Curriculum Unit Plan

Running Head: CURRICULUM
Curriculum Unit Plan

Sandra Trautman
ECE 203 Intro to Cur & Inst for the Early Child Classroom
Instructor Lisset Pickens
July 25, 2016
My lesson plan is for four year old children. We will focus on Math using the Headstart
Child Developmental and Early Learning Framework. We will be working on patterns using
bear counters. For our centers we will be doing tasks that have a relation to places we go to in
our community. For our developmental domain lesson plan we will be working on psychomotor
skills with using writing utensils to draw and color a picture.
Professional Curriculum Plan
Developmental Age: The age of the children I am preparing the unit plan for are four
year olds. Children this age can count up to 20 objects and understand the math
concepts of same, more, biggest. They can sort objects using more than one
attribute and can classify objects into categories. (Goldstein, Warde, & Peluso, 2013).
Four year old children have a wider vocabulary and can tell stories using more complex
sentence structure and a mean sentence length of about 5.7 words (Goldstein, Warde, &
Peluso, 2013). Children at this age are fun to work with and enjoyable to watch while
they are playing and learning. They have an active imagination that will show its self
when they are able to have free time, tell a story or explain what they have drawn. At this
age the children are getting prepared to enter kindergarten. It is my job to help ready
them for the adventures they will have in their educational career.
Classroom Management: My classroom will have asset of guidelines I will familiarize
the children with. I will explain what each guideline means and what following them will
do for them or what the consequence will be if they are not followed. I will establish
guidelines that allow for a range of consequences rather than on a fixed or
predetermined punishment (Jaruszewicz, 2013). I will be sure to praise the children
when they are doing well and be sure to explain what my expectations are very clearly.
I will also build a trusting relationship with each child. I want them to be able to
feel comfortable with me and enjoy spending their day in my classroom. It is important
that I accept the feelings children express without judgement (Jaruszewicz, 2013). The
children need to know that what they say is important and I am willing to listen to them.
This will help build their trust also. The room will be a place that will represent the
children and their families as authentically as possible (Jaruszewicz, 2013).

Theoretical Alignment: My theoretical alignment is with Jean Piaget. Jean Piaget was
born in Switzerland. He was trained in the areas of biology and philosophy (Presnell,
1999). He considered himself a genetic epistemologist with his main interest being
how one comes to know things (Presnell, 1999). He believed that children and adults
thought things through differently.
He believed that all children went through stages at the same order. He believed
there were four stages that they went through. The first stage is the sensorimotor period
which lasted from birth to two years. Children at this stage have a cognitive system that
is limited to the motor reflexes (Presnell, 1999). Through physical interactions and
experiences the young children begin to build up their reflexes. Children at this age learn
from watching others. In this stage the children are learning different ways to move their
body and the noises they make from their mouths. The second stage begins around the
age of two and lasts until the child is six or seven. This stage is called the PreOperational Period (Presnell, 1999). During this stage the children start to use their
imaginations and start to talk more. They feel that what they say and think is the only
point of view that matters. Children at this age think in a non-logical and nonreversible
pattern (Presnell, 1999). Concrete Operational Stage is the next stage. The ages of this
stage are six or seven until eleven or twelve. At this stage the children are capable of
taking another persons point of view and incorporating more than one perspective
simultaneously (Presnell, 1999). They begin to think more logically during this stage.
The last stage is the Formal Operational Stage. The ages of this stage are eleven or
twelve until adulthood. Children at this stage are learning from reading and trying out
new ideas as well as from helping friends and adults (Presnell, 1999). Piagets work
confirmed early learning as distinct from other developmental periods, implying,
therefore, that materials and activities for young children should reflect the idiosyncratic
way in which they think and process stimuli (Jaruszewicz, 2013).
The four year olds are beginning to use their imaginations now. They are in the
Pre-Operational stage. During centers they will be using their imagination during their
dramatic play.
Curriculum Approach: The Montessori curriculum is the curriculum I will closely
adhere to. By using this curriculum the children learn by using their senses and being
able to explore with their hands. Montessori believed that education is an aid for life
and the education greatly influences on the children, because the children absorbs its
environment, then it takes everything from it and keeps it in mind (Bahmaee,
Saadatmand, & Yarmohammadian, 2016).
The Montessori curriculum supports using didactic materials. These materials are
sized for the children and make it easier for the children to use and learn from. My
classroom will be full of activities for the children to do using their senses. A sand and water
table is a terrific activity the children can do for sensory. They can learn science from the
hands on task of mixing the water and sand. They can see first-hand the changes that
occurred when they did this. We will be doing patterns with bear counters so the children can
replicate the patterns with the bears and make some patterns on their own. They will be
drawing with different writing utensils. They will have the chose to draw what they wish to
draw by using their imagination. During this activity they will be working on their
psychomotor developmental domain.
Developmentally Appropriate Practices (DAPS): Each morning, as the children enter

the classroom I will smile and greet them using their name. The children need to see that
I am happy they are and they can relax and learn. My facial expression and tone of voice
with help the child to trust me and we will build our relationship on that trust. I will get
to know each child and their family. The classroom will be a room that the parents will
feel welcomed as they enter it. I will invite parents into the class to volunteer with the
children. They will also be invited to family nights at the school to get to know the other
families as well. I want the families to feel comfortable enough with me to talk to me
when they feel they need to and to let me know of any changes that may affect the child
in school. The communication line needs to be open always so the parents know they are
a part of the childs education choices too.
The curriculum I follow will cover all the developmental needs the children need
to be taught. They will be taught to the children in a manner they will understand. I will
alter my lessons to work for all of the children in the classroom. I will assess the children
equally and have no preconceived notions about them when I begin to assess them. I will
keep information I am told about the child to myself. Confidentiality is a very important
matter to keep in mind. My classroom will be set up so the children can move around and
look at the materials in the room. The room will have their work hung up so they will know
they matter. The children will be urged to be involved in the activities and discussions we
are having in the classroom. There will be no ridicule aloud when another child is talking.
Children need to know that they have a right to speak in my class without somebody making
fun of them or putting them down for what they have said.
Play is important for the children to do each day in school. They need to have an activity
they can learn and enjoy at the same time. During play the child is continually trying out
new possibilities and learns as much from failure and mistakes as from positive outcomes
(Almon, 2013). They need to be able to relax, use their imagination and enjoy themselves.
Getting a physical activity each day will help them stay healthy and release some energy.
According to the website letsmoveschools.org studies show active children perform better
academically, have better attendance, and their behavior improves.
Connection to Family Plan
Parent Letter
Hello Parents!
My name is Sandra Trautman and I am your childs preschool teacher. I am writing this
letter to tell you about the unit your childs class will be working on. The purpose of the unit
is for your child to do activities that are geared toward their developmental needs. I want
them to enjoy what we are doing and learn while we are doing it.
The lesson we will be doing for math with be given to teach them about patterns. During
this lesson I will be assessing your childs knowledge and skills in mathematics. The
objective of the lesson is for the child to use attributes to create patterns in sequence of 4.
When I assess your child I will be looking to see if he/she has sorted the bears by color and
placed them in the correct sequence to make a pattern. I will be following the Head Start
Child Development and Early learning Framework. I will demonstrate what a pattern is so
the children know what it looks like while I explain what it is. They will be using bear
counters in an assortment of colors. They will have pattern cards to match the bears with and
papers they will color that represent the pattern they have created. When the child is home
you can help him make patterns so he/she can practice and learn about other patterns. You
can use stickers on piece of paper to show a pattern. Have your child tell or show you what
sticker would come next. You could use shapes, colors, or anything else that you can make
into a pattern of four. This will help your child become familiar with the patterns and be able
to sequence objects. If you do not have anything to use to create patterns, let me know and I
will send something home for you to use.
Content Lesson Plan and Assessments
Content Area or Developmental Focus: Math

Age/Grade of Children: 4 years Old
Length of Lesson: 30 minutes
Goal
Sort, classify and put objects into patterns using attributes.
Objective
Standards Included
The student will be able to use attributes to create patterns in sequences of 4.

The Head Start Child Development and Early Learning
Framework -patterns: sort, classifies, and serializes (puts in
pattern) objects using attributes, such as color, shape, or size.
Materials
Bear counters, pattern cards, work sheets with 4 bears in a
row, and crayons.
Introduction
Hello class, we have been talking about patterns that are drawn as ababab.
Does anyone remember what a pattern is? What is abab? Today we are going
to use counter bears and picture cards to create patterns with our bears. We
will then make our own bear patterns and use crayons to show what the
patterns are. I will draw an example on the smart board to show you how to
Lesson Development
make the patterns.

1. Show students what ababa patterns are again
2. Pass out the bear counters and pattern cards
Differentiation
Assessment
ELL: Use simple colors for patterns, gifted-more colors.
(Practice/ Checking for
The children will color bears in patterns on their own. I will ask
Understanding)
students to draw their patterns on the board.
Closing
I will make patterns on the board and ask if they are correct. I will ask the
children if there are any questions about the activity we did.
Developmental Domain Lesson Plan and Assessment

Content Area or Developmental Focus: Psychomotor
Age/Grade of Children: 4 year olds
Length of Lesson: 30 minutes
Goal
The student will draw and color a picture of their choice.
Objective
Standards Included
The student will be able to draw a picture using a writing utensil and color it.
The Headstart Child Development and Early Learning
Framework- Fine motor skills: Manipulates writing, drawing,
10
and art tools.
Materials
Paper, crayons, pencils, and erasers
Introduction
Good morning class! Today we will have fun drawing and coloring a picture.
You can draw anything you would like to. Then color it what colors you want.
When you are done raise your hand and I will come to you to write on your
Lesson Development
Differentiation
paper what your picture is. Can anyone tell me something we could draw?
1. Ask students to name some things they can draw.
2. Pass out supplies
3. Have students try to write their name on the paper
4. Repeat some of the things we talked about drawing to help give them
ideas.
5. Have them begin to draw.
1. Gifted: Have the children write what they drew.
2. Remediation: I will ask the student who is having trouble deciding
what to draw, what his favorite animal is.
Assessment
(Practice/ Checking for
I will have the children sit in a circle to share their drawings
Understanding)
and talk about them. I will collect the drawings to assess the
work they did.
Closing
Thank you class for sharing all your wonderful pictures. I liked the colors you
chose to use. I am going to collect your pictures to put up on the bulletin
11
board. Please give them to me when I call your name.
Free Play/Center Plan

Center overview: Providing time for children to play is not a wasted activity. Play has
been likened to the inquiry-based approach of a scientist because both engage in what if
thinking (Almon, 2013). Children are using their minds to make believe. Research
provides more and more evidence of the positive effects that well-developed play has on
various areas of child development, such as, childrens social skills, emerging mathematical
ability, mastery of early literacy concepts, and self-regulation (naeyc.org, n.d.). When the
children are playing they are freely thinking about ways to solve something, build an object,
and pretend to be a different person or thing. I believe watching children play can give you
some insight into the childs home life. They do not always act out something they have seen
or heard but at times their home life sneaks into their drama play.
My classroom will have play clothes they can dress up in to pretend to be someone else
such as, a doctor, a vet, a post office worker, and a grocery store worker. They will have
books they can read and have read to them. There will be a kitchen play area that will have
fake food, pots and pans, dishes and silverware for them to plat with. The computer in the
room will have to be shared so each child has a turn on it. The children will only be allowed
to play educational games on it. They will have plat dough to play with and create art with.
We will have music/movement time. This will give the kids some time to have fun and move
12
around. We will go outside and play during the day. There will be balls, bikes, hoola- hoops,
and other playground equipment for them to play on.
Theme: Places we go to in our community

Age/Developmental Level: 4 years old
Monday
Tuesday
Wednesday
Thursday
Friday
Dramatic Play
Dramatic Play
Dramatic Play
Dramatic Play
Dramatic Play
Bakery
Post Office
Vet Office
Doctors Office
Grocery Store
Oven, oven
Post Office
Stuffed
Doctor
Register, play
mitts, aprons,
sign, mail,
animals,
equipment,
money,
cookie sheets, paper,
table, blanket, white coat,
shopping cart,
pots and
envelopes,
Doctor
sign in sheet,
shopping
pans, play
crayons,
equipment,
dolls, blanket,
basket, play
food, register,
pencils,
white coat,
pad, paper,
food, shelf
play money,
stickers,
pad pencil
dolls, play
with play food
pad, pencil,
mailbox, and
bandages.
on it,
picture menu.
carrier shirt.
shopping list
Art
Art
Art
Art
with pictures.
Art
Sponge painting
Circle Bear
Thumbprint
Colored pasta
Tissue paper
Mice
necklace
leaves
13
. Tempera
Large circle
Paper,
Colored past,
Paper with a
paint
for body. 2
crayons,
yarn to string
trunk of a tree
Different
small for
tempera
pasta on.
on. Pieces of
shaped
paws, med.
paint. Press
green tissue
sponges,
Circle for
thumb in
paper, and
paper.
head, 2 half
paint then on
glue.
Students can
circles for
the paper for
Students rip
press wet
feet. White
the head.
tissue paper
painted
construction
Draw the
into small
sponges on
paper to put
body on the
pieces and
paper to
bear on, glue
mice and
glues them on
make
and crayons.
draw face on.
the tree
designs.
(FamilyEd,
(Family ed.,
branches.
Music/Movemen
n.d.)
Music/Movemen
n.d.).
Music/Movemen
Music/Movemen
Music/Movemen
Play Simon
Dance and do
Dance to the
Dance and
Do the
Says
motions of
Hockey
sing to Come
Chicken
head,
Pokey
and Go
Dance.
shoulder,
Around with
knees, and
me.(Music
toes.
with Mar.,
n.d.)
14
Science,
Science,
Science,
Science,
Science,
Technology or
Technology or
Technology or
Technology or
Technology or
Math
Math
Math
Math
Math
Sorting Colors
Noodle Shape
Graphing
Patterns with
Feelie Box.
with Bears
Cards
Transportatio
Bears
Place items in
(Thayer,
(Thayer,
n (Thayer,
(Thayer,
box and have
2013).
2013)
2013).
2013).
children feel
them to see if
they can tell
Literacy/Libr
Literacy/Librar
Literacy/Librar
Literacy/Librar
what it is.
Literacy/Librar
ary
Daniels
y
Bunny Mail: A
y
Sally goes to
y
Froggy goes
y
Tommy at the
Sweet Trip to
Max and Ruby
the Vet by
to the Doctor
Grocery Store
the Bakery by
flip-book by
Stephen
by Jonathon
by Bill
Maggie Testa
Rosemary
Huneck
London
Grossman
Wells
Center Lay out: On next page.
15
16
17
Conclusion: Children are our future and it is my job as a teacher to help them work toward their
educational future. Play is a necessity for children to develop some of the skills they need. They
are learning about the places we go to in our community and who works there. They are doing
this by dressing up as the people and doing what the people would do at their job. They are
using bear counters to learn what a pattern is, what it looks like and how to make one. They are
drawing pictures to develop their psychomotor skills. They will have a fun day learning in my
classroom.
18
References
Almon, J. (2013, October). It's playtime. Principal. Retrieved from
http://www.naesp.org/principal-septemberoctober-2013-early-learning/it-s-playtime. Retrieved
from http://vizedhtmlcontent.next.ecollege.com/pub/content/c2f9f313-ddbd-40f9-971841a3378456df/Almon_its_playtime.pdf
Bahmaee, A. B., Saadatmand, Z., & Yarmohammadian, M. H. (2016). Principle Elements of
Curriculum in the Preschool Pattern of Montessori. International Education Studies, 9(1), 148153. Retrieved from http://web.b.ebscohost.com.proxy-library.ashford.edu/ehost/detail/detail?
vid=6&sid=4a9d04cb-b8e2-44ab-8eee-a67bd0ab144e
%40sessionmgr104&hid=128&bdata=JkF1dGhUeXBlPWlwLGNwaWQmY3VzdGlkPXM4OD
U2ODk3JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=EJ1086702&db=eric
Common Core State Standards Initiative. (2015). Standards by State. Retrieved from
http://www.corestandards.org/standards-in-your-state/
Familyeducation (n.d.). Retrieved from http://fun.familyeducation.com/familytime/entertainment/34243.html
Goldstein, P., Warde, B., & Peluso, P. (2013). Children's Readiness Gains in Publically Funded,
Community-Based Pre-Kindergarten Programs for 4 Year Olds and Preschool for 3 Year Olds.
Child & Youth Care Forum, 42(6), 507-523. Retrieved from http://web.a.ebscohost.com.proxylibrary.ashford.edu/ehost/pdfviewer/pdfviewer?vid=3&sid=f12443fc-c21d-4d95-9aad86c3318feefe%40sessionmgr4010&hid=4214
19
Harman, M. (n.d). Come and Go Around with me. Retrieved from

http://www.songsforteaching.com/earlychildhoodelementarypreschoolkindergarten/comeandgoar
oundwithme.php
Head Start. (2011). Head Start Child Development and Early Learning Framework. Retrieved
from: http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/Assessment/Child
%20Outcomes/HS_Revised_Child_Outcomes_Framework(rev-Sept2011).pdf
Jaruszewicz, C. (2013). Curriculum and methods for early childhood educators. San Diego, CA:
Bridgepoint Education, Inc.
Let's Move! Active Schools (http://letsmoveschools.org/)
Presnell, F. (1999). Jean Piaget. Retrieved from
http://www.muskingum.edu/~psych/psycweb/history/piaget.htm#Theory
Thayer, A. (2013). Teachingmama.org. Retrieved from http://teachingmama.org/
20

Curriculum Unit Plan

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Curriculum Unit Plan

Hochgeladen von

Copyright:

Verfügbare Formate

Running Head: CURRICULUM