NameWriting ActivityWriting Activity5.docx

Name:
Writing Activity
Writing Activity
5% of overall course grade
Strive to… (these are called “learning outcomes”):
· Demonstrate clarity of language
· Apply patterns of organization
· Provide support with relevant and credible evidence
Step 1: Identify the main question you are addressing. Write it
here. Clarify it if necessary:
Introduction & Thesis:
Thesis Statement (“This paper exists to show you ____. OR The
conclusion of this paper is _______. I will explain this by
discussing A, B, & C”):
· Main thesis (why this paper exists):

· I will explain/explore/demonstrate this by discussing:
· A:
· B:
· C:
A
Lead-in Sentence (Thesis + A – That is, use a sentence that
reminds the reader of your thesis and then introduces topic A):
Details & Support:
Wrap-up Sentence (A + Thesis):
B
Lead-in Sentence (Thesis + B):

Details & Support:
Wrap-up Sentence (B + Thesis):
C
Lead-in Sentence (Thesis + C):
Details & Support:
Wrap-up Sentence (C + Thesis):
Conclusion
Restate Thesis:
Wrap-up & Point Forward:

References (for APA) or Works Cited (for MLA)
TIPS
S.E.E.I.
Elaborate on claims or integrate quotes – a critical thinking
strategy:
· STATE: (The initial statement or quote)
· ELABORATE: “In other words…”
· EXEMPLIFY: “For example…”
· ILLUSTRATE: “It’s like…”
QUOTES
Include 2-3 in EACH body paragraph.
· Elaborate on each (use SEEI)
· Cite each: Add in-text citation AND information for
references page. (Use Citation Tips File)
1
Angel Winslow
Walden University
Date: June 19, 2020
PR009: Teaching the Arts, Social Studies, and Health in
Preschool Settings

Part 2:Integrated Social Studies and Arts Lesson
Part II. Integrated Social Studies and Arts Lesson
Foundation of Lesson Plan
Content Areas and Developmental Domains
The main content area of this lesson is citizenship which will
major on being a super citizen.
State/District/Professional Standards
The professional standard that in this lesson is that early
childhood classroom is an inquiry based learning experience
that puts children’s interest as a priority in the heart of
learning. Thus I considered using art which children seem to
enjoy to learn about being a citizen.
Learning Goals
· My main goal is to provide the learners with knowledge and
skills that will allow them to become good, responsible citizens.
· To motivate the learners to use effective, responsible activities
and be good citizens.
· Student will have the ability to relate good citizenship to their
personal behaviors.
· Student will have the ability to determine and describe the
features of a good citizen.

Materials
· Pencils
· Scissors
· Crayons
· Colored yarn
· Glue
· Superhero cape, body, and head patterns
· “I am a Good Citizen” worksheets for both teacher and
students.
· A projector to show pictures that show features of a good
citizen.
Lesson Sequence
Introduction/Anticipatory Set
To draw the children into the lesson, capture their attention and
make them feel connected and include I will ensure that:
I’ll begin the lesson with a motivation. This may involve
explaining to them what the lesson is all about. Once I explain
to them that the lesson will be about making baskets they may
be so fascinated and eager to learn.
I will as well involve them in the lesson plans. The students
tend to pay attention to the lesson if they know that, that which
they like most has been included in the lesson plan.
I will as well ask the kids to use the skills acquired from
drawing skills acquired from the former art class.
Building/Applying Knowledge and Skills
· Open the lesson with “I have great news today! We shall be
learning on how to be good citizens” this will make them get
excited and eager to learn.
· Ask the learners who a great citizen is. Motivate the learners
to discuss it with their colleagues through the think, pair and
share technique. This will trigger creativity among the kids.
· Ask the learners to give some features of good citizenship and
outside of school.
· We shall then develop a word web on the board. In the Centre
of the web we shall include super citizen, and great citizen and
then we shall begin to fill in the word web.

· Describe to the learners who a good citizen is and examples of
the characteristics of good citizens. This will help them to get
the basic knowledge of who a good citizen is.
Example modelling: (“I am a Good Citizen” Teacher worksheet)
· Use the projector to display “I am a Good Citizen” worksheet
in order for the entire to see.
· Direct the learner’s attention on the three pictures on the
worksheet.
· Describe the events in each point as I point to them.
· Ask the learners to think about the good citizen based on the
features learnt.
Guided Instruction: (“I am a Good Citizen” Student Worksheet)
· Provide each student with “I am a Good Citizen” Student
Worksheet.
· Ask the student to identify the pictures on the worksheet.
· Ask the student to circle the picture that describes a good
citizen. This will aid even in evaluating the learner’s listening
abilities as well as comprehension.
· Ask the learners to read the instructions at the bottom which
expects them to draw a picture that shows an example of a good
citizen.
· Then I will provide the students with good citizen cape
patterns and ask them to draw pictures of the way they can be
good citizens on the cape.
· After completing developing the good citizen capes, then I
will guide them to develop a person to represent themselves.
· I will provide them with the citizens’ head, body and ask them
to start.
· Once each student has finished I will provide them with
colored yarns and have them select the yarn for hair.
· Have them cut out patterns and then attach them together with
the yarn on the head.
· Once they have finished with their good citizens, they will be
instructed to label their model with the names and hand it in to
me.
Assessment

Students will evaluated in several ways during the lesson.
Learners will be assessed on their listening and understanding
skills when responding to questions and providing explanations
of what a great citizen is. Learners will be evaluated on their
understanding and performance capabilities when asked to
circle pictures, develop pictures of great citizenship and
develop their very own good citizens.
Closure
I will ask the learners if they enjoyed the activity. I will have
every learners show the class their good citizen and describe the
good actions in the picture. I will then consider asking the
learners if they have any questions. I will as well consider areas
of confusion that the learners may be experiencing and identify
ways that can aid in clarifying them. Will as well consider oral
reviews where I will use the last 10 minutes of the lesson to ask
each learner what they learnt. This will aid in identifying the
areas that have not been effectively understood.
Reflection
From the implementation of the lesson plan,
· I found out that most of the learners had understood the use of
baskets to identify different culture.
· Most of them had as well understood on the way to create
baskets.
· I was well prepared for the lesson considering the fact that I
had all the materials required for the lesson.
· During my lesson, as we were making the baskets I ensured
that we were all on the same phase prior to moving forward to
another phase.
· My writing format was well organized.
· My assessment technique was as well effective since it
involved each learner at time thus giving me a chance to
effectively assess a learner. I would as well have considered
other types of assessment such as asking learners to reflect and
using the hand signal technique.
· However in the next lesson I would consider having an extra
class with the two students with developmental delays since

they were being left behind by other learners.
· I would as well consider advising the parents to ensure that
they take their children through what we have learned during
the day in order to emphasize and ensure that the learners
understand the main details about that which was taught.
· I will ask parents to help the children in their assignments.
©2016 Walden University 1
PR009: Teaching the Arts, Social Science, and Health in
Preschool Settings
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations

3
Exceeds Expectations
Part I: Lessons, Activities, and Resources
Sub-Competency 1: Evaluate and select lessons, activities, and
resources to support arts education in the preschool
environment.
Learning Objective 1.1:
Evaluate and select
lessons, activities, and
resources to support arts
education in preschool
settings.
Evaluation of lessons,
activities, and resources
to support arts education
in preschool settings is
missing.
Response includes fewer
than three lessons,
activities, and/or resources
to support arts education
in preschool settings.
Response provides a vague
or illogical rationale for
why the items were
selected and why they are
appropriate for use with
the children in each of the
cases presented, or the

rationale is missing.
Response inaccurately
indicates the source of
each item selected.
Response describes three
lessons, activities, and/or
resources to support arts
settings.
Response provides a clear
and logical rationale for
why the items were
cases presented.
Response indicates the
source of each item
selected.
Response demonstrates
the same level of
achievement as “2,” plus
the following:
Response addresses an
additional resource for
one or more of the three
cases presented.

resources to support social studies education in the preschool
environment.
Evaluate and select
resources to support
social studies education
to support social studies
settings is missing.
than three lessons,
to support social studies
resources to support social
studies education in
preschool settings.
the same level of
the following:

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
in preschool settings. settings.
why the items were
indicates the source for
each item selected.
why the items were

cases presented.
source for each item
selected.
Response addresses an
additional resource for
one or more of the three
cases presented.
resources to support physical and socioemotional health
education in the
preschool environment.
Evaluate and select
health education in
preschool settings.
to support health
settings is missing.
than three lessons,
to support health

settings.
why the items were
health education in
preschool settings.
why the items were
cases presented.
source for each item
the same level of
the following:
Response addresses more

than one resource for
each of the three cases
presented.
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
indicates the source for
each item selected.
selected.
Part II: Integrated Social Studies and Arts Lesson
Sub-Competency 4: Plan, implement, and engage in critical
reflection on a preschool lesson that integrates social studies
and the arts.

Provide foundational
information for a
preschool social studies
and arts integrated
lesson.
Foundational information
for a preschool social
studies and arts
integrated lesson is
missing.
Response vaguely or
incompletely identifies:
- Social studies and arts
content areas
- Developmental
domains
- Pre-K social studies
and arts learning
standards
- Learning
goals/objectives
- Materials/technology/
equipment/resources
Response clearly
identifies:

content areas
- Developmental
domains
learning standards
- Learning
goals/objectives
- Materials/technology/
equipment/resources
A clear and logical
rationale is given for the
focus of the lesson.
the same level of
the following:
Response includes
additional relevant
foundational information.
Describe the lesson

introduction/anticipatory
set.
Lesson
set is missing.
Response vaguely
describes one or more that
will be use to capture
children’s attention and
make connections to the
lesson.
Response clearly describes
one or more activities that
will be use to capture
children’s attention and
make connections to the
lesson.
the same level of
the following:
Response explains the
decision-making process
used in determining the
set.

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Explain steps in the
lesson for building
knowledge and skills.
Explanation of the steps
in the lesson for
building knowledge and
skills is 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, does not reflect
research-based strategies,
or is missing.
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.
A clear and logical
rationale is given for
progression of the lesson.
For each activity, an
explanation is given for
how the activity might be
differentiated to meet the
needs of individual
children, including
children with
exceptionalities.
the same level of
the following:
used in determining steps
in the lesson for building

knowledge and skills.
Describe strategies that
will be used to assess
children’s learning.
Description of the
strategies that will be
used to assess children’s
learning is missing.
Response vaguely explains
how children’s learning
will be assessed during
and/or after the lesson.
Assessment does not use
observation/documentatio
n.
Assessment is not aligned
with lesson
goals/objectives.
Response explains how
children’s learning will be
assessed during and/or
after the lesson.
Assessment includes
observation/documentati
on.

A clear and logical
assessment selected.
the same level of
the following:
used in determining
strategies that will be
used to assess children’s
learning.
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Assessment is aligned with

lesson goals/objectives.
Describe a lesson closure
activity.
Description of a 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.
A clear and logical
closure activity.
the same level of
the following:
used in determining a
lesson closure activity.
Engage in critical
reflection of lesson
implementation.
Critical reflection of
lesson implementation is
missing.
Response vaguely
describes children’s
responses during the
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
children’s responses
during the lesson that
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 same level of
the following:
the planning,
implementation, and
reflection experiences
supported professional
growth and learning.
0
Not Present

1
Needs Improvement
2
Meets Expectations
3
responses.
Response vaguely explains
whether or not the
adjustments were
effective, and why.
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.
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 mechanics
do not negatively impact
readability.
Grammar, spelling, and
mechanics reflect a high-
level of accuracy in
standard American English
and enhance 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
Writing loosely integrates
some appropriate
resources and content in
Writing sufficiently
integrates appropriate
resources (which may
include peer-reviewed
Writing effectively
integrates appropriate
resources (which may
include peer-reviewed
0
Not Present
1
Needs Improvement
2
Meets Expectations
3

argument. argument. resources) and content in
argument.
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
are generally applied
correctly in most
instances. Sources are
generally cited
appropriately and
accurately.
APA conventions for
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.
Professional Skill 5: Critical Thinking and Problem Solving:

Use critical thinking and problem-solving skills to analyze
professional issues and
inform best practices.
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
Response clearly and
comprehensively assesses
the reasonableness of
argument.
Response provides a
detailed and compelling
analysis of implications of
fallacies and logical
argument.
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
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.
Professional Skill 6: Information Literacy: Apply appropriate

strategies to identify relevant and credible information and data
in order to
effectively analyze issues and make decisions.
Learning Objective
PS 6.1:
Identify credible
sources.
Credible sources are
missing.
Some sources are
credible, appropriate,
and relevant to the topic.
Most sources are credible,
appropriate, and relevant
to the topic.
All resources are
credible, appropriate,
and relevant to the
topic.
Learning Objective
PS 6.2:
Analyze findings from
relevant sources.
Analysis is missing. Analysis superficially
reflects relevance of
findings to the identified
problem, issue, or
purpose.

Analysis clearly reflects
relevance of findings to
the identified problem,
issue, or purpose.
Analysis clearly reflects
relevance of findings to
the identified problem,
issue, or purpose and
synthesizes findings to
generate new insights.
pr009_pt1_A_Winslow.docx
by Angel Winslow
Submission date: 15-Jun-2020 12:47PM (UTC-0400)
Submission ID: 1344341493
File name: pr009_pt1_A_Winslow.docx (19.25K)
Word count: 725
Character count: 3850
1
2
3
4

5
6
7
8
9
10
11
12
13
21%
SIMILARITY INDEX
5%
INTERNET SOURCES
0%
PUBLICATIONS
19%
STUDENT PAPERS

1 10%
2 3%
3 3%
4 2%
5 2%
6 1%
7 1%
Exclude quotes Off
Exclude bibliography Off
Exclude matches Off
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Laureate Higher Education Group
Student Paper
Submitted to Grand Canyon University
Student Paper
resilienteducator.com
Internet Source
Submitted to University of Gloucestershire
Student Paper
Submitted to Yuba Community College District
Student Paper
Submitted to University of Birmingham

Student Paper
Submitted to Ministry of Education
Student Paper
FINAL GRADE
/100
GRADEMARK REPORT
GENERAL COMMENTS
Instructor
PAGE 1
PAGE 2
Comment 1
For the purposes of the assignment, the teacher is male.
Comment 2
three instead of tree
Comment 3
When quoting a website in APA style use the following: Group
name. (Year, Month Date). Title of
page. Site name. URL

Comment 4
This is a nice health activity.
Comment 5
Consider the ages and developmental levels for all children in
the classroom by providing more in-
depth information in the activities. How would you engage
children who have difficulty sitting still?
PAGE 3
Comment 6
Think about how this activity would work if a child could not
yet do this task--how would you modify
it?
Comment 7
Describe the rational in a more in depth way would help with
transitions, and how does this align with
health activities?
Comment 8
Think and expand upon how this would work for the children as
they speak another language. What
activities could you incorporate?
Comment 9
How would these materials be used to integrate for art

activities? Describe.
Comment 10
Which area would this activity be used? What is the rationale?
PAGE 4
Comment 11
This activity would be a nice support for social studies. Also
think about the trauma the children have
experienced.
Comment 12
Think more about how this introduces children to the
environment and the social aspect of the
activity since there was an adverse weather condition.
Comment 13
More depth needed here to support the rationale and purpose of
the activity as it relates to health.
pr009_pt1_A_Winslow.docxby Angel
Winslowpr009_pt1_A_Winslow.docxORIGINALITY
REPORTPRIMARY
SOURCESpr009_pt1_A_Winslow.docxGRADEMARK
REPORTFINAL GRADEGENERAL COMMENTSInstructor
PR009: Teaching the Arts, Social Science, and Health in
Preschool
Case Scenarios
Scenario 1: Carlos’s Class

http://www.gettyimages.com/detail/photo/mid-adult-teacher-
assisting-female-students-in-royalty-free-image/640966021
Creative #: 640966021
Carlos is a lead teacher at the River Heights Creative Learning
Center, a preschool with an arts focus. His class has 20 children
ranging in age from 3 to 4, however three children had just
recently turned 3 and two children are almost 5. The school is
located in a wealthy suburban area, and the families generally
come from high socioeconomic backgrounds. As his class
includes several children with special needs, his classroom also
has two assistant teachers. As Carlos considers activities and
lessons for his class, he needs to make sure that they are
developmentally appropriate for all of his students. Several
children have difficulty sitting still or looking at paper for any
extended period of time. Due to the age range of his students,
the youngest children sometimes need support with fine motor
activities and the older children appreciate more opportunities
to be independent.
Scenario 2: Xiao Jin’s Class
http://www.gettyimages.com/detail/photo/the-kindergarten-
teachers-and-children-royalty-free-image/567746059
Creative #: 567746059
Xiao Jin works at a preschool program in a community-based
organization in a large city. The organization serves mostly
immigrant families living at or below subsistence levels. Many
of the students are brought to school by their grandparents,
because both parents work. Some children even live with their
grandparents while parents live in another area and in some

cases even in another state.
Her classroom has 20 students who are all 4 years old but
several students had just turned 4, while some are close to
turning 5. Almost all of her students speak another language at
home. Two of her students have developmental delays; they
have difficulty with transitions and engaging in pretend play.
Scenario 3: Emily’s Class
http://www.gettyimages.com/detail/photo/crying-schoolgirl-
royalty-free-image/509552564
Creative #: 509552564
Emily is a lead teacher at a child care center located in a rural
Midwestern town. She has 15 students in her class, ranging in
age from 3 to 5. Most of the families have low to middle
socioeconomic status (SES) . Recently, a tornado passed
through a nearby town, causing major damage. While it didn’t
affect the immediate area around the preschool, some of her
students’ families were affected: three students have relatives
whose homes were destroyed and one student’s father owned a
restaurant, which was demolished. Parts of a nearby shopping
and community area were also very visibly damaged. Her
students have many questions and thoughts about the disaster.
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.

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
PR009 Teaching the Arts, Social Studies, and Health in
Preschool Settings
Part I: Lessons, Activities, and Resources
Practically every preschool teacher is constantly on the lookout
for lessons, activities, and other resources that can make
learning come alive for children. Thanks to the World Wide
Web, today’s educators have access to a plethora of information

and resources online. When planning instructional lessons and
activities, and selecting resources, you do not have to
constantly reinvent the wheel. There is an abundance of free
downloadable lessons, activities, and resources available to you
on the websites of professional organizations such as the
National Association for the Education of Young Children
(NAEYC) and HighScope, as well as on commercial sites.
Additionally, your colleagues are often a valuable source of
creative ideas, materials, and time-tested lessons, activities, and
resources.
For this first part of the Assessment, take time to scan the
Internet, as well as professional texts, and talk to colleagues
about developmentally appropriate arts, health and social
studies lessons, activities, and resources that have proven
successful in helping children achieve important learning goals.
Evaluate the activities, lessons, and resources to identify those
that are developmentally appropriate and applicable to the
children in the Case Scenarios. For each of the three scenarios,
select one activity in arts, one in health and one in social
studies. Then, complete the following:
· Write a detailed description of each activity, lesson, or
resource. For example, for Carlos’s class you may describe an
art activity that gives children opportunities to develop fine
motor skills, a health activity that has them preparing a snack,
and a social studies activity demonstrating what they have been
learning about diversity. (1 paragraph per activity/resource)
· Provide a rationale for why each resource was selected for use
with the children in the case presented. (1 paragraph per
resource)
· Include the source of the activity/lesson/resource (e.g.,
associated citation and link/picture)Part II: Integrated Social
Studies and Arts Lesson
Using the Lesson Plan Template provided, plan a lesson that
integrates social studies and the arts. The lesson may be geared
for a preschool class you teach or for another diverse group of
preschool children.

· Consider the prior knowledge and learning needs of the
children you will be teaching and their current areas of study in
social studies and the arts.
· Complete each section of the lesson plan, and state your
reasons/rationale for those decisions.
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 social studies and arts
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. (Use the
Lesson Plan Reflection Questions to guide your reflection.)

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