SLCC-Eccles Lab School Written Activity Plan Rubric FHS 2600 os Lab Student Name. Mobs Date Due__2. [oA ps Date of Activity 3/961) Lab Classroom__ f. 3 T 3 Points 2 Points 1 Point 0 Points Total iS Points General formation a | Ailiafimatian wii top | Information top top header | headeriscomplee and | header i incomplete | correct andor incoreet, IA Teal ad Topic are Goal and Topi ret opie and Overarching appropriate for age, stage, | appropriate for age, A ed ‘and classroom, stage, and classroom LU Pian clearly indicates | Minimally indicates] Plan doesnot indicate | at interests, what interests, what interests, en assessments, prior | assessments, prior _| assessments, prior Preparing the Ani: inowiedge, loomed, inoriaign aa observations, and/or observations, and/or observations, and/or an experiences were experiences were experiences were observed to explain | observed to explain why | observed to explain why youhave chosen | youhave chosen this | why you have chosen this aciviny activi this seivity ivity, | Deseption ofthe | Descriptio ofthe] Minimal description oF ~| Description oF he Preparing the sonae” | activites is very | actvityfes is specific | the activities, no step- | activites is missing, ‘tivity Description | specific with step-by- | with step-by-step detail, | by-step detail 3A step detail, using using numbers or ‘numbers or bullets | bullets Developmentally ‘eiufeare DAP rage | Aas ae nat DAP), Appropriate and class for age and class us Planning for ‘entities the center or | Does not identity the places within the center or places within Implementatio Stasroom that willbe | theclassoom that will | Lt center or places utilized beutilized 1 ‘Cleary ists all props and] Is not specie for Does not list props and | materials needed from | necessary materials or is | materials needed Planning for bot the student and from | missing items the lab school and is ae supias per Plan clearly address | Plan minimally or] Plan does nov adress Planning for the documentation tobe | uncleariy addresses the | the documentation to Tooaaae | coat lan Teeiating | doeitiar ater gota | eae Zn Documentation the what, how, when, | completed, including the who what, how, when, who T | Collaborating teacher | Collaborating teacher Calibrating wit) | Poaniae ee | aeeeee ee al) Serres & date by due date Minimal (0 4) More tan 4spling, Conventions | speliing, grammatical, | grammatical or La erpunetvation errs | punctuation éror TOTALSCORE | kas ‘Comments:FHS 2600 Activity/ Lesson Plan #1: Art Activity FHS 2600 Activity/ Lesson Plan PART 1: Preparing the Activity and Planning for Implementation Spring 2015 Student Name: Abby Black Lesson Plan and Title: __Emotion Faces, Classroom / Lab Teachers: __Headstart_ /____ Melissa and Brenda Today’s Date: _02/25/2015 ity Implementation:_03/25/2015 Lab Teacher Signature before Implementation: _ \ Date: ___2/25/(S Comments: Course Instructor Approval before Implementation: Sal eases Date: 3-815 } ‘Comments: (Shi Add more mofeviads fo Tncwase Creochvred de aaa Overview Topic and Overarching Goal (what do you want the children to learn?): Twant the child to learn at least two of the four emotions I will be showing them out of happy, silly, sad, and angry. Preparing The Activity ‘Observation and Assessment: ‘What interests, assessments, prior knowledge, observations, and/or experiences have you observed to explain why you have chosen this activity? Ihave chosen this activity, because sometimes we don’t notice when other children are kind of down and sad. | Sometimes when we are happy, we hide it so I think itis important to show our emotions as a child to let everyone know of our needs, Activity Description: What are you doing for your activity? Describe in very specific step-by-step detail, using numbers or bullets. Include how you will get the experience started (materials, props, prep work, transitions) and what you need to do at the end of your experience (clean-up, transitions, documentation, notations, next leaming steps). Write descriptions as if you will be giving instructions to a substitute teacher: L will be doing half paper plate faces. ‘* Iwill already have the paper plates cut in half and I will put the popsicle sticks to the side. + _Lwill start with two halves of the paper plate at each chair.FHS 2600 A¢ }/ Lesson Plan Evaluation #1: Art Activity PART 2: SELF EVAUATIO! Spring 2015 (Attach Part 1 and Part 3 to this Evaluation when you submit it. This evaluation musi be typed) Student Name: Abby Black Center or Program / Teachers: Headstart_/ Melissa & Brenda__ Today’s Date_03/30/2015, Date of Activity Implementation: 03/25/2015__ Assessing and Reflecting: 1. Describe and explain the strengths of your Activity Lesson Plan and implementation (reference your plan, use specific examples): Melissa had me do my activity right after the children were done eating breakfast, right before outside and circle time. I think the biggest strength that I had was having an example made ahead of time so I wouldn’t have to try to explain it. The only thing I had to explain was that they don’t have to do a happy face, they could do whatever emotion they would like to. I had my supplies out organized on the table and, they were able to use. I bought a package of 4 glue bottles so they ail wouldn’t be needing glue at once. x 2. Describe and explain the areas for improvements in your Activity Lesson Plan and implementation (reference your plan, use specific examples): ‘ twas alittle hectic. I think I should've had a limit of 4 people at a time to do the activity instead of 6. The pipe cleaners for the mouths were a bit of a challSuge Yor Theis to glue and stick so most of them asked for help trying to get them to stick onto the paper plate. 3. Describe and analyze the documentation that you collected (attach all documentation to this form): Picture 1: (from left to right) Kavalia and Diane, Kavalia did a face of a lion. Diane did a happy face Picture 2: Luis Z. He was creative and added on pipe cleaners for the eye brows and it is hard to see them but he has ears on there too made of pipe cleaners. S Picture 3: Janet, She did a sad face. And colored in the eye brows herself! -Ouly See 2 plat? Teaching Effectiveness: 1, How did advance preparation (or lack of it) contribute to the success (or lack of success) of the activity? Since I made an example of the project, it was easier for the children to grasp the idea of what they were about to do. I think making an example contributed a lot with how successful the art plan was and also i ies for the chi iff 5 having plenty of enough supplies for the children to use of different colors. Be cammlyae, Haar , ob avowed Cay Sauetaes ltaut 2. Was the activity carried out as planned? What changes to your plan were made and why? Did the changes enhance or detract from the activity? Toriginally wanted to do this project with half a paper plate so they could put on their nose and mouth and have their own cyes contribute with the mask. I ended up changing the project to a full paper plate instead so I could use more creative supplies. I think it could’ve both enhanced and detract from the activity. Enhance it by making it more fun and creative. Detract it by only having them make one instead of one or two more each to add in a few different emotions. At the last minute, I decided to put out crayons and colored pencils so they could add on eyebrows if they wanted. j\— 3. If you were to use this activity again, what would you repeat and what would you change? Why?Sor FHS 2600 Plan #1: Art Activity/Lesson Plan Evaluation PART 3: TEACHER FEEDBACK AND EVALUATION Student Name: _Abo\y (2 \yc K Cooperating Teacher Name: _ \@.\\se. Byenda Date Activity was implemented: Mave VW 2S, ZS. After implementation, the lab teacher will complete this evaluation feedback form. After itis completed, tear this form out of the packet, and give the form to the course instructor (Sally Schramm) at due date, ‘Was student prepared? Were all materials ready to set up by start of center time? Nes - Did student implement art activity as written on lesson plan? If changes were made, what were they? Nes, Alay had pager plate, lug, vordeg wwcknoils ready. ‘Was the student engaged with children at art activity? Was it DAP? i She inferackes Nos -Avdou's achilehy wns DAP Can He Childvevs, falkeug, assishag whore Mioded. How long was the activity available? How many children participated? Advys cichely Was For about ‘vas ZO mmindess ISII7 Childe pacte pred. Did student clean up area at the end of the art activity? Nes - Thoughts: % fe children were trgoyed in the dorky, 4h) ded to use Hei Credcios to dune: Gre inkroctens. How deb you Whe lady your Kirk achucky ? Cooperating Teacher Signature: Wid OP nal Date_ 3/25/1S