You Will Be Using The Week Two Assignment Template To Comple

You Will Be Using Theweek Two Assignment Templateto Complete Your Assi

You will be using the Week Two Assignment Template to complete your assignment this week. Below you will find the directions needed for completing each step of the template. Step 1: Choose one of the videos below to watch a lesson being taught to a group of children. As you are watching the video, record each of the parts of the lesson you see in the video on the Lesson Plan Template section of the Week Two Assignment Template. Use the Early Childhood and Child Development Lesson Plan Handbook as a guide to help you determine where to place things within the template.

For example, if you observe the teacher activating the children’s prior knowledge, you will record what the teacher does to activate their prior knowledge in the introduction section of the lesson plan template. If a section of the Lesson Plan Template is not observed in the video, you will record Not Observed in that section on the Lesson Plan Template.

Videos available for observation include:

• Launching Counting Collections in Kindergarten
• Total Physical Response
• Great Lesson "Feelings and Emotions" in Preschool

Step 2: Using the notes you recorded on the Lesson Plan Template, evaluate the lesson plan using the Activity Plan Self-Check section of the Week Two Assignment Template. For this section, you will place an X on the line if the characteristic was observed from the lesson you watched when completing the Lesson Plan Template in Step 1. If the characteristic was not observed, you will leave the line blank. Then, count up the number of Xs you have on the Activity Plan Self-Check, and circle the corresponding level for the lesson you observed on the Self-Check Scoring Key.

Step 3: Using the Lesson Plan Template, Activity Plan Self-Check, the Early Childhood and Child Development Handbook, your primary text, and at least two additional scholarly or credible sources, address the following in the Lesson Evaluation section of the Week Two Assignment Template:

• Describe the steps of intentional planning that were evident in the lesson you observed and how the planning contributed to the success, or lack of success, of the activity.
• Explain how the lesson was developmentally appropriate for the children in the group.
• Discuss how the lesson plan is or is not aligned from the objective through to the closing.
• Justify the score that you gave the lesson you observed based on the Activity Plan-Self Check, citing specific evidence from the video.

Summarize how completing this evaluation activity will help you develop more effective leaders in lesson planning for your current or future work with children.

I have attached a copy of the template that must be used to complete this assignment. Thank you!

Paper For Above instruction

The weekly assignment offers an opportunity to critically analyze early childhood lessons through observational and evaluative techniques. This process not only deepens understanding of developmental appropriateness but also refines planning and leadership skills essential for effective teaching. Observing a lesson via a selected video—such as "Launching Counting Collections in Kindergarten," "Total Physical Response," or "Feelings and Emotions" in Preschool—serves as the foundation abstracted in the Lesson Plan Template. During viewing, documenting observable instructional behaviors, classroom interactions, and lesson components according to the Early Childhood and Child Development Lesson Plan Handbook facilitates a structured analysis of teaching practices.

The first step involves meticulous note-taking aligned with the lesson plan's sections. If certain elements—like activating prior knowledge or closing the lesson—are absent from the video, marking them as "Not Observed" prompts a focused examination of observed teaching strategies. This systematic recording enables the next phase: evaluating the lesson's adherence to best practices through the Activity Plan Self-Check. By placing Xs to indicate observed characteristics and tallying these, educators can objectively rate the lesson's overall quality using the Self-Check Scoring Key. This quantitative measure provides insight into instructional strengths and areas for improvement.

Subsequently, the evaluation deepens as the educator employs multiple sources—namely the Activity Plan Self-Check results, the lesson plan template, and authoritative texts like the Early Childhood and Child Development Handbook—to assess intentional planning. Recognizing deliberate sequencing, purposeful learning activities, and alignment with developmental stages underscores the quality of planning. For instance, if a lesson demonstrates clear objectives, developmentally appropriate content, and appropriate assessment strategies, it exemplifies effective intentional planning. Describing these elements in detail illuminates how planning directly impacts the success of the activity.

Furthermore, evaluating the developmental appropriateness involves analyzing whether the instructional strategies, content complexity, and engagement methods suit the children's age, cognitive, social, and emotional levels. An example might include assessing if a preschool lesson on feelings uses age-appropriate language and activities that promote social-emotional development. The alignment from objectives through to closure signifies coherence in lesson design; misalignments might reflect gaps in assessment or reflection phases, which are vital for learning reinforcement.

Justifying the observed score involves referencing specific evidence from the video, including teacher behaviors, student responses, and instructional materials used. For example, if the teacher effectively activates prior knowledge and scaffolds learning, these behaviors justify higher scores. Conversely, lack of engagement or disorganized transitions lower the rating. This critical analysis allows educators to distinguish between effective and ineffective teaching practices, fostering continuous improvement.

Finally, engaging in this evaluative process develops critical leadership qualities. It cultivates reflective educators who analyze teaching practices systematically, recognize developmental needs, and plan intentionally. Such skills translate into more effective leadership through mentorship, curriculum development, and instructional coaching. The ability to assess lessons objectively and provide constructive feedback nurtures a culture of continuous professional growth, ultimately enhancing children's learning experiences.

References

• Bredekamp, S., & Copple, C. (1997). Developmentally appropriate practice in early childhood programs (rev. ed.). National Association for the Education of Young Children.
• Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). National Association for the Education of Young Children.
• Gullo, D. F. (2007). Developmentally appropriate practice in the classroom: Focus on curriculum. Pearson Education.
• National Association for the Education of Young Children. (2020). A position statement on developmental appropriateness in early childhood practice. NAEYC.
• Hohmann, M., & Weikart, D. P. (1995). & Play: Teaching strategies for young children. High/Scope Press.
• Pianta, R. C., & Kraft-Sayre, M. (1999). Successful kindergarten transition: Your guide to connecting children, families, and schools. Paul H. Brookes Publishing.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
• Whitebread, D., & Basilio, M. (2012). Play and development in early childhood. In Whitebread et al., Play in Early Childhood Education. Routledge.
• Zimmerman, E., & Ward, M. (2012). Supporting early childhood development through quality interactions. Early Childhood Education Journal, 40(2), 91-97.
• Ashbrook, P. (2010). Developing Teaching Skills in Early Childhood Settings. Sage Publications.