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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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Order on TutorsGallery →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.
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In-depth study guidance and analytical solution covering Domestic Nuclear Detection.
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[>Marketing homework help](https://www.sweetstudy.com/fields/business-finance-marketing) To work on first phase of my dissertation. (Feedback is attached of the research proposal) – a year ago
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[>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) Write a one page document describing your facility location strategy. Be sure to include how many warehouses you would have and where they would be located. Any data from the case you can…
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Write a one page document describing your facility location strategy. Be sure to include how many warehouses you would have and where they would be located. Any data from the case you can use is beneficial.
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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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**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?
– [\ \ IMG_4899.jpeg](https://www.sweetstudy.com/files/img-4899-jpeg "IMG_4899.jpeg") – [\ \ IMG_4898.jpeg](https://www.sweetstudy.com/files/img-4898-jpeg "IMG_4898.jpeg") – [\ \ IMG_4900.jpeg](https://www.sweetstudy.com/files/img-4900-jpeg-10275087 "IMG_4900.jpeg") – a year ago
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IMG_4899.jpeg](https://www.sweetstudy.com/files/img-4899-jpeg "IMG_4899.jpeg")
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IMG_4898.jpeg](https://www.sweetstudy.com/files/img-4898-jpeg "IMG_4898.jpeg")
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IMG_4900.jpeg](https://www.sweetstudy.com/files/img-4900-jpeg-10275087 "IMG_4900.jpeg")
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Workload Applications – a year ago
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– a year ago
– 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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**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. | |
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**## 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
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**## 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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**## 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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