Thematic Part D

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CHS425 – Curriculum Approaches in ECE

Unit 7 Assignment: Thematic Unit Part D/ Final Submission Due Date: 11:59 pm EST Sunday of Unit 7 Points: 100 Thematic Unit Part D

• NAEYC Standard 1a: Knowing and understanding young children’s characteristics and needs. • NAEYC Standard 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments. • NAEYC Standard 2c: Involving families and communities in their children’s development and learning. • NAEYC Standard 3d: Knowing about assessment partnerships with families & other professional colleagues. • NAEYC Standard 4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology. • NAEYC Standard 4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches. • NAEYC Standard 5a: Understanding content knowledge and resources in academic disciplines. • NAEYC Standard 5c: Using their own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curricula for each child.

Overview: Welcome to Part D! This is the final part of your thematic unit project. The focus is on four curricular areas: art, music, fine motor, and gross motor. You will design plans for two curriculum activities and assessment of children’s standards-based learning. You will also present strategies for building home-school-community connections including writing a family newsletter. Lastly, you will complete a comprehensive reflection on the thematic unit project. All information will be added to the “Thematic Unit Template” you submitted in Unit 5. All requirements are presented below. The template contains all due dates. Three Documents are due:

1. Thematic Unit Template: You will complete all sections on the template that read “U7.” Please be sure to review the entire template as items due each week are found in different sections throughout the template. 2. The Assessment Plan

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3. Family Newsletter Instructions: Using the Thematic Unit Template, complete and submit all requirements for Part D.

• 1. Four Curricular Areas: Develop plans for 1) Art, 2) Music, 3) fine Motor and 4) Gross Motor. • Identify two early learning standards from the four curricular areas.

• Locate and provide the website for your state’s early learning standards for preschool or kindergarten. For preschool children, you may use the Connecticut Early Learning and Development Standards: What children, birth to 5, should know and be able to do.

• Identify 5 ideas for each curricular area that include a variety of activities (books, songs, fingerplays, etc.). • Provide four curricular descriptions: one for each area (art and music only) • Describe one activity for each curricular area (art and music only).

• Activity name  • Description (in your own words of the activity) • Bulleted list of procedures (can be used directly from a source) • Website: This is necessary if you obtained the activity from a source, and it is not your own idea.

Activity Plans (Located on Template): You will select two activities previously described and create a full activity plan. One plan must promote diversity and the other must incorporate technology. You must identify different disability categories (one for each activity plan) and address the modifications/adaptations you will make to support in areas of need. Please see here for a full list: https://www.understood.org/articles/en/conditions-covered-under- idea   Each plan must include the following: Note: No dittos or worksheets are allowed.

• Curricular area being addressed  • Identify if it is large or small group  • Name of activity (from activity section previously completed)  • Location of where the lesson will take place (inside/outside, center area, table, floor, etc.)  • Materials needed to create and implement lesson  • Description of activity (from activity section previously completed)  • Objective for lesson 

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• Procedures (from activity section previously completed)  • Address the following questions:  • Does this lesson include technology or support diversity and how?  (You must have one activity plan that includes technology and one that supports diversity)  • What disability category will you support and how will you provide support?   • What assistive technology could be used and how would it be useful?  

• How could you assess the mastery of this lesson?  Create and share an assessment tool.   1. Newsletter (2c):

Create a visually appealing 1-page newsletter using an online program to send home with each student’s family. Microsoft Word has a dozen “Newsletter” templates to choose from. The newsletter needs to: 

• An introduction to the theme   • Share the 5 goals (from Lesson Plan)   • Include:  

• One recommended website to share more information or activities pertaining to your theme (include a website link, Name of website, and short description)   • One suggested activity with a short description   • One children’s book recommendation to read (reuse from a booklist)   • One classroom family participation opportunity   

2. Reflection (5c): • A minimum of 1-page double-spaced reflection paper. • Address the following: 

• How would you describe the experience of creating a thematic unit? What were your key takeaways?   • What would be the plusses and challenges of using thematic units?   • While we did not implement this unit, if you had, how would you utilize observation and assessment in your theme?   • How did you determine appropriate activities for the PreK/k age?   • Does your theme provide opportunities for exploration and learning opportunities? If so how, if not how could you add this?   • Is your theme multicultural? If so how/if not how could this be included?  

Requirements: In one file please submit the following:

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• Completed “Thematic Unit Template.” • Completed theme web. • A 1-page reflection paper. Max 2 pages. • A 1-page newsletter using an online program. • APA formatting required including references and in-text citations as

needed. Community involvement plans include two resources.

Be sure to read the criteria below by which your work will be evaluated before you write and again after you write.

Evaluation Rubric for Unit 7 Assignment

CRITERIA Exemplary Met Emerging Not Met NAEYC Standards

14-15 Points 12-13 Points 9-11 Points 0-8 Points

1a: Knowing and understanding young children’s characteristics and needs

Explicit details are provided. Designed thematic, integrated curriculum for an inclusive preschool or kindergarten classroom. Cre ated two activity plans with defined objectives using early learning standards for booklists, vocabulary, implementation and assessment strategies, home-school linkages and community resources related to children’s developmental needs.

Substantive details are provided Designed thematic, integrated curriculum for an inclusive preschool or kindergarten classroom. Cre ated two activity plans with defined objectives using science standards for booklists, vocabulary, implementation and assessment strategies, home-school linkages and community resources related to children’s developmental needs.

Clear details are provided. Designed thematic, integrated curriculum for an inclusive preschool or kindergarten classroom. Cre ated two activity plans with defined objectives using science standards for booklists, vocabulary, implementation and assessment strategies, home-school linkages and community resources related to children’s developmental needs.

Minimal or vague details are provided. Designed thematic, integrated curriculum for an inclusive preschool or kindergarten classroom. Cre ated one or two activity plans with defined objectives using science standards for booklists, vocabulary, implementation and assessment strategies, home-school linkages and community resources related to children’s developmental needs.

1c: Using developmental knowledge to

Explicit details are provided. Strong evidence of applied

Substantive details are provided.

Substantive to minimal details are provided.

Minimal or vague details are provided.

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create healthy, respectful, supportive, and challenging learning environments

developmental knowledge to create curriculum web and curricular activity descriptions related to selected theme.

Clear evidence of applied developmental knowledge to create curriculum web and curricular activity descriptions related to selected theme.

Adequate evidence of applied developmental knowledge to create curriculum web and curricular activity descriptions related to selected theme.

Lacking evidence of applied developmental knowledge to create curriculum web and curricular activity descriptions related to selected theme.

9-10 Points 8 Points 6-7 Points 0-5 Points 2c: Involving families and communities in their children’s development and learning

Family-School- Community Connections are well-defined. Family Newsletter expla ins the thematic unit and provides appropriate strategies for family engagement. Community involvement plans are well- defined, supportive, and include two resources.

Family-School- Community Connections are clearly defined. Family Newsletter expla ins the thematic unit and provides appropriate strategies for family engagement. Community involvement plans are clearly defined, support ive, and include two resources.

Family-School- Community Connections are minimally defined. Family Newsletter expl ains thematic unit without appropriate strategies for family engagements. Community involvement plans lack details and/or resources.

Family-School- Community Connections are vague and/or lacking. Little to no effort to inform families about the thematic unit and welcome meaningful engagement. Community involvement plans and resources are missing.

14-15 Points 12-13 Points 9-11 Points 0-8 Points 3d: Knowing about assessment partnerships with families & other professional colleagues

Presented thorough plans for assessment partnerships with families and professional colleagues. Evidence is demonstrated in all required assignments: two assessment tools (one per activity plan), family

Presented substantive plans for assessment partnerships with families and professional colleagues. Evidence is demonstrated in all required assignments: two assessment tools (one per activity plan),

Presented adequate plans for assessment partnerships with families and professional colleagues. Knowledge is demonstrated in some of the required assignments: two assessment tools (one per activity

Plans for assessment partnership with families and professional colleagues lacke d specificity or were absent. All required assignments were lacking.

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newsletter, and reflection.

family newsletter, and reflection.

plan), family newsletter, and reflection.

9-10 Points 8 Points 6-7 Points 0-5 Points 4b: Knowing and understanding effective strategies and tools for early education including appropriate uses of technology.

Demonstrates comprehensive knowledge and understanding of effective teaching strategies and tools including technology use. Evidence includes all required assignments: curriculum web, activity plan, reflection (at least 1 page), and family newsletter (at least 1 page).

Demonstrates thorough knowledge and understanding of effective teaching strategies and tools including technology use. Evidence includes all required assignments: curriculum web, activity plan, reflection (at least 1 page), and family newsletter (at least 1 page).

Demonstrates minimal knowledge and understanding of effective teaching strategies and tools including technology use. Required assignments are vague and/or missing curriculum web, activity plan, reflection (less than 1 page), and family newsletter (less than 1 page).

Does not demonstrate knowledge and understanding of effective strategies and tools for young children’s learning and development. Curricular activities are highly didactic and/or do not allow for children’s explorations.

5 Points 4 Points 3 Points 0-2 Points 4c: Using a broad repertoire of developmentall y appropriate teaching/learni ng approaches

Demonstrates a broad understanding of developmentally appropriate teaching/learnin g approaches throughout thematic unit planning form and reflection. Evidence includes all of the following: theme selection and rationale, state standards, objectives, skills, concepts, vocabulary, and curricular ideas and activities.

Demonstrates some understanding of developmentally appropriate teaching/learnin g approaches throughout thematic unit planning form and reflection. Evidence includes all of the following: theme selection and rationale, state standards, objectives, skills, concepts, vocabulary, and curricular ideas and activities.

Demonstrates clear understanding of developmentally appropriate teaching/learnin g approaches throughout thematic unit planning form and reflection. Evidence includes some of the following: theme selection and rationale, state standards, objectives, skills, concepts, vocabulary, and curricular ideas and activities.

Demonstrates minimal to vague understanding of developmentally appropriate teaching/learnin g approaches in the thematic unit planning form and reflection. Evidence is lacking in some or all of the following: theme selection and rationale, state standards, objectives, skills, concepts, vocabulary, and curricular ideas and activities.

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9-10 Points 8 Points 6-7 Points 0-5 Points 5a: Understanding content knowledge and resources in academic disciplines

Demonstrates a comprehensive understanding of academic disciplines for all 10 curricular areas. Content knowledge and appropriate resources are evident in all the following: theme-based curriculum web, curricular ideas, two curricular activities, and selected children’s booklist.

Demonstrates substantive und erstanding of academic disciplines for all 10 curricular areas. Content knowledge and appropriate resources are evident in all the following: theme-based curriculum web, curricular ideas, two curricular activities, and selected children’s booklist.

Demonstrates a clear understand ing of academic disciplines for most of the 10 curricular areas. Content knowledge and appropriate resources are evident in all the following: theme-based curriculum web, curricular ideas, two curricular activities, and selected children’s booklist.

Does not demonstrate an understanding of content knowledge and resources in academic disciplines. Few curricular areas are addressed and/or curricular activities do not demonstrate appropriate kno wledge of connections between academic disciplines and selected theme.

14-15 Points 12-13 Points 9-11 Points 0-8 Points 5c: Using their own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curricula for each child.

Demonstrates understanding of how early learning standards and other resources inform theme- based rationale, goals, and activities. All activities are developmentally appropriate based on chronological age, culture, and individual abilities and needs. Presents comprehensive reflection

Demonstrates understanding of how early learning standards and other resources inform theme- based rationale, goals, and activities. Most activities are developmentally appropriate based on chronological age, culture, and individual abilities and needs. Presents thorough reflection.

Demonstrates understanding of how early learning standards and other resources inform theme- based rationale, goals, and activities. Some activities are developmentally appropriate based on chronological age, culture, and individual abilities and needs. Presents clear details in reflection.

Does not demonstrate an understanding of how early learning standards and other resources inform theme- based rationale, goals, and activities. Few activities are developmentally appropriate. Vague evidence of planned components. Reflection indicates a lack of knowledge and understanding of integrated, theme-based curriculum.

5 Points 4 Points 3 Points 0-2 Points

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SS3 Students have effective skills in written and verbal communication . Students are technologically literate.

Project is highly polished; no grammar, spelling or punctuation errors.

Project is polished; maximum of two – three grammar, spelling and/or punctuation erro rs.

Project is adequate; maximum four to five grammar, spelling and/or punctuation erro rs.

Project has many grammar , spelling and/or punctuation errors making it inadequate.