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– 2 years ago **files (5)** – ## Module8DiscussionBuildingCriticalThinkinginYoungChildrenUsingtheMLP.docx – ## MLPTemplate.8.30.24-Tagged.pdf – 11.pdf – 3.pdf – 4.pdf **## Module8DiscussionBuildingCriticalThinkinginYoungChildrenUsingtheMLP.docx** **Module 8 Discussion: Building Critical Thinking in …
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– 2 years ago
**files (5)**
– ## Module8DiscussionBuildingCriticalThinkinginYoungChildrenUsingtheMLP.docx
– ## MLPTemplate.8.30.24-Tagged.pdf
– 11.pdf
– 3.pdf
– 4.pdf
**## Module8DiscussionBuildingCriticalThinkinginYoungChildrenUsingtheMLP.docx**
**Module 8 Discussion: Building Critical Thinking in Young Children Using the MLP**
Building Critical Thinking Skills Using the MLP
Up until this point, you have utilized curricular methods used primarily for Infants (Nursery) to Kindergarten. Now, practice applying what you have learned about building Critical Thinking Skills in K – 2nd Grade using the Molloy Lesson Plan (MLP) materials found at this link:
[Molloy Lesson Plan Material.](https://molloy.instructure.com/courses/37943/modules/249804)
The Posted Plan: Use the MLP Frame to create an interdisciplinary ELA lesson for a group and post it here on Day One of the Module. Please post your initial response by Thursday and respond to at least two peers by Saturday.
The Response: In your response, react to at least 2 of your peers' posted lesson plans via the lens of the Molloy Lesson Plan Rubric. Additionally, please respond to these related questions:
1. How has your peer demonstrated the intent to build Critical Thinking Skills in the lesson plan for the intended group?
2. Why do you agree or disagree with the author's stance in Chapter 9 of your text that the critical thinking required to reach a solution to a problem is more valuable than the solution itself?
**Resources:**
**Eliason, C., & Jenkins, L. (2016).**
**A practical guide to early childhood curriculum (10th ed.). Pearson. (ISBN-13: 978-**
**0133801293)**
**Harms, T., Clifford, R. M., & Cryer, D. (2014).**
**Early Childhood Environment Rating Scale, third edition (ECERS-3). New**
**York, NY: Teachers College Press. (ISBN: 9780807755709)**
**Publication manual of the American Psychological Association (7th ed.). (2021`). Washington, DC: American**
**Psychological Association.**
**## MLPTemplate.8.30.24-Tagged.pdf**
Molloy University
Division of Education
PLEASE NOTE: Delete everything in red as you complete each section of your lesson plan.
Lesson Plan Template
All written plans will be evaluated for English language conventions and tools in writing mechanics.
Heading for Coursework
Student_____________________________________ Professor___________________
Course EDU________________________________ Date_______________________
Grade______Topic_________________________ Content Area_________________
Heading for PreProfessional Observation and Student Teaching Observation
Teacher Candidate_____________________ College Supervisor___________________
Content Area_________________________ Cooperating Teacher_________________
Grade______Lesson# ____Topic____________________________ Date____________
School District_______________________ School_____________________________
STANDARDS AND INDICATORS
(Follow the directions for completing this section as found in the Molloy Lesson Plan Instructions
document.)
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
INSTRUCTIONAL OBJECTIVE(S)
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24
1
\_\_\_________________________________________________________________
PRIOR ACADEMIC KNOWLEDGE, CONCEPTIONS/MISCONCEPTIONS
Prior Academic Knowledge
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
Misconceptions
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
DEVELOPMENTAL PROCEDURES (*Engaging the learner)
1. MOTIVATION _______________________________________________________________
2. ___________________________________________________________________________
3._________________________________________________________________
Add as many steps as need. Be sure to end with a closure.
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24
2
ASSESSMENT (formal & informal)
Informal assessment
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
Formal assessment
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
INSTRUCTIONAL STRATEGIES
(include an indicator for each strategy)
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
ADAPTATIONS
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24
3
DIFFERENTIATION OF INSTRUCTION
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
INDEPENDENT PRACTICE
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
FOLLOW-UP ACTIVITIES:
DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT
Direct Teacher Intervention
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
Academic Enrichment
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24
4
INSTRUCTIONAL RESOURCES AND MATERIALS
\_\_\_______________________ _________________________
\_\_\_______________________ _________________________
\_\_\_______________________ _________________________
\_\_\_______________________ _________________________
REFERENCES
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24
5
– Molloy University
– Division of Education
**11.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/11-pdf-10212775)
**3.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/3-pdf-10212779)
**4.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/4-pdf-10212777)
**4.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/4-pdf-10212777)
**## Module8DiscussionBuildingCriticalThinkinginYoungChildrenUsingtheMLP.docx**
**Module 8 Discussion: Building Critical Thinking in Young Children Using the MLP**
Building Critical Thinking Skills Using the MLP
Up until this point, you have utilized curricular methods used primarily for Infants (Nursery) to Kindergarten. Now, practice applying what you have learned about building Critical Thinking Skills in K – 2nd Grade using the Molloy Lesson Plan (MLP) materials found at this link:
[Molloy Lesson Plan Material.](https://molloy.instructure.com/courses/37943/modules/249804)
The Posted Plan: Use the MLP Frame to create an interdisciplinary ELA lesson for a group and post it here on Day One of the Module. Please post your initial response by Thursday and respond to at least two peers by Saturday.
The Response: In your response, react to at least 2 of your peers' posted lesson plans via the lens of the Molloy Lesson Plan Rubric. Additionally, please respond to these related questions:
1. How has your peer demonstrated the intent to build Critical Thinking Skills in the lesson plan for the intended group?
2. Why do you agree or disagree with the author's stance in Chapter 9 of your text that the critical thinking required to reach a solution to a problem is more valuable than the solution itself?
**Resources:**
**Eliason, C., & Jenkins, L. (2016).**
**A practical guide to early childhood curriculum (10th ed.). Pearson. (ISBN-13: 978-**
**0133801293)**
**Harms, T., Clifford, R. M., & Cryer, D. (2014).**
**Early Childhood Environment Rating Scale, third edition (ECERS-3). New**
**York, NY: Teachers College Press. (ISBN: 9780807755709)**
**Publication manual of the American Psychological Association (7th ed.). (2021`). Washington, DC: American**
**Psychological Association.**
**## MLPTemplate.8.30.24-Tagged.pdf**
Molloy University
Division of Education
PLEASE NOTE: Delete everything in red as you complete each section of your lesson plan.
Lesson Plan Template
All written plans will be evaluated for English language conventions and tools in writing mechanics.
Heading for Coursework
Student_____________________________________ Professor___________________
Course EDU________________________________ Date_______________________
Grade______Topic_________________________ Content Area_________________
Heading for PreProfessional Observation and Student Teaching Observation
Teacher Candidate_____________________ College Supervisor___________________
Content Area_________________________ Cooperating Teacher_________________
Grade______Lesson# ____Topic____________________________ Date____________
School District_______________________ School_____________________________
STANDARDS AND INDICATORS
(Follow the directions for completing this section as found in the Molloy Lesson Plan Instructions
document.)
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
INSTRUCTIONAL OBJECTIVE(S)
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24
1
\_\_\_________________________________________________________________
PRIOR ACADEMIC KNOWLEDGE, CONCEPTIONS/MISCONCEPTIONS
Prior Academic Knowledge
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
Misconceptions
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
DEVELOPMENTAL PROCEDURES (*Engaging the learner)
1. MOTIVATION _______________________________________________________________
2. ___________________________________________________________________________
3._________________________________________________________________
Add as many steps as need. Be sure to end with a closure.
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24
2
ASSESSMENT (formal & informal)
Informal assessment
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
Formal assessment
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
INSTRUCTIONAL STRATEGIES
(include an indicator for each strategy)
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
ADAPTATIONS
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24
3
DIFFERENTIATION OF INSTRUCTION
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
INDEPENDENT PRACTICE
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
FOLLOW-UP ACTIVITIES:
DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT
Direct Teacher Intervention
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
Academic Enrichment
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24
4
INSTRUCTIONAL RESOURCES AND MATERIALS
\_\_\_______________________ _________________________
\_\_\_______________________ _________________________
\_\_\_______________________ _________________________
\_\_\_______________________ _________________________
REFERENCES
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24
5
– Molloy University
– Division of Education
**11.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/11-pdf-10212775)
**3.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/3-pdf-10212779)
**4.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/4-pdf-10212777)
**## Module8DiscussionBuildingCriticalThinkinginYoungChildrenUsingtheMLP.docx**
**Module 8 Discussion: Building Critical Thinking in Young Children Using the MLP**
Building Critical Thinking Skills Using the MLP
Up until this point, you have utilized curricular methods used primarily for Infants (Nursery) to Kindergarten. Now, practice applying what you have learned about building Critical Thinking Skills in K – 2nd Grade using the Molloy Lesson Plan (MLP) materials found at this link:
[Molloy Lesson Plan Material.](https://molloy.instructure.com/courses/37943/modules/249804)
The Posted Plan: Use the MLP Frame to create an interdisciplinary ELA lesson for a group and post it here on Day One of the Module. Please post your initial response by Thursday and respond to at least two peers by Saturday.
The Response: In your response, react to at least 2 of your peers' posted lesson plans via the lens of the Molloy Lesson Plan Rubric. Additionally, please respond to these related questions:
1. How has your peer demonstrated the intent to build Critical Thinking Skills in the lesson plan for the intended group?
2. Why do you agree or disagree with the author's stance in Chapter 9 of your text that the critical thinking required to reach a solution to a problem is more valuable than the solution itself?
**Resources:**
**Eliason, C., & Jenkins, L. (2016).**
**A practical guide to early childhood curriculum (10th ed.). Pearson. (ISBN-13: 978-**
**0133801293)**
**Harms, T., Clifford, R. M., & Cryer, D. (2014).**
**Early Childhood Environment Rating Scale, third edition (ECERS-3). New**
**York, NY: Teachers College Press. (ISBN: 9780807755709)**
**Publication manual of the American Psychological Association (7th ed.). (2021`). Washington, DC: American**
**Psychological Association.**
**## MLPTemplate.8.30.24-Tagged.pdf**
Molloy University
Division of Education
PLEASE NOTE: Delete everything in red as you complete each section of your lesson plan.
Lesson Plan Template
All written plans will be evaluated for English language conventions and tools in writing mechanics.
Heading for Coursework
Student_____________________________________ Professor___________________
Course EDU________________________________ Date_______________________
Grade______Topic_________________________ Content Area_________________
Heading for PreProfessional Observation and Student Teaching Observation
Teacher Candidate_____________________ College Supervisor___________________
Content Area_________________________ Cooperating Teacher_________________
Grade______Lesson# ____Topic____________________________ Date____________
School District_______________________ School_____________________________
STANDARDS AND INDICATORS
(Follow the directions for completing this section as found in the Molloy Lesson Plan Instructions
document.)
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
INSTRUCTIONAL OBJECTIVE(S)
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24
1
\_\_\_________________________________________________________________
PRIOR ACADEMIC KNOWLEDGE, CONCEPTIONS/MISCONCEPTIONS
Prior Academic Knowledge
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
Misconceptions
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
DEVELOPMENTAL PROCEDURES (*Engaging the learner)
1. MOTIVATION _______________________________________________________________
2. ___________________________________________________________________________
3._________________________________________________________________
Add as many steps as need. Be sure to end with a closure.
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24
2
ASSESSMENT (formal & informal)
Informal assessment
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
Formal assessment
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
INSTRUCTIONAL STRATEGIES
(include an indicator for each strategy)
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
ADAPTATIONS
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24
3
DIFFERENTIATION OF INSTRUCTION
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
INDEPENDENT PRACTICE
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
FOLLOW-UP ACTIVITIES:
DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT
Direct Teacher Intervention
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
Academic Enrichment
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24
4
INSTRUCTIONAL RESOURCES AND MATERIALS
\_\_\_______________________ _________________________
\_\_\_______________________ _________________________
\_\_\_______________________ _________________________
\_\_\_______________________ _________________________
REFERENCES
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
\_\_\_________________________________________________________________
© Molloy University, Division of Education, Rockville Centre, NY 11571
SASS Revision 8/30/24
5
– Molloy University
– Division of Education
**11.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/11-pdf-10212775)
**3.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/3-pdf-10212779)
**4.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/4-pdf-10212777)
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