Candidate’s name:
候选人姓名：

YanQi Tang
唐彦琪

XingYi Cai
蔡兴义

DaMing Guo
郭大明

Date:2024.6.21
日期：2024.6.21

Lesson plan title: Meet the week
课程计划标题：认识一周

Class/School/Grade:
班级/学校/年级：

Class 2, Freshman preschool education, HuiZhou University
惠州大学新生学前教育二年级

Planning
规划

National and/or State standard(s): [P1]
国家和/或州标准：[P1]

2cOT-5 Show understanding of words that describe time
2cOT-5 表现出对描述时间的词语的理解

22b. Measures time and money2. Relates time to daily routines and schedule
22b.衡量时间和金钱2。将时间与日常工作和日程安排联系起来

3YP-3 Participate in guided movement games or songs
3YP-3 参加引导运动游戏或歌曲

2YT-3 Recognize and associate a particular song or sound with a particular meaning
2YT-3 识别特定的歌曲或声音并将其与特定含义联系起来

Cross-curricular connections (when applicable): [P1]
跨课程联系（如适用）：[P1]

Mathematics & Logic:
数学与逻辑：

Sequential arrangement: Through "help us get in line" and the sequencing of Sundays (e.g., Sunday, Thursday, Saturday), children can learn and understand the order of each day of the week, strengthening their logical understanding of chronological order.
顺序排列：通过“帮我们排好队”和星期天（如星期日、星期四、星期六）的顺序，孩子可以学习和理解一周中每一天的顺序，加强他们对时间顺序的逻辑理解。

Problem solving: Via the mini-game "Who took a leave of absence?" "Stimulate children's logical reasoning skills and let them guess the missing day from the known week of the week.
解决问题：通过小游戏“谁请了假？“激发孩子的逻辑推理能力，让他们从一周中已知的一周中猜出缺失的一天。

Social science:
社会科学：

Time Concept: Week games are a fun way to educate about time, and it helps children build up time concepts and calendar awareness.
时间概念：一周游戏是一种有趣的时间教育方式，它可以帮助孩子们建立时间概念和日历意识。

Daily Living Skills: Educate children about weekly schedules and planning, develop their ability to manage time and organize activities.
日常生活技能：教育孩子每周的日程安排和计划，培养他们管理时间和组织活动的能力。

Art & Aesthetics:
艺术与美学：

Justification of the standard(s): [P1]
标准的理由：[P1]

We held fun games and upbeat music to create a relaxed and enjoyable learning atmosphere for young children. The curriculum is based on play, which is also in line with kindergarten standards and children's physical and mental development.
我们举办了有趣的游戏和欢快的音乐，为幼儿营造了轻松愉快的学习氛围。课程以游戏为基础，也符合幼儿园的标准和儿童的身心发展。

Daily lesson objective(s): [P2]
每日课程目标：[P2]

Teach the children about the seven days of the week
教导孩子一周七天

Essential questions(s) and/or learning focus: [P2, I2]
基本问题和/或学习重点：[P2、I2]

Learn and master the names of the seven days of the week, Monday to Sunday. Understand that the week is a cyclical concept, and when the week ends, it starts again.
学习并掌握一周七天（周一至周日）的名称。要明白，一周是一个周期性的概念，当一周结束时，它又开始了。

Instructional supports for whole group needs (strategies, learning experiences, resources, and materials): [P4]Teaching Strategies
针对整个小组需求的教学支持（策略、学习经验、资源和材料）：[P4]教学策略

Gamified Teaching:Taking advantage of children's natural love for games, the learning of the week is integrated into a variety of interesting games, such as carousel games, role-playing games, etc., to make the learning process more vivid and interesting.
游戏化教学：利用孩子天生对游戏的热爱，将一周的学习融入到各种有趣的游戏中，如旋转木马游戏、角色扮演游戏等，让学习过程更加生动有趣。

Interactive Engagement:Children are encouraged to actively participate in the game and deepen their knowledge and understanding of the week through hands-on operation and interaction.
互动参与：鼓励孩子积极参与游戏，通过动手操作和互动加深对一周的知识和理解。

Gradual:From simple to complex, children are guided to grasp the knowledge of the week step by step, such as first recognizing the name of the week, and then understanding the sequence and periodicity of the week.
循序渐进：从简单到复杂，引导孩子一步一步掌握一周的知识，比如先认识周名，再了解周的顺序和周期性。

Learning experience: Through hands-on operations such as spinning wheel games and sorting games, children can experience the sequence and periodicity of the week.
学习体验：通过纺车游戏、分拣游戏等动手操作，让孩子们体验一周的顺序和周期性。

Materials: Write the cards of each week and PPT
材料：写每周的卡片和PPT

Instructional supports for individual learner needs (include IEPs, IFSPs, 504 plans, appropriate assistive technology, and other individual learner needs): [P4]
针对个人学习者需求的教学支持（包括 IEP、IFSP、504 计划、适当的辅助技术和其他个人学习者需求）：[P4]

Adaptive teaching: Provide adaptive teaching content and methods according to the special needs of learners. For example, for students with learning difficulties, the difficulty of the game can be reduced and the number of repetitions can be increased to help them better grasp the knowledge of the week. According to the learning characteristics and abilities of learners, design game tasks and learning activities that are suitable for them. For example, for children with visual problems, you can design and use brightly colored and clearly patterned day cards or game props; For young children who are less sensitive to hearing, you can design audio materials or songs that include the name of the week and a description of the characteristics.
自适应教学：根据学习者的特殊需求，提供自适应教学内容和方法。例如，对于有学习困难的学生，可以降低游戏难度，增加重复次数，帮助他们更好地掌握本周的知识。根据学习者的学习特点和能力，设计适合自己的游戏任务和学习活动。例如，对于有视觉障碍的孩子，您可以设计和使用色彩鲜艳、图案清晰的日卡或游戏道具;对于对听力不太敏感的幼儿，您可以设计包含星期名称和特征描述的音频材料或歌曲。

Technology (used by learners to design, innovate, solve problems, and/or express creative thought): [P7]
技术（学习者用来设计、创新、解决问题和/或表达创造性思维）：[P7]

Multimedia technology: Capture students' attention and interest in learning by creating beautiful PowerPoint presentations or animations that bring the days of the week to life, such as giving the letters interesting and anthropomorphic features, or matching them with rich colors and sound effects.
多媒体技术：通过创建精美的 PowerPoint 演示文稿或动画来吸引学生的注意力和学习兴趣，使一周中的日子栩栩如生，例如赋予字母有趣和拟人化的特征，或将它们与丰富的色彩和声音效果相匹配。

Use teaching aids such as pictures of the week to play various games, such as sorting and finding neighbors, to improve students' participation and learning effectiveness in a gamified way. Let the children clarify the sequence and periodicity of the week, and deepen their understanding of the concept of the week.
使用本周图片等教具进行分类和寻找邻居等各种游戏，以游戏化的方式提高学生的参与度和学习效率。让孩子们明确一周的顺序和周期性，加深他们对一周概念的理解。

Instruction
指令

Introduction: [I1]
简介：[I1]

Set a purpose
设定目标

State goals/ objectives
国家目标/目的

Use a “hook”
使用“钩子”

Organize orientation around essential question/learning focus
围绕基本问题/学习重点组织方向

Activate and connect to prior knowledge [I2]
激活并连接到先验知识 [I2]

Body of the lesson:
课程正文：

Demonstrate understanding of content knowledge [I3]
展示对内容知识的理解 [I3]

Demonstrate application of content [I4]
演示内容应用 [I4]

Use evidence of prior knowledge and background [P5]
使用先验知识和背景的证据 [P5]

Engage learners in critical thinking, creativity, and problem-solving [I4]
让学习者参与批判性思维、创造力和解决问题的能力 [I4]

Relate to authentic local and/or global issues [I4]
与真实的本地和/或全球问题相关 [I4]

Sequence learning experiences [P6]
序列学习经验 [P6]

Integrate available technology [P7]
集成现有技术 [P7]

Justification of learning experiences, research-based strategies, and evidence of learners’ prior knowledge and background: [P4, P5, P6]
学习经验的合理性、基于研究的策略以及学习者先前知识和背景的证据：[P4、P5、P6]

Lesson closure: [I5]
课程结束：[I5]

Summarize key points of the lesson [P2, P3]
总结课程的要点 [P2， P3]

Connect to essential questions/ learning focus [P2]
连接到基本问题/学习重点 [P2]

Challenge learners to continue exploring content
挑战学习者继续探索内容

Assessment
评估

Assessment: [A1]
评估：[A1]

Includes formal and/or informal assessment
包括正式和/或非正式评估

Align with standards and objectives [P2]
与标准和目标保持一致 [P2]

Offer learners multiple ways of demonstrating knowledge and skills [P4]
为学习者提供展示知识和技能的多种方式 [P4]

Includes modified assessments for learners with specific needs as appropriate [P4]
酌情包括针对有特定需求的学习者的修改评估 [P4]

Children can grasp the names of the seven days of the week, i.e., Monday to Sunday, and correctly recognize the order of each name, which is considered to be a success in teaching.
孩子们可以掌握一周七天（即星期一至星期日）的名称，并正确识别每个名称的顺序，这被认为是教学的成功。

Toddlers can grasp the names of the seven days of the week and their correct order.
蹒跚学步的孩子可以掌握一周七天的名称及其正确的顺序。

In the week sorting game, prepare some cards with the names of the weeks written on them and shuffle them out of order. Have the toddler rearrange the cards according to the order of the week. This game can provide opportunities for young children to demonstrate their logical thinking skills and sequencing skills. Engage in interactive Q&A with young children during lessons. For example: "If today is Wednesday, what day of the week is tomorrow?" "What day was last Friday?" This question-and-answer format can provide opportunities for young children to demonstrate their responsiveness and thinking skills. The opening session also provides an opportunity for children to show their musical abilities
在周排序游戏中，准备一些写有周名的卡片，并将它们按顺序洗牌。让蹒跚学步的孩子根据一周的顺序重新排列卡片。这个游戏可以为幼儿提供展示他们的逻辑思维能力和排序能力的机会。在课堂上与幼儿进行互动问答。例如：“如果今天是星期三，那么明天是一周中的哪一天？“上周五是哪一天？”这种问答形式可以为幼儿提供展示他们的反应能力和思维能力的机会。开幕式也为孩子们提供了一个展示音乐能力的机会

In a pre-set time and situation, the behavior of children with special needs in the game of the week is recorded and evaluated using specific observation tables or scales. The observation table can include their engagement in the game, interactions, task completion, etc. We can also use other assessment methods, such as interviews. At the same time, the difficulty of the test can be appropriately reduced, and the method of graded test can be used to allow special children to be evaluated according to their own difficulty level.
在预先设定的时间和情况下，有特殊需要的儿童在一周的游戏中的行为被记录下来，并使用特定的观察表或量表进行评估。观察表可以包括他们在游戏中的参与度、互动、任务完成情况等。我们还可以使用其他评估方法，例如面试。同时，可以适当降低测试难度，采用分级测试的方法，让特殊儿童根据自己的难度等级进行评估。

Justification of objective-instruction-assessment alignment: [P3, A1]
目标-教学-评估一致性的理由：[P3，A1]

We have set clear teaching goals, and designed targeted teaching guidance for children according to the goals to help children better understand and grasp the concept of the week. Based on the assessment results, we can adjust the game goals, guidance strategies or activity content in time to meet the individual needs of children with special needs and promote their all-round development.
我们设定了明确的教学目标，并根据目标为孩子设计了有针对性的教学指导，帮助孩子更好地理解和掌握一周的概念。根据评估结果，及时调整游戏目标、指导策略或活动内容，满足特殊需要儿童的个性化需求，促进其全面发展。