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Preschool: Reflection

Published July 12, 2018 | By Jennifer Maldonado

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:

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.

Opening:

Circle Questions: Presentation link here!
	Explain a specific day this year when you felt inspired/happy/joyful/proud about the work you did?
2.	What was the biggest mistake you made this year? How can you avoid making the same mistake in the future? (Write list on the board) (Form connections with peers)
3.	What is the most valuable thing you learned this year in Preschool?
4.	Give a shout out→what was something you saw when you were helping that you liked?

Closure:

Option 1:Hold up your hand with fingers raised to reflect how you’re feeling after this circle. 5 being amazing…..1 not so good.

Option 2: Distribute one piece of ribbon to each person. Turn to the person to the left. While tying your ribbon to that person’s ribbon, give some words of encouragement to that person. When you have finished, invite the person to your left to turn to the person to his/her left, tie the ribbon to the next person’s ribbon, and say something encouraging to that person. Repeat around the circle, until the ribbon is tied all the way around, and each person has both given and received encouragement.

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.

Emotional/Social and Moral Development Project

Published July 12, 2018 | By Jennifer Maldonado

Emotional/Social and Moral Development Project

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:

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.
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.
Provide students with 1 or 2 days of work/record time.
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.

Posted in Early Child Development, Family Consumer Science | Tagged 11

Intellectual Development Stations

Published July 12, 2018 | By Jennifer Maldonado

Intellectual Development Stations

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:

Set up 7 stations around the room.
Share this google document with your students.
Put students in 7 different groups so they can rotate between all 7 of them.
As students are going through the stations they are filling out the first shart on the google document.
After the stations are over – go through this slideshow with them. They can take notes on the google doc provided.
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.

Posted in Early Child Development, Family Consumer Science | Tagged 11

The Great Deliberation

Published July 12, 2018 | By Jennifer Maldonado

The Great Deliberation

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:

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?
Go over the requirements on the doc.
Provide your students will work time.
On the day of deliberation review proper etiquette and begin the debate.
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.

Posted in Early Child Development, Family Consumer Science | Tagged 11

Issues that Affect Middle Childhood – Common Craft Video

Published July 12, 2018 | By Jennifer Maldonado

Issues that Affect Middle Childhood – Common Craft Video

Course Name	Grade Level	Subject Represented (highlight)
Human Development	9-12	Math Writing

GOALS

For students to communicate effectively within a group and write a proper script.

OBJECTIVES:

Students will be able to clarify, express, and demonstrate their thoughts and ideas about issues that affect children while expressing them in the script they write.
Students will be able to model appropriate collaboration during the recording of the common craft video.
Students will be able to apply concepts and ideas from class in relation to issues that affect middle childhood in their common craft video.

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).

15.3 Evaluate external support systems that provide services for parents

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 4 class period (48 minutes each): 2 work days, 1 recording day and 1 editing/viewing day

MATERIALS :

Document to assignment that is shared with students.
Cell phone or video recorder
Paper (amount determined by what is needed per group)
Classroom set of markers or colored pencils or crayons
Printer
Computer

PROCEDURE:

Explain to students: There are many issues that can affect a child’s development. Some of these things may not seem like detrimental issues to adults, but children can become stressed by situations or events that adults are not aware of. It is important for adults/peers to know what types of situations or events can be stressful for children so that we are able to help them through those issues in the best way possible. You are the teachers! Your group will choose one issue, from the list below, which can affect a child’s development and create a public service announcement. Your group will make a Common Craft Style Video.
Go over the requirements on the doc.
Provide your students will work time.
Link recorded presentations to the document so students can view

:ASSESSMENT:

Students will be graded on the rubic (See last page on the google doc.

Posted in Early Child Development, Family Consumer Science, Uncategorized | Tagged 11

Shadowing Reflection and Discussion

Published July 12, 2018 | By Ellie Besso

Click here to access the lesson plan.

Posted in Career Development | Tagged 11

Barriers to Communication

Published July 12, 2018 | By Ellie Besso

Click here to access the lesson plan.

Posted in Career Development | Tagged 11

Breastfeeding Magnet

Published July 12, 2018 | By Dana Thomas

Child Development: Breastfeeding Magnet

Course Name	Grade Level	Subject Represented (highlight)
Child Development	9-12	Math Writing

OBJECTIVES:

The students will be able to identify the functions and terminology associated with breastfeeding by scanning the QR codes, reading the information then listing the key terms/main concepts on their notesheet.
The students will be able to collaborate and discuss the key concepts with their peers by creating a magnet on canva.com or any digital media.
The students will be able to make an inference about breastfeeding by creating a sales pitch to display support for the breastfeeding community.

PRIORITY STANDARDS:

12.2.4-Analyze the influences of life events on individuals’ physical, emotional, social, moral and cognitive development
12.3-Analyze strategies that promote growth and development across the lifespan.

TIME FRAME:

This lesson will last approximately 48 minutes/1 class period

MATERIALS:

Projector
Chromebooks
Cell Phones
Writing Utensil
Note Card
5 Question Exit Slip (Copies)
Bell Ringer
QR Code Fill in the Blank (Copies)
QR Code Fill in the Blank Key
QR Codes (Already Laminated-2 Copies)
Feeding Magnets Project (Rubric Attached

PROCEDURE:

QR Code Activity

1. 1. 1. You will take the eleven, numbered QR Code Laminated Sheets and place them around the classroom making eleven stations. There will be two copies of each number to allow more than one student to be at each station at a time.
    2. Mention to the students that this activity will require for them to use their chromebooks or their cellphones. Allow them to choose which one they would prefer to use. On their Chromebooks they can use the link https://www.the-qrcode-generator.com/ or they can search for a FREE QR Code Reader App on their cellphones. The link above will be in posted on their Daily Agenda on Schoology.
    3. You will pass out the QR Code Fill in the Blank worksheet to each student.
    4. Tell the students that they will have to take their QR Code Fill in the Blank, their technology of choice, and a writing utensil to walk around the room to visit each of the eleven stations.
    5. At each station the student will use their piece of technology and scan the QR Code. Once they scan the QR Code a brief paragraph of information will pop up on their piece of technology. They will read it and then fill in the blanks on their QR Code Fill in the Blank worksheet. They must get through each station to have their worksheet completed.
    6. This will take approximately 15 minutes.

Feeding Magnets Project

1. 1. 1. Open up and display the Feeding Magnets Project on the projector. Mention to the students that they can view and follow along on their Chromebooks. The Feeding Magnets Project will be posted on their Daily Agenda on Schoology.
    2. Read the Feeding Magnets Project document out loud to the students.
    3. Tell the students “The purpose of the magnet is to offer support and provide information to expecting mothers about breast milk and breastfeeding!”
    4. Read over the Rubric and explain the 5 main criteria they will be graded on.
    5. Allow the students to work in groups of two for this project.
    6. Pass out a note card to each group. Remind them that each note card is for them to to write a 3-4 sentence summary on the importance of supporting breastfeeding mothers and how their magnet conveys that.
    7. Allow the students the majority of the class period to have as work time.
    8. Check in with each group to see if they have any questions or need clarification.

Review QR Code Fill in the Blank Worksheet

1. 1. Take the last ten minutes of class to review the worksheet as a class.
  2. Go through each section and explain further to allow the students to understand and visualize what each section means.

ASSESSMENT:

1. First, Key Questions: Post them on the board for the students to read.
  1. Key Questions:
    - Now that we have learned this how many of you would like to breastfeed your children? Why?
    - What is most difficult for breastfeeding mothers? Why do breastfeeding mothers need support?
    - What is something you will take away from this?
    - What is something you learned that surprised you?
2. Ask the students to pull out a sheet of paper and a writing utensil.
3. Read the key questions out loud and ask the students to answer these questions in a paragraph.
4. Tell the students that the paragraph must meet at least half a page. This will allow for me to check for understanding on the importance of breastfeeding, the role society plays into breastfeeding and to view their personal opinions through their writing.
5. Secondly, Graded rubric for the magnet on page 2 of the Feeding Magnets Project.
  1. This will allow for the teacher to view their magnet and read their notecard to check for their notecard summary, required information, creative design, supportive detail/information, and to reflect on their presentation. Overall to allow the teacher to view if the objectives have been met.

Posted in Uncategorized | Tagged 11

Genius Hour Brainstorm

Published July 12, 2018 | By Dana Thomas

Taste of Teaching: Genius Hour Brainstorm

Course Name	Grade Level	Subject Represented (highlight)
Taste of Teaching	9-12	Math Writing

OBJECTIVES:

Students will be able to clarify, express, and demonstrate their thoughts and ideas during the discussion activity.
Students will be able to compare and contrast various teaching techniques from each of the documentaries.
Students will be able to model appropriate small group behavior.
Students will be able to create a concept for their genius hour project while creating a poster.
Students will be able to critically think about their Genius Hour topics.
Students will be able to collaborate with group members to come up with solutions.
Students will be able to reflect on past schooling experiences.

PRIORITY STANDARDS:

Content Standards:

1.2 Demonstrate transferable and employability skills in community and workplace settings.

4.1 Analyze career paths within early childhood, education and services.

4.2 Utilize developmentally appropriate practices and other child development theories when planning for early childhood, education, and services.
4.3 Demonstrate integration of curriculum and instruction to meet children’s age appropriate development.

4.4 Demonstrate a safe and healthy learning environment for children

4.5 Demonstrate techniques for positive collaborative relationships with children

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

7.3 Demonstrate professional behaviors, skills, and knowledge in providing family and community services.

Common Core Learning Standards:

SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

WHST.11-12.9. Draw evidence from informational texts to support analysis, reflection, and research.

TIME FRAME:

This lesson will last approximately 48 minutes/1 class period

MATERIALS (Broken Down By Pathway):

PROCEDURE:

The class will begin with a short discussion and brainstorming activity about the two documentaries that we watched this year (Ron Clark + Most Likely to Succeed).
Students will brainstorm the differences between these schools/classrooms and a traditional classroom.
Then, we will compile a list of the “pros” and “cons” of school. After this, I will introduce the Genius Hour project to the students. Students then will begin their poster of their project for the Gallery Walk, which will take place on Monday and Tuesday.
Students will get into groups and place themselves around the room.

During the discussion, students will look at and speak to one another, while one student serves as the scribe for the discussion.

ASSESSMENT:

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

Summative: Students will complete their Genius Hour gallery walk poster, which will be the summative assessment for this lesson (due Friday).