ece 430 week 2 replies

Title	Our Daily Schedule
Subjects	Science, Literacy, Movement, Mathematics
Ages	Early primary (ages 6–7)
Curriculum context and long-term goals	Pre-K class, with its 20 children, is in its first half of the year. By the end of the year, the children are expected to be on a routine, use a calendar to determine the day and date, and tell time using the calendar.
Pre-assessment	Most, but not all, children have a practical understanding of the concept of time. The unit will bring into focus the state's requirement of the passage of time with actual events. In which they have to advance the concepts in Kindergarten.
Goals	CD-MA3.4d Associates and describes the passage of time with actual events. CD-SC3.4a Observes, explores and describes a variety of animals and plants. Describes their basic needs and life cycles. CLL9.4a Draws pictures and copies letters and/or numbers to communicate. PDM6.4b Uses hand-eye coordination to manipulate small objects with ease. Rationale:
Objectives	 create a time line of their school days  use Paper leaves to record classroom activities  work cooperatively in pairs or groups to finish projects
Post-assessment	Built into several activities are materials, available from the district's curriculum, that assess the level of student understanding. This unit will use or adapt all those that are related to state standards.
Special needs	Two children have advanced capabilities in communicating. For differentiation purposes, they will be provided with more complex instructions for activities that will cause them to make their own personal timeline of the day. Two children have difficulty in working with other peers. For differentiation purposes, they will be provided with the opportunity to work together to accomplish the goals. Last but not least, Two children have difficulty with fine motor skills. For differentiation purposes they will be given schedule pictures in which they will have to color and cut out to work on these skills.
Management and Guidance	We will spend the year learning to work together to create a safe learning community. Two children have behaviors, and special adjustments have to be made. For instance, Jack and Kayla will work together on activities until they will be able to work together with the other children.
Instructional materials:	 Glue  Paper  Crayons  Schedule pictures  Scissors  Name cards  Sequence cards

Georgia Early Learning and Development Standards. (2017). GELDS. Retrieved from: http://www.gelds.decal.ga.gov/Search.aspx

Krogh, S. (2013). A bridge to the classroom and early care: ECE capstone. San Diego, CA: Bridgepoint Education, Inc.

Lesson Plan Component	Below Expectations	Meets Expectations	Exceeds Expectations
Objective(s)	Objective(s) are not stated. Learners cannot tell what is expected of them. Learners cannot determine what they should know and be able to do as a result of learning and instruction. There is no connection between the objective and a learning standard.	Objective(s) are stated. Learners have an understanding of what is expected of them. Learners can determine what they should know and be able to do as a result of learning and instruction. There is a brief connection between the objective and a learning standard.	Objective(s) clearly stated. Learners have a clear understanding of what is expected of them. Learners can determine what they should know and be able to do as a result of learning and instruction. There is a strong connection between the objective and a learning standard.
Materials	Materials and resources are not listed, or only a partial list is provided.	A complete list of materials, resources, and detailed descriptions of any special considerations and/or advanced preparations are provided.	A complete list of materials, resources, and detailed descriptions of any special considerations and/or advanced preparations are provided. A list of additional/alternative materials and resources is also provided.
Pre-assessment	The pre-assessment does not address prerequisite knowledge or skills, or prerequisites are vague, or prerequisites are not appropriate.	Appropriate prerequisite knowledge and skills needed by students are provided are provided on the pre-assessment.	Appropriate prerequisite knowledge and skills needed by students are provided on the pre-assessment. An explanation of their importance to the learning is provided.
Instructional Sequence	The instructional sequence is not described.	Instructional sequence contain all steps necessary to complete the activity, but more details would be helpful.	Instructional sequence is clear and detailed and includes a clear list of sequenced steps for completing the activity.
Special Needs	Modifications and implementations for Johnny, Maya, Jane, Caleb, Kayla and Jack are not clearly identified	Modifications and implementations are identified for Johnny, Maya, Jane, Caleb, Kayla and Jack.	Modifications and implementation procedures are clearly stated and are appropriate for Johnny, Maya, Jane, Caleb, Kayla and Jack.
Management and Guidance	No description of the expectations for student behavior is included.	Student expectations are mentioned however they do not clearly state what is expected.	A detailed list of the expectations for student behavior is included.
Post Assessment	Assessment is not provided, is incomplete, and/or vague. There is not a clear relationship between the assessment and the skills taught during the lesson.	Assessment(s) to be used to evaluate students’ learning is (are) provided. There is a clear relationship between the assessment(s), the content, and the skills taught during the lesson.	Assessment(s) to be used to evaluate students’ learning is (are) provided. There is a clear relationship between the assessment(s), the content, and the skills taught during the lesson. Assessment(s) incorporate(s) a consideration for diverse student needs. A rationale for the selection of the assessment technique(s) based on course readings and best practices is provided.