ECED 5104: Advanced Developmentally Appropriate Curriculum

Spring 2014
CREDIT HOURS: 3
CONTACT HOURS: 45+
INSTRUCTOR CONTACT INFORMATION:
Suzanne Adams, Ph.D.
Contact via email: Suzanne.Adams@ucdenver.edu
Office hours available by appointment
COURSE DESCRIPTION
This course focuses on designing a developmentally appropriate curriculum unit. Information
concerning theoretical positions, creating a responsive environment, and promoting learning in
all content areas will be shared. Teacher candidates will be responsible for planning and
implementing a curriculum unit that is responsive to individual children's strengths, interests, and
challenges and addresses Colorado P-12 Academic Standards. Teacher candidates will be
encouraged to engage in reflective practice: How might I do things differently to better support
children's learning and social/emotional well-being? How do I plan a curriculum that best meets
the needs, strengths, and interests of the children and honors their social/cultural/linguistic
background? What types of instructional strategies will best meet this purpose?
COURSE COMPETENCIES/OBJECTIVES
1. Utilize knowledge of child growth and development and individual learning differences to
inform curriculum planning.
2. Demonstrate the ability to design and implement a curriculum unit appropriate to childrens
age and developmental status, attuned to them as unique individuals, and responsive to the
social and cultural contexts in which they live.
3. Implement child-focused, culturally responsive instructional strategies to individualize
instruction for all students, including those with exceptional learning needs and those whose
primary language is not English.
4. Use information gathered from formal and informal assessments to design learning
experiences, modify instruction in response to the ongoing learning process, and document
student learning and development.
TEXT/ REQUIRED READINGS
NAEYC and NAECS/SDE. (2003). Early childhood curriculum, assessment, and program
evaluation: Building an effective, accountable system in programs for children birth through
age 8. Joint position statement. http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving
children from birth through age 8. A position statement of the National Association for the
Education of Young Children. http://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf
Handouts/articles for seminar presentations as assigned.
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SUGGESTED READINGS and RESOURCES

Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA:
Massachusetts Institute of Technology Press.
Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998). Phonemic awareness in young
children. Baltimore, MD: Paul H. Brookes Publishing Co.
Banks, J. A. (2001). Cultural diversity and education. (4th ed.). Boston: Allyn and Bacon.
Bender, W. N., & Shores, C. (2007). Response to intervention: A practical guide for every
teacher. Thousand Oaks, CA: Corwin Press.
Cadwell, L. B. (1997). Bringing Reggio Emilia home. New York: Teachers College Press.
Center for the Improvement of Early Reading Achievement. (2003). Put Reading First: The
Research Building Blocks for Teaching Children to Read K- 3 (2nd ed.). Retrieved at
www.nifl.gov or order from edpuborders@edpubs.org
Chard, S. C. (1994). The project approach. New York: Scholastic.
Charlesworth, R., & Lind, K.K. (2006). Math and science for young children. (5th ed.). Albany,
NY: Delmar Publishers.
Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early
Childhood programs serving children from birth through age 8. (3rd ed.). Washington, DC:
NAEYC.
Curtis, D., & Carter, M. (1996). Reflecting childrens lives. St. Paul, MN: Redleaf Press.
Curtis, D., & Carter, M. (2003). Designs for living: Transforming early childhood environments.
St. Paul, MN: Redleaf Press.
Darling-Hammon, L., French, J., & Garcia-Lopez, S. P. (2002). Learning to teach for social
justice. New York: Teachers College Press.
Deiner, P. L. (2005). Resources for educating children with diverse abilities. (4th ed.). Clifton
Park, NY: Thomson Delmar Learning.
Delpit, L. (1995). Other peoples children: Cultural conflict in the classroom. New York: New
Press.
Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and
ourselves. Washington, D.C.: National Association for the Education of Young Children.
Derman-Sparks, L., & Ramsey, P. G. (2006). What if all the kids are white? Anti-bias
multicultural education with young children and families. NY: Teachers College Press.
Edwards, C., Gandini, L., & Forman, G. (Eds.) (1998). The hundred languages of children.
Greenwich, CT: Ablex Publishing Corporation.
Fraser, S., & Gestwicki, C. (2002). Authentic childhood: Exploring Reggio Emilia in the
classroom. Albany, NY: Delmar
Genishi, C., & Dyson, A. H. (2009). Children, language and literacy: Diverse learners in
diverse times. New York: Teachers College Press.
Gonzalez-Mena, J. (2001). Multicultural issues in child care. (3rd ed.). Mountain View, CA:
Mayfield Publishing Company.
Gronlund, G. (2006). Make early learning standards come alive: Connecting your practice and
curriculum to state standards. St. Paul, MN: Redleaf Press.
Hart, B., & Risley, T.R. (1995). Meaningful differences in the everyday experience of young
American children. Baltimore, MD: Paul H. Brookes Publishing.
Helm, J. H., & Katz, L. (2001). Young investigators. New York: Teachers College Press.
Hendrick, J. (Ed.). (2004). Next steps toward teaching the Reggio way. Upper Saddle River, NJ:
2

Merrill/Prentice Hall.
Hirsh, R. A. (2004). Early Childhood curriculum: Incorporating multiple intelligences,
developmentally appropriate practice, and play. Boston, MA: Allyn & Bacon.
Howard, G. R. (2006). We cant teach what we dont know: White teachers, multiracial schools.
NY: Teachers College Press.
Jacobsen, T. (2003). Confronting our discomfort: Clearing the way for anti-bias in early
childhood education. Portsmouth, NH: Meinemmann.
Katz, L. G., & Chard, S. C. (1994). Engaging childrens minds: The project approach. Norwood,
NJ: Ablex Publishing Corporation.
Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2007). Developmentally appropriate
curriculum: Best practices in early childhood education. (4th ed.). Upper Saddle River, NJ:
Merrill/Prentice Hall.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works:
Research-based strategies for increasing student achievement. Alexandria, VA: Association
for Supervision and Curriculum Development.
Paasche, C. L., Gorrill, L., & Strom, B. (2004). Children with special needs in early childhood
settings. Clifton Park, NY: Thomson Delmar Learning.
Ramsey, P.G. (2004). Teaching and learning in a diverse world: Multicultural education for
young children (3rd.ed.). New York: Teachers College Press.
Robles de Melendez, W., & Beck, V. (2007). Teaching young children in multicultural
classrooms. (2nd ed.). Clifton Park, NY: Thomson Delmar Learning.
Smutny, J. F., & von Fremd, S. E. (2004). Differentiating for the young child: Teaching
strategies across the content areas (K-3). Thousand Oaks, CA: Corwin Press.
Wiggins, G., & McTighe, J. (2011). Understanding by design: Guide to creating high quality
units. Alexandria, VA: Association for Supervision and Curriculum Development.
York, S. (2003). Roots and wings: Affirming culture in early childhood programs. St. Paul, MN:
Redleaf Press.
PROGRAM AND INSTRUCTOR POLICIES
SEHD Incomplete Policy:
An Incomplete (I) is awarded when special circumstances prevent a student's completion of
course requirements during the term. Incompletes are not given for low grades.
Tobeeligibleforanincompletegrade,studentsmust(1)havesuccessfullycompleted75%of
thecourserequirements,(2)havespecialcircumstances(verificationrequired)thatprecludethe
studentfromattendingclassesand/orcompletinggradedassignments,and(3)meetwith
instructortomakearrangementstocompletemissingassignmentsbeforemorethanoneyearhas
elapsedsincetheendofthesemesterinwhichthecoursewastaken.Theinstructorsetsthe
conditionsunderwhichthecourseworkcanbecompletedandthetimelimitforcompletion.The
studentisexpectedtocompletetherequirementswithintheestablisheddeadline.Upon
completionofthemissingcoursework,aChangeofRecordFormiscompletedbytheoriginal
instructortochangetheItoalettergrade.
Ifthemissingassignmentsarenotcompletedwithintheallottedtime(maximumofoneyear),
theIconvertstoanunchangeableFgrade.
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Ifyoucannotmakeuptheworkforacoursewithintheagreedparameters,itisrecommended
thatyouformallywithdrawfromthecoursetoavoidreceivingagradeofF.Togetcreditforthe
course,youwillneedtoregisterandretakethecoursenexttimeitisoffered.
Campus Accommodations for Students with Disabilities: The University of Colorado Denver
is committed to providing reasonable accommodations and access to students with disabilities.
In order to be eligible for academic accommodations, students must be officially registered with
the Auraria Disability Services Office. Students should contact the Disability Services Office,
North Classroom 2514, 303-556-3450, DisabilityResources@ucdenver.edu. The DSO staff
works in an advisory capacity with students and faculty to develop reasonable instructional
accommodations at the beginning of the semester to ensure full participation in academic
programs.
Instructor Expectations: Students have an obligation to conduct themselves at all times in a
manner that reflects honesty, integrity, and respect for others. Students must adhere to the
Academic Honor Code. Instructors/presenters for this course will in turn be committed to
creating a place of work and study in the seminar where everyone is treated with respect and
courtesy.
Plagiarism is the use of another persons words or ideas without crediting that person. Plagiarism
and cheating will not be tolerated and may lead to failure on an assignment, in the class, and
dismissal from the University.
You are responsible for being attentive to policies about academic honesty and all other aspects
of student conduct as stated in the Universitys Student Conduct Code, located at
http://www.ucdenver.edu/life/services/standards/Documents/CODE%20OF%20CONDUCT
%202011-2012%20100111.pdf.
To receive information from the University, please be sure to activate and check your student email regularly.
ASSIGNMENTS, ASSESSMENTS, and GRADING
Assignments
Class participation: Demonstration of understanding of
content from assigned readings and seminar presentations
through seminar discussion and in-class application exercises.
Curriculum Unit
Curriculum project planned and implemented in interns
school site.
Total possible points

Point value
Not graded
individually
participation
monitored by seminar
presenters
119 points
119 points

AsIamassessingthecurriculumunitsandmakingarecommendationforgrades,Iwillusethe
followingscale.
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Grade
A
A

Points
112119
108111

Grade
B+
B

Points
104107
100103

Grade
B
C

Points
9699
Below96

*IfthecompiledCurriculumUnitworkandparticipationisbelowaBaverage,youwillnotbe
consideredreadyforpromotiontolicensure.
*IfyouregisterforCUDenvercreditinthefollowingsummerterm,yourgradewillbethesame
asyoureceivefromme,butwithanotherCUDenverfacultymemberastheinstructorofrecord
asrequiredbythecreditbychallengeprocess.Arandomselectionofstudentassignmentswill
bereviewedbytheCUDenverfacultycreditbychallengepanel.
DETAILED ASSIGNMENT DESCRIPTIONS
The Curriculum UnitTimeline
Due January 16: TOPIC AND DESCRIPTIVE OVERVIEW emailed to Homeroom Teacher
(Gina, Sarah or Lisa) for approval. You will hear back from your Homeroom Teacher by Friday,
January 17 for approval. If your topic has not been approved, you will have until Tuesday,
January 21 to submit a new topic.
1. Topic: Propose a topic and explain how you chose that topic in one paragraph.
Decide on a TOPIC for your unit and email it to your homeroom teacher (Gina, Sarah or Lisa) by
January 16th.
Your central idea may come from:
A field trip
The interests of the children in your classroom
Your particular area of interest
Your schools curriculum guide
See, Considerations for Selecting a Curriculum Unit Theme, page 8 of this syllabus, for some
helpful ideas/information.
2. Descriptive Overview: Provide a descriptive overview of your students and the classroom
community (contextual factors), including:
Communitygeographic location, community stability, socio-economic status,
community support for education, and other environmental factors
Schoolschool and district factors that influence learning-teaching context
Classroomclassroom arrangement; schedule, classroom rules and routines;
availability of equipment and resources; adult/child ratio; availability of support
personnel; level of family involvement
Number of children, age range, gender distribution, linguistic and cultural diversity
(including number of English language learners)
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Learning needs/styles, range of abilities (including number of children with IEPs and
number identified as gifted/talented)
Implications of these contextual factors for instructional planning and assessment

Due January 23: 3 PLANNING WEBS AND REFLECTION emailed to Homeroom Teacher
**Assignment to be given in seminar on January 16**
1. Brainstorm 3 webs (curricula, multiple intelligences, and skill and knowledge). Put ideas
into computer generated webs.
2. Complete reflection sheet on utilizing planning webs.
*FinalWeb:Utilizecomputergeneratedplanningwebstoillustratehowyourcentralideacanbe
developedintoanintegrated(literacy,science,mathematics,art,socialstudies,music,physical
education)unit.Pleaseremembertoaskforideasfromyourmentor.Whenyouintroduceyour
ideatothechildren,youmaydecidetomakechangestoyourunitplan.Weencourageyoutodo
so.Successfulteachersconstantlyamendplansinresponsetotheinterestsandneedsofthe
children.
DueJanuary30:KSANDWSFORUNITANDREFLECTIONemailedtoHomeroom
Teacher
**AssignmenttobegiveninseminaronJanuary16**
1. Assess your class on what they Know about your unit topic and what they Want to know.
This will help you develop your Essential Topical Questions.
2. Complete reflection sheet on the Ks and Ws for your unit topic.
IT IS VERY IMPORTANT that you assess the content knowledge and skill levels of your
students, relevant to the chosen area of study, prior to introducing the unit AND also at the
completion. For example, content knowledge can be pre-assessed through the familiar What do
you know? What do you want to know? activity. Alternatively, a more traditional question and
answer survey could be administered. Results may be reported in any form you wish, e.g., grid,
chart, etc.
A post assessment of content knowledge could include a review of a What did we learn?
activity or a repeat administration of the simple question and answer pre-assessment survey, a
report, or the childrens portfolios of their work. Skill levels could be similarly demonstrated.

Due January 30: ESSENTIAL TOPICAL QUESTIONS AND REFLECTION emailed to

Homeroom Teacher
**Assignment to be given in seminar on January 23**
1. Create an overarching essential question or concept for your unit plan
2. Create 3-4 topical questions for your curriculum unit
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3. Utilize computer-generated organizer to illustrate your overarching essential questions

and your topical question
4. Fill out Reflection Page on utilizing the graphic organizers
DueJanuary30:RESEARCHWEBSANDREFLECTIONemailedtoHomeroomTeacher
**AssignmenttobegiveninseminaronJanuary23**
1. Create 3 webs (curricula, multiple intelligences, and skills and knowledge) of new ideas
using research.
2. Fill out research charts and reflection charts.

DueFebruary6:FILTERANDSYNTHESISCOVERSHEETSANDREFLECTIONemailed
toHomeroomTeacher
**AssignmenttobegiveninseminaronJanuary30**
1. Create one filter sheet.
2. Create one synthesis cover sheet for each topical question, which were turned in January
30.
3. Fill out reflection sheet on filter & synthesis cover sheet.

Due February 20: FINAL PLAN

1. Includes all of the above components (topic, descriptive overview, planning webs, Ks &
Ws, essential topical questions, research webs, and filter & synthesis cover sheets) with
revisions as necessary.
2. An outline with dates of the teaching timeline of your plan.
3. Identification of a field trip and/or guest speaker(s) to introduce, celebrate or support your
unit.
4. Two detailed lesson plans for the unit.
Due April 17: THE COMPLETED CURRICULUM UNIT will be submitted electronically
consisting of a minimum of TEN lessons, exclusive of the field trip and/or guest speaker, with
pre and post assessment results. Photographs and samples of students work should be included.
See Final Curriculum Unit Format and Grading Criteria handout.

Considerations for Selecting a Curriculum Unit Theme

Students backgroundscultural and linguistic background; abilities and interests; academic,
behavioral, and social needs. What is the relevance of a topic of study to a childs life? Does
what is learned have meaning for the child? Consider cultural and family traditions,
geographical location, and developmental levels of the children.
Here is a sampling of topics and ideas that are relevant to the lives of most young children (PreK 2nd grade):
The children and anything related to their way of living: homes, families, babies, pets,
school, friends, toys/play/games
The local community: neighborhood, people, hospital, grocery store, shoe store,
department store, building site, transportation, fish market, farm, rivers, woods, lakes,
familiar occupations
Human bodies and how they workhealth and safety, growing and changing, five senses
Food, food preparation, nutrition, restaurant
Natural outside environment: weather/seasons, water, wind and air, trees, plants, insects,
rocks, mud, gardening, earthworms, and rivers or ponds (tadpoles, frogs, fish). If your
school was situated near the sea shore, ocean/shells/sand would be a relevant topic, but
not so for landlocked Colorado.
Animals: small wild animals often observed in the backyard such as squirrels and birds,
farm animals and a trip to a farm, wild animals seen at the zoo or in a bounty of picture
books, dinosaurs
Concepts: opposites, patterns, color, symmetry, light/shadows, night sky (moon/stars)
General knowledge: vehicles, transportation, tools and machines
Note what is not included for children under age 7: study of a particular foreign country, maps,
outer spacethese topics are too far removed from a young childs daily experience to be
relevant and meaningful.
Consider also: Is there potential for planning differentiated learning opportunities to meet
students diverse needs? Is there potential for designing lessons/activities that integrates
curriculum content areas and developmental domains?
Knowledge and skillscurriculum theme/lessons/activities align with district curriculum
scope and sequence and state/district standards.
Availability of resourcesAre community resources (people and places to visit) available that
will contribute to the topic? Can real objects be acquired to illustrate the topic? Is there
adequate support from the school libraryposters, media, reference material?
Teacher interestAre you sufficiently interested in this topic to stimulate student interest and
guide their explorations and investigations?
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Final Curriculum Unit Format and Grading Criteria

Overviewsequence materials in your curriculum unit in the following order:
Describe contextual factors:
o Communitygeographic location, community stability, socio-economic status,
community support for education, and other environmental factors
o Schoolschool and district factors that influence learning-teaching context
o Classroomclassroom arrangement; schedule, classroom rules and routines;
availability of equipment and resources; adult/child ratio; availability of support
personnel; level of family involvement
o Number of children, age range, gender distribution, linguistic and cultural
diversity (including number of English language learners)
o Learning needs/styles, range of abilities (including number of children with IEPs
and number identified as gifted/talented)
o Implications of these contextual factors for instructional planning and assessment
Title and reason for choosing unit topichow is your theme appropriate for your
classroom population, how does it fit with your schools scope and sequence, etc.?
Planning Webs
Ks and Ws
Essential Question/Concept and 3-4 Topical Questionsbig ideaswhat students are
expected to know and be able to do at the end of the unit
Synthesis Sheets for Topical Questions
Pre-Assessment. IT IS VERY IMPORTANT that you assess the content knowledge and
skill levels of your students, relevant to the chosen area of study, prior to introducing the
unit AND also at the completion. For example, content knowledge can be pre-assessed
through the familiar What do you know? What do you want to know? activity.
Alternatively, a more traditional question and answer survey could be administered.
Results may be reported in any form you wish, e.g., grid, chart, etc. Describe and attach a
copy of your pre-assessment method(s) used to determine student background knowledge
and/or existent skills measured prior to the instruction unit being introduced. Summarize
your results in a short narrative (not just a KWL list).
A post assessment of content knowledge could include a review of a What did we
learn? activity or a repeat administration of the simple question and answer preassessment survey, a report, or the childrens portfolios of their work. Skill levels could
be similarly demonstrated.
Modifications. From the pre-assessment results, what modifications, if any, were made
to the initial instruction plan for this unit?
Designing instruction.
1. What types of instructional strategies are included in your unit? Why did you
select these strategies? What relevant research or theory supports the selection of
9

these instructional strategies? Make citations to sources and include a reference

list with at least three references, using APA style.
Summary of individual needs of two target children: strengths, interests, learning
style, areas of concern/needs (based on review of IEP, ILP, or Action Plan for these
students and/or interview of mentor teacher). These are the two target children for whom
you will write differentiations/adaptations for each lesson plan.
Pre and Post assessment. Describe methods used to assess content knowledge and skills
acquired by students as a result of your curriculum unit. Analyze and summarize results
in a short narrative.
Reflection on your own learning (1-2 pages). Summarize your own learning as a result
of planning and implementing your curriculum unit. This might include:
o Critique of alignment among objectives, instruction, and assessment
o Evidence of impact on student learningwere unit outcomes/objectives
achieved?
o Insights on effective instruction and assessment
o Analysis of adaptations and adjustments used for exceptional learners and how
these adaptations met their needs
o Implications for future teaching
o Implications for professional development
Unit Lesson Plans
Include a list of lesson plans including title, content area, and date implemented as per
sample below.
Lesson Title
Eye Color Graph
Five Senses Collage

Content Area
Math
Art

Date Implemented
3/2/13
3/3/13

Include a lesson plan for ten lessons following the required lesson plan format, with at
least one lesson devoted to literature and one to math, including a closure activity to
celebrate the curriculum unit. In your binder, sequence lesson plans in the order in which
they were implemented.
_____ physical/motor/movement
_____ social studies (history, geography, civics)
_____ math
_____ science
_____ literacy (reading)
_____ art/music/drama
_____ literacy (writing)
_____ closure activity to celebrate the unit
_____ your choice of content area _____ your choice of content area
In addition to the 10 lessons above, describe a field trip or guest speaker to introduce,
celebrate, or support your unit (lesson plan optional depending on purpose of this activity).
Complete a self-reflection of each lesson. Place the self-reflection immediately after each
lesson plan, rather than in a separate section. Reflect on what went well, what did the
children enjoy, what the children learned, what might have gone better and why, what
changes would you make if you did this lesson again, what adjustments to your planning
would you make in response to individual or group needs and interests and notes on your
learning.
10

*All components of the Curriculum Unit are to be submitted electronically*

Seven points will be deducted from point total for units submitted after the due date of
April 17th*

11

ECE/EledRequiredLessonPlanningFormat

Intern/Date:

Internname/dateofactivity/lesson

Lesson/ActivityTitle:

Shortdescriptivetitleoflesson

StandardsAddressed:

ColoradoP12AcademicStandardsamaximumof3standards
perlesson.Youmayalsousealternativesourcesoryour
district/programstandardsforareasnotcoveredbyColorado
AcademicStandardssuchassocialemotional.Writeoutrelevant
standardandgradelevelexpectation(e.g.,History:Describe
patternsandchronologicalorderofeventsoftherecentpast;
WritingandComposition:Appropriatespelling,conventions,and
grammarareappliedwhenwriting).

Purpose:
Answersthequestion,Whyareyouteachingthelesson?
Pleaseshow/describehowthelessonfitswithinthelarger
curriculumunit(webbing,essentialquestionsetc.)
LearningObjectives:

Observableandmeasurabledescriptionofstudentlearninglinked
tostandardsaddressedinthelesson/activitymaximumof3
objectivesperlesson.Whatdostudentsknoworwhatarestudents
abletodoasaresultofthislesson?Studentswillbeableto.

YourGoalsforLearners:Articulateshowthislessonactualizesyourgoalsforlearners.
Example:Mygoalforlearnersiscollaboration,whichis
actualizedbystudentsworkingingroups.
YourLearningPrinciples: Articulateshowthislessonhonorshowchildrenlearn.
Example:Ibelievethatstudentslearnbestthroughexperience.
Thisisincorporatedintomylessonthroughhandsonactivities.
Setting:

Describethesituationinwhichthelessonwillbetaughtlocation,
setup,numberofstudentsandadults,sizeofgroup.

Materialsandpreparation: Listofresourcesandmaterialspreparedandcollectedbeforethe
lesson/activitybegins;taskstocompletepriortoactual
presentationoflesson/activity.Howarematerialspresentedinan
aestheticmanner?
ActivityProcedure:

Describehowthelesson/activitywillbepresented:

12

1.) Introductiondescribehowthelesson/activitywillbe
introduced,howstudentswillbemotivated,howyouwill
engagetheirinterest.Howwillteacherarticulatethelearning
objective?Howwillteachercommunicatehowthe
lesson/activityisconnectedtopriorlearningandtheirlives?
2.) Procedurewhatisthesequenceofhowthelessonproceeds?
Howwillteachersupportandinteractwithstudentsduringthe
lesson(modeling,scaffolding,facilitating,coaching,etc.)How
willtheteacherpromoteactiveengagementandhowwill
studentspractice/applyskillorlearning?
3.) Closurehowwillstudentssharewhattheyhavelearnedand
maketheirthinkingpublic?Howwilltheteachersummarize
studentslearningandthinking?
4.) Cleanupdescribeproceduresforcleanup
5.) Transitionhowwillstudentstransitiontothenextactivity?
Differentiation:

Differentiatedinstructionvaryinginstructionalstrategiestomeet
individualneedsoflearners.Describevariationsinpresentation,
materialsusedorstudentresponsesbasedonindividualneedsof
specificchildren.Adjustmentsaremadetoaccommodate
differencesinlearningmodalities,skilllevel,andspecialneedsof
students.ForpurposesoftheCurriculumUnit,youwillchoose
twotargetchildrenforwhichtodifferentiateacrossalltenlesson
plans.

Assessment:

Howwillstudentsshowwhattheyhavelearned?Howdoes
teacherknowwhatstudentsknowandareabletodoasaresultof
thislesson?Bywhatcriteria(rubrics,checklists)willstudent
understandingbeevaluated?Assessmentneedstoaligndirectly
withlearningobjectives.Makesureyouincludeameansof
assessingeachobjective.Documenthowyouwillrecord
observationsandresultsinordertomonitorprogressanduse
assessmentforfutureplanning.Ifappropriate,howwillstudents
reflectuponandselfassesstheirlearning?

Extensions:

Whatmightbeanextensionforthislesson/activity?Describe
possibilitiestoextendthelesson/activity.

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ECE/EledRequiredLessonPlanFormat

Intern:
Date:
Lesson/ActivityTitle:
StandardsAddressed:
________________________________________________________________________
Purpose:

LearningObjective(s):
YourGoalsForLearners:
YourLearningPrinciples:
Setting:
Materialsandpreparation:
Introduction:

ActivityProcedure:

Differentiation:

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Assessment:

Extensions:

InternReflectionandSelfEvaluation
(ElementaryEducationlessonplans)
Date:

Lesson:

Howwasmypreparationforthislessonuseful?AsIamplanningformynextlesson,what
workedwellthatIwouldutilizeinthefuture?
Inmyintroduction,whatworkedthatIwillutilizeinfuturelessons?
Duringtheactivity/lesson,whatworkedthatIwillutilizeinfuturelessons?
Duringtheclosure,whatworkedthatIwillutilizeinfuturelessons?
Duringcleanup,whatworkedthatIwillutilizeinfuturelessons?
Regardingthetransitiontothenextactivity,whatworkedthatIwillutilizeinfuturelessons?
WhatclassroommanagementstrategiesworkedwellthatIwillutilizeagain?
Whataspectsofdifferentiationworkedwell?HowdoIknow?
Howdidtheassessment(s)helpmetounderstandwhatmystudentsknowandareabletodo?
Howdidtheassessmenthelpmetoplanforfutureinstruction?
15

Whatworkedinthislesson?WhatmightItrydifferentlynexttime?
Iamnowthinkingthatmyfocusformynextlessonwillbe:

InternReflectionandSelfEvaluation
(EarlyChildhoodEducationlessonplans)
Date:

Lesson:

Howwasmypreparationforthislearningactivity/activitiesuseful?AsIamplanningformy
nextlesson,whatworkedwellthatIwouldutilizeinthefuture?
Inmyintroduction,whatworkedthatIwillutilizeinfuturelessons?
Duringtheactivity/lesson,whatworkedthatIwillutilizeinfuturelessons?
Duringtheclosure,whatworkedthatIwillutilizeinfuturelessons?
Duringcleanup,whatworkedthatIwillutilizeinfuturelessons?
Regardingthetransitiontothenextactivity,whatworkedthatIwillutilizeinfuturelessons?
WhatclassroommanagementstrategiesworkedwellthatIwillutilizeagain?
Whataspectsofdifferentiationworkedwell?HowdoIknow?

16

Inwhatwayswerethedailyscheduleandclassroomritualshelpfultolearnersduringthis
lesson?
HowwillIdocumentmyobservations/theassessments?Howdidtheassessment(s)helpmeto
understandwhatmystudentsknowandareabletodo?Howdidtheassessmenthelpmetoplan
forfutureinstruction?
Whatworkedinthislesson?WhatmightItrydifferentlynexttime?
Iamnowthinkingthatmyfocusformynextlessonwillbe:

17

ECE5104CurriculumUnitScoringRubricSpring2014
Pleaseturninthisformwithyourcurriculumunit
Intern:

Theme:
Criteria

Descriptionofcontextualfactors
Title/reasonforchoosingunittopic
Goals/purposeofunit
ColoradoP12standardsaddressed
Preassessment
Modificationsbasedonpreassessmentresults
Instructionalstrategiesandtheory/research
connection:
articulatespecificinstructionalstrategies
citeresearch/theorytosupportstrategies
citesourcesinreferencelistusingAPAstyle
curriculumplanningweb
technologyintegrationgoalsforselfand
students
Summaryofneedsoftwotargetchildren
Postassessment
Overallreflectiononyourownlearning
UnitLessonPlans(10lessons)
Listoflessonsincludedtitle,contentarea,date
Standards
Purpose/Learningobjectives

Points
Possible
3
3
3
3
3
3
3
3
3
3
3

3
3
3
3
3
10

Setting
Materialsandpreparation
Activityprocedures

3
3
10

Differentiation

10

Assessment(includedatafor5outof10lessons)

10

Extensions
SelfEvaluation(10lessonevaluations)

3
10

FieldTrip/GuestSpeaker
Presentation
Organization(followsprescribedsequence)
Aestheticpresentation(format,graphics,computer
skills)
Conventions(spelling,grammar)

3
3
3
3

Points
Earned

Comments

TotalPoints

119

The3pointscalereflectsthefollowingcriteria:
1Doesnotmeetrequirements
2Partiallymeetsrequirements
3Meetsrequirements
The10pointscalereflectsthefollowingcriteria:
7orlessDeveloping(doesnotmeetexpectationsforabeginningteacher)
8or9Proficient(meetsexpectationsforabeginningteacher)
10Advanced(exceedsexpectationsforabeginningteacher)
GradingScale:112119=A
108111=A104107=B+100103=B9699=B
below96=C

COURSE OUTLINE
DATE

TOPIC

READINGS

Aug. 29 Diversity & inclusiveness

Handouts and articles

provided by each
presenter
Sep. 19 Social Foundations & Cultural
Handouts and articles
Diversity in Urban Education
provided by each
presenter
Oct. 3 Teaching children impacted by issues of Handouts and articles
poverty
provided by each
presenter
Nov. 7 Daily inclusion tools for the classroom Handouts and articles
provided by each
presenter
Nov. 21 Language and cultural development
Handouts and articles
provided by each
presenter
Jan. 9 Storyboards
Handouts and articles
Integrating music into the classroom
provided by each
Curriculum unit assignment explanation presenter
Jan. 16 Planning webs for curriculum unit
Handouts and articles
Ks and Ws for curriculum unit
provided by each
Matching books to readers: Readers
presenter
Workshop
Transitional and Fluent Stages: Readers
Workshop
Jan. 23 Curriculum unit research & essential
Handouts and articles
questions
provided by each
Classroom management tools
presenter
Self-directed learning
Jan. 30

Curriculum unit filter & synthesis cover Handouts and articles

sheets
provided by each
presenter

ASSIGNMENTS AND
ASSESSMENT
Seminar discussions and
application exercises
Seminar discussions and
application exercises
Seminar discussions and
application exercises
Seminar discussions and
application exercises
Seminar discussions and
application exercises
Seminar discussions and
application exercises
Seminar discussions and
application exercises
Topic and descriptive
paragraph due
Seminar discussions and
application exercises
3 planning webs and
reflection due
Seminar discussions and
application exercises
Essential topical
questions and reflection
due
Research webs and
reflection due
Ks and Ws and
reflection due

Feb. 6

Response to intervention, Part II

Handouts and articles

Seminar discussions and

Formative and summative assessments

Resources on dyslexia*

Feb. 13
Feb. 20

Feb. 27

application exercises
Filter and synthesis
cover sheets and
reflection due
Seminar discussions and
application exercises

English Language Learners

Algebra and its assessment
Technology for educators
Data Analysis & Probability and its
assessment
Phonemic Awareness
Comprehension strategies
Using technology to integrate standards

Handouts and articles

provided by each
presenter
Handouts and articles
provided by each
presenter

Classroom differentiation tools

Book-making

Handouts and articles

provided by each
presenter
Handouts and articles
provided by each
presenter
Handouts and articles
provided by each
presenter

Seminar discussions and

application exercises

Handouts and articles

provided by each
presenter
Handouts and articles
provided by each
presenter

Seminar discussions and

application exercises

March 6 Revising and editing

Vocabulary and word work
Comprehension strategies
March Geometry and its assessment
13
Classroom management: Setting up the
learning environment

March
20

provided by each
presenter

Six-trait writing and rubric

Measurement and assessment

April 3

Seminar discussions and

application exercises
Final plan due

Seminar discussions and

application exercises
Seminar discussions and
application exercises

Multi-age/cooperative learning
Phonics
IEPs/ actions plans
Earth science
April 10 Learning Lab: Second language learners Handouts and articles
Integrating nutrition
provided by each
Life science
presenter

Seminar discussions and

application exercises

April 17 Parent communication

Seminar discussions and

application exercises

Handouts and articles

provided by each
presenter

Seminar discussions and

application exercises

Curriculum unit due

April 24

May 1
May 8

May 15
May 22
May 29

Learning lab: using technology with

ELLs
Data-driven dialogue
Neuro-development construct model
Service learning/classroom
management
Classroom/school legal issues
Teaching in urban classrooms
Assessment: TCAPs
Cooperative math & differentiation
Planning process: math
Integrating visual arts
Diversity Curriculum
Early Childhood Science
Spelling
Outdoor education
Classroom management
Physical education

Handouts and articles

provided by each
presenter

Seminar discussions and

application exercises

Handouts and articles

provided by each
presenter
Handouts and articles
provided by each
presenter

Seminar discussions and

application exercises

Handouts and articles

provided by each
presenter
Handouts and articles
provided by each
presenter
Handouts and articles
provided by each
presenter

Seminar discussions and

application exercises

Seminar discussions and

application exercises

Seminar discussions and

application exercises
Seminar discussions and
application exercises