Common Core Aligned Lesson Plan TemplateSubject(s) ____________.docx

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Common Core Aligned Lesson Plan Template Subject(s): ______________________________________________ Grade: ______________ Teacher(s): ______________________________________ School: __________________ LESSON ELEMENT STUDENT-FRIENDLY TRANSLATION ( # 2,3,4 only) 1. Common Core Learning Standard(s) Addressed: 2. Learning Target(s): (What will students know & be able to do as a result of this lesson?) 3. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are these outcomes essential for future learning?) 4. Formative Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like?) 5. Activities/Tasks: (What learning experiences will students engage in? How will you use these learning experiences or their student products as formative assessment opportunities?) 6. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?) 7. Access for All: (How will you ensure that all students have access to and are able to engage appropriately in this lesson? Consider all aspects of student diversity.) 8. Modifications/Accommodations: (What curriculum modifications and/or classroom accommodations will you make for Students with Disabilities in your class? Be as specific as possible.) Common Core Aligned Lesson: Reflection This section should be reviewed for WEEK TWO analysis only. Students will NOT complete this section if this template is selected for the assignments during weeks 3 and 4. · Does this lesson reflect one of the “shifts” in instruction (see Common Core “Shifts” documents on EngageNY.org)? If so, please describe which shift is addressed and how? · In addition, please choose ONE question below to respond to after you have taught the lesson OR create your own question and respond to it after you have taught the lesson. 1. How did this lesson support 21st Century Skills? 2. How did this lesson reflect academic rigor? 3. How did this lesson cognitively engage students? 4. How did this lesson engage students in collaborative learning and enhance their collaborative learning skills? You are also encouraged to use a facilitated “Learning from Student Work” protocol to review and reflect on student work related to this lesson. .

Education

5. Activities/Tasks: (What learning experiences will students
engage in? How will you use these learning experiences or their
student products as formative assessment opportunities?)
6. Resources/Materials: (What texts, digital resources, &
materials will be used in this lesson?)
7. Access for All: (How will you ensure that all students have
access to and are able to engage appropriately in this lesson?
Consider all aspects of student diversity.)
8. Modifications/Accommodations: (What curriculum
modifications and/or classroom accommodations will you make
for Students with Disabilities in your class? Be as specific as
possible.)
Common Core Aligned Lesson: Reflection
This section should be reviewed for WEEK TWO analysis only.

Students will NOT complete this section if this template is
selected for the assignments during weeks 3 and 4.
· Does this lesson reflect one of the “shifts” in instruction (see
Common Core “Shifts” documents on EngageNY.org)? If so,
please describe which shift is addressed and how?
· In addition, please choose ONE question below to respond to
after you have taught the lesson OR create your own question
and respond to it after you have taught the lesson.
1. How did this lesson support 21st Century Skills?
2. How did this lesson reflect academic rigor?
3. How did this lesson cognitively engage students?
4. How did this lesson engage students in collaborative learning
and enhance their collaborative learning skills?
You are also encouraged to use a facilitated “Learning from
Student Work” protocol to review and reflect on student work
related to this lesson.

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EDSP 410 Unit Plan: Differentiated Lesson Plan Assignment Instructions Overview This is a continuation of the first part of your unit, the Unit Plan: Classroom, Goals, and Reading Assignment, developed in Module 4: Week 4. For this assignment, you are to fully develop your five lessons on the provided template, adding all materials you will be using to teach the entire five-day unit. Refer to the Unit Plan: Differentiated Lesson Plan Grading Rubric for more details on the expecations of this assignment. This is a Benchmark Assignment for your Developmental Portfolio. The lesson plan is the key component to effective instruction in the classroom. Studies have shown that teachers who are well prepared with exciting and interesting lesson plans have to deal with far fewer behavior issues in their classrooms. That is why it is so important for you to learn the basics of designing a lesson plan. To begin, use the following list to choose a grade level and core content area for which you would like to develop a lesson plan. It would be wise to create your plan for the age level and content area you are currently teaching or planning to teach. You may not use a lesson plan you have created for another course for this assignment. Instructions Elementary (K–5) Middle School (6–8) High School (9–12) Math Math Math Science Science Science Social Studies Social Studies Social Studies Geography Geography Geography History History History Reading Reading Literature Phonics/Grammar Grammar Grammar Writing Writing Writing After you have selected your grade level and subject area, you will need to consult the Virginia State Department of Education’s website to locate the state standards for your particular grade and subject area. You can access the website with the Virginia Standards of Learning link provided with this assignment. You will also need to locate the Common Core standard for your particular grade level and subject area. See the Common Core Standards link provided with this assignment. Once you have located the standards for the grade level and subject area for your plan, choose one around which you want to develop your lesson plan. Keep in mind that this is a single lesson plan, not an entire unit, so you will have to narrow down your topic to one that can easily be taught in a single lesson. For example, if you want to cover addition for Kindergarten, you will narrow that to one specific concept of addition that is to be taught to kindergarteners. Complete your lesson plan using the provided Unit Plan: Differentiated Lesson Plan Template document. · Name: You must put your first and last name on the lesson plan so it can be easily identified by the instructor. · Grade/Subject: You will identify what grade level and subject area is the focus for your lesson plan (e.g., 3rd grade science). · Topic: You will choose a specific topic within your grade/subject area that your state standards require you to teach (e.g., addition in math, noun ...

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Running Head: UNIT 6 ASSIGNMENT 1 1 UNIT 6 ASSIGNMENT 1 9 Xavier Williams Unit 6 Assignment 1 Introduction This course is designed for the department of engineering. In this engineering course, I will teach the learners about water resource engineering. They will learn Integrated Water Resources Development (IWRD) and Integrated Water Resources Management (IWRM) as a general framework for Water Resources Engineering. The students will mention water challenges experienced in their locality. This will be done in groups of five students with the aim of stating challenges of water and how to solve them. At the end of each lesson the teacher will lead in demonstration of various water resources and how water from the sources can be harnessed. The following will be the student learning goals; Learners will be able to understand elements integrated water resources management. Learners will be able to know erosion and deposition in rivers, Learners will be able to learn laws governing water in their country and internationally, Learners will be able to know erosion and deposition in rivers, Learners will be able to sit in groups and discuss different water sources. Since this is an engineering lesson, it will be necessary to conduct a practical experience. Learners play an active role and engage more during practical exercises than in theoretical practices. During practical exercises, students get a chance to utilize what they learnt in class and build confidence while at it to deal with real world situations. Allowing students to have discussions in groups’ plays a great role in learning experience by enhancing democratic learning, complements reflective learning and accommodates individual difference. Therefore, I aim to mix the low-ability learners with the high ability learners and help in leading discussions to ensure achievement of learning goals by the end of the course. Learning goals Learning goals state what the teacher intends the students to achieve as a result of a successful completion of the teaching experience. It could be at the end of a program, a course or learning experience. A course learning goal explains what the students will be capable to perform at the end of a course while program goal is what the student is capable of achieving at the end of their degree or diploma certificate. A well state learning goals should state the outcomes (Marzano, 2010). This is basically what the student will be in a position to do after they successfully complete the course. They should be simple and clear such that everyone comprehends them. They should focu.

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Name: Chere’ Dove Course: ELM 535 Strategies for Student Engagement Date: 12/19/18 Instructor: Dr. Robbins Learning Plan Template Contents 2Part 1: Fostering Ownership of Learning 3Part 2: Learning Objectives Plan 4Part 3: Learning Objectives versus Educational Goals 6Part 4: Assessment Plan 7Part 5: Questioning and Feedback Part 1: Fostering Ownership of Learning Grade Level: Five Math or ELA State Standard: Math Standard Types of Instruction Strategy Engaging Students in Learning Strategy Guiding Students to Take Ownership of Their Learning Strategy Tracking Data of Student Performance References/Resources Direct Instruction Asking general questions during learning Picking students randomly to answer the questions asked and helping each learner to correct mistakes It is not necessary for you to track data during direct instruction. You will not have to track student performance during this part of instruction. Learners’ textbook Teacher’s guide Guided Practice Grouping the learners and giving them group work Helping and guiding learners in their respective groups Answering the group questions effectively Learners textbook Chats Teacher’s guide Independent Practice Giving the learner a homework assignment Assessing how the learner answered the questions Marking the homework assignment questions and giving feedback Learners’ textbook Teacher’s guidePart 2: Learning Objectives Plan Grade Level: Five Math or English Language Arts Standard: Math Standard Learning Objective: Solve different mathematical problems and make correct calculations using various math formula Strategies to Communicate the Learning Objective (Collaborative Learning) 1. Listing various math formula on the board 2. Writing on the board some mathematical problems 3. Explaining methods of solving mathematical problems Strategies to Check for Understanding (Self-Directed Learning) 1. Asking the learner to write any mathematical formula 2. Giving some mathematical questions to the learner Strategies Summary The strategies chosen can establish an environment of learning in different ways. Directly involving the learner during the discussion fosters a good learning by bringing close the attention of the learner. The learner would not divert his/her attention. This would establish a good teacher-learner relationship. Giving tasks and assignments helps to establish a favorable learning environment. The learner would be eager to learn different ways of answering a particular question. In this way, a leaning environment is established. (Jonassen & Land, 2012) highlights different ways in which a teacher can establish not just a learning environment but a favorable learning environment for a learner to be in a position to understand what he/she is being taught. The process of sharing objectives with students can help to create a culture of self-directed learning. When a student gets to understand the objectives, he/she is able to set for himself/herself person.

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1. Company Description and Background a. Weight Watchers was created by Jean Nindetch in 1963 when she began to invite her friends and neighbors so that they can discuss their weight loss issues and how they could lose weight successfully. The basic concept of WW plan consisted of two components: the WW program and group support. Comprised of a food plan and an activity plan. WW eliminated counting calories by introducing a point system. b. Targeted women 25 to 55 c. 2017 about 1 million members who attended 32,000 WW meetings around the world organized by more then 9,000 leaders who had successful lost weight using WW. d. Record high revenue 2011 $1.8 billion, in 2012 a slight reduction occurred but beat all pre-2011 numbers, in 2013 is when business began take a turn for the worse. e. December 2015, WW launched a SmartPoints system which was a scale for food management. It was introduced to work along with a new weight management program called “Beyond the Scale.” Even thought doctors and nutrition’s approved the program, then-CEO David Kirchhoff felt it wasn’t enough because the programs didn’t take into account social, environmental and behavioral factors that led members to fail at their weight loss journey. Shortly after in August 2013, CEO Kirchhoff resigned in order to “pursue other opportunities” which left WW struggling to adjust their business strategy in the Internet Age. 2. Problems Posed In The Case a. CEO Jim Chambers resigned in September 2016 afterward a tumultuous year with stock prices dropping 54% that year alone and seven straight quarters of declining sales. b. Next generation diet programs and online apps like MyFitnessPal and FitBit were providing the same services for free of charge. CEO Chambers admitted that “consumers have changed and that WW hadn’t kept the pace.” c. As obesity levels increased worldwide, the market for weight loss products was growing exponentially, however, WW had to increase customer value and seek new target segments to fend off competitors from traditional rivalry’s like Nutrisystem, Slim Fast, Medifast, Jenny Craig and the Biggest Loser. d. Emergence of fad diets e. Decreased effectiveness of marketing and advertising programs f. The need for developing new and innovative products and services that could be delivered online or via mobile apps g. WW International faced stock price volatility because of rival weight management options such as the over-the-counter weight-loss drug Alli launched by GlaxoSmithKline in June 2006 and the development of Allergan’s Lap-Band device. h. Worldwide Health Organization estimated 2.3 billion people to be overweight by 2015 and more than 700 million obese. i. The development of effective weight-management methods i.e. pharmaceuticals, surgical options such as the Lap-Band. 3. Financial Analysis a. In 2017, revenue was 1.3 billion and in 2018 revenue was up by 5.77% at 1.5 billion. 4. Strategic Options a. During the dot-com era they creat.

1. Company Description and Backgrounda. Weight Watchers was cr.docx

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1. Come up with TWO movie ideas -- as in for TWO screenplays that you'd be interested in writing. You will eventually choose ONE screenplay to live with for the duration of this course. You will distill each idea into a single sentence. We call this a LOGLINE. A good logline: 1. Must include your PROTAGONIST. 2. Must be under 50 words. 3. Must contain the word "BUT" ("but" signifies conflict). After you write the logline. Tell us about your PROTAGONIST. What is her/his most pressing DESIRE? What are some of the potential OBSTACLES that can get in the way? TRY TO KEEP IT SIMPLE! Here's an example: MOVIE IDEA #1 WORKING TITLE: "COLLATERAL" LOGLINE: A cab driver dreams of starting his own limo company, BUT when a hitman gets into his cab, our hero must figure out how to survive the night. PROTAGONIST: Max (Cab Driver) DESIRE: To stop Vincent (the Hitman) POTENTIAL OBSTACLES: The HITMAN who never fails. THE COPS who think Max is the hitman. THE GANGSTERS who want the hitman dead. MAX’s own timid and hesitant nature. 2.What is the INCITING INCIDENT in your two film ideas? What is the 1stACT BREAK? Example: MOVIE TITLE: COLLATERAL INCITING INCIDENT: Vincent gets into Max’s cab, makes Max an offer 1STACT BREAK: Body drops on Max’s cab; Reveal Vincent is a Hitman (To discover your inciting incident possibly contemplate what the worst thing that could happen to your particular character would be) Interview questions 1. Do you have a specific reason why you wanted to become a physical therapist? 2. Why do think it’s a good idea to be a physical therapist? 3. What did you get your bachelor degree on? 4. Were you in any kind of program for PT? 5. What kind of opportunities were there for you after getting your bachelor degree? 6. What were some of the difficulties you faced when you were looking for jobs? 7. What are some things I should know before I continue? 8. What are some jobs that I can apply to, to get experience with what a want to pursue? 9. How long did it take you to finish school and start your job? 10. What are some skills a person should have that wants to do DPT? Unal 2 Seyma Unal English 101 Z02N Ms. Claytor 24 June 2019 Isabella Mia Interview as a Physical Therapist Isabella Mia is a physical therapist who is working in the US as a therapist for the last 10 years. I have selected her for the interview because the physical therapist is a tough job and it is important to consider a person who has worked in it for a long time to get the right insights. She is a very dedicated person towards her work and this the reason behind her success in this field. I met her for this interview on a coffee shop and following is the information that I got from her. Seyma Unal : Do you have a specific reason why you wanted to become a physical therapist? Isabella Mia : I believe that this is a very rewarding career. I always wanted to do something that can ease other people and in this profession, we have contact with customers .

1. Come up with TWO movie ideas -- as in for TWO screenplays that .docx

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1. Choose a case for the paper that interests you. Most choose a case that they experienced on the job (e.g., company merger, reorganization, adoption of innovation or new procedure). If you have never experienced anything remotely like this, then you could choose a case in your community that interested you (e.g., political issues like taxes, land acquisition, school boards). If none of those apply then you can choose a case that is personal to you (e.g., getting a raise, selling something to a client or customer). If you have never worked, then choose a case you may experienced as an intern or student. I am pretty liberal about the kind of case that you choose. 2. Choose a case that involved a failed change attempt or proposes a change that has never been attempted. DO NOT CHOOSE A CASE THAT WAS SUCCESSFUL. The outline is hard to use when describing successful change attempts. 3. Write the paper as an expanded outline. That means writing paragraphs under the lower level headings. By using the outline as headings, you won’t leave something out. 4. With regard to length, some overwrite Section I. I think they get into describing the problem and go on a tirade. Although cathartic, it eats space. Section II should be relatively brief and the shortest of the three sections. Section III is where you should be writing a lot. That is where you are showing me that you can use the course content to propose an effective change. 5. Remember that you will be sending the paper to me as an attachment. I will grade it and make comments in the file. I will return it to you at the SAME address from which I received it. IF FOR SOME REASON, YOU DON’T WANT ANYONE TO SEE THE PAPER, USE YOUR STUDENT EMAIL ADDRESS. DO NOT USE YOUR WORK ADDRESS. 6. I will erase all papers at the end of the term. I never share papers with others. Below I will give you some insights into the outline. SUGGESTED OUTLINE FOR CHANGE MANAGEMENT PAPERS I. Statement of problem area. In this section, describe the change attempt and the key players. A. Background of change attempt. 1. Nature of change (What is being proposed?). In this section, provide an overview of the change including a brief history. 2. Issues (Why is it being proposed?). If you are writing about a failed change, indicate why it was proposed and how it failed. If you are writing about a proposed change, then describe the problem it is intended to resolve. 3. Change Agent(s). This section is focused on the people who proposed or will propose the change. If there are only a few change agents, you can describe what each on is like. If you are there many, then describe their general characteristics. 4. A. Personality. What are they like? If you want, you can refer to the personalities I mention in the handout on integrative bargaining. B. Power. What kind of power do the change agents have and how much? Is their power formal (e.g., authority) and/or or informal (e.g., expertise, chari.

1. Choose a case for the paper that interests you. Most choose a .docx

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