Fleticia Pierce Lesson Plan Analysis Assignment Description: Students will analyze one math activity using this

template. The rubric (attached) will be used by the instructor to assess the students analysis. Save the template. Complete it and save again, then submit to Assignments.

Lesson Plan Analysis

Name of Activity or Experience: People Sort Intended Age Group: 4-5 year old
Materials needed: (1) TWO LARGE SQUARES MADE WITH MASKING TAPE, STRINGS, YARN OR HOLA HOOP FOR THEM TO STAND IN. (2) DRESS UP CLOTHES ( IF THE CHILDREN ARE WEARING UNIFORM) Space: What kind of space is required (table, outdoor yard floor space, etc.): Open space Goals: What are the children expected to learn or experience? Goals for each activity should fit two or more of the developmental domains. The objective of this activity is for them to group the individuals according to the many different similarities that they share. There would be a few children as judges sorting them into the groups according to their physical attributes. This will be done several times to see if the children are able to sort and resort. DAP: Does this activity/lesson plan follow Developmentally Appropriate Practice (DAP)? Explain your answer using details from the activity and whether or not it is appropriate for young children. Yes it is appropriate, it gives children the opportunity to identify and describe the many different attributes that they have with other students by sorting in to the many different groups. It also gives them a chance to sort and resort with rules implemented . CLAD: Does this activity/lesson plan demonstrate sensitivity to cultural and linguistic diversity (CLAD)? What are your suggestions for making this activity/lesson plan more sensitive to CLAD? I would make sure that the students are taking into consideration of certain features of each individual. I would explain that during my directions and set limits as to the attributes that are being sorting. Presentation: How will the teacher present the experience? The teacher will give the instructions and lead the children into sorting, then after several attempts the teacher will become part of the group that is being sorted. Accommodations: How would you vary the activity to fit the individual needs of all children? Describe at least two types of special needs that you would accommodate. Be sure to explain how you would accommodate, and why you chose that method in order to invite all children to participate. Please remember that all children must have access to the activity.

Sometimes you simply need to adapt the materials or methods in order to make the activity accessible to all children in your care. In case of a blind child, I would have them sort by the
different textures of their clothing. Another way to adapt in case of a nonverbal child, I would 1

Fleticia Pierce Lesson Plan Analysis

post pictures on the board of all the clothing and have he/she sort it out by grouping the pictures on the board. I would invite all children to the explore the different ways of completing the activity using the different senses that we use everyday. Expansion: How could you expand the themes from this activity (integrate them into other areas of the curriculumscience, math, literacy, social studies, nutrition)? Describe at least two curricular areas you would expand into: I would expand it into science. We will do experiments on mixing colors, by looking at the outcomes of mixing different colors to a base color. I would also do nutrition, by having them sort foods by textures. Assessment: What did you intend to happen? Did it happen? How do you know? What behaviors would you observe that would indicate to you that the learning goal is being met? What will the children do and say during this activity that would indicate they are learning? I expected the children to sort by colors, what the clothes look like, different type of shoes and the different extra accessories (glasses, hearing aid, etc) each student is wearing. Reflection: What did you know about this kind of activity before doing it? How have your understandings changed after you did this activity? What questions do you have now about this type of activity? Well, when we did the activity similar to this, we only focused on what we were wearing and gender. It seemed as though we limited our answers, not looking at the more obvious such as race and physical appearance being sensitive to others. My understanding has not changed, I just feel as though we should look at all that is obvious and explore beyond clothes and gender.

Lesson Plan Analysis Rubric NAEYC Standards Meets the Standard: Analysis provides superior evidence that the candidate Explains how the lesson plan does or does not follow DAP using detailed Emerging skills within the Standard: Analysis provides adequate evidence that the candidate Identifies whether or not the plan incorporates DAP but does not explain how Does not meet the Standard: Analysis provides insufficient evidence that the candidate meets this standard No reference to DAP

Standard 1a, Knowing and understanding young childrens characteristics and needs

Fleticia Pierce Lesson Plan Analysis Standard 1c, Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments, and Standard 4b, Using developmentally effective approaches descriptors

Standard 2a, Knowing about and understanding family and community characteristics

Examines the lesson for sensitivity to cultural and linguistic diversity and provides suggestions to strengthen the lesson's sensitivity. Includes a rich description of expansion activities and

Describes how the lesson is sensitive to cultural and linguistic diversity, but does not provide suggestions to strengthen the lesson's sensitivity.

No discussion of how the lesson is or is not sensitive to cultural and linguistic diversity

Standard 4c, Understanding content knowledge in

Includes some description of expansion activities but the

No description of expansion activities or some activities are

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Fleticia Pierce Lesson Plan Analysis early education describes how they relate to and support the lesson plan Identifies the learning goals of the lesson plan and describes reasonable child behaviors that would indicate that the learning goals have been met explanation of how they relate to the lesson plan is not clear. Identifies the learning goals of the lesson plan but does not fully describe child behaviors that would indicate that the learning goals have been met. mentioned with no explanation of how they relate to the lesson plan No learning goals are identified or they are inaccurately described.

Standard 3c, Understanding and practicing responsible assessment

Standard 4, Building meaningful curriculum

Lists appropriate adaptations that are directly relate to the lesson plan and are accurate and appropriate for children with developmental challenges

Lists some adaptations but with little connection to the original lesson plan or are not necessarily appropriate for children with developmental challenges Writes clearly with some errors in spelling, grammar, and punctuation, or typos that

No adaptations or inappropriate adaptations listed.

Supportive Skill: Writing

Writes clearly and without any spelling, grammar, & punctuation

Errors are prominent and distract too much from the writing.

Fleticia Pierce Lesson Plan Analysis errors, or typos. somewhat distract from the writing. Reflections are brief. They reveal a little about personal feelings or experiences related to the topic but they could be more thoughtful and go into more detail. There is the beginning of reflection or questioning. Reflection is limited or superficial. They dont reveal any personal feelings or ideas. No questioning is used.

Supportive Skill: Reflective Writing

Reflections are thoughtful and complete. They reveal personal feelings about the topic. They reflect on personal experiences related to the topic. Questioning and other techniques are used that probe for deeper meaning.