives or situation?  Did it seem appropriate to the style or time period of the play?  Did it make you react to the play in a specific way or to focus on something particular in the play?  How successful was it at creating an environment for the characters?  How were color, line, mass and texture used? How well did the props contribute to creating the world of this play?

    5.  What did you think of the sound design?  Was the sound design helpful in creating a sense of place or in evoking the world of the play? Was the sound design well executed?

    6.  What did you think of the lighting design?  Did the lights contribute to creating the world of the play? What information did the lights give about the time, place, characters, mood, and situations in the play? Did you find the lights functional, distracting, and emotional? Were there any moments or scenes where the lights were particularly evocative?

    7.  What did you think of the direction?  What did you think the director's interpretation?  Is it different from what you expected (if you had read the script prior to attending)?  Did the production seem to have a consistent vision (concept + interpretation)? Did the director compose stage pictures that gave additional meaning to the moments?  How was the pace of the show?  Did all the elements (set, costumes, lights, props, actors) seem to have a consistent message? How well were transitions between scenes handled?

    8. What was your personal response to this theatre experience?

  • [Solved] Strategy Instruction for Rationale and Referencd

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    This is the question you answer for the Rationale and Reference. I have attached My Target Child, Intervention and other documents for your guide. 13. Complete and turn in a written summary of your child change project. The written summary should include a paragraph about each of the following a. A…

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    Assignment Prompt & Instructions

    This is the question you answer for the Rationale and Reference.  I have attached My Target Child, Intervention and other documents for your guide.

    13. Complete and turn in a written summary of your child change project. The written summary

    should include a paragraph about each of the following

    a. A description of strengths, needs, and interests of the focus learner

    b. A behavioral definition of the learning goal, a description of why the target

    behavior/learning goal was important to address, and 3-5 observable and measurable

    objectives, and (d) the communication skill associated with the learning goal

    c. An accurate and comprehensive description of the procedures used for data collection

    d. A description of the intervention or teaching/learning strategies you used (IF you had

    to change or adjust your intervention part way through, describe the change here)

    e. A rationale for selecting and using your intervention with at least two references from

    peer-reviewed, academic journals

    f. A graph that accurately depicts your learning goal data

    g. A graph that accurately depicts your communication skill data

    h. An analysis of the data that indicates where the learner is currently performing in

    relation to the learning goal and communication skill, changes you would make to the

    intervention, teaching strategy, or data collection if you could do it all over again, and

    a clear description of next steps for the focus learner (i.e. how would you continue to

    help the child make progress toward his/her individualized goals

    – [\
    \
    SPED6767_StrategyInstructionProject_Rubric.docx](https://www.sweetstudy.com/files/sped6767-strategyinstructionproject-rubric-docx "SPED6767_StrategyInstructionProject_Rubric.docx")
    – [\
    \
    ArmstrongS.SIPPart1-TargetChildScoringCriteria2.docx](https://www.sweetstudy.com/files/armstrongs-sippart1-targetchildscoringcriteria2-docx-10275243 "ArmstrongS.SIPPart1-TargetChildScoringCriteria2.docx")
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    ArmstrongSSIPPart4-ProjectProposal2.docx](https://www.sweetstudy.com/files/armstrongssippart4-projectproposal2-docx "ArmstrongSSIPPart4-ProjectProposal2.docx")
    – [\
    \
    ArmstrongSIPPart5-Intervention1.docx](https://www.sweetstudy.com/files/armstrongsippart5-intervention1-docx "ArmstrongSIPPart5-Intervention1.docx")
    – [\
    \
    S.ArmstrongSIPPart2-DataCollectionScoringCriteria1.docx](https://www.sweetstudy.com/files/s-armstrongsippart2-datacollectionscoringcriteria1-docx "S.ArmstrongSIPPart2-DataCollectionScoringCriteria1.docx")

    – a year ago

  • [Solved] Section V written analysis

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    review the results of the Formal/Norm Referenced Assessment, Informal/Criterion Referenced Assessment, and Informal/Performance Authentic Assessment, then based these results, provide an overall written analysis of the child’s performance across all assessments, observations, interviews. Write and s…

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    review the results of the Formal/Norm Referenced Assessment, Informal/Criterion Referenced Assessment, and Informal/Performance Authentic Assessment, then based these results, provide an overall written analysis of the child’s performance across all assessments, observations, interviews. Write and submit Section V: Written Analysis.

    – [\
    \
    SectionVWrittenAnalysis_Rationaletemplate-2.docx](https://www.sweetstudy.com/files/sectionvwrittenanalysis-rationaletemplate-2-docx "SectionVWrittenAnalysis_Rationaletemplate-2.docx")
    – [\
    \
    TAIPSECTIONII.docx](https://www.sweetstudy.com/files/taipsectionii-docx "TAIPSECTIONII.docx")
    – [\
    \
    TAIP9.docx](https://www.sweetstudy.com/files/taip9-docx "TAIP9.docx")
    – [\
    \
    MOISE_THESKA_SectionIVPerformance_PortfolioAssessment.docx](https://www.sweetstudy.com/files/moise-theska-sectionivperformance-portfolioassessment-docx "MOISE_THESKA_SectionIVPerformance_PortfolioAssessment.docx")

    – a year ago

  • [Solved] question assigment

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    – a year ago **files (2)** – ## annotated-CURRICULAR20ASSIGNMENT20.pptx2.pdf – ## webassign3.pptx **## annotated-CURRICULAR20ASSIGNMENT20.pptx2.pdf** CURRICULUM PLANNING AUTHENTIC ASSESSMENT && DIFFERENTIATION OF INSTRUCTIONDIFFERENTIATION OF INSTRUCTION Course Number: EDU 5210Course Number: EDU 521…

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    – a year ago

    **files (2)**

    – ## annotated-CURRICULAR20ASSIGNMENT20.pptx2.pdf

    – ## webassign3.pptx

    **## annotated-CURRICULAR20ASSIGNMENT20.pptx2.pdf**

    CURRICULUM PLANNING
    AUTHENTIC ASSESSMENT

    &&

    DIFFERENTIATION OF INSTRUCTIONDIFFERENTIATION OF INSTRUCTION

    Course Number: EDU 5210Course Number: EDU 5210

    Professor Name: Sherone Smith-SanchezProfessor Name: Sherone Smith-Sanchez

    Student Name: Guzel KalimullinaStudent Name: Guzel Kalimullina

    The Curriculum
    Design Wheel

    Excellent Curricular Planning is the
    result of child-centered Action-

    Research

    PLANNING BY DAP
    Standards, Goals & Objectives to

    meet individual & group
    needs

    (Some published curricula use goals &
    objectives derived from the state
    and national standards. E.g., The

    Creative Curriculum © &TSG Gold ®
    System.

    RESPONSIVE, BIG-PICTURE
    PLANNING

    Thematic/Project Based
    with children & parents

    RESPONSIVE WEEKLY
    ACTIVITY/LESSON PLANNING

    Includes individualization
    & giving children opportunities

    to revisit information.

    EVALUATING LEARNING
    with child assessment instruments,

    Child Observations,
    Portfolio &

    informal assessments

    AUTHENTIC ASSESSMENT & DIFFERENTIATION

    Joel Umoja is a a 4-year-old Pre-Kindergartner, who is an Urdu /English Dual Language Learner. It is his third week of school. His
    parents were unable to attend an orientation or transition period with him. His comfort-blankie was put in his cubby by his father. He
    uses it at nap time.

    Screening: Sensory & Developmental Screening has caused a concern regarding speech and hearing. In addition, there are some
    concerns regarding small motor development. Joel has not yet been evaluated.

    Portfolio Assessment: Joel’s drawings are all in the scribbling phase. There are not yet, any recognizable shapes or figures. He
    does not yet appear to be able/willing to dictate the depictions he creates.

    Anecdotal Observations: Initial observations have revealed that Joel engages mostly in Parallel Play. He however, last week,

    attempted to initiate play with a child. A fight ensued when that child refused to relinquish a toy of which there was only one. The

    child bit Joel. Since then, he spends most of his time in school, sucking his thumb, hugging his ‘Blankie’ and/or drawing.

    Planning: Use the Standards, Goals & Objectives to plan for Joel and his class. First plan a Unit using the blank Curriculum Web

    Provided here. Then, create a weekly lesson plan for the class on the Weekly Planning Form. While completing Page 2 of the form,

    write the plan to differentiate instruction for this child on the section titled: Individual Child Planning. In that section, list the

    standards, goals & objectives on which you will focus individualized instruction for Joel.

    The Curriculum
    Frame

    Respect and Kindness

    Math:
    Counting kindness tokens
    Sorting and pattern
    activities with "kindness
    stickers."
    Measuring and comparing
    "helpful hands" cutouts.

    Literacy:
    Read-aloud books on kindness
    and emotions.
    Create a kindness journal with
    pictures and words.
    Interactive storytelling with
    felt board characters.

    Outdoor Play/Gross Motor:
    "Helping Hands" relay race.
    Kindness scavenger hunt to find
    items for each other
    Yoga poses that encourage self-
    regulation and calmness.

    Art/Music:
    Making “Kindness Cards” for
    family and friends.
    Group mural on "Ways to Be
    Kind."
    Singing and dancing to
    "friendship" songs.

    Science/Sensory:
    Sensory bins with calming
    textures (soft fabrics,
    smooth stones).
    Experiment: Mixing
    "kindness colors" with paint.
    Exploring emotions with
    mirror reflections.

    Dramatic Play:
    Role-playing scenarios about
    kindness (e.g., helping a
    friend, sharing).
    puppet show on friendship
    and respect.
    Dress-up with community
    helper costumes.

    Teacher______________
    Week of February 17th –
    23rd 2025
    Individualization Plan #s:

    J.U. (S/E): Extra support in
    group sharing activities.
    M.K.: Visual cues to assist
    with transitions.
    T.L. (S/E): One-on-one
    reading support.
    A.R.: More gross motor
    activities to encourage
    movement

    The Early Childhood
    Lesson Plan Frame

    Lesson Plan
    Lesson
    Plan:
    Respect
    and
    Kindness

    Timefram
    e:
    Week of
    February
    17th – 23rd
    2025

    Age Group
    6 weeks
    to 24
    months

    Activity Type Monday Tuesday Wednesday Thursday Friday

    Large Group Read Let’s Be
    Kind, sing "I
    Love You"

    Read Uh-Oh,
    sing "Baby’s
    Wearing"

    Read The
    Rainbow Fish,
    sing "Five Little
    Ducks"

    Read How Much
    I Love You, sing
    "Five Little
    Hearts"

    Read Let’s
    Share, sing "A
    Kind Hug"

    Small Group Heart painting
    activity

    Counting friends
    activity

    Face puzzles Sharing tray with
    cornstarch/water

    "Love" canvas
    painting

    Movement Ball rolling
    activity

    Sensory: Color
    mixing bottles

    Outdoor Play:
    Playground
    balance activities

    Dramatic Play:
    Dress-up role-
    play

    Movement:
    Color streamer
    dancing

    weekly Planning form
    Monday Tuesday Wednesday Thursday Friday

    Interest Areas Add pictures of children
    and teachers to blocks

    Introduce play clothes and
    diverse baby dolls in
    dramatic play

    Update sensory bin with circle
    objects

    Create a baby drum
    circle

    Place non-
    breakable mirrors
    for self-exploration

    Large Group Read Let’s Be Kind, sing
    "I Love You"

    Read Uh-Oh, sing "Baby’s
    Wearing"

    Read The Rainbow Fish, sing "Five
    Little Ducks"

    Read How Much I Love
    You, sing "Five Little
    Hearts"

    Read Let’s Share,
    sing "A Kind Hug"

    Read Aloud Let’s Be Kind by P.K.
    Hallinan

    Uh-Oh by Scholastic The Rainbow Fish by Marcus
    Pfister

    How Much I Love You by
    Sam McBratney

    Let’s Share by
    P.K. Hallinan

    Small Group Painting of the heart Counting friends activity Sensory: Color bottles Sharing tray with
    cornstarch/water

    "Love" canvas
    painting

    Outdoor Experiences:
    Balance bar
    Musical instruments exploration
    Baby yoga
    Sandbox play
    Balance beam

    Family Partnerships:
    Mommy Moments
    Buggy Ride
    Daddy Drop-In Day
    Buggy Ride
    Family Potluck

    WOW Experiences:
    Ball rolling Face puzzles Mirror self-recognition Color streamer dancing
    Sensory feel chart

    Weekly planning form Contd.
    Reflecting on the Week
    Regarding the learning children had quite a lot of interaction with the sensory materials but
    they especially liked the color bottles.
    Increased interest in mirror self-recognition and social play.
    A few children could need more help in how to share activities.
    Outdoor activities included swing and balance as well as music, and these were preferred by
    the students.

    To Do List
    • Collect more substantiations (fabrics, objects with smell).
    • Order more flyer notices for Daddy Drop In Day for your

    family.
    • Increase social-emotional selections in the reading area by

    rotating books.
    • Social observation and documentation of peers as part of

    their social learning progress.
    • Discuss with families about how you may revisit the

    concept of kindness at home in the following meeting.

    Individual Child Planning
    J.U. (S/E): Needs additional support in turn-taking during group activities. Encourage sharing
    through role-play scenarios.
    M.K: was eager to engage in activities that involved his sense organs but had difficulty in
    movements between different activities. Provide visual cues.
    The reader T.L. (S/E) mentioned they liked I&I because of extra practice during reading Skills.
    Continue personalized story time.
    A.R.: Shown concern about specific types of activities, such as movements; want more
    dance and play that involves whole body.

    Interest Areas

    Observation Journals

    •My observations and experiences have shown that teachers
    record anecdotes in order to observe children’s examples in
    demonstrating manners, friendliness, generosity, and
    compromise.
    • These assessments are particularly beneficial in considering

    each child’s and young adult’s social-emotional development
    for providing them with the appropriate intervention and
    learning styles.

    Goal and Objectives
    • Social-emotional development: Provide opportunities for positive social

    interactions and behaviors between children.
    • CAD: Encourage emerging communication skills for infants and toddlers;

    promote the use of gestures, sounds, and the first words.
    • Promote Social Participation: Introduce activities that demand the children

    to take turns and engage in collective play.
    •When infants engage with familiar caregivers and peers they will respond

    positively through smiling, making eye contact, or extending their hands.
    • At this stage they will learn to notice positive stimuli like a caregiver smiling

    or comforting touch or a peer sharing a toy.
    • Toddlers between 12-24 months will engage in various compositions of

    kindness including gently touching/patting a friend or giving a toy to a peer.
    • It should be noted that infants will participate in play activities in many

    ways, inclusive of parallel play, imitation, or joint attention.

    Read Aloud Books
    Monday Tuesday Wednesday Thursday Friday

    **## webassign3.pptx**

    CURRICULUM PLANNING
    AUTHENTIC ASSESSMENT

    &

    DIFFERENTIATION OF INSTRUCTION

    The Curriculum Design Wheel
    Excellent Curricular Planning is the result of child-centered Action-Research

    PLANNING BY DAP

    Standards, Goals & Objectives to meet individual & group

    needs

    (Some published curricula use goals & objectives derived from the state and national standards. E.g., The Creative Curriculum © &TSG Gold ® System.

    RESPONSIVE, BIG-PICTURE PLANNING

    Thematic/Project Based

    with children & parents

    RESPONSIVE WEEKLY ACTIVITY/LESSON PLANNING

    Includes individualization

    & giving children opportunities

    to revisit information.

    EVALUATING LEARNING

    with child assessment instruments, Child Observations,

    Portfolio &

    informal assessments

    AUTHENTIC ASSESSMENT & DIFFERENTIATION

    Joel Umoja is a a 4-year-old Pre-Kindergartner, who is an Urdu /English Dual Language Learner. It is his third week of school. His parents were unable to attend an orientation or transition period with him. His comfort-blankie was put in his cubby by his father. He uses it at nap time.

    Screening: Sensory & Developmental Screening has caused a concern regarding speech and hearing. In addition, there are some concerns regarding small motor development. Joel has not yet been evaluated.

    Portfolio Assessment: Joel’s drawings are all in the scribbling phase. There are not yet, any recognizable shapes or figures. He does not yet appear to be able/willing to dictate the depictions he creates.

    Anecdotal Observations: Initial observations have revealed that Joel engages mostly in Parallel Play. He however, last week, attempted to initiate play with a child. A fight ensued when that child refused to relinquish a toy of which there was only one. The child bit Joel. Since then, he spends most of his time in school, sucking his thumb, hugging his ‘Blankie’ and/or drawing.

    Planning: Use the Standards, Goals & Objectives to plan for Joel and his class. First plan a Unit using the blank Curriculum Web Provided here. Then, create a weekly lesson plan for the class on the Weekly Planning Form. While completing Page 2 of the form, write the plan to differentiate instruction for this child on the section titled: Individual Child Planning. In that section, list the standards, goals & objectives on which you will focus individualized instruction for Joel.

    The Curriculum Frame

    Use these blank frames to plan for Joel. Add more bubbles and additional pages if you need them for the Curriculum Web.

    The Early Childhood Lesson Plan Frame

    Use this blank frame to plan for Joel. Use the Lesson Plan Frame as is.. Remember to show individualization and differentiation plans by inserting initials and standard numbers where needed.

    weekly Planning form

    | | | | | | |
    | — | — | — | — | — | — |
    | | Monday | Tuesday | Wednesday | Thursday | Friday |
    | Interest Areas | | | | | |
    | Large Group | Social Emotional: Students will begin the kindness challenge. Throughout the week when students complete a kind act teacher will write it down and put it on a bulletin board. This will show students how they can be everyday helpers too. Self-Awareness & Self-Management: Recognize and understand their emotions and thoughts and how they influence behavior, KSL.6<br>Literacy: Students will participate in a whole group discussion on who they already know are community helpers and what they think they do. KSL1, J | Movement: Act out different movements community helpers do like drive the police car, spray the hose, check patient. Movements are directed similar to Simon says. 2.1.K | Social Studies: Students will take a field trip to the local firehouse station. Students will learn directly from firefighters about what they do to help the community and see and feel firefighter gear. K.5b<br>Music: students learn and sing the Hurry, Hurry, Drive the Firetruck VA:Cn10.1.1 | Social Studies: after a read aloud of Hello! Hometown Heroes parents, family members, and guests will be invited into the classroom to speak to the class about their job. K.5a <br>Science: Students will learn about how fire is put out by a lack of air by watching a candle in a jar go out when the lid is put on. Students will also learn the safety procedure “Stop, drop, and roll” for fires. K-ESS3-3 | Math: As a class, students will vote for who their favorite community helper is. Students will have a choice between firefighter, police officer, doctor, teacher, and cashier. As we vote and count, teacher will fill out a graph to demonstrate the class votes. NY-K.MD.3<br>Literacy: Students will participate in another discussion about what they have learned about community helpers. KSL1,J |
    | Read Aloud | Read What Do People Do All Day? By Richard Scarry <br>Learn about different community jobs and how they help everyone RI.K.3 | Read Who Do You Want to be When You Grow Up? by Paula Faris<br>Explore different interests and careers RI.K.2 | Read Pete the Cat: Firefighter Pete by James Dean <br>Learn about firefighter gear and the role of firefighters RI.K.3 | Read Officer Buckle and Gloria by Peggy Rathmann<br>Learn about teamwork, role of police officers and safety rules RL.K.3 | Read When I Grow Up by Mercer Mayer<br>Learn about different careers SL.K.5 |
    | Small Group | Dramatic Play: Post office: Students will be introduced to the new play area and how to sort and deliver kind letters from the class to their peers. VA:CR2.2.K, J | Science: In small groups at the activity table, students will pretend to be a doctor cover their hands in glitter and lotion. Students will then try to wash with just water vs soap and water to understand a visual of how germs spread. K-ESS3-3. | Social Emotional: Students will work in small groups to review one kind thing they have done or seen so far to contribute to the kindness challenge. Self-Awareness & Self-Management: Recognize and understand their emotions and thoughts and how they influence behavior, KSL.6 | Social Studies: In small groups, students will discuss their favorite guests and what they found most interesting about the career day presentations. K.5a | Art: Students will pick a community helper from a short list of choices. Teacher will paste a picture of the students head on the body of the helper. Students will fill out the sentence starter “My name is ____ and I’m a ___” and color the uniform. VA:Cr1.1.K, J |
    | Outdoor Experiences:<br>Students take a field trip to the local firehouse station. There students will learn directly from firefighters about what they do to help and serve the community. Students will also get a chance to see and feel firefighter gear and the firetruck. | | | | | |
    | Family Partnerships:<br>Parents, Family members, and special guests are invited in to share their job and how they help their community. | | | | | |
    | WOW Experiences:<br>Field trip to firehouse station | | | | | |

    Objectives:

    -Familiarity w/ Fall

    colors

    -Hand/eye coordination

    -Understanding of different types of leaves while developing sorting skills

    7

    Weekly planning form Contd.

    | | |
    | — | — |
    | Reflecting on the Week<br>Learning Target: Community helpers are important <br>Children were introduced to new vocabulary and career paths that we will continue to visit as we continue to explore “My community and the world around me” unit in the following weeks. <br>Goal for next week: students will work together as a class to create a project that showcases how students, teachers, and helpers in the community make contributions to make both the community and the world a better place. | To Do List<br>Send out a weekly newsletter to families about our upcoming community helpers week including and invite to come and present to the classroom on Thursday. <br>Send out permission slips for the trip to the firehouse. <br>Add play mail satchels, envelopes, stamps, mail hats, letters, mailboxes, and postcards. <br>Add posters and stuffed plushies of community helpers around the room. <br>Print pictures of each child and cut out their faces for the art activity. <br>Display read aloud books on the shelves. |
    | Individual Child Planning<br>Differentiation:<br>Joel Umoja will receive individualized instruction in the following areas:<br>Literacy: Students will participate in a whole group discussion on who they already know are community helpers and what they think they do. KSL1<br>Goal: The goal for Joel would be to practice his listening and speaking skills in large group discussions. <br>Dramatic Play: Post office: Students will be introduced to the new play area and how to sort and deliver kind letters from the class to their peers. VA:CR2.2.K<br>Goal: The goal for Joel is to practice participating in associate/ cooperative play with his peers as opposed to only parallel play. <br>Literacy: Students will participate in another discussion about what they have learned about community helpers. KSL1<br>Goal: The goal is for Joel to hopefully participate and practice his speaking and listening skills. <br>Art: Students will pick a community helper from a short list of choices. Teacher will paste a picture of the students' head on the body of the helper. Students will fill out the sentence starter “My name is ____ and I’m a ___” and color the uniform. VA:Cr1.1.K<br>Goal: The goal for Joel is to practice fine motor skills and attempt to dictate/label his drawing with the teachers and or his peers. | |

    ## media1.mp4

    ## image1.png

    ## image2.jpeg

    ## image3.png

    **## webassign3.pptx**

    CURRICULUM PLANNING
    AUTHENTIC ASSESSMENT

    &

    DIFFERENTIATION OF INSTRUCTION

    The Curriculum Design Wheel
    Excellent Curricular Planning is the result of child-centered Action-Research

    PLANNING BY DAP

    Standards, Goals & Objectives to meet individual & group

    needs

    (Some published curricula use goals & objectives derived from the state and national standards. E.g., The Creative Curriculum © &TSG Gold ® System.

    RESPONSIVE, BIG-PICTURE PLANNING

    Thematic/Project Based

    with children & parents

    RESPONSIVE WEEKLY ACTIVITY/LESSON PLANNING

    Includes individualization

    & giving children opportunities

    to revisit information.

    EVALUATING LEARNING

    with child assessment instruments, Child Observations,

    Portfolio &

    informal assessments

    AUTHENTIC ASSESSMENT & DIFFERENTIATION

    Joel Umoja is a a 4-year-old Pre-Kindergartner, who is an Urdu /English Dual Language Learner. It is his third week of school. His parents were unable to attend an orientation or transition period with him. His comfort-blankie was put in his cubby by his father. He uses it at nap time.

    Screening: Sensory & Developmental Screening has caused a concern regarding speech and hearing. In addition, there are some concerns regarding small motor development. Joel has not yet been evaluated.

    Portfolio Assessment: Joel’s drawings are all in the scribbling phase. There are not yet, any recognizable shapes or figures. He does not yet appear to be able/willing to dictate the depictions he creates.

    Anecdotal Observations: Initial observations have revealed that Joel engages mostly in Parallel Play. He however, last week, attempted to initiate play with a child. A fight ensued when that child refused to relinquish a toy of which there was only one. The child bit Joel. Since then, he spends most of his time in school, sucking his thumb, hugging his ‘Blankie’ and/or drawing.

    Planning: Use the Standards, Goals & Objectives to plan for Joel and his class. First plan a Unit using the blank Curriculum Web Provided here. Then, create a weekly lesson plan for the class on the Weekly Planning Form. While completing Page 2 of the form, write the plan to differentiate instruction for this child on the section titled: Individual Child Planning. In that section, list the standards, goals & objectives on which you will focus individualized instruction for Joel.

    The Curriculum Frame

    Use these blank frames to plan for Joel. Add more bubbles and additional pages if you need them for the Curriculum Web.

    The Early Childhood Lesson Plan Frame

    Use this blank frame to plan for Joel. Use the Lesson Plan Frame as is.. Remember to show individualization and differentiation plans by inserting initials and standard numbers where needed.

    weekly Planning form

    | | | | | | |
    | — | — | — | — | — | — |
    | | Monday | Tuesday | Wednesday | Thursday | Friday |
    | Interest Areas | | | | | |
    | Large Group | Social Emotional: Students will begin the kindness challenge. Throughout the week when students complete a kind act teacher will write it down and put it on a bulletin board. This will show students how they can be everyday helpers too. Self-Awareness & Self-Management: Recognize and understand their emotions and thoughts and how they influence behavior, KSL.6<br>Literacy: Students will participate in a whole group discussion on who they already know are community helpers and what they think they do. KSL1, J | Movement: Act out different movements community helpers do like drive the police car, spray the hose, check patient. Movements are directed similar to Simon says. 2.1.K | Social Studies: Students will take a field trip to the local firehouse station. Students will learn directly from firefighters about what they do to help the community and see and feel firefighter gear. K.5b<br>Music: students learn and sing the Hurry, Hurry, Drive the Firetruck VA:Cn10.1.1 | Social Studies: after a read aloud of Hello! Hometown Heroes parents, family members, and guests will be invited into the classroom to speak to the class about their job. K.5a <br>Science: Students will learn about how fire is put out by a lack of air by watching a candle in a jar go out when the lid is put on. Students will also learn the safety procedure “Stop, drop, and roll” for fires. K-ESS3-3 | Math: As a class, students will vote for who their favorite community helper is. Students will have a choice between firefighter, police officer, doctor, teacher, and cashier. As we vote and count, teacher will fill out a graph to demonstrate the class votes. NY-K.MD.3<br>Literacy: Students will participate in another discussion about what they have learned about community helpers. KSL1,J |
    | Read Aloud | Read What Do People Do All Day? By Richard Scarry <br>Learn about different community jobs and how they help everyone RI.K.3 | Read Who Do You Want to be When You Grow Up? by Paula Faris<br>Explore different interests and careers RI.K.2 | Read Pete the Cat: Firefighter Pete by James Dean <br>Learn about firefighter gear and the role of firefighters RI.K.3 | Read Officer Buckle and Gloria by Peggy Rathmann<br>Learn about teamwork, role of police officers and safety rules RL.K.3 | Read When I Grow Up by Mercer Mayer<br>Learn about different careers SL.K.5 |
    | Small Group | Dramatic Play: Post office: Students will be introduced to the new play area and how to sort and deliver kind letters from the class to their peers. VA:CR2.2.K, J | Science: In small groups at the activity table, students will pretend to be a doctor cover their hands in glitter and lotion. Students will then try to wash with just water vs soap and water to understand a visual of how germs spread. K-ESS3-3. | Social Emotional: Students will work in small groups to review one kind thing they have done or seen so far to contribute to the kindness challenge. Self-Awareness & Self-Management: Recognize and understand their emotions and thoughts and how they influence behavior, KSL.6 | Social Studies: In small groups, students will discuss their favorite guests and what they found most interesting about the career day presentations. K.5a | Art: Students will pick a community helper from a short list of choices. Teacher will paste a picture of the students head on the body of the helper. Students will fill out the sentence starter “My name is ____ and I’m a ___” and color the uniform. VA:Cr1.1.K, J |
    | Outdoor Experiences:<br>Students take a field trip to the local firehouse station. There students will learn directly from firefighters about what they do to help and serve the community. Students will also get a chance to see and feel firefighter gear and the firetruck. | | | | | |
    | Family Partnerships:<br>Parents, Family members, and special guests are invited in to share their job and how they help their community. | | | | | |
    | WOW Experiences:<br>Field trip to firehouse station | | | | | |

    Objectives:

    -Familiarity w/ Fall

    colors

    -Hand/eye coordination

    -Understanding of different types of leaves while developing sorting skills

    7

    Weekly planning form Contd.

    | | |
    | — | — |
    | Reflecting on the Week<br>Learning Target: Community helpers are important <br>Children were introduced to new vocabulary and career paths that we will continue to visit as we continue to explore “My community and the world around me” unit in the following weeks. <br>Goal for next week: students will work together as a class to create a project that showcases how students, teachers, and helpers in the community make contributions to make both the community and the world a better place. | To Do List<br>Send out a weekly newsletter to families about our upcoming community helpers week including and invite to come and present to the classroom on Thursday. <br>Send out permission slips for the trip to the firehouse. <br>Add play mail satchels, envelopes, stamps, mail hats, letters, mailboxes, and postcards. <br>Add posters and stuffed plushies of community helpers around the room. <br>Print pictures of each child and cut out their faces for the art activity. <br>Display read aloud books on the shelves. |
    | Individual Child Planning<br>Differentiation:<br>Joel Umoja will receive individualized instruction in the following areas:<br>Literacy: Students will participate in a whole group discussion on who they already know are community helpers and what they think they do. KSL1<br>Goal: The goal for Joel would be to practice his listening and speaking skills in large group discussions. <br>Dramatic Play: Post office: Students will be introduced to the new play area and how to sort and deliver kind letters from the class to their peers. VA:CR2.2.K<br>Goal: The goal for Joel is to practice participating in associate/ cooperative play with his peers as opposed to only parallel play. <br>Literacy: Students will participate in another discussion about what they have learned about community helpers. KSL1<br>Goal: The goal is for Joel to hopefully participate and practice his speaking and listening skills. <br>Art: Students will pick a community helper from a short list of choices. Teacher will paste a picture of the students' head on the body of the helper. Students will fill out the sentence starter “My name is ____ and I’m a ___” and color the uniform. VA:Cr1.1.K<br>Goal: The goal for Joel is to practice fine motor skills and attempt to dictate/label his drawing with the teachers and or his peers. | |

    ## media1.mp4

    ## image1.png

    ## image2.jpeg

    ## image3.png

    **## annotated-CURRICULAR20ASSIGNMENT20.pptx2.pdf**

    CURRICULUM PLANNING
    AUTHENTIC ASSESSMENT

    &&

    DIFFERENTIATION OF INSTRUCTIONDIFFERENTIATION OF INSTRUCTION

    Course Number: EDU 5210Course Number: EDU 5210

    Professor Name: Sherone Smith-SanchezProfessor Name: Sherone Smith-Sanchez

    Student Name: Guzel KalimullinaStudent Name: Guzel Kalimullina

    The Curriculum
    Design Wheel

    Excellent Curricular Planning is the
    result of child-centered Action-

    Research

    PLANNING BY DAP
    Standards, Goals & Objectives to

    meet individual & group
    needs

    (Some published curricula use goals &
    objectives derived from the state
    and national standards. E.g., The

    Creative Curriculum © &TSG Gold ®
    System.

    RESPONSIVE, BIG-PICTURE
    PLANNING

    Thematic/Project Based
    with children & parents

    RESPONSIVE WEEKLY
    ACTIVITY/LESSON PLANNING

    Includes individualization
    & giving children opportunities

    to revisit information.

    EVALUATING LEARNING
    with child assessment instruments,

    Child Observations,
    Portfolio &

    informal assessments

    AUTHENTIC ASSESSMENT & DIFFERENTIATION

    Joel Umoja is a a 4-year-old Pre-Kindergartner, who is an Urdu /English Dual Language Learner. It is his third week of school. His
    parents were unable to attend an orientation or transition period with him. His comfort-blankie was put in his cubby by his father. He
    uses it at nap time.

    Screening: Sensory & Developmental Screening has caused a concern regarding speech and hearing. In addition, there are some
    concerns regarding small motor development. Joel has not yet been evaluated.

    Portfolio Assessment: Joel’s drawings are all in the scribbling phase. There are not yet, any recognizable shapes or figures. He
    does not yet appear to be able/willing to dictate the depictions he creates.

    Anecdotal Observations: Initial observations have revealed that Joel engages mostly in Parallel Play. He however, last week,

    attempted to initiate play with a child. A fight ensued when that child refused to relinquish a toy of which there was only one. The

    child bit Joel. Since then, he spends most of his time in school, sucking his thumb, hugging his ‘Blankie’ and/or drawing.

    Planning: Use the Standards, Goals & Objectives to plan for Joel and his class. First plan a Unit using the blank Curriculum Web

    Provided here. Then, create a weekly lesson plan for the class on the Weekly Planning Form. While completing Page 2 of the form,

    write the plan to differentiate instruction for this child on the section titled: Individual Child Planning. In that section, list the

    standards, goals & objectives on which you will focus individualized instruction for Joel.

    The Curriculum
    Frame

    Respect and Kindness

    Math:
    Counting kindness tokens
    Sorting and pattern
    activities with "kindness
    stickers."
    Measuring and comparing
    "helpful hands" cutouts.

    Literacy:
    Read-aloud books on kindness
    and emotions.
    Create a kindness journal with
    pictures and words.
    Interactive storytelling with
    felt board characters.

    Outdoor Play/Gross Motor:
    "Helping Hands" relay race.
    Kindness scavenger hunt to find
    items for each other
    Yoga poses that encourage self-
    regulation and calmness.

    Art/Music:
    Making “Kindness Cards” for
    family and friends.
    Group mural on "Ways to Be
    Kind."
    Singing and dancing to
    "friendship" songs.

    Science/Sensory:
    Sensory bins with calming
    textures (soft fabrics,
    smooth stones).
    Experiment: Mixing
    "kindness colors" with paint.
    Exploring emotions with
    mirror reflections.

    Dramatic Play:
    Role-playing scenarios about
    kindness (e.g., helping a
    friend, sharing).
    puppet show on friendship
    and respect.
    Dress-up with community
    helper costumes.

    Teacher______________
    Week of February 17th –
    23rd 2025
    Individualization Plan #s:

    J.U. (S/E): Extra support in
    group sharing activities.
    M.K.: Visual cues to assist
    with transitions.
    T.L. (S/E): One-on-one
    reading support.
    A.R.: More gross motor
    activities to encourage
    movement

    The Early Childhood
    Lesson Plan Frame

    Lesson Plan
    Lesson
    Plan:
    Respect
    and
    Kindness

    Timefram
    e:
    Week of
    February
    17th – 23rd
    2025

    Age Group
    6 weeks
    to 24
    months

    Activity Type Monday Tuesday Wednesday Thursday Friday

    Large Group Read Let’s Be
    Kind, sing "I
    Love You"

    Read Uh-Oh,
    sing "Baby’s
    Wearing"

    Read The
    Rainbow Fish,
    sing "Five Little
    Ducks"

    Read How Much
    I Love You, sing
    "Five Little
    Hearts"

    Read Let’s
    Share, sing "A
    Kind Hug"

    Small Group Heart painting
    activity

    Counting friends
    activity

    Face puzzles Sharing tray with
    cornstarch/water

    "Love" canvas
    painting

    Movement Ball rolling
    activity

    Sensory: Color
    mixing bottles

    Outdoor Play:
    Playground
    balance activities

    Dramatic Play:
    Dress-up role-
    play

    Movement:
    Color streamer
    dancing

    weekly Planning form
    Monday Tuesday Wednesday Thursday Friday

    Interest Areas Add pictures of children
    and teachers to blocks

    Introduce play clothes and
    diverse baby dolls in
    dramatic play

    Update sensory bin with circle
    objects

    Create a baby drum
    circle

    Place non-
    breakable mirrors
    for self-exploration

    Large Group Read Let’s Be Kind, sing
    "I Love You"

    Read Uh-Oh, sing "Baby’s
    Wearing"

    Read The Rainbow Fish, sing "Five
    Little Ducks"

    Read How Much I Love
    You, sing "Five Little
    Hearts"

    Read Let’s Share,
    sing "A Kind Hug"

    Read Aloud Let’s Be Kind by P.K.
    Hallinan

    Uh-Oh by Scholastic The Rainbow Fish by Marcus
    Pfister

    How Much I Love You by
    Sam McBratney

    Let’s Share by
    P.K. Hallinan

    Small Group Painting of the heart Counting friends activity Sensory: Color bottles Sharing tray with
    cornstarch/water

    "Love" canvas
    painting

    Outdoor Experiences:
    Balance bar
    Musical instruments exploration
    Baby yoga
    Sandbox play
    Balance beam

    Family Partnerships:
    Mommy Moments
    Buggy Ride
    Daddy Drop-In Day
    Buggy Ride
    Family Potluck

    WOW Experiences:
    Ball rolling Face puzzles Mirror self-recognition Color streamer dancing
    Sensory feel chart

    Weekly planning form Contd.
    Reflecting on the Week
    Regarding the learning children had quite a lot of interaction with the sensory materials but
    they especially liked the color bottles.
    Increased interest in mirror self-recognition and social play.
    A few children could need more help in how to share activities.
    Outdoor activities included swing and balance as well as music, and these were preferred by
    the students.

    To Do List
    • Collect more substantiations (fabrics, objects with smell).
    • Order more flyer notices for Daddy Drop In Day for your

    family.
    • Increase social-emotional selections in the reading area by

    rotating books.
    • Social observation and documentation of peers as part of

    their social learning progress.
    • Discuss with families about how you may revisit the

    concept of kindness at home in the following meeting.

    Individual Child Planning
    J.U. (S/E): Needs additional support in turn-taking during group activities. Encourage sharing
    through role-play scenarios.
    M.K: was eager to engage in activities that involved his sense organs but had difficulty in
    movements between different activities. Provide visual cues.
    The reader T.L. (S/E) mentioned they liked I&I because of extra practice during reading Skills.
    Continue personalized story time.
    A.R.: Shown concern about specific types of activities, such as movements; want more
    dance and play that involves whole body.

    Interest Areas

    Observation Journals

    •My observations and experiences have shown that teachers
    record anecdotes in order to observe children’s examples in
    demonstrating manners, friendliness, generosity, and
    compromise.
    • These assessments are particularly beneficial in considering

    each child’s and young adult’s social-emotional development
    for providing them with the appropriate intervention and
    learning styles.

    Goal and Objectives
    • Social-emotional development: Provide opportunities for positive social

    interactions and behaviors between children.
    • CAD: Encourage emerging communication skills for infants and toddlers;

    promote the use of gestures, sounds, and the first words.
    • Promote Social Participation: Introduce activities that demand the children

    to take turns and engage in collective play.
    •When infants engage with familiar caregivers and peers they will respond

    positively through smiling, making eye contact, or extending their hands.
    • At this stage they will learn to notice positive stimuli like a caregiver smiling

    or comforting touch or a peer sharing a toy.
    • Toddlers between 12-24 months will engage in various compositions of

    kindness including gently touching/patting a friend or giving a toy to a peer.
    • It should be noted that infants will participate in play activities in many

    ways, inclusive of parallel play, imitation, or joint attention.

    Read Aloud Books
    Monday Tuesday Wednesday Thursday Friday

    **## webassign3.pptx**

    CURRICULUM PLANNING
    AUTHENTIC ASSESSMENT

    &

    DIFFERENTIATION OF INSTRUCTION

    The Curriculum Design Wheel
    Excellent Curricular Planning is the result of child-centered Action-Research

    PLANNING BY DAP

    Standards, Goals & Objectives to meet individual & group

    needs

    (Some published curricula use goals & objectives derived from the state and national standards. E.g., The Creative Curriculum © &TSG Gold ® System.

    RESPONSIVE, BIG-PICTURE PLANNING

    Thematic/Project Based

    with children & parents

    RESPONSIVE WEEKLY ACTIVITY/LESSON PLANNING

    Includes individualization

    & giving children opportunities

    to revisit information.

    EVALUATING LEARNING

    with child assessment instruments, Child Observations,

    Portfolio &

    informal assessments

    AUTHENTIC ASSESSMENT & DIFFERENTIATION

    Joel Umoja is a a 4-year-old Pre-Kindergartner, who is an Urdu /English Dual Language Learner. It is his third week of school. His parents were unable to attend an orientation or transition period with him. His comfort-blankie was put in his cubby by his father. He uses it at nap time.

    Screening: Sensory & Developmental Screening has caused a concern regarding speech and hearing. In addition, there are some concerns regarding small motor development. Joel has not yet been evaluated.

    Portfolio Assessment: Joel’s drawings are all in the scribbling phase. There are not yet, any recognizable shapes or figures. He does not yet appear to be able/willing to dictate the depictions he creates.

    Anecdotal Observations: Initial observations have revealed that Joel engages mostly in Parallel Play. He however, last week, attempted to initiate play with a child. A fight ensued when that child refused to relinquish a toy of which there was only one. The child bit Joel. Since then, he spends most of his time in school, sucking his thumb, hugging his ‘Blankie’ and/or drawing.

    Planning: Use the Standards, Goals & Objectives to plan for Joel and his class. First plan a Unit using the blank Curriculum Web Provided here. Then, create a weekly lesson plan for the class on the Weekly Planning Form. While completing Page 2 of the form, write the plan to differentiate instruction for this child on the section titled: Individual Child Planning. In that section, list the standards, goals & objectives on which you will focus individualized instruction for Joel.

    The Curriculum Frame

    Use these blank frames to plan for Joel. Add more bubbles and additional pages if you need them for the Curriculum Web.

    The Early Childhood Lesson Plan Frame

    Use this blank frame to plan for Joel. Use the Lesson Plan Frame as is.. Remember to show individualization and differentiation plans by inserting initials and standard numbers where needed.

    weekly Planning form

    | | | | | | |
    | — | — | — | — | — | — |
    | | Monday | Tuesday | Wednesday | Thursday | Friday |
    | Interest Areas | | | | | |
    | Large Group | Social Emotional: Students will begin the kindness challenge. Throughout the week when students complete a kind act teacher will write it down and put it on a bulletin board. This will show students how they can be everyday helpers too. Self-Awareness & Self-Management: Recognize and understand their emotions and thoughts and how they influence behavior, KSL.6<br>Literacy: Students will participate in a whole group discussion on who they already know are community helpers and what they think they do. KSL1, J | Movement: Act out different movements community helpers do like drive the police car, spray the hose, check patient. Movements are directed similar to Simon says. 2.1.K | Social Studies: Students will take a field trip to the local firehouse station. Students will learn directly from firefighters about what they do to help the community and see and feel firefighter gear. K.5b<br>Music: students learn and sing the Hurry, Hurry, Drive the Firetruck VA:Cn10.1.1 | Social Studies: after a read aloud of Hello! Hometown Heroes parents, family members, and guests will be invited into the classroom to speak to the class about their job. K.5a <br>Science: Students will learn about how fire is put out by a lack of air by watching a candle in a jar go out when the lid is put on. Students will also learn the safety procedure “Stop, drop, and roll” for fires. K-ESS3-3 | Math: As a class, students will vote for who their favorite community helper is. Students will have a choice between firefighter, police officer, doctor, teacher, and cashier. As we vote and count, teacher will fill out a graph to demonstrate the class votes. NY-K.MD.3<br>Literacy: Students will participate in another discussion about what they have learned about community helpers. KSL1,J |
    | Read Aloud | Read What Do People Do All Day? By Richard Scarry <br>Learn about different community jobs and how they help everyone RI.K.3 | Read Who Do You Want to be When You Grow Up? by Paula Faris<br>Explore different interests and careers RI.K.2 | Read Pete the Cat: Firefighter Pete by James Dean <br>Learn about firefighter gear and the role of firefighters RI.K.3 | Read Officer Buckle and Gloria by Peggy Rathmann<br>Learn about teamwork, role of police officers and safety rules RL.K.3 | Read When I Grow Up by Mercer Mayer<br>Learn about different careers SL.K.5 |
    | Small Group | Dramatic Play: Post office: Students will be introduced to the new play area and how to sort and deliver kind letters from the class to their peers. VA:CR2.2.K, J | Science: In small groups at the activity table, students will pretend to be a doctor cover their hands in glitter and lotion. Students will then try to wash with just water vs soap and water to understand a visual of how germs spread. K-ESS3-3. | Social Emotional: Students will work in small groups to review one kind thing they have done or seen so far to contribute to the kindness challenge. Self-Awareness & Self-Management: Recognize and understand their emotions and thoughts and how they influence behavior, KSL.6 | Social Studies: In small groups, students will discuss their favorite guests and what they found most interesting about the career day presentations. K.5a | Art: Students will pick a community helper from a short list of choices. Teacher will paste a picture of the students head on the body of the helper. Students will fill out the sentence starter “My name is ____ and I’m a ___” and color the uniform. VA:Cr1.1.K, J |
    | Outdoor Experiences:<br>Students take a field trip to the local firehouse station. There students will learn directly from firefighters about what they do to help and serve the community. Students will also get a chance to see and feel firefighter gear and the firetruck. | | | | | |
    | Family Partnerships:<br>Parents, Family members, and special guests are invited in to share their job and how they help their community. | | | | | |
    | WOW Experiences:<br>Field trip to firehouse station | | | | | |

    Objectives:

    -Familiarity w/ Fall

    colors

    -Hand/eye coordination

    -Understanding of different types of leaves while developing sorting skills

    7

    Weekly planning form Contd.

    | | |
    | — | — |
    | Reflecting on the Week<br>Learning Target: Community helpers are important <br>Children were introduced to new vocabulary and career paths that we will continue to visit as we continue to explore “My community and the world around me” unit in the following weeks. <br>Goal for next week: students will work together as a class to create a project that showcases how students, teachers, and helpers in the community make contributions to make both the community and the world a better place. | To Do List<br>Send out a weekly newsletter to families about our upcoming community helpers week including and invite to come and present to the classroom on Thursday. <br>Send out permission slips for the trip to the firehouse. <br>Add play mail satchels, envelopes, stamps, mail hats, letters, mailboxes, and postcards. <br>Add posters and stuffed plushies of community helpers around the room. <br>Print pictures of each child and cut out their faces for the art activity. <br>Display read aloud books on the shelves. |
    | Individual Child Planning<br>Differentiation:<br>Joel Umoja will receive individualized instruction in the following areas:<br>Literacy: Students will participate in a whole group discussion on who they already know are community helpers and what they think they do. KSL1<br>Goal: The goal for Joel would be to practice his listening and speaking skills in large group discussions. <br>Dramatic Play: Post office: Students will be introduced to the new play area and how to sort and deliver kind letters from the class to their peers. VA:CR2.2.K<br>Goal: The goal for Joel is to practice participating in associate/ cooperative play with his peers as opposed to only parallel play. <br>Literacy: Students will participate in another discussion about what they have learned about community helpers. KSL1<br>Goal: The goal is for Joel to hopefully participate and practice his speaking and listening skills. <br>Art: Students will pick a community helper from a short list of choices. Teacher will paste a picture of the students' head on the body of the helper. Students will fill out the sentence starter “My name is ____ and I’m a ___” and color the uniform. VA:Cr1.1.K<br>Goal: The goal for Joel is to practice fine motor skills and attempt to dictate/label his drawing with the teachers and or his peers. | |

    ## media1.mp4

    ## image1.png

    ## image2.jpeg

    ## image3.png

    **## annotated-CURRICULAR20ASSIGNMENT20.pptx2.pdf**

    CURRICULUM PLANNING
    AUTHENTIC ASSESSMENT

    &&

    DIFFERENTIATION OF INSTRUCTIONDIFFERENTIATION OF INSTRUCTION

    Course Number: EDU 5210Course Number: EDU 5210

    Professor Name: Sherone Smith-SanchezProfessor Name: Sherone Smith-Sanchez

    Student Name: Guzel KalimullinaStudent Name: Guzel Kalimullina

    The Curriculum
    Design Wheel

    Excellent Curricular Planning is the
    result of child-centered Action-

    Research

    PLANNING BY DAP
    Standards, Goals & Objectives to

    meet individual & group
    needs

    (Some published curricula use goals &
    objectives derived from the state
    and national standards. E.g., The

    Creative Curriculum © &TSG Gold ®
    System.

    RESPONSIVE, BIG-PICTURE
    PLANNING

    Thematic/Project Based
    with children & parents

    RESPONSIVE WEEKLY
    ACTIVITY/LESSON PLANNING

    Includes individualization
    & giving children opportunities

    to revisit information.

    EVALUATING LEARNING
    with child assessment instruments,

    Child Observations,
    Portfolio &

    informal assessments

    AUTHENTIC ASSESSMENT & DIFFERENTIATION

    Joel Umoja is a a 4-year-old Pre-Kindergartner, who is an Urdu /English Dual Language Learner. It is his third week of school. His
    parents were unable to attend an orientation or transition period with him. His comfort-blankie was put in his cubby by his father. He
    uses it at nap time.

    Screening: Sensory & Developmental Screening has caused a concern regarding speech and hearing. In addition, there are some
    concerns regarding small motor development. Joel has not yet been evaluated.

    Portfolio Assessment: Joel’s drawings are all in the scribbling phase. There are not yet, any recognizable shapes or figures. He
    does not yet appear to be able/willing to dictate the depictions he creates.

    Anecdotal Observations: Initial observations have revealed that Joel engages mostly in Parallel Play. He however, last week,

    attempted to initiate play with a child. A fight ensued when that child refused to relinquish a toy of which there was only one. The

    child bit Joel. Since then, he spends most of his time in school, sucking his thumb, hugging his ‘Blankie’ and/or drawing.

    Planning: Use the Standards, Goals & Objectives to plan for Joel and his class. First plan a Unit using the blank Curriculum Web

    Provided here. Then, create a weekly lesson plan for the class on the Weekly Planning Form. While completing Page 2 of the form,

    write the plan to differentiate instruction for this child on the section titled: Individual Child Planning. In that section, list the

    standards, goals & objectives on which you will focus individualized instruction for Joel.

    The Curriculum
    Frame

    Respect and Kindness

    Math:
    Counting kindness tokens
    Sorting and pattern
    activities with "kindness
    stickers."
    Measuring and comparing
    "helpful hands" cutouts.

    Literacy:
    Read-aloud books on kindness
    and emotions.
    Create a kindness journal with
    pictures and words.
    Interactive storytelling with
    felt board characters.

    Outdoor Play/Gross Motor:
    "Helping Hands" relay race.
    Kindness scavenger hunt to find
    items for each other
    Yoga poses that encourage self-
    regulation and calmness.

    Art/Music:
    Making “Kindness Cards” for
    family and friends.
    Group mural on "Ways to Be
    Kind."
    Singing and dancing to
    "friendship" songs.

    Science/Sensory:
    Sensory bins with calming
    textures (soft fabrics,
    smooth stones).
    Experiment: Mixing
    "kindness colors" with paint.
    Exploring emotions with
    mirror reflections.

    Dramatic Play:
    Role-playing scenarios about
    kindness (e.g., helping a
    friend, sharing).
    puppet show on friendship
    and respect.
    Dress-up with community
    helper costumes.

    Teacher______________
    Week of February 17th –
    23rd 2025
    Individualization Plan #s:

    J.U. (S/E): Extra support in
    group sharing activities.
    M.K.: Visual cues to assist
    with transitions.
    T.L. (S/E): One-on-one
    reading support.
    A.R.: More gross motor
    activities to encourage
    movement

    The Early Childhood
    Lesson Plan Frame

    Lesson Plan
    Lesson
    Plan:
    Respect
    and
    Kindness

    Timefram
    e:
    Week of
    February
    17th – 23rd
    2025

    Age Group
    6 weeks
    to 24
    months

    Activity Type Monday Tuesday Wednesday Thursday Friday

    Large Group Read Let’s Be
    Kind, sing "I
    Love You"

    Read Uh-Oh,
    sing "Baby’s
    Wearing"

    Read The
    Rainbow Fish,
    sing "Five Little
    Ducks"

    Read How Much
    I Love You, sing
    "Five Little
    Hearts"

    Read Let’s
    Share, sing "A
    Kind Hug"

    Small Group Heart painting
    activity

    Counting friends
    activity

    Face puzzles Sharing tray with
    cornstarch/water

    "Love" canvas
    painting

    Movement Ball rolling
    activity

    Sensory: Color
    mixing bottles

    Outdoor Play:
    Playground
    balance activities

    Dramatic Play:
    Dress-up role-
    play

    Movement:
    Color streamer
    dancing

    weekly Planning form
    Monday Tuesday Wednesday Thursday Friday

    Interest Areas Add pictures of children
    and teachers to blocks

    Introduce play clothes and
    diverse baby dolls in
    dramatic play

    Update sensory bin with circle
    objects

    Create a baby drum
    circle

    Place non-
    breakable mirrors
    for self-exploration

    Large Group Read Let’s Be Kind, sing
    "I Love You"

    Read Uh-Oh, sing "Baby’s
    Wearing"

    Read The Rainbow Fish, sing "Five
    Little Ducks"

    Read How Much I Love
    You, sing "Five Little
    Hearts"

    Read Let’s Share,
    sing "A Kind Hug"

    Read Aloud Let’s Be Kind by P.K.
    Hallinan

    Uh-Oh by Scholastic The Rainbow Fish by Marcus
    Pfister

    How Much I Love You by
    Sam McBratney

    Let’s Share by
    P.K. Hallinan

    Small Group Painting of the heart Counting friends activity Sensory: Color bottles Sharing tray with
    cornstarch/water

    "Love" canvas
    painting

    Outdoor Experiences:
    Balance bar
    Musical instruments exploration
    Baby yoga
    Sandbox play
    Balance beam

    Family Partnerships:
    Mommy Moments
    Buggy Ride
    Daddy Drop-In Day
    Buggy Ride
    Family Potluck

    WOW Experiences:
    Ball rolling Face puzzles Mirror self-recognition Color streamer dancing
    Sensory feel chart

    Weekly planning form Contd.
    Reflecting on the Week
    Regarding the learning children had quite a lot of interaction with the sensory materials but
    they especially liked the color bottles.
    Increased interest in mirror self-recognition and social play.
    A few children could need more help in how to share activities.
    Outdoor activities included swing and balance as well as music, and these were preferred by
    the students.

    To Do List
    • Collect more substantiations (fabrics, objects with smell).
    • Order more flyer notices for Daddy Drop In Day for your

    family.
    • Increase social-emotional selections in the reading area by

    rotating books.
    • Social observation and documentation of peers as part of

    their social learning progress.
    • Discuss with families about how you may revisit the

    concept of kindness at home in the following meeting.

    Individual Child Planning
    J.U. (S/E): Needs additional support in turn-taking during group activities. Encourage sharing
    through role-play scenarios.
    M.K: was eager to engage in activities that involved his sense organs but had difficulty in
    movements between different activities. Provide visual cues.
    The reader T.L. (S/E) mentioned they liked I&I because of extra practice during reading Skills.
    Continue personalized story time.
    A.R.: Shown concern about specific types of activities, such as movements; want more
    dance and play that involves whole body.

    Interest Areas

    Observation Journals

    •My observations and experiences have shown that teachers
    record anecdotes in order to observe children’s examples in
    demonstrating manners, friendliness, generosity, and
    compromise.
    • These assessments are particularly beneficial in considering

    each child’s and young adult’s social-emotional development
    for providing them with the appropriate intervention and
    learning styles.

    Goal and Objectives
    • Social-emotional development: Provide opportunities for positive social

    interactions and behaviors between children.
    • CAD: Encourage emerging communication skills for infants and toddlers;

    promote the use of gestures, sounds, and the first words.
    • Promote Social Participation: Introduce activities that demand the children

    to take turns and engage in collective play.
    •When infants engage with familiar caregivers and peers they will respond

    positively through smiling, making eye contact, or extending their hands.
    • At this stage they will learn to notice positive stimuli like a caregiver smiling

    or comforting touch or a peer sharing a toy.
    • Toddlers between 12-24 months will engage in various compositions of

    kindness including gently touching/patting a friend or giving a toy to a peer.
    • It should be noted that infants will participate in play activities in many

    ways, inclusive of parallel play, imitation, or joint attention.

    Read Aloud Books
    Monday Tuesday Wednesday Thursday Friday

    **## webassign3.pptx**

    CURRICULUM PLANNING
    AUTHENTIC ASSESSMENT

    &

    DIFFERENTIATION OF INSTRUCTION

    The Curriculum Design Wheel
    Excellent Curricular Planning is the result of child-centered Action-Research

    PLANNING BY DAP

    Standards, Goals & Objectives to meet individual & group

    needs

    (Some published curricula use goals & objectives derived from the state and national standards. E.g., The Creative Curriculum © &TSG Gold ® System.

    RESPONSIVE, BIG-PICTURE PLANNING

    Thematic/Project Based

    with children & parents

    RESPONSIVE WEEKLY ACTIVITY/LESSON PLANNING

    Includes individualization

    & giving children opportunities

    to revisit information.

    EVALUATING LEARNING

    with child assessment instruments, Child Observations,

    Portfolio &

    informal assessments

    AUTHENTIC ASSESSMENT & DIFFERENTIATION

    Joel Umoja is a a 4-year-old Pre-Kindergartner, who is an Urdu /English Dual Language Learner. It is his third week of school. His parents were unable to attend an orientation or transition period with him. His comfort-blankie was put in his cubby by his father. He uses it at nap time.

    Screening: Sensory & Developmental Screening has caused a concern regarding speech and hearing. In addition, there are some concerns regarding small motor development. Joel has not yet been evaluated.

    Portfolio Assessment: Joel’s drawings are all in the scribbling phase. There are not yet, any recognizable shapes or figures. He does not yet appear to be able/willing to dictate the depictions he creates.

    Anecdotal Observations: Initial observations have revealed that Joel engages mostly in Parallel Play. He however, last week, attempted to initiate play with a child. A fight ensued when that child refused to relinquish a toy of which there was only one. The child bit Joel. Since then, he spends most of his time in school, sucking his thumb, hugging his ‘Blankie’ and/or drawing.

    Planning: Use the Standards, Goals & Objectives to plan for Joel and his class. First plan a Unit using the blank Curriculum Web Provided here. Then, create a weekly lesson plan for the class on the Weekly Planning Form. While completing Page 2 of the form, write the plan to differentiate instruction for this child on the section titled: Individual Child Planning. In that section, list the standards, goals & objectives on which you will focus individualized instruction for Joel.

    The Curriculum Frame

    Use these blank frames to plan for Joel. Add more bubbles and additional pages if you need them for the Curriculum Web.

    The Early Childhood Lesson Plan Frame

    Use this blank frame to plan for Joel. Use the Lesson Plan Frame as is.. Remember to show individualization and differentiation plans by inserting initials and standard numbers where needed.

    weekly Planning form

    | | | | | | |
    | — | — | — | — | — | — |
    | | Monday | Tuesday | Wednesday | Thursday | Friday |
    | Interest Areas | | | | | |
    | Large Group | Social Emotional: Students will begin the kindness challenge. Throughout the week when students complete a kind act teacher will write it down and put it on a bulletin board. This will show students how they can be everyday helpers too. Self-Awareness & Self-Management: Recognize and understand their emotions and thoughts and how they influence behavior, KSL.6<br>Literacy: Students will participate in a whole group discussion on who they already know are community helpers and what they think they do. KSL1, J | Movement: Act out different movements community helpers do like drive the police car, spray the hose, check patient. Movements are directed similar to Simon says. 2.1.K | Social Studies: Students will take a field trip to the local firehouse station. Students will learn directly from firefighters about what they do to help the community and see and feel firefighter gear. K.5b<br>Music: students learn and sing the Hurry, Hurry, Drive the Firetruck VA:Cn10.1.1 | Social Studies: after a read aloud of Hello! Hometown Heroes parents, family members, and guests will be invited into the classroom to speak to the class about their job. K.5a <br>Science: Students will learn about how fire is put out by a lack of air by watching a candle in a jar go out when the lid is put on. Students will also learn the safety procedure “Stop, drop, and roll” for fires. K-ESS3-3 | Math: As a class, students will vote for who their favorite community helper is. Students will have a choice between firefighter, police officer, doctor, teacher, and cashier. As we vote and count, teacher will fill out a graph to demonstrate the class votes. NY-K.MD.3<br>Literacy: Students will participate in another discussion about what they have learned about community helpers. KSL1,J |
    | Read Aloud | Read What Do People Do All Day? By Richard Scarry <br>Learn about different community jobs and how they help everyone RI.K.3 | Read Who Do You Want to be When You Grow Up? by Paula Faris<br>Explore different interests and careers RI.K.2 | Read Pete the Cat: Firefighter Pete by James Dean <br>Learn about firefighter gear and the role of firefighters RI.K.3 | Read Officer Buckle and Gloria by Peggy Rathmann<br>Learn about teamwork, role of police officers and safety rules RL.K.3 | Read When I Grow Up by Mercer Mayer<br>Learn about different careers SL.K.5 |
    | Small Group | Dramatic Play: Post office: Students will be introduced to the new play area and how to sort and deliver kind letters from the class to their peers. VA:CR2.2.K, J | Science: In small groups at the activity table, students will pretend to be a doctor cover their hands in glitter and lotion. Students will then try to wash with just water vs soap and water to understand a visual of how germs spread. K-ESS3-3. | Social Emotional: Students will work in small groups to review one kind thing they have done or seen so far to contribute to the kindness challenge. Self-Awareness & Self-Management: Recognize and understand their emotions and thoughts and how they influence behavior, KSL.6 | Social Studies: In small groups, students will discuss their favorite guests and what they found most interesting about the career day presentations. K.5a | Art: Students will pick a community helper from a short list of choices. Teacher will paste a picture of the students head on the body of the helper. Students will fill out the sentence starter “My name is ____ and I’m a ___” and color the uniform. VA:Cr1.1.K, J |
    | Outdoor Experiences:<br>Students take a field trip to the local firehouse station. There students will learn directly from firefighters about what they do to help and serve the community. Students will also get a chance to see and feel firefighter gear and the firetruck. | | | | | |
    | Family Partnerships:<br>Parents, Family members, and special guests are invited in to share their job and how they help their community. | | | | | |
    | WOW Experiences:<br>Field trip to firehouse station | | | | | |

    Objectives:

    -Familiarity w/ Fall

    colors

    -Hand/eye coordination

    -Understanding of different types of leaves while developing sorting skills

    7

    Weekly planning form Contd.

    | | |
    | — | — |
    | Reflecting on the Week<br>Learning Target: Community helpers are important <br>Children were introduced to new vocabulary and career paths that we will continue to visit as we continue to explore “My community and the world around me” unit in the following weeks. <br>Goal for next week: students will work together as a class to create a project that showcases how students, teachers, and helpers in the community make contributions to make both the community and the world a better place. | To Do List<br>Send out a weekly newsletter to families about our upcoming community helpers week including and invite to come and present to the classroom on Thursday. <br>Send out permission slips for the trip to the firehouse. <br>Add play mail satchels, envelopes, stamps, mail hats, letters, mailboxes, and postcards. <br>Add posters and stuffed plushies of community helpers around the room. <br>Print pictures of each child and cut out their faces for the art activity. <br>Display read aloud books on the shelves. |
    | Individual Child Planning<br>Differentiation:<br>Joel Umoja will receive individualized instruction in the following areas:<br>Literacy: Students will participate in a whole group discussion on who they already know are community helpers and what they think they do. KSL1<br>Goal: The goal for Joel would be to practice his listening and speaking skills in large group discussions. <br>Dramatic Play: Post office: Students will be introduced to the new play area and how to sort and deliver kind letters from the class to their peers. VA:CR2.2.K<br>Goal: The goal for Joel is to practice participating in associate/ cooperative play with his peers as opposed to only parallel play. <br>Literacy: Students will participate in another discussion about what they have learned about community helpers. KSL1<br>Goal: The goal is for Joel to hopefully participate and practice his speaking and listening skills. <br>Art: Students will pick a community helper from a short list of choices. Teacher will paste a picture of the students' head on the body of the helper. Students will fill out the sentence starter “My name is ____ and I’m a ___” and color the uniform. VA:Cr1.1.K<br>Goal: The goal for Joel is to practice fine motor skills and attempt to dictate/label his drawing with the teachers and or his peers. | |

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  • [Solved] week 4 part 2

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    **4-6 pages** 1. Describe the company in terms of industry, size, number of employees, and history. 2. Analyze in detail the current HR practice, policy, process, or procedure that you believe should be changed. 3. Formulate three valid reasons for the proposed change based on current change managem…

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    Assignment Prompt & Instructions

    **4-6 pages**

    1. Describe the company in terms of industry, size, number of employees, and history.
    2. Analyze in detail the current HR practice, policy, process, or procedure that you believe should be changed.
    3. Formulate three valid reasons for the proposed change based on current change management theories.
    4. Appraise the diagnostic tools that you can use to determine an organization's readiness for change. Propose two diagnostic tools that you can utilize to determine if the organization is ready for change. Defend why you believe the diagnostic tools selected are the best choice for diagnosing change in the organization.
    5. Using one of the diagnostic tools you selected, assess the organization's readiness for change:
    – Provide results of the diagnostic analysis.
    – Explain the results.
    6. Interpret whether or not the organization is ready for change. Substantiate your conclusion by referencing current change management theories.

    ### **Video Instructions**

    – a year ago