CHD 120-Introduction to Early Childhood EducationThematic Unit Assignment Due Date:  For the Thematic Unit assignment, you will be choosing a thematic unit of study appropriate for early childhood

CHD 120-Introduction to Early Childhood Education

Thematic Unit Assignment

Due Date: 

For the Thematic Unit assignment, you will be choosing a thematic unit of study appropriate for early childhood (seasons, snowmen, Dr. Seuss, etc.) and practice the beginning stages of lesson planning (aligns with NAEYC Standards, 5a, 5b, 5c). You will be asked to choose standards (from Foundation Blocks, Milestones, and SOL’s), develop appropriate activities for each domain (covered in Chapters 9-13 in your textbook), write objectives, and tentatively plan one lesson for a specified age group.  A template is provided to help you get started.

Here are the steps you must follow:

Step One: Choose a thematic unit of study appropriate for early childhood (birth through age 8)

Step Two: Identify at least ten books that could be used during your unit that are appropriate for the age group you have chosen.

Step Three: For each of the domains that were covered in your textbook (physical: fine/gross motor; creative; social/emotional; cognitive and language/literacy) you need to discuss ONE activity you could do for that domain based on the unit you have chosen. For each of the domains you must find one standard (from the Milestones for Development, Foundation Blocks or SOL’s.).

Step Four: Using Bloom’s Taxonomy verbs (listed on the back) write each standard into a specific and measurable objective.  You will be telling WHAT the students will learn and HOW.  Your objective(s) should include an action verb and be the main idea of your lesson.  For instance, The student will . . . .   (The student will standard when they activity).

Step Five: After you have completed step four, choose ONE of the activities you listed. You will be further developing this activity into a more formal lesson plan, preparing you for future lesson plans you will need to complete in your other CHD courses.

Step Six: For this lesson you will need to document the following:

1.   What is the title of your lesson?

2.   What age group are you teaching?

3.   What standard are you measuring and where did you find that standard? (Milestones, SOL's)

4.   What is your objective?

5.   What materials will you need?

6.   What prior knowledge will they need in order to successfully master your objective?

7.   How will you introduce your lesson? (This is called using an advanced organizer).

8.   What procedures will you use to teach the lesson? Give the steps in order.

9.   How will you close your lesson?

10. How will you assess if the students have met your objective?

Bloom’s Taxonomy

Knowledge/Remembering: can the student recall or remember the information?

Verbs: point to, name, define, copy, list, memorize, recall, repeat, reproduce,

Comprehension/Understanding: can the student explain ideas or concepts?

Verbs: classify, groups by “like” characteristics, match, describe, discuss, explain, identify, locate, recognize, interpret from picture clues,  paraphrase

Applying: can the student use the information in a new way?

Verbs: choose, demonstrate, dramatize,  interpret, solve, use,

Analyzing: can the student distinguish between the different parts?

Verbs: compare, contrast, critique, differentiate, discriminate, distinguish, examine, experiment, question,

Evaluating: can the student justify a stand or decision?

Verbs: appraise, argue, defend, judge, select, support, value, evaluate

Creating: can the student create new product or point of view?

Verbs: assemble, construct, create, design, develop, formulate, draw 

Lesson Plan Component

Lesson Title:

Standard (Milestone, Foundation Blocks or SOL):

Objective(s): What are the learning outcomes for the lesson?  What do you want the students to be able to do when the lesson is over? 

The student will . . .

Age Group:

Materials:

Prior Knowledge:

Lesson (Anticipatory Set): How will you open the lesson to motivate the students? 

Lesson Procedures: The step by step procedures for the lesson.  Your procedures should include detail of how the lesson will run.  Please list in number format with each step beginning as: The Teacher Will or The Student Will.

Closure: How will you close your lesson?

Assessment/Evaluation: How will you know that the students "got" your lesson? 

Rubric for Thematic Unit Assignment

Before submitting your work, read this rubric to determine how points will be assigned.

Name: ______________________

Exceeds  Criteria (5 points)

Meets Criteria       (3-4 points)

Does Not Meet Criteria              (0-2 points)

5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies.

Demonstrated by:

Choice of appropriate thematic unit

Domains clearly identified

Most items in column 1 are satisfactorily completed with 2-5 errors.

Items in column 1 are incomplete or missing. There are more than 5 errors.

5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines

Demonstrated by:

Appropriate standards for EACH of the domains

Appropriate objectives written using Bloom’s Taxonomy

Satisfactorily completed most of the items listed in column 1 with 2 to 5 errors:

Incomplete items listed in column 1. There are more than 5 errors:

5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.

Demonstrated by:

Lesson includes all necessary components

Adequate reflection based on feedback of peers

Lesson presented to group

Student satisfactorily completes most of the items listed in column 1 with 2 to 5 errors:

Incomplete items listed in column 1. There are more than 5 errors:

4d: Self-Assessment and writing clarity:

Student provides a thoughtful, in-depth analysis of the plan, including strengths, challenges, and plans for improvement;

Writing style is detailed, clear and free from spelling and grammatical errors;

Student’s analysis of her/him lesson plan is satisfactory and includes descriptions of strengths, challenges, and plans for improvement.;

A few writing errors;

Errors in clarity, writing, and content. Self-Assessment is incomplete.

Possible points: 15

9-12

0-8

Points Earned:  

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