African-American Studies Final Exam GuideThe purpose of the Afri.docx

African-American Studies Final Exam Guide
The purpose of the African American and African Studies final
exam is to assess students’ knowledge of the Black/Africana
Studies discipline. In general, your final exam will cover all
class notes, class handouts, documentaries, and readings
Your notes from the course readings are your best resource for
studying. To do well on the final, review the notes you made
while you were reading. Re-read key sections of the course
texts.
In order to help you focus your studying, I have provided a
partial list of topics and terms that you should know.
Homer Plessy
Plessy v. Ferguson
Atlanta Exposition Address
Jim Crow Laws
W.E.B. DuBois
Black Nationalism
13th, 14th and 15th Amendments
Disfranchisement
Plessy v Ferguson
Booker T. Washington
NAACP
Racial uplift
Racial Democracy
Loving v. Virginia
U.S. 2000 Census
Multiracial Movement
Black Lives Matter
I. Essay Questions
Each essay question will ask you to explore in depth one or

more of these overarching themes, drawing on materials
(lectures, films, readings, discussion). The best (“A”) essays
will be: a) be well reasoned; b) successfully develop course
themes; c) draw on course lectures and texts to support the
claim(s) being made.
Major Essay Themes
• Race as a social construction/racial ideologies in historical
and contemporary contexts
• The history, demographics, and memory of slavery and its
abolition in the United States/Brazil
• The interplay of race and gender in African diasporic n
life/labor in slavery and freedom
• The history of African-Americans’ legal and social status from
the colonial era through Reconstruction. (Be sure to cite
specific legislation, constitutional provisions and amendments,
and judicial rulings, where applicable.)
• The relationship of “race” and “place” in African American
and American discourses of community and identity
Essay Guiding Questions
What is "race"? When and where did it originate as a form of
human classification? How have scholarly conceptions and
popular perceptions of race varied across time and space?
Define the concept of "racial democracy" in Brazil. How do
race relations dynamics in Brazil differ from the dynamics of
race relation in the US? How do Brazilian scholars interpret the
relationship between class, race and social inequality in Brazil?
What purpose does African-American Studies serve in
understanding the Black lived experience(s) and struggle for
liberation? What role do you see African-American Studies play
in the creation of understanding and freedom struggles?

How have definitions of blackness been challenged and/or
reinforced? Explain using historical and political contexts.
Why and how are Black Feminisms political? What are the
origins of Black Feminisms? What do we mean by Black
Feminist Thought? What are some of the core themes in this
perspective? What are some of the factors that can differentiate
the experiences of African American women? Who can produce
black feminist thought?
How does current gender and race ideology (sexism and racism)
affect the relationship between black women and men, black
women and white women, and heterosexual black women and
black lesbians?
What does Black Lives Matter have to do with the remaking of
American democracy?
Angel Winslow
Date: May 25, 2020
PR007: Developmentally Appropriate Practice for Preschoolers
Work Product (Part 1)

Part I: Observe and Critique a Language Development Lesson
A. Meet with the Teacher (no required length)
I met a teacher who was teaching Greenville Day care center
with 9 children ages 4 and 5. The room within which the lesson
was being conducted was spaced one by one meter apart. The
teacher presented the lesson plan, schemes of work among other
teaching documents. He informed the children about my
presence before we went on with the lesson.

B. Critique the Lesson Plan (1-2 pgs)
An examination into the lesson plan showed the following. The
lesson was on English language: Vocabulary, listening and
speaking: colors and body parts.
The teacher aimed to meet the language development standards
and goals found in the Mississippi state demands below:
L. 1.5a Sorting words into categories (colors, body parts)
L. 1.5 b Defining words by category and by one or more main
feature (red is a color of blood; a hand is a part that helps one
to eat and hold).
L.1.5 c Making life connections between words and their use.
From the lesson plan, the teacher indicated that the strategies
and approaches he used to promote language development
include: reading to the students, playing cd’s to them on the
parts of the body and colors, and making them sing. Besides,
there was presenting pictures that they look at and name in line
with the colors and the parts of the body and encouraging them
to engage in singing games that target the underlined
vocabulary. Furthermore, the was enhancing speak and act
process alongside using word cards
Among the activities the teacher had planned for language
development activity or lesson are singing and dramatization of
colors as well as parts of the body, looking at the teacher’s

charts, repeating statements that the teacher gives. The students
successfully look at a color chart and identify colors, but
because of unindicated time, managing these activities was
problematic.
A lesson plan must give a road map of what the children
will learn and the way the learning will be effective during
lesson time. According to Mikova (2018) a lesson plan must
address objectives for the students learning, learning and
teaching activities, and well as approaches of checking the
students understanding. It is therefore good that the lesson plan
I observed had all these elements and specified the concrete
issues targeted, the form of instruction and learning tasks to be
involved in the lesson. The objectives specified the topic, what
the children were expected to learn, to understand or do as well
as take away from the lesson. Nonetheless, the teacher forgot
about the allocation of time for each part of the lesson. Besides,
the lesson plan had more activities that engaged the teacher than
the learner. Moreover, the lesson seemed rather burdened
because of covering two matters. Colors and parts of the body.
It should have covered either colors alone or parts of the body.
Fink (2005) recommends that a creative introduction should
serve in introducing the lesson because it stimulates the interest
of the children and encourages them to think. Therefore, the
usage of songs, demonstration, picture, were a suitable approach
to teaching. It could have also been possible for the teacher to
have creative corners as they are quite essential in helping the
children to use and speak about the parts of the body and colors
(Kearsley, 2003). The selection of resources should promote
children into this area.
In terms of differentiated instruction to meet individual needs,
there was minimal efforts on that. Possibly the teacher assumed
that all children were equal and forgot to consider aspects such
as large fonts, provision of additional time, grouping of
children and allowing discussions.
The informal assessment of children in the lesson came about
through flashcards with pictures. The children had to mention

the name of the part of the body or color based on what they
held. Besides, they also had to form a simple sentence after
listening to what the teacher said. There is a time they had to
demonstrate parts of their body in speak and act situations. This
was an exciting approach for such children and it helped many
of them recall or rather capture the content of the lesson.
However, informal tasks asking them to show colors within the
class could also be quite essential because they could be
allowing children to explore their abilities. Considering zone of
proximal development by Vygotsky (Labtech, 2018)
C. Critique the Lesson Implementation (1pg)
The students were moderately engaged in the lesson for they
could be seen raising their hands, writing what the teacher
write, and speaking or asking questions when asked. One
student was however bored after the first 15 minutes and tended
to be in a dreamland. The teacher had to keep pointing her name
before she retracted to class. When the teacher checked her
book she had not also written everything. It happened that the
learner had a special need that makes her restless and unless
engaged in activities that attract her she cannot be part of such a
lesson.
Another kept looking at others and responding after others had
already done so. It seemed she was a slow learner who needed
more time to comprehend what the teacher was teaching, yet the
teacher had not paid attention to such a situation.
Majority of the learners correctly picked the singing, formation
of own sentences, connection of pictures with learned
vocabulary as well as looking at the charts. However, there are
2 learners who tended to be sluggish and unwilling to join in the
looking at the charts, formation of sentences and singing. These
students instead wanted to copy the pictures or to pick the
charts. It could be thus suitable for the teacher to have also
included tasks where the learners draw pictures of the body
parts as well as use crayons to make their own colors.
Since the informal assessment required the learners to use cards

in using body part and color vocabulary, demonstrate body
parts, sing, and use them in a sentence, the teacher made these
major classroom approaches as well as activities for learning.
D. Evaluate the Results of the lesson (2-3 paragraphs)
The integration of strategies such as listening to what the
teacher said about colors or parts of the body and letting them
say related or similar sentences eased the usage of words by the
learners. However in the beginning some could not mention
other parts of the body, instead they kept saying the same
sentence the teacher had said. The teacher had to have more
children given the right sentences before going back to the
children who had issues.
Besides the use of pictures, attracted the attention of the
learners. Some were so much interested in being the first to
state the part of the body and color. Somehow, this could have
led to poor classroom management, if it was not for the prompt
realization of the teacher and pointing out on the rules. It thus
seemed the teacher should have stated the ruled in the beginning
of the lesson. As for action, singing strategy, almost all children
were excited apart from one who was fixed to drawing
(Tomlinson, et al., 2003). Besides, some children pointed wrong
parts of the body. It is suitable that the teacher considers to
have the children practice the sing adequately even with the
help of parents before coming to use it in class.
Considering the children made it to sing and show the correct
parts of the body as well as colors and establish the right
pictures, the lesson objectives were achieved. However, there
were still gaps for those children who pointed wrong parts or
colors. Those who also missed on writing information and
following up on the lesson did not attain the expected objectives
of the lesson.

Angel Winslow
Date: May 16, 2020
Part II: Observe and Critique a Literacy Lesson

C. Critique the Lesson Implementation (1-2pg)

The usage of varied strategies is a strong method that enabled
the learners to participate in the less and engage in the activities
that were put in the lesson plan. However, they kept the SLL
out of it totally. Besides, these strategies were too many that
they exhausted both the teacher and the learners.
The learning objectives were averagely achieved as students
could categorize words wrongs, have difficulty in engaging
phonemes that were irregular and had low fluency in their
narrations. It could require more lesson and separation of the
regular and irregularly formed phonemes for the learners to
achieve the objectives maximally.
Angel Winslow
Date: May 16, 2020

C. Critique the Lesson Implementation (1pg)
The students were moderately engaged in the lesson for they
could be seen raising their hands, writing what the teacher
write, and speaking or asking questions when asked. One
student was however bored after the first 15 minutes and tended
to be in a dreamland. The teacher had to keep pointing her name
before she retracted to class. When the teacher checked her
book she had not also written everything. It happened that the
learner had a special need that makes her restless and unless
engaged in activities that attract her she cannot be part of such a
lesson.
Another kept looking at others and responding after others had
already done so. It seemed she was a slow learner who needed
more time to comprehend what the teacher was teaching, yet the
teacher had not paid attention to such a situation.
Majority of the learners correctly picked the singing, formation
of own sentences, connection of pictures with learned
vocabulary as well as looking at the charts. However, there are
2 learners who tended to be sluggish and unwilling to join in the
looking at the charts, formation of sentences and singing. These
students instead wanted to copy the pictures or to pick the
charts. It could be thus suitable for the teacher to have also
included tasks where the learners draw pictures of the body
parts as well as use crayons to make their own colors.
Since the informal assessment required the learners to use cards
in using body part and color vocabulary, demonstrate body
parts, sing, and use them in a sentence, the teacher made these
major classroom approaches as well as activities for learning.

The integration of strategies such as listening to what the
teacher said about colors or parts of the body and letting them
say related or similar sentences eased the usage of words by the
learners. However, in the beginning some could not mention
other parts of the body, instead they kept saying the same
sentence the teacher had said. The teacher had to have more
learners given the right sentences before going back to the
learners who had issues.
Besides the use of pictures, attracted the attention of the
learners. Some were so much interested in being the first to
state the part of the body and color. Somehow, this could have
led to poor classroom management if it were not for the prompt
realization of the teacher and pointing out on the rules. It thus
seemed the teacher should have stated the ruled in the beginning
of the lesson. As for action, singing strategy, almost all learners
were excited apart from one who was fixed to drawing. Besides,
some learners pointed wrong parts of the body. It is suitable
that the teacher considers having the learners practice the sing
adequately even with the help of parents before coming to use it
in class.
Considering the learners made it to sing and show the correct
parts of the body as well as colors and establish the right
pictures, the lesson objectives were achieved. However, there
were still gaps for those learners who pointed wrong parts or
colors. Those who also missed on writing information and
following up on the lesson did not attain the expected objectives
of the lesson.

©2016 Walden University 1
PR007: Supporting Language and Literacy Development in the
Preschool
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Evaluate the effectiveness of learning
activities related to language development.
LO1.1:
Critique a preschool
lesson plan designed to
promote language
development.
Critique of a preschool
promote language
development is missing.
Response includes a

vague or invalid critique
of the appropriateness of
learning objectives for the
children in the case
presented and/or their
alignment to early
childhood standards, or
the critique is missing.
Response includes a
vague or invalid critique
of the activities,
strategies, and grouping
structures that will be
used to promote language
development in terms of
their potential for
achieving the learning
objectives, or the critique
is missing.
Response includes a vague
or valid critique of inputs
that informed the
teacher’s planning, such
Response includes a clear
and valid critique of the
appropriateness of
learning objectives for
the children in the case
presented and their
alignment to early
childhood standards.

activities, strategies, and
grouping structures that
will be used to promote
language development in
terms of their potential
for achieving the learning
objectives.
and valid critique of
inputs that informed the
teacher’s planning, such
as assessment data,
children’s needs, and
differences.
Response demonstrates
the same level of
achievement as “2,” plus
the following:
Response includes a
reference to an
academic/professional
resource to support the
insights.

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
as assessment data,
children’s needs, and
differences; or the critique
is missing.
Response identifies fewer
than two examples of the
children’s individual
language needs and/or
provides a vague or
invalid critique of how the
instruction will be
differentiated to meet
varying needs.
Response includes a vague
and/or invalid critique of
the informal assessments
that will be used during
lesson implementation, or

Response identifies two
examples of the
language needs and
includes a clear and valid
critique of how the
instruction will be
differentiated to meet
those needs.
informal assessments
that will be used during
lesson implementation.
LO1.2
Critique the
implementation of
preschool language
development lesson.
Record of an observation
of a preschool language
development lesson is
missing.
Response vaguely
describes and critiques the
overall level of children’s
engagement during the
lesson and includes two
specific examples, or only
one example is given.

Response provides and
critiques fewer than three
clear examples of
Response clearly
describes and critiques
the overall level of
children’s engagement
during the lesson and
includes two specific
examples.
Response provides and
critiques three examples
of children’s responses to
the same level of
the following:
Response includes an
explanation of other
actions the teacher could
have taken during the
lesson to support the
children’s learning.
0
Not Present

1
Needs Improvement
2
Meets Expectations
3
children’s responses to
the activities and
strategies conducted
during the lesson, and/or
the examples/critiques are
vague or missing.
Response vaguely
examples of how the
teacher adjusted the
lesson based on informal
assessments conducted
during implementation, or
the examples are missing.
the activities and
during the lesson.
Response clearly
examples of how the

during implementation.
L01.3
Evaluate the
effectiveness of a
preschool language
development lesson.
Evaluation of the results
of a preschool language
development lesson is
missing.
Response vaguely explains
whether the activities and
strategies implemented
were successful or not,
and/or an explanation of
why they were or were
not successful is missing.
Response cites fewer than
two examples of
evidence, or the examples
are not relevant.
whether or not the
learning objectives were
achieved and/or does not
Response clearly explains
whether the activities

and strategies
implemented were
successful or not, and
why.
Response cites at least
two examples of
evidence.
whether or not the
achieved and includes
examples.
the same level of
the following:
Response includes a
reference to an
actions.
0
Not Present
1

Needs Improvement
2
Meets Expectations
3
include examples.
Part 2: Observe and Critique a Language Lesson
Sub-Competency 2: Evaluate the effectiveness of learning
activities related to phonemic awareness and phonics.
LO2.1:
Critique a preschool
promote phonemic
awareness and phonics.
Critique of a preschool
promote phonemic
awareness and phonics is
missing.
Response includes a
vague or illogical critique
of the appropriateness of
learning objectives for the
children in the case
presented and/or their
alignment to early
childhood standards, or

Response includes a
vague or illogical critique
of the activities and
strategies that will be
used to promote
phonemic awareness and
phonics in terms of their
potential for achieving the
learning objectives, or the
critique is missing.
Response identifies fewer
than two examples of the
literacy needs and
explains how those needs
will be met according to
the plan, or the
Response includes a
critique of the
appropriateness of
learning objectives for
the children in the case
presented.
Response includes a
critique of the activities
and strategies that will
be used to promote
phonemic awareness and
phonics in terms of their
potential for achieving
the learning objectives.

Response identifies two
examples of the
literacy needs and
explains how those
needs will be met
according to the plan.
Response describes
informal assessments that
will be used during lesson
implementation.
the same level of
the following:
Response includes a
reference to an
insights.
0
Not Present
1

Needs Improvement
2
Meets Expectations
3
explanations are unclear
or missing.
Response vaguely
describes informal
assessments that will be
used during lesson
implementation, or the
description is missing.
LO2.2
Critique the
implementation of a
preschool phonemic
awareness and phonics
development lesson.
Record of an observation
of a preschool phonemic
lesson is missing.
Response vaguely
describes the overall level
of children’s engagement
during the lesson and
includes two specific

examples, or only one
example is given.
Response provides fewer
than three clear examples
of children’s responses to
the activities and
during the lesson, and/or
the examples are not
clear.
Response vaguely
describes examples of
how the teacher adjusted
the lesson based on
informal assessments
conducted during
Response clearly
describes the overall
level of children’s
engagement during the
lesson, and includes two
specific examples.
Response provides three
clear examples of
children’s responses to
the activities and
during the lesson.
Response clearly describes

examples of how the
during implementation.
the same level of
the following:
Response includes an
explanation of other
actions the teacher could
have taken during the
lesson to support the
0
Not Present
1
Needs Improvement
2
Meets Expectations
3

implementation, or the
examples are missing.
L02.3
Evaluate the
effectiveness of a
preschool phonemic
lesson.
Evaluation of the results
of a preschool phonemic
lesson is missing.
whether the activities and
strategies implemented
were successful or not,
and/or an explanation of
why they were or were
not successful is missing.
Response cites fewer than
two examples of
evidence, or the examples
are not relevant.
whether or not the
achieved and/or does not
include examples.

whether the activities
and strategies
implemented were
successful or not, and
why.
Response cites at least
two examples of
evidence.
whether or not the
achieved and includes
examples.
the same level of
the following:
Response includes a
reference to an
actions.
Part III: Create a Lesson That Supports Vocabulary, Fluency,
Comprehension, and Writing
Sub-Competency 3: Plan, implement, and engage in critical
reflection on a preschool lesson that supports vocabulary,
fluency,

comprehension, and writing.
LO3.1
Provide foundational
information for a
preschool literacy lesson
that supports
vocabulary, fluency, and
comprehension, and
writing.
Foundational information
for a preschool literacy
lesson that supports
vocabulary, fluency, and
comprehension is missing.
Response vaguely or
incompletely identifies:
- Vocabulary, fluency,
and comprehension
content areas
- Developmental
domains
- Pre-K literacy learning
Response clearly
identifies:
- Vocabulary, fluency,
and comprehension
content areas

- Writing skill(s) to be
addressed
- Developmental
the same level of
the following:
Response explains how
foundational elements are
aligned. .
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
standards
- Learning
goals/objectives
- Materials/technology/

equipment/resources
domains
- Pre-K literacy learning
standards
- Learning
goals/objectives
- Materials/technology/
equipment/resources
LO3.2
Describe the lesson
introduction/anticipatory
set.
Lesson
set is missing.
Response vaguely
describes one or more
activities that establish a
warm connection and
captures children’s
attention.
one or more activities that
establish a warm
connection and captures
children’s attention.

the same level of
the following:
Response explains the
decision-making process
used in determining the
set.
LO3.3
Explain steps in the
lesson for building
knowledge and skills.
Steps in the lesson for
building knowledge and
skills are missing.
Response describes
generally or in random
sequence what the
teacher and the children
will do in all activities and
transitions that are part of
this learning experience.
Explanation given for how
the activity might be
differentiated to meet the
needs of individual
children, including
children with

exceptionalities is vague,
Response describes
specifically, and in a step-
by-step fashion, what the
teacher and the children
will do in all activities and
transitions that are part of
this learning experience.
Explanation, for each
activity, is given for how
the activity might be
differentiated to meet the
needs of individual
children, including
children with
the same level of
the following:
used in determining steps
in the lesson for building
knowledge and skills.
0

Not Present
1
Needs Improvement
2
Meets Expectations
3
does not reflect research-
based strategies, or is
missing.
exceptionalities.
LO3.4
Describe strategies that
will be used to assess
Strategies that will be
used to assess children’s
learning are missing.
how children’s learning
will be assessed during
and/or after the lesson.
Assessment does not use
observation/documentati
on.

Assessment is not aligned
with lesson
goals/objectives.
how children’s learning
will be assessed during
and/or after the lesson.
Assessment includes
observation/documentati
on.
Assessment is aligned with
lesson goals/objectives.
the same level of
the following:
used in determining
strategies that will be
used to assess children’s
learning.
Learning Objective 4.5:
Describe a lesson closure
activity.
Lesson closure activity is
missing.
Closure

activities/strategies that
will be used to bring
closure to the lesson are
misaligned with the
lesson.
Closure
activities/strategies do
not involve summarizing,
reviewing, and/or
reflecting on the learning
that has taken place
during the lesson.
Response describes one or
more activities/strategies
that will be used to bring
closure to the lesson.
Closure
activities/strategies
involve summarizing,
reviewing, and/or
reflecting on the learning
that has taken place
during the lesson.
the same level of
the following:
used in determining a
lesson closure activity.

Learning Objective 4.6:
Engage in critical
reflection of lesson
Critical reflection of lesson
implementation is
missing.
Response vaguely
describes children’s
responses during the
children’s responses
during the lesson that
the same level of
0
Not Present
1
Needs Improvement
2
Meets Expectations
3

implementation. lesson that show whether
or not children are
grasping the literacy skills
and concepts being
targeted.
Response vaguely
describes adjustments
made during the lesson
based on children’s
responses.
whether or not the
adjustments were
effective and why.
show whether or not
children are grasping the
literacy skills and concepts
being targeted.
adjustments made during
the lesson based on
children’s responses and
explains whether or not
the adjustments were
effective and why.
Response explains what
could be done differently
next time and what next
steps can be taken to

promote learning.
families and others can be
involved to support the
children’s literacy
learning.
the following:
the planning,
implementation, and
reflection experiences
supported professional
growth and learning.
PS001: Written Communication: Demonstrate graduate-level
writing skills.
Learning Objective
PS 1.1:
Use proper grammar,
spelling, and mechanics.
Multiple major and
minor errors in grammar,
spelling, and/or
mechanics are highly
distracting and seriously
impact readability.
Multiple minor errors in
grammar, spelling,

and/or mechanics are
distracting and
negatively impact
readability.
Writing reflects
competent use of
standard edited American
English.
Errors in grammar,
spelling, and/or
Grammar, spelling, and
mechanics reflect a high-
level of accuracy in
standard American English
and enhance readability.
0
Not Present
1
Needs Improvement
2
Meets Expectations
3

mechanics do not
negatively impact
readability.
Learning Objective
PS 1.2:
Organize writing to
enhance clarity.
Writing is poorly
organized and
incoherent.
Introductions,
transitions, and
conclusions are missing
or inappropriate.
Writing is loosely
organized. Limited use of
introductions,
transitions, and
conclusions provides
partial continuity.
Writing is generally well
organized. Introductions,
transitions, and
conclusions provide
continuity and a logical
progression of ideas.
Writing is consistently well
organized. Introductions,
transitions, and

conclusions are used
effectively to enhance
clarity, cohesion, and flow.
Learning Objective
PS 1.3:
Support writing with
appropriate resources.
Writing does not
integrate appropriate
resources and content in
support of ideas and
argument.
Writing loosely
integrates some
appropriate resources
and content in support
of ideas and argument.
Writing sufficiently
integrates appropriate
resources (which may
include peer-reviewed
resources) and content
in support of ideas and
argument.
Writing effectively
integrates appropriate
resources (which may
include peer-reviewed
resources) and content to
support and expand upon
ideas and arguments.

Learning Objective
PS 1.4:
Apply APA style to
written work.
APA conventions are not
applied.
APA conventions for
attribution of sources,
structure, formatting,
etc., are applied
inconsistently.
APA conventions for
structure, formatting,
etc., are generally
applied correctly in most
instances. Sources are
generally cited
appropriately and
accurately.
APA conventions for
structure, formatting, etc.,
are applied correctly and
consistently throughout
the paper. Sources are
consistently cited
appropriately and
accurately.
Learning Objective

PS 1.5:
Use appropriate
vocabulary and tone for
the audience and
purpose.
Vocabulary and tone are
inappropriate and
negatively impact clarity
of concepts to be
conveyed.
Vocabulary and tone
have limited relevance to
the audience.
generally appropriate for
the audience and
support communication
of key concepts.
consistently tailored to
the audience and
effectively and directly
support communication of
key concepts.
0
Not Present

1
Needs Improvement
2
Meets Expectations
3
PS005: Critical Thinking and Problem Solving: Use critical
thinking and problem-solving skills to analyze professional
issues and inform best
practice.
Learning Objective
PS 5.1:
Analyze assumptions and
fallacies.
Analysis of assumptions is
missing.
Response is weak in
assessing the
reasonableness of
assumptions in a given
argument.
Response does not
adequately identify and
discuss the implications of
fallacies or logical
weaknesses in a given
argument.

Response generally
assesses the
reasonableness of
argument.
Response identifies and
discusses the implications
of fallacies and/or logical
argument.
Response clearly and
comprehensively assesses
the reasonableness of
argument.
Response provides a
detailed and compelling
analysis of implications of
fallacies and logical
argument.
Learning Objective PS
5.2:
Generate reasonable and
appropriate
assumptions.
Assumptions are missing. Response does not
adequately present and
discuss key assumptions in
an original argument.

Response presents and
discusses key assumptions
in an original argument.
Response justifies the
reasonableness and need
for assumptions in an
original argument.
Learning Objective PS
5.3:
Assess multiple
perspectives and
alternatives.
Assessment of multiple
perspectives is missing.
Response does not
identify nor adequately
consider multiple
perspectives or
alternatives.
Response identifies and
considers multiple
perspectives and
alternatives.
Response justifies
selection of chosen
alternative relative to
others.

Learning Objective
PS 5.4:
Use problem-solving
skills.
Problems and solutions
are not identified.
Response presents
solutions but they are
ineffective in addressing
the specific problem.
Response presents
solutions that are practical
and work in addressing
the specific problem.
Response presents
compelling supporting
arguments for proposed
solutions.
Lesson Plan Reflection Guidelines
Self-evaluation is a powerful tool that will help you become a
better teacher. Reflecting on and evaluating your teaching, after
a lesson is over, will give you insights that may save you time
and frustration later. Even a few brief evaluative notes on a
lesson plan will help you immensely the next time you conduct
that lesson or activity.

In the rush of teaching, you may be tempted to skip self-
evaluation. There are always plenty of other pressing tasks that
need to be done. But, if you don't evaluate yourself, you will
miss opportunities for growth. You will be surprised by how
much you forget if you don't write your ideas down, and you
may end up making the same mistakes repeatedly. Also, you
will be surprised at how just a few minutes of critical reflection
can help you discover things you would have otherwise not
noticed.
Take the time (while you still have it!) to critically reflect on
your lesson. It is important to train yourself to be self-
reflective/critical and “process” what your experience was. It is
the primary way to learn from past experience. After a while, it
will become second nature.
Here are some questions to ask yourself after a lesson or
activity:
· What went well in this lesson? Why?
· What problems did I experience? Why?
· Was it “child-centered”? Did the lesson and learning activities
meet the needs of all the children? How do I know?
· What could I have done differently?
· What did I learn from this experience that will help me in the
future?
It is also helpful to break the lesson plan into its different
components:
· Preparation and research: Was I well prepared? What could I
have done differently?
· Written plan: Was I organized? Did the written format work?
Is there a better form?
· Presentation: What steps did I take to ensure that children
were actively engaged throughout the lesson? How clear were

my directions? How effectively did I guide children through the
learning activities? How could I improve in these areas?
· Assessment: Does my method(s) of assessment measure what I
want it to? What evidence did my assessment(s) provide about
the children’s understanding and skills? What other assessment
method(s) could I have used?
Adapted from:
http://www.fyreandlightning.org/jsc/SampleLessonPlans/Lesson
%20Plan%20Self%20reflection%20and%20Assessment.doc
Learning Plan Template
Foundations of Lesson Plan
Content Areas and Developmental Domains
Identify the content area(s) and developmental domain(s) you
will address in this learning experience.
State/District/Professional Standards
Identify one early learning standard that informed your planning
of this learning experience.
Learning Goals
Briefly describe your goal(s) or desired outcome(s) of the
learning experience.
Materials/Technology/Equipment/Resources
List texts, websites, writing/art supplies, props/artifacts,
assistive technology, computer software, Internet resources,
audio/visual media, and other tools and materials needed for
this experience.

Lesson Sequence
Align all activities with the standard(s), goal(s), and context.
Introduction/Anticipatory Set
Describe initial teacher-and-child activities that establish a
warm connection and capture children’s attention. Answer the
following:
· How will you draw children into the lesson, capture their
attention, make them feel connected and included?
· How will you relate the lesson to children’s interests, prior
knowledge, and families/communities?
Building/Applying Knowledge and Skills
Describe specifically, and in a step-by-step fashion, what you
and the children will do in all activities and transitions that are
part of this learning experience. Make sure each activity is
meaningful and supports your goal(s). Be sure to consider
specific content areas and developmental domains that are
relevant to the learning experience.
For each activity, explain how the activity might be
differentiated to meet the needs of individual children,
including children with exceptionalities. Give specific examples
related to particular children in the classroom that you
observed.
Assessment
Assessment is the process by which early childhood
professionals gain understanding of children’s development and
learning. Describe strategies you will use to assess children’s
learning. Consider how you will:
· Utilize and document observation to assess children’s
learning.

· Make sure all assessments are aligned with your goal(s) for
the lesson.
Closure
Closure is the conclusion of your learning experience. It is a
time to wrap up the experience by summarizing, reviewing,
and/or reflecting on the learning that has taken place. Describe
all activities and strategies you will use in the closure of your
learning activity.
1–2 paragraphs
Reflection
Critical reflection is an essential part of continuous
improvement. Reflect on your lesson planning and
implementation—what worked well, adjustments made, the
children’s responses, and evidence of their learning. Consider
what you would do differently next time and what next steps
you will take following this lesson. Think about how to involve
families and others to support the children’s development and
learning. Summarize your thoughts.
Academic Writing Expectations Checklist
The faculty Assessor will use this checklist to evaluate whether
your written responses adhere to the conventions of scholarly
writing. Review this checklist prior to submitting your
Assessment to ensure your writing follows academic writing
expectations. Click the links to access Writing Center
resources:
Sentence-Level Skills
|_| Constructing complete and correct sentences

Note: See an explanation of sentence components and how to
avoid sentence fragments and run-ons.
|_| Using and spelling words correctly
Note: See a list of commonly misused words and information on
MS Word’s spell check.
|_| Using punctuation appropriately
Note: See the different types of punctuation and their uses.
|_| Using grammar appropriately
Note: See a Grammarly tutorial to catch further errors.
Paragraph-Level Skills
|_| Using paragraph breaks
Note: See a description of paragraph basics.
|_| Focusing each paragraph on one central idea (rather than
multiple ideas)
Note: See an explanation of how topic sentences work.
Use of Evidence
|_| Using resources appropriately
Note: See examples of integrating evidence in a paper.
|_| Citing and referencing resources accurately
Note: See examples of citing and referencing resources in a
paper.
|_| Paraphrasing (explaining in one’s own words) to avoid
plagiarizing the source
Note: See paraphrasing strategies.
Formatting Written Assignments
|_| Using appropriate APA formatting, including title page,
margins, and font
Note: See APA overview and APA template from the Writing
Center.
Comments:

PR007 Work Product Instructions
This assessment has three-parts. Please citate all information.
All information and details are to be based on children of a
daycare center ages 3-5.Part I: Observe and Critique a Language
Development LessonA. Meet with the teacher.
· Meet with the preschool teacher whom you will observe, and
discuss the language development standards and goals they are
targeting for the children in their setting—and the progress
being made. Ask the teacher about the approaches and strategies
they generally use to promote language development.
· Drilling down from there, discuss in detail the language
development activity or lesson that they have planned. If a
lesson plan is available, ask for a copy. If a lesson plan is not
available, take detailed notes as the teacher describes the plan.
· Make arrangements to conduct your observation at an agreed-
upon date and time and be sure to arrive on time.B. Critique the
lesson plan.
· Review the teacher’s lesson plan for its potential
effectiveness. Then, write a critique that addresses the teacher’s
planning process and product:
· Appropriateness of the learning objectives for the children
(based on assessment data), and alignment with early childhood
standards
· Potential effectiveness of the activities, strategies, and
grouping structures that will be used to promote language
development in terms of their potential for achieving the
learning objectives
· Assessment data that informed the teacher’s planning
· Relevant information about the language development needs of
the children in the small group or class for whom the lesson is
targeted (e.g., English language learners, children with special
needs, etc.)
· The teacher’s plans for differentiating instruction to meet

individual needs
· How the teacher will informally assess language learning
during the lesson
(1–2 pages)C. Critique the lesson implementation.
· Based on the scheduled date and time, observe the language
development lesson you discussed with the teacher. During your
observation, make note of the following:
· Level of children’s engagement
· Children’s responses to the activities and strategies
· How the teacher adjusted the lesson based on informal
assessment
(1 page)D. Evaluate the results of the lesson.
· Critique the language development lesson you observed by
addressing the following:
· Success of strategies used
· Evidence of achievement of learning objectives
(2–3 paragraphs)Part II: Observe and Critique a Literacy
LessonA. Meet with the teacher.
· Meet with the preschool teacher whom you will observe.
Discuss the emergent literacy standards and goals they are
targeting for the children in their setting, focusing on the five
components of literacy instruction (phonemic awareness,
phonics, fluency, vocabulary, and comprehension), as well as
writing. Ask the teacher about the approaches and strategies
they generally use to promote literacy development.
· Drilling down from there, discuss in detail the phonemic
awareness and phonics activities or lesson that they have
planned. If a lesson plan is available, ask for a copy. If a lesson
plan is not available, take detailed notes as the teacher
describes the plan.
· Make arrangements to conduct your observation at an agreed-
upon date and time and be sure to arrive on time.B.Critique the
lesson plan.
· Review the teacher’s lesson plan for its potential
effectiveness. Then, write a critique that addresses the
following:

· Appropriateness of the learning objectives for the children
(based on assessment data) and alignment with early childhood
standards
· Potential effectiveness of the activities, strategies, and
grouping structures that will be used to promote phonemic and
phonics skills in terms of their potential for achieving the
learning objectives
· Assessment data that informed the teacher’s planning
· Relevant information about the phonemic awareness and
phonics needs of the children in the small group or class for
whom the lesson is targeted (e.g., English language learners,
children with special needs, etc.)
· The teacher’s plans for differentiating instruction to meet
individual needs
· How the teacher will informally assess children’s phonemic
awareness and phonics skills learning during the lesson
(1–2 pages)C. Critique the lesson implementation.
· Observe the literacy lesson you discussed with the teacher.
During your observation, make note of the following:
· Level of children’s engagement
· Children’s responses to the activities and strategies
· How the teacher adjusted the lesson based on informal
assessment
(1–2 pages)D. Evaluate the results of the lesson.
· Critique the literacy lesson you observed by addressing the
following:
· Success of strategies used
· Evidence of achievement of learning objectives
(2–3 paragraphs)Part III: Create a Lesson That Supports
Vocabulary, Fluency, Comprehension, and Writing
In Part II, your observation and critique were focused on the
first two components of literacy instruction, phonemic
awareness and phonics. For this part, you will focus on the
other three (fluency, vocabulary, and comprehension) and on
emergent writing.
If you are currently teaching in a preschool setting, you may

plan your lesson for a small group of children or your whole
class. If you are not currently teaching in a preschool setting,
identify a group of preschool children for whom to plan a
lesson.
Plan
· With these children in mind, consider the following:
· Assessment data in the areas fluency, vocabulary,
comprehension, and writing
· Current learning goals and standards
· Individual strengths and needs
· Current themes/units
· Prior literacy lessons
· Familiarity with specific children’s literature selections
· What technologies have been used to support literacy learning
· How instruction has been differentiated for English language
learners and children with special needs
· Complete the Lesson Plan Template making sure to fill in all
sections except the Reflection section at the bottom of the form.
Implement
Review your lesson plan, and be sure to allow an appropriate
length of time for your lesson implementation.During your
lesson implementation, look for evidence of whether or not the
children are grasping the literacy skills and concepts you’re
targeting. Be mindful of the effectiveness of your instructional
strategies and materials, making adjustments as needed to
maximize learning for all children.
Reflect
· After implementing the lesson, reflect on your experience and
complete the following:
· Make anecdotal notes on your lesson plan using the comments
feature. Note what went well, where you made adjustments, and
what you might do differently in the future, and why.
· Summarize your experience by completing the Reflection
section at the bottom of the Lesson Plan Template.
· Summarize your experience by completing the Reflection
section at the bottom of the Lesson Plan Template.

African-American Studies Final Exam GuideThe purpose of the Afri.docx

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