Course Name

Grade Level

Subject Represented (highlight)

Preschool

10-12

Math                    Writing

GOALS

• For students to communicate effectively while reading a book to a child.

OBJECTIVES:

• Name characteristics of language development in preschool age children
• Identify ways to promote language development with preschool aged children
• Discuss strategies for language development in preschool children that are learning more than one language

PRIORITY STANDARDS:

Content Standards:

4.1.6 Analyze the role of professional organizations in education and early childhood.

4.2.5 Analyze strategies that promote children’s growth and development

4.3.2 Implement learning activities in all curriculum areas that meet the developmental needs of children.

Common Core Learning Standards:

SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

TIME FRAME:

• This lesson will last approximately 48 minutes/1 class period

MATERIALS:

• Share this google document with your students.
• Copies of these images – 1 per person or 1 per group.

PROCEDURE:

1. The class will begin with a group discussion on brainstorming a list of 5 ways to encourage language development in a preschooler.
2. Review with the class:  Literacy refers to all the activities involved in speaking, listening, reading, writing and appreciating both spoken and written language.  
3. Students can work individually or with a partner to answer the following questions in the second chart of the document.  
4. With a group students will read aloud to a group/complete the 5 steps.  

ASSESSMENT:

Formative: Check-ins throughout the period will take place to assess student knowledge and retention.

Summative: Students will complete the google document, which will serve as their summative assessment.

Course Name

Grade Level

Subject Represented (highlight)

Child Development

9-12

Math                    Writing

GOALS

• Students will write and illustrate a book or perform a children’s literature presentation that is appropriate for preschool children.

OBJECTIVE:

• Students will be able to become an author, create, and  express themselves by writing a children’s book or performing a literature presentation.  

PRIORITY STANDARDS:

Content Standards:

4.5 Demonstrate techniques for positive collaborative relationships with children.

4.6 Demonstrate professional practices and standards related to working with children.  

12.1, 12.2  & 12.3 Analyze principles, conditions,  and strategies of human growth and development across the lifespan (part of this standard is taught in child development  & human development).

TIME FRAME

• This lesson will last approximately 5 class periods (48 minutes each)

MATERIALS :

• Document to assignment that is shared with students.  
• Computer

PROCEDURE:

1. Explain the assignment to the students.

2.  Give the students 5 working days.

:ASSESSMENT:

• Students will be graded using the rubric on the document.  

Course Name

Grade Level

Subject Represented (highlight)

Preschool

10-12

Math                    Writing

GOALS

• For students to communicate effectively and reflect on their preschool experience.

OBJECTIVES:

• Students will be able to clarify, express, and demonstrate their thoughts, ideas, and emotions during the modified circle reflection activity.
• Students will be able to model appropriate circle protocol during the reflection activity.
• Students will be able to apply concepts and ideas from the reflection circle to their upcoming lesson plans.

PRIORITY STANDARDS:

Content Standards:

4.1.6 Analyze the role of professional organizations in education and early childhood.

4.2.5 Analyze strategies that promote children’s growth and development

4.3.2 Implement learning activities in all curriculum areas that meet the developmental needs of children.

Common Core Learning Standards:

SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

TIME FRAME:

• This lesson will last approximately 48 minutes/1 class period

MATERIALS:

• A piece of ribbon for each person
• Slides Presentation

PROCEDURE:

1. The class will begin with students participating in a modified circle activity. During this, students will reflect on the past week with the preschoolers and how various lessons went. We also will touch on other aspects of the normal “running” of the preschool and answer any questions that need to be answered.
2.  

ASSESSMENT:

Formative: Check-ins throughout the period will take place to assess student knowledge and retention.

Self-assessments that ask students to think about their own learning process, to reflect on what they do well or struggle with, and to articulate what they have learned or still need to learn to meet course expectations or learning standards.

Course Name

Grade Level

Subject Represented (highlight)

Human Development

9-12

Math                    Writing

GOALS

• For students to discusses various factors that affect how teens create their personal image.   Adolescents must form a personal identity and handle emotional difficulties. They also develop social relationships and a personal value system.
• For students to answer the essential question: Why is it important to have a positive identity, social relationships and a personal value system?  

OBJECTIVES:

• Students will be able to compile  a list of 10 “unwritten rules” to succeed socially/morally AND emotionally in high school.  
• Students will be able to model appropriate collaboration and communication skills during their group work and in their WeVideo.  
• Students will be able to construct a video by briefly explaining the main topics in their assigned groups.  

PRIORITY STANDARDS:

Content Standards:

4.5 Demonstrate techniques for positive collaborative relationships with children.

4.6 Demonstrate professional practices and standards related to working with children.  

12.1, 12.2  & 12.3 Analyze principles, conditions,  and strategies of human growth and development across the lifespan (part of this standard is taught in child development  & human development).

Common Core Learning Standards:

SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

TIME FRAME

• This lesson will last approximately 3 class periods (48 minutes each) 1 work day, 1 record day and 1 day for presentations.

MATERIALS :

• Document to assignment that is shared with students.  
• Computer
• Phone or video recorder
• The Developing Child Textbook or internet

PROCEDURE:

1. Go over this as bellwork:  “I, Why” – this is a short poem  * How does this poem tie into an adolescent’s need to establish a personal identity? Refer to Chapter 19.2 that discusses various factors that affect how teens create their personal image.  Main Idea: Adolescents must form a personal identity and handle emotional difficulties. They also develop social relationships and a personal value system.
2. Assign the students into 9 separate groups.  Go over the requirements: Read your section in the text/articles and complete some online research.  In a 4 to 5 minute timed presentation using pixorial video or Wevideo.   You must briefly explain your section and compile a list of the “unwritten rules” to succeed socially/morally AND emotionally in high school.  
3. Provide students with 1 or 2 days of work/record time.
4. Day 3 each group will present – students can take notes on the note sheet provided on pages 4 and 5 on the linked google document.  

:ASSESSMENT:

• Students will be graded on the WeVideo using the rubric on the document.  

Course Name

Grade Level

Subject Represented (highlight)

Human Development

9-12

Math                    Writing

GOALS

• For students to communicate effectively and describe the thinking skills of a child between the ages of 7 to 12.  

OBJECTIVES:

• Students will be able to clarify, and identify the difference in concrete thinking stages by completing the stations.
• Students will be able to model appropriate behavior during the stage rotations.
• Students will be able to define the theorist and thinking skills of a middle childhood student by following along with the notes.  

PRIORITY STANDARDS:

Content Standards:

4.5 Demonstrate techniques for positive collaborative relationships with children.

4.6 Demonstrate professional practices and standards related to working with children.  

12.1, 12.2  & 12.3 Analyze principles, conditions,  and strategies of human growth and development across the lifespan (part of this standard is taught in child development  & human development).

Common Core Learning Standards:

SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

TIME FRAME

• This lesson will last approximately 1 class period (48 minutes)

MATERIALS :

• Document to assignment that is shared with students.  
• Computer
• Station items:Station #1 (2 piles of Play Dough that contain the same amount but look differently).  Station #2 (Printed pictures of the different shapes that are different colors.  For example a red circle, red triangle, red square/ then blue of the following).  Station #3 (Nesting dolls put in random order) Station #4 (On your paper, write out the sentence on the table and fill in the blank. The sentence is: if 10 is greater than 9.  10 must be greater than ____.) Station #5 (Put 2 different glasses of water on the table with the same amount of water).  Station #6 (Bring in different coins of print out pictures of coins). Station #7 (Print out pictures of many different fruits and vegetables).

PROCEDURE:

1. Set up 7 stations around the room.  
2. Share this google document with your students.
3. Put students in 7 different groups so they can rotate between all 7 of them.  
4. As students are going through the stations they are filling out the first shart on the google document.  
5. After the stations are over – go through this slideshow with them.  They can take notes on the google doc provided.  
6. After the the slideshow is over – review the last chart on the document for the students to classify/make connections on which thinking skills was used at each station.

:ASSESSMENT:

• Students will be graded on the their responses on the google document.  

Course Name

Grade Level

Subject Represented (highlight)

Human Development

9-12

Math                    Writing

GOALS

• For students to communicate effectively during a deliberation to come to a decision about the deliberation.

OBJECTIVES:

• Students will be able to clarify, express, and demonstrate their thoughts and ideas on bullying.
• Students will be able to model appropriate behavior during the deliberation.
• Students will be able to formulate their own opinion/feelings on the debate and select a side.  

PRIORITY STANDARDS:

Content Standards:

4.5 Demonstrate techniques for positive collaborative relationships with children.

4.6 Demonstrate professional practices and standards related to working with children.  

12.1, 12.2  & 12.3 Analyze principles, conditions,  and strategies of human growth and development across the lifespan (part of this standard is taught in child development  & human development).

Common Core Learning Standards:

SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

TIME FRAME

• This lesson will last approximately 2 or 3 class periods (48 minutes each): 2 work days, 1 deliberation day

MATERIALS :

• Document to assignment that is shared with students.  
• Computer

PROCEDURE:

1. Explain to students: Rationale: A large part of development in middle childhood is social development. Children this age are very social creatures. They tend to lessen the focus on their relationships with family members and direct their attention to their friends. As children move into middle childhood, their friendships become much more personal and are based on thoughts and feelings. Children in middle childhood value loyalty in their friendships and choose friends that they can trust. But what about those children who have few friends they can talk to? Some children do not feel the need to have a large amount of friends, but others would not choose to be in that situation. Thousands of children are bullied each year. Bullying can occur in the classroom, in the cafeteria, at the bus stop, and even at home on the computer. Recent news stories have informed us of some very serious and heartbreaking cases of children being bullied to death. The question is: Who is Responsible, Parents or Teachers? Your Task: Participate in a deliberation to come to a decision about the deliberation and justify your opinion with evidence from the text and the discussion. Your Essential Question is: Should our society hold teachers or parents responsible for bullying?
2. Go over the requirements on the doc.
3. Provide your students will work time.
4. On the day of deliberation review proper etiquette and begin the debate.
5. Students will end with responding to the final decision prompt on the document.    

:ASSESSMENT:

• Students will be graded on the their responses on the google document.