Compare and Contrast Lesson Plan
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
Grace Hernandez
8th grade
14 April 2016
Instructional ELA
Transition Words
Vocabulary
Compare and Contrast Sleep Articles
I. Planning
Lesson Summary and Focus
Today students will start the class by using transition words in sentences. This will be done with a short fill-in-the-blank sentence worksheet to be done independently. After this, students will write sentences using their vocabulary words in an around-the-room activity. Lastly, as a class we will work on starting to compare and contrast two articles we have read.
Classroom and Student Factors
This is an eighth grade instructional special education classroom with eight students; three boys and five girls. All students have IEPs, a majority of the students have increased their reading skills to be at sixth to seventh grade level. I have only two students who are below a sixth grade reading level. I also have one student who is very private and shy about participating in the classroom; she is on anxiety medication to help her relax in the school environment. Students are in their last quarter before they become freshman in high school. Currently the school is also taking the state’s assessment which requires all computers in the building to be used for only this purpose for the month of April.
There are a lot of factors that come into play when creating lessons for my classroom. It is nearly impossible to have students be able to work with computers in the classroom since our state assessment is done on the computers. I can still introduce students to new types of technology by projecting images and Prezi’s on the whiteboard for students to see. Using the smartboard, students can actively participate with notes and online games as a class.
Another factor that I have to consider is to provide appropriate readings for all my students to comprehend. My Cooperating Teacher told me that the students can read a higher level article at a slower pace and done so as a class rather than as an individual. When picking my articles for students to do their compare and contrast unit I picked a topic that would be interesting to them.
Another factor that needs to be addressed is that students are not able to have access to any technology resources in the building due to our state assessment is currently using all of them to complete PARCC testing for the month at our building. Comment by Valerie Denny: This is a duplication of a previous statement. Is it needed?
Students may also be a bit more distracted today because they are visiting their future high school (“Step Up Day”) after this period. Their minds may not be focused in the classroom right now, but I will do my best to push for engagement.
National/State Learning Standards
CCSS.ELA-LITERACY.L.8.4.B
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede.
The document outlines the objectives and activities for several course units. The first unit aims to help students develop a critical perspective on how their past English learning and life choices relate to their goals and dreams. Students will write an autobiography exploring this connection. The second unit focuses on how students have helped friends and what they are willing to do for friends. Students will participate in online discussions about helping friends. The third unit examines how difficult experiences have shaped students' characters and what experiences have made them stronger. Students will write a narrative story about overcoming an obstacle.
This lesson plan is for a 90-minute English class for intermediate level teenagers. The lesson focuses on future plans and arrangements. Students will revise vocabulary and structures like the present continuous and going to. They will play a vocabulary game to review key terms. Students will then practice talking about future plans through exercises from their textbook. They will work in groups to read and analyze example messages and fill in blanks. As a final activity, students will write messages to each other to arrange weekend plans using the target language. The teacher will provide support and check for errors. Homework involves proposing situations and responding on a Padlet board.
This unit teaches grammar rules to 3rd grade students through examining errors in media. Over 10 days, students will identify grammatical mistakes, discuss different rules, and create their own corrected advertisement. The goals are for students to understand inaccuracies in media, employ grammar concepts, and collaboratively edit an advertisement. Assessment includes monitoring time usage and lesson impact through observations of students applying grammar skills.
The document presents a lesson plan for teaching middle school students about the rock cycle. It aims to help students develop literacy skills and vocabulary related to earth science standards on rock formation. The plan includes using KWL charts, partner work, hands-on examples, and flashcards to engage students in learning key terms like igneous, sedimentary and metamorphic rocks. Students will demonstrate their understanding through an exit slip identifying the rock cycle and defining sample vocabulary words. Additional tutoring will be provided for students who need extra help meeting the objectives.
The document summarizes 10 educational apps and their features. It provides details about each app's curriculum connection, authenticity, feedback, differentiation, user friendliness, instructions, higher order thinking opportunities, and ways to motivate students. Some of the apps discussed include Khan Academy, TED Conferences, King of Math, Quizlet, Epic! Unlimited Books, StudyBlue, GoNoodle, StudySync, IXL, and NoRedInk.
This document provides an overview of a module on the correct usage of verb tenses. It includes the vision, mission, objectives and general overview of the Bachelor of Secondary Education program. It also outlines the table of contents, objectives and lessons for each chapter which covers simple tenses, perfect tenses and progressive tenses. The first chapter focuses on the simple present, past and future tenses. It defines simple present tense and provides examples of its use.
The document provides information for improving instructional practices through classroom observations and walkthroughs. It discusses looking at the nature of student tasks, questioning techniques, and student engagement to understand teacher effectiveness. Specific instructional frameworks like Danielson and Marzano are referenced. A week-long vocabulary lesson plan template is also included, outlining daily activities to explicitly teach tier 2 words to engage students.
The document outlines the objectives and activities for several course units. The first unit aims to help students develop a critical perspective on how their past English learning and life choices relate to their goals and dreams. Students will write an autobiography exploring this connection. The second unit focuses on how students have helped friends and what they are willing to do for friends. Students will participate in online discussions about helping friends. The third unit examines how difficult experiences have shaped students' characters and what experiences have made them stronger. Students will write a narrative story about overcoming an obstacle.
This lesson plan is for a 90-minute English class for intermediate level teenagers. The lesson focuses on future plans and arrangements. Students will revise vocabulary and structures like the present continuous and going to. They will play a vocabulary game to review key terms. Students will then practice talking about future plans through exercises from their textbook. They will work in groups to read and analyze example messages and fill in blanks. As a final activity, students will write messages to each other to arrange weekend plans using the target language. The teacher will provide support and check for errors. Homework involves proposing situations and responding on a Padlet board.
This unit teaches grammar rules to 3rd grade students through examining errors in media. Over 10 days, students will identify grammatical mistakes, discuss different rules, and create their own corrected advertisement. The goals are for students to understand inaccuracies in media, employ grammar concepts, and collaboratively edit an advertisement. Assessment includes monitoring time usage and lesson impact through observations of students applying grammar skills.
The document presents a lesson plan for teaching middle school students about the rock cycle. It aims to help students develop literacy skills and vocabulary related to earth science standards on rock formation. The plan includes using KWL charts, partner work, hands-on examples, and flashcards to engage students in learning key terms like igneous, sedimentary and metamorphic rocks. Students will demonstrate their understanding through an exit slip identifying the rock cycle and defining sample vocabulary words. Additional tutoring will be provided for students who need extra help meeting the objectives.
The document summarizes 10 educational apps and their features. It provides details about each app's curriculum connection, authenticity, feedback, differentiation, user friendliness, instructions, higher order thinking opportunities, and ways to motivate students. Some of the apps discussed include Khan Academy, TED Conferences, King of Math, Quizlet, Epic! Unlimited Books, StudyBlue, GoNoodle, StudySync, IXL, and NoRedInk.
This document provides an overview of a module on the correct usage of verb tenses. It includes the vision, mission, objectives and general overview of the Bachelor of Secondary Education program. It also outlines the table of contents, objectives and lessons for each chapter which covers simple tenses, perfect tenses and progressive tenses. The first chapter focuses on the simple present, past and future tenses. It defines simple present tense and provides examples of its use.
The document provides information for improving instructional practices through classroom observations and walkthroughs. It discusses looking at the nature of student tasks, questioning techniques, and student engagement to understand teacher effectiveness. Specific instructional frameworks like Danielson and Marzano are referenced. A week-long vocabulary lesson plan template is also included, outlining daily activities to explicitly teach tier 2 words to engage students.
GCU College of EducationLESSON PLAN TEMPLATESection 1 L.docxshericehewat
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Darius Washington
Grade Level:
8th grade
Date:
August, 15,2019
Unit/Subject:
ENGLISH
Instructional Plan Title:
Lesson plan for English learning for 8th graders
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
The lesson shall entail guiding students on the correct use of language structures, application of concepts and academic vocabulary. The lesson shall be very keen on paying attention on students’ abilities to understand and internalize specific academic vocabularies and structures.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
The classroom shall entail 5-6 students from varying abilities and races between the ages of 17 and 18 years. The group of students entails IEPs, ELLS and students with behavioral issues. These factors shall require an individualized instructional strategy based on cultural and learning abilities.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
The Common Core State standards for 8th grade require application of conventions of standard English, language knowledge, learning and use of vocabulary. These lessons’ learning objectives perfectly align with the standard’s initiatives and performance indicators.
The NCTE/IRA Standards require that students acquire language skills, literacy skills, innovation, creativity and of students through availing resources, opportunities and instruction to guide them. This lesson plan outlines the differentiated activities and materials which shall engage the students to improve their learning abilities, innovation and creativity.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learnin ...
Running Head; DEVELOPING A UNIT PLAN 1.docxjeffsrosalyn
Running Head; DEVELOPING A UNIT PLAN 1
DEVELOPING A UNIT PLAN 2
Developing a Unit Plan
Name:
Tanisha Hannah
Institution:
Strayer University
Instructor:
Dr. Antony Jacob
Developing a Unit Plan
1. Unit Topic/Title: Non-verbal Communication
2. Grade Level: 8
3. Course/Discipline: Diploma in Education
4. Time to Complete Unit: Week 12
5. Main Purpose of the Unit Study: This unit will familiarize students with the different instructional methods which they can interchangeably use to ensure the effective transfer of skills.
6. Instructional Resources or Technology: The unit will employ the use of a black board, chalks, class text books, a projector and videos on learning.
7. Evaluation of Unit: The learning exercise will involve three continuous assessments and a final comprehensive test. Additionally, I will observe the understanding of each student and emphasize on multiple exercises.
Lesson One: Introduction to non-verbal communication
Introduction of the topic: The teacher will introduce the lesson by helping students basically grasp the nature and importance of non-verbal communication.
Reading of Course content in class: The student will instruct students to read through class text as they pause and get an easier explanation of the same.
Group discussions and real life experience narration: The teacher will guide students in identifying the various means of non-verbal communication. Additionally, the teacher will guide students in class discussion. His will help students to grasp class content.
Assessment of students: The teacher will observe whether students have understood through random class questions and answer and through simplistic observation. Secondly, the teacher will assign presentation assignments to students. Additionally, the teacher will give assignment to students to be worked on individually and in groups.
Lesson Two: Gestures and body movement
A recap of the previous lesson: The teacher will guide students in identifying the key lessons of the previous class works, most of which will help build on the next class lessons.
Introduction of the lesson: The teacher will try and relate new class content with hat was learnt in the previous class. New concepts will be read aloud from the class course books and later discussed in class. Students will also understand the basic concepts of gestures and body movements.
Class activities: While the teacher will help students understand abstract concepts, students will discuss amongst themselves, and even role play to communicate meaning through the newly learnt body movements and gestures. The instructor will also help students watch videos that will help visual learners as well as create pleasant learning experiences.
Lesson assessment: The teacher will assess on the understanding of students through class questions and answers and class presentations. The teacher will also assess on given assignments and even t.
This lesson teaches 7th and 8th grade language arts students about figurative language through an interactive PowerPoint presentation. The teacher will define different types of figurative language like similes, metaphors, onomatopoeia and alliteration using examples. Students will participate by sorting phrases, writing examples on the SmartBoard, and completing fill-in-the-blank exercises. The lesson supports universal design through multiple means of presentation, engagement, and self-paced learning.
The document provides an overview of the structure and content of the On the Pulse Starter coursebook. Each of the six core units follows a similar structure, beginning with vocabulary presentations, reading passages, grammar explanations, additional vocabulary, listening comprehension activities, and concluding with writing assignments. Additional features include regular progress checks, speaking activities, and a creative corner for extra practice. The goal is to enable students to gradually improve their English communication skills through engaging topics and tasks.
The document provides information for improving instructional quality through classroom observations. It discusses looking at student and teacher behaviors during observations. Examples of what to look for include the nature of student tasks, questioning techniques, engagement, and use of assessments. Effective vocabulary instruction is also addressed, with a sample weekly lesson plan template provided that incorporates modeling, discussion, graphic organizers, and other strategies across multiple days. The document emphasizes the importance of observing student behaviors and engagement to understand teacher practice.
The document provides information for improving instructional practices through classroom observations and walkthroughs. It discusses looking at the nature of student tasks, questioning techniques, and student engagement to understand teacher effectiveness. Specific instructional frameworks like Danielson and Marzano models are mentioned. A weekly vocabulary lesson plan template is also provided, outlining daily activities to explicitly teach tier 2 words over the course of a week through multimodal experiences like modeling, discussion, graphic organizers and hands-on tasks.
GCU College of EducationLESSON PLAN TEMPLATESight Words Guid.docxlianaalbee2qly
GCU College of Education
LESSON PLAN TEMPLATE
Sight Words Guided Reading Lesson Plan
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Kindergarten
Date:
March 1, 2018
Unit/Subject:
ELA
Instructional Plan Title:
Dr. Seuss
Lesson Summary and Focus:
Students will easily read high frequency words: am, it, and the –at family.
Classroom and Student Factors/Grouping:
There are 21 students total with 3 students with IEPs. The three students with IEPs have the support of the inclusion model. The special education teacher co-teaches during the 55-minute ELA block in the general education classroom.
National/State Learning Standards:
RF.K.3.C Read common high frequency words by sight.
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Specific Learning Target(s)/Objectives:
Review: I can read the sight words am and it with 90% accuracy.
Review: I can write the sight words am and it with 90% accuracy.
Lesson Target: I can identify words from the –at family in my reading and writing with 80% accuracy.
Academic Language
Key vocabulary:
Word Family - The patterns in words help you read and write them. Today we are going to look at the pattern -at.
Function:
Students will demonstrate understanding by reading am, it, and –at family words within print in texts and around the room. Students will also show understanding by writing those same words.
Form:
Students will be given think time to demonstrate knowledge in classroom discussions. Students will also be able to demonstrate understanding through their writing.
Resources, Materials, Equipment, and Technology:
Easel, sentence strips, markers, picture cards, pocket chart, reading books, magnet letters, pens, paper, ABC chart, individual books
Section 2: Instructional Planning
Anticipatory Set
· This lesson builds on the introduction of the –at family. Students are aware they can make additional words using –at.
· Students will be excited to sing and rhyme identifying –at family words.
Time Needed
10 mins
Multiple Means of Representation
Small Group:
· Focus: High Frequency Word Fluency
· Word Work: Students will be given the letters a, t, i, and s. Then they will be asked to spell the words it, is, and at.
· Next we will see how we can take the word hat and change the first letter to make new words in the –at family.
Book Intro Cat in the Hat:
· Have you ever had a really silly friend?
· Have you ever made a big mess in your house?
· What are some rules you should follow when you visit someone’s house?
· Do a book walk and identify the H sound in hat//has. Also look for –at sounds like in cat and hat.
· Children will then read independently with teacher listening on in a round robin format.
· After reading: What was the Cat in the Hat like? What color was his hat? What was your favorite part?
· Writing task for second half of guided reading group (This may occur on the next day.) If you c.
The document provides information for improving instructional quality through classroom observations. It discusses looking at student and teacher behaviors during tasks, using frameworks like Danielson and Marzano to guide observations, and focusing on domains like communicating with students and engaging them in learning. Specific instructional strategies are presented, such as using questioning techniques and flexible teaching. Data shows most class time is spent on non-academic activities, so the document also provides strategies for increasing student discussion and use of academic language.
What's Up? is a four-year English course for teenage students that aims to help them learn English through meaningful contexts and provide a clear understanding of the language. Each unit in the student book contains sections for vocabulary, reading, grammar, listening, speaking, and writing that introduce and practice the target language. Students are assessed on their language skills at the end of each unit. Technology such as classroom websites are used to enhance learning and for students to share their work.
The document provides information for effective instructional leadership and supporting school improvement. It discusses using observations and walk-throughs to improve instructional quality by focusing on student tasks/artifacts, teacher behavior, and student behavior. Specific domains and components of instructional frameworks like Danielson and Marzano are also referenced. The document also outlines a weekly vocabulary lesson plan template and provides examples of engaging activities for teaching vocabulary.
The document provides information for effective instructional leadership including look-fors when observing classrooms. It discusses using observations and walk-throughs to improve instructional quality and support school improvement. Specific areas of focus for observations are outlined, including common core standards, teaching strategies, student behavior and engagement. A weekly vocabulary lesson plan template is also provided.
1) The document provides instructions for two exercises for an English language class at an A2 level.
2) The first exercise is a gap fill activity where students read texts about working hours and ethics in different countries and fill in missing words.
3) The second activity asks students to orally compare the working conditions depicted in two pictures using linking words that express opposition, and then to compare those conditions to their own workplace.
The document summarizes two studies on the use of technology in education. The first study examined the impact of interactive whiteboards on student achievement in math and language arts, finding small increases in math scores. Teachers whose students scored above average used the whiteboards more frequently. The second study explored teachers' experiences using technology with at-risk students. It found that technology increased success rates but some students found online learning overwhelming, and identified strategies like choice, structure and customization that helped at-risk learners.
The document summarizes two research studies on the use of technology in education. The first study examined the impact of interactive whiteboards on student achievement in math and language arts, finding a small positive effect, especially in upper elementary grades. Teachers whose students scored above average were found to use the whiteboards more frequently. The second study explored teachers' experiences using technology with at-risk students, finding that teachers encountered difficulties but technology also provided opportunities for success when certain strategies were employed. Qualitative data analysis was used to identify themes in teachers' responses.
This document provides a case study on a fourth grade student named Anne. It summarizes observations of Anne in her classroom, including activities on story retelling, literature circles, and assessments using Running Records and DIBELS. The classroom observations focused on a lesson incorporating student academic choice and noted Anne's involvement in class discussions and partner activities. Literature circles allowed students to discuss books in small groups and share with the class. Assessments tested Anne's reading fluency, comprehension, and phonemic awareness.
The document provides an overview of effective instructional leadership strategies including introducing English Language Arts look-fors, modeling a vocabulary lesson, providing classroom support through walkthroughs, and selecting a reading passage and vocabulary words to teach the following week. It also includes templates for planning vocabulary instruction and determining additional activities for reinforcing the words.
This lesson plan is for a second grade social studies class on accepting differences. The lesson will involve reading the book "Day and Night" and discussing how the characters overcome their differences. Students will then complete a worksheet with a partner where they share their likes, dislikes, and find similarities. The goal is for students to see how having differences does not prevent people from getting along and to learn something new about their classmates. The teacher will evaluate based on student attitudes, cooperation, and participation during the partner activity. Accommodations are provided for different learners, such as pairing stronger students with weaker ones.
This document contains a lesson plan for a 90-minute English class for intermediate level teenagers. The lesson focuses on future tenses and predictions. It includes activities to revise future structures, learn new vocabulary about predictions, develop speaking through a game, and writing by imagining their life in 5 years. The plan provides the context, learning objectives, language focus, materials, procedures and activities which involve using future tenses through exercises, games and roleplays.
Computer Assisted Language Learning97 2003guestbba5d0
This document summarizes three articles on using technology to assist with language learning. The first article discusses a concordancing program to help students choose appropriate reporting verbs. The second examines wiki-based collaborative writing and how it encourages student attention to grammar. The third analyzes the effects of computer-mediated corrective feedback on L2 grammar development. The document reflects on how these tools could benefit both students and teachers in facilitating language learning.
The document provides information and resources for improving instructional quality and student learning. It discusses using classroom observations and walkthroughs to focus on student and teacher behaviors, tasks, and the use of academic language. Specific frameworks for evaluation and instructional best practices are referenced. A vocabulary instruction plan template is provided that incorporates explicit instruction, student engagement, and assessment of learning over multiple days.
Company Walt Disney World Prior to completing this assignment, .docxtemplestewart19
Company: Walt Disney World
Prior to completing this assignment, review your prior research and course submissions related to the company you selected for research in Week 2’s Environmental Scanning interactive assignment. Ensure that you have incorporated the feedback you received from your previous submissions. In your Final Project this week, you will pull the various elements you’ve created together to aid your creation of a Strategic Plan. From the perspective of an executive with the firm, your supervisor has tasked you with creating a strategic plan to grow the business over the next three years using this
Strategic Plan Template
and here is an
Example Strategic Plan
using the template. Continue to access the Mergent Ashford University Library online database which offers company financials, descriptions, history, property, subsidiaries, officers, and directors and the Business Insights database. (View the
Getting Started With Mergent
and
Business Insights: Global
documents for suggested methods of searching Ashford University Library databases generally as well as specific advice for searching these two databases).
Your strategic plan must be future-oriented and must
Describe the company, the company’s history and its 4Ps (Product, Price, Place, and Promotion).
Examine the company’s mission statement and assess its impact on the organization’s activities.
Explain the current situation of the organization in the market (industry, market, and general environment analysis).
Add your SWOT analysis (strengths, weaknesses, opportunities, and threats) of your chosen company here. Evaluate areas that offer opportunities for
Choose three or four areas from your SWOT analysis and assess why the areas you have chosen are essential to your strategic plan
Summarize the results of your Environmental Scan and Porter’s 5 Forces.
Evaluate the degree to which they aid in conceptualizing the company’s competitive position in its marketplace.
Assess the company’s international performance in light of Cultural Barriers, Monetary Exchange Rates, and Political Instability.
Assess the financial performance and condition of the
Operational budget: Research and assess the company’s operational budget.
Assess the performance in terms of key performance indicators.
In your analysis, be sure to include profitability ratios relevant to your analysis.
Debt to Equity ratio
Debt to Assets ratio
Based on the data, evaluate the overall current financial condition of the company.
Support your analysis by referring to the company data
Create a three year end trend analysis
Assess how your Operational Budget analysis affects your three-year strategic plan.
Recommend an organizational structure in terms of the organizational design as defined in Abraham (2012) section 2.6.
Assess the impact of the strategic plan on the organizational culture.
Strategic Goals: Create measurable core strategic goals for each of the.
Company OverviewCompany A has hired your team because you are.docxtemplestewart19
Company Overview:
Company A has hired your team because you are experts in defining a process and delivering projects on time. Company A has only been in business for ten years, and they have experienced a large turnover in the project management area;which has prompted senior leadership to investigate.
Senior leadership has determined that Project Managers are frustrated with the amount of required documentation, which has impacted their ability to successfully manage projects. In addition, project budgets are coming in over budget, and projects are being delivered late, also resulting in PMs' inability to meet performance guidelines.
A recent review of the current process has determined that Company A has spent between 30-40% of its total project budget on projects' overhead costs to include project management costs, which are typically between 20-25%. Project Management overhead includes the PM's time to manage the project, attend meetings, and develop the required documentation.
Company A has hired your team to create a new project management process to meet the strategic goals and ensure the project meets the financial objectives.
Goals of the new process
The company must have a view into total life cycle project costs to include what has been spent to date, baseline budget, any changes to the budget, remaining budget, and cost of the project at completion
The company must have a view into the project activities to include what has been completed, what is remaining
The company must have a view into project status issues, risks, any changes to dates
.
More Related Content
Similar to Compare and Contrast Lesson PlanTeacher CandidateGrade Le.docx
GCU College of EducationLESSON PLAN TEMPLATESection 1 L.docxshericehewat
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Darius Washington
Grade Level:
8th grade
Date:
August, 15,2019
Unit/Subject:
ENGLISH
Instructional Plan Title:
Lesson plan for English learning for 8th graders
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
The lesson shall entail guiding students on the correct use of language structures, application of concepts and academic vocabulary. The lesson shall be very keen on paying attention on students’ abilities to understand and internalize specific academic vocabularies and structures.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
The classroom shall entail 5-6 students from varying abilities and races between the ages of 17 and 18 years. The group of students entails IEPs, ELLS and students with behavioral issues. These factors shall require an individualized instructional strategy based on cultural and learning abilities.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
The Common Core State standards for 8th grade require application of conventions of standard English, language knowledge, learning and use of vocabulary. These lessons’ learning objectives perfectly align with the standard’s initiatives and performance indicators.
The NCTE/IRA Standards require that students acquire language skills, literacy skills, innovation, creativity and of students through availing resources, opportunities and instruction to guide them. This lesson plan outlines the differentiated activities and materials which shall engage the students to improve their learning abilities, innovation and creativity.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learnin ...
Running Head; DEVELOPING A UNIT PLAN 1.docxjeffsrosalyn
Running Head; DEVELOPING A UNIT PLAN 1
DEVELOPING A UNIT PLAN 2
Developing a Unit Plan
Name:
Tanisha Hannah
Institution:
Strayer University
Instructor:
Dr. Antony Jacob
Developing a Unit Plan
1. Unit Topic/Title: Non-verbal Communication
2. Grade Level: 8
3. Course/Discipline: Diploma in Education
4. Time to Complete Unit: Week 12
5. Main Purpose of the Unit Study: This unit will familiarize students with the different instructional methods which they can interchangeably use to ensure the effective transfer of skills.
6. Instructional Resources or Technology: The unit will employ the use of a black board, chalks, class text books, a projector and videos on learning.
7. Evaluation of Unit: The learning exercise will involve three continuous assessments and a final comprehensive test. Additionally, I will observe the understanding of each student and emphasize on multiple exercises.
Lesson One: Introduction to non-verbal communication
Introduction of the topic: The teacher will introduce the lesson by helping students basically grasp the nature and importance of non-verbal communication.
Reading of Course content in class: The student will instruct students to read through class text as they pause and get an easier explanation of the same.
Group discussions and real life experience narration: The teacher will guide students in identifying the various means of non-verbal communication. Additionally, the teacher will guide students in class discussion. His will help students to grasp class content.
Assessment of students: The teacher will observe whether students have understood through random class questions and answer and through simplistic observation. Secondly, the teacher will assign presentation assignments to students. Additionally, the teacher will give assignment to students to be worked on individually and in groups.
Lesson Two: Gestures and body movement
A recap of the previous lesson: The teacher will guide students in identifying the key lessons of the previous class works, most of which will help build on the next class lessons.
Introduction of the lesson: The teacher will try and relate new class content with hat was learnt in the previous class. New concepts will be read aloud from the class course books and later discussed in class. Students will also understand the basic concepts of gestures and body movements.
Class activities: While the teacher will help students understand abstract concepts, students will discuss amongst themselves, and even role play to communicate meaning through the newly learnt body movements and gestures. The instructor will also help students watch videos that will help visual learners as well as create pleasant learning experiences.
Lesson assessment: The teacher will assess on the understanding of students through class questions and answers and class presentations. The teacher will also assess on given assignments and even t.
This lesson teaches 7th and 8th grade language arts students about figurative language through an interactive PowerPoint presentation. The teacher will define different types of figurative language like similes, metaphors, onomatopoeia and alliteration using examples. Students will participate by sorting phrases, writing examples on the SmartBoard, and completing fill-in-the-blank exercises. The lesson supports universal design through multiple means of presentation, engagement, and self-paced learning.
The document provides an overview of the structure and content of the On the Pulse Starter coursebook. Each of the six core units follows a similar structure, beginning with vocabulary presentations, reading passages, grammar explanations, additional vocabulary, listening comprehension activities, and concluding with writing assignments. Additional features include regular progress checks, speaking activities, and a creative corner for extra practice. The goal is to enable students to gradually improve their English communication skills through engaging topics and tasks.
The document provides information for improving instructional quality through classroom observations. It discusses looking at student and teacher behaviors during observations. Examples of what to look for include the nature of student tasks, questioning techniques, engagement, and use of assessments. Effective vocabulary instruction is also addressed, with a sample weekly lesson plan template provided that incorporates modeling, discussion, graphic organizers, and other strategies across multiple days. The document emphasizes the importance of observing student behaviors and engagement to understand teacher practice.
The document provides information for improving instructional practices through classroom observations and walkthroughs. It discusses looking at the nature of student tasks, questioning techniques, and student engagement to understand teacher effectiveness. Specific instructional frameworks like Danielson and Marzano models are mentioned. A weekly vocabulary lesson plan template is also provided, outlining daily activities to explicitly teach tier 2 words over the course of a week through multimodal experiences like modeling, discussion, graphic organizers and hands-on tasks.
GCU College of EducationLESSON PLAN TEMPLATESight Words Guid.docxlianaalbee2qly
GCU College of Education
LESSON PLAN TEMPLATE
Sight Words Guided Reading Lesson Plan
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Kindergarten
Date:
March 1, 2018
Unit/Subject:
ELA
Instructional Plan Title:
Dr. Seuss
Lesson Summary and Focus:
Students will easily read high frequency words: am, it, and the –at family.
Classroom and Student Factors/Grouping:
There are 21 students total with 3 students with IEPs. The three students with IEPs have the support of the inclusion model. The special education teacher co-teaches during the 55-minute ELA block in the general education classroom.
National/State Learning Standards:
RF.K.3.C Read common high frequency words by sight.
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Specific Learning Target(s)/Objectives:
Review: I can read the sight words am and it with 90% accuracy.
Review: I can write the sight words am and it with 90% accuracy.
Lesson Target: I can identify words from the –at family in my reading and writing with 80% accuracy.
Academic Language
Key vocabulary:
Word Family - The patterns in words help you read and write them. Today we are going to look at the pattern -at.
Function:
Students will demonstrate understanding by reading am, it, and –at family words within print in texts and around the room. Students will also show understanding by writing those same words.
Form:
Students will be given think time to demonstrate knowledge in classroom discussions. Students will also be able to demonstrate understanding through their writing.
Resources, Materials, Equipment, and Technology:
Easel, sentence strips, markers, picture cards, pocket chart, reading books, magnet letters, pens, paper, ABC chart, individual books
Section 2: Instructional Planning
Anticipatory Set
· This lesson builds on the introduction of the –at family. Students are aware they can make additional words using –at.
· Students will be excited to sing and rhyme identifying –at family words.
Time Needed
10 mins
Multiple Means of Representation
Small Group:
· Focus: High Frequency Word Fluency
· Word Work: Students will be given the letters a, t, i, and s. Then they will be asked to spell the words it, is, and at.
· Next we will see how we can take the word hat and change the first letter to make new words in the –at family.
Book Intro Cat in the Hat:
· Have you ever had a really silly friend?
· Have you ever made a big mess in your house?
· What are some rules you should follow when you visit someone’s house?
· Do a book walk and identify the H sound in hat//has. Also look for –at sounds like in cat and hat.
· Children will then read independently with teacher listening on in a round robin format.
· After reading: What was the Cat in the Hat like? What color was his hat? What was your favorite part?
· Writing task for second half of guided reading group (This may occur on the next day.) If you c.
The document provides information for improving instructional quality through classroom observations. It discusses looking at student and teacher behaviors during tasks, using frameworks like Danielson and Marzano to guide observations, and focusing on domains like communicating with students and engaging them in learning. Specific instructional strategies are presented, such as using questioning techniques and flexible teaching. Data shows most class time is spent on non-academic activities, so the document also provides strategies for increasing student discussion and use of academic language.
What's Up? is a four-year English course for teenage students that aims to help them learn English through meaningful contexts and provide a clear understanding of the language. Each unit in the student book contains sections for vocabulary, reading, grammar, listening, speaking, and writing that introduce and practice the target language. Students are assessed on their language skills at the end of each unit. Technology such as classroom websites are used to enhance learning and for students to share their work.
The document provides information for effective instructional leadership and supporting school improvement. It discusses using observations and walk-throughs to improve instructional quality by focusing on student tasks/artifacts, teacher behavior, and student behavior. Specific domains and components of instructional frameworks like Danielson and Marzano are also referenced. The document also outlines a weekly vocabulary lesson plan template and provides examples of engaging activities for teaching vocabulary.
The document provides information for effective instructional leadership including look-fors when observing classrooms. It discusses using observations and walk-throughs to improve instructional quality and support school improvement. Specific areas of focus for observations are outlined, including common core standards, teaching strategies, student behavior and engagement. A weekly vocabulary lesson plan template is also provided.
1) The document provides instructions for two exercises for an English language class at an A2 level.
2) The first exercise is a gap fill activity where students read texts about working hours and ethics in different countries and fill in missing words.
3) The second activity asks students to orally compare the working conditions depicted in two pictures using linking words that express opposition, and then to compare those conditions to their own workplace.
The document summarizes two studies on the use of technology in education. The first study examined the impact of interactive whiteboards on student achievement in math and language arts, finding small increases in math scores. Teachers whose students scored above average used the whiteboards more frequently. The second study explored teachers' experiences using technology with at-risk students. It found that technology increased success rates but some students found online learning overwhelming, and identified strategies like choice, structure and customization that helped at-risk learners.
The document summarizes two research studies on the use of technology in education. The first study examined the impact of interactive whiteboards on student achievement in math and language arts, finding a small positive effect, especially in upper elementary grades. Teachers whose students scored above average were found to use the whiteboards more frequently. The second study explored teachers' experiences using technology with at-risk students, finding that teachers encountered difficulties but technology also provided opportunities for success when certain strategies were employed. Qualitative data analysis was used to identify themes in teachers' responses.
This document provides a case study on a fourth grade student named Anne. It summarizes observations of Anne in her classroom, including activities on story retelling, literature circles, and assessments using Running Records and DIBELS. The classroom observations focused on a lesson incorporating student academic choice and noted Anne's involvement in class discussions and partner activities. Literature circles allowed students to discuss books in small groups and share with the class. Assessments tested Anne's reading fluency, comprehension, and phonemic awareness.
The document provides an overview of effective instructional leadership strategies including introducing English Language Arts look-fors, modeling a vocabulary lesson, providing classroom support through walkthroughs, and selecting a reading passage and vocabulary words to teach the following week. It also includes templates for planning vocabulary instruction and determining additional activities for reinforcing the words.
This lesson plan is for a second grade social studies class on accepting differences. The lesson will involve reading the book "Day and Night" and discussing how the characters overcome their differences. Students will then complete a worksheet with a partner where they share their likes, dislikes, and find similarities. The goal is for students to see how having differences does not prevent people from getting along and to learn something new about their classmates. The teacher will evaluate based on student attitudes, cooperation, and participation during the partner activity. Accommodations are provided for different learners, such as pairing stronger students with weaker ones.
This document contains a lesson plan for a 90-minute English class for intermediate level teenagers. The lesson focuses on future tenses and predictions. It includes activities to revise future structures, learn new vocabulary about predictions, develop speaking through a game, and writing by imagining their life in 5 years. The plan provides the context, learning objectives, language focus, materials, procedures and activities which involve using future tenses through exercises, games and roleplays.
Computer Assisted Language Learning97 2003guestbba5d0
This document summarizes three articles on using technology to assist with language learning. The first article discusses a concordancing program to help students choose appropriate reporting verbs. The second examines wiki-based collaborative writing and how it encourages student attention to grammar. The third analyzes the effects of computer-mediated corrective feedback on L2 grammar development. The document reflects on how these tools could benefit both students and teachers in facilitating language learning.
The document provides information and resources for improving instructional quality and student learning. It discusses using classroom observations and walkthroughs to focus on student and teacher behaviors, tasks, and the use of academic language. Specific frameworks for evaluation and instructional best practices are referenced. A vocabulary instruction plan template is provided that incorporates explicit instruction, student engagement, and assessment of learning over multiple days.
Similar to Compare and Contrast Lesson PlanTeacher CandidateGrade Le.docx (20)
Company Walt Disney World Prior to completing this assignment, .docxtemplestewart19
Company: Walt Disney World
Prior to completing this assignment, review your prior research and course submissions related to the company you selected for research in Week 2’s Environmental Scanning interactive assignment. Ensure that you have incorporated the feedback you received from your previous submissions. In your Final Project this week, you will pull the various elements you’ve created together to aid your creation of a Strategic Plan. From the perspective of an executive with the firm, your supervisor has tasked you with creating a strategic plan to grow the business over the next three years using this
Strategic Plan Template
and here is an
Example Strategic Plan
using the template. Continue to access the Mergent Ashford University Library online database which offers company financials, descriptions, history, property, subsidiaries, officers, and directors and the Business Insights database. (View the
Getting Started With Mergent
and
Business Insights: Global
documents for suggested methods of searching Ashford University Library databases generally as well as specific advice for searching these two databases).
Your strategic plan must be future-oriented and must
Describe the company, the company’s history and its 4Ps (Product, Price, Place, and Promotion).
Examine the company’s mission statement and assess its impact on the organization’s activities.
Explain the current situation of the organization in the market (industry, market, and general environment analysis).
Add your SWOT analysis (strengths, weaknesses, opportunities, and threats) of your chosen company here. Evaluate areas that offer opportunities for
Choose three or four areas from your SWOT analysis and assess why the areas you have chosen are essential to your strategic plan
Summarize the results of your Environmental Scan and Porter’s 5 Forces.
Evaluate the degree to which they aid in conceptualizing the company’s competitive position in its marketplace.
Assess the company’s international performance in light of Cultural Barriers, Monetary Exchange Rates, and Political Instability.
Assess the financial performance and condition of the
Operational budget: Research and assess the company’s operational budget.
Assess the performance in terms of key performance indicators.
In your analysis, be sure to include profitability ratios relevant to your analysis.
Debt to Equity ratio
Debt to Assets ratio
Based on the data, evaluate the overall current financial condition of the company.
Support your analysis by referring to the company data
Create a three year end trend analysis
Assess how your Operational Budget analysis affects your three-year strategic plan.
Recommend an organizational structure in terms of the organizational design as defined in Abraham (2012) section 2.6.
Assess the impact of the strategic plan on the organizational culture.
Strategic Goals: Create measurable core strategic goals for each of the.
Company OverviewCompany A has hired your team because you are.docxtemplestewart19
Company Overview:
Company A has hired your team because you are experts in defining a process and delivering projects on time. Company A has only been in business for ten years, and they have experienced a large turnover in the project management area;which has prompted senior leadership to investigate.
Senior leadership has determined that Project Managers are frustrated with the amount of required documentation, which has impacted their ability to successfully manage projects. In addition, project budgets are coming in over budget, and projects are being delivered late, also resulting in PMs' inability to meet performance guidelines.
A recent review of the current process has determined that Company A has spent between 30-40% of its total project budget on projects' overhead costs to include project management costs, which are typically between 20-25%. Project Management overhead includes the PM's time to manage the project, attend meetings, and develop the required documentation.
Company A has hired your team to create a new project management process to meet the strategic goals and ensure the project meets the financial objectives.
Goals of the new process
The company must have a view into total life cycle project costs to include what has been spent to date, baseline budget, any changes to the budget, remaining budget, and cost of the project at completion
The company must have a view into the project activities to include what has been completed, what is remaining
The company must have a view into project status issues, risks, any changes to dates
.
Company Profile Assignment Select a business associa.docxtemplestewart19
Company Profile Assignment
Select a business association/organization and create a detailed profile.
Place yourself in the role of news reporter writing to an uninformed reader.
Detail the history of the company, who, when and how it started. Include information
Regarding whether the business began as one type of organization and changed over time.
Consider any and all relevant data: the who, what, where, how of the business.
Explain the business’ current situation: who runs it, if it has partners who are the general or limited partners? If it’s a corporation, is it “private” or public” or “non-profit”? Is it “closely-held” or “publicly-traded” corporation? Who is the CEO, the Chairman of the Board of Directors, how many individuals sit on the Board?
If the business is a corporation, what is the state of incorporation, when, ect.?
If the corporation is publicly traded”, where is the corporation listed? NASDAQ/ NYSE?
Anticipate any and all relevant questions that your reader may have regarding the organization.
I have intentionally remained vague as part of my performance evaluation of your work is assessing your ability to research and relate the critical operational characteristics as well as identify the important data.
Your Profile should be lengthy and detailed, although format is not critical-essay style or bullet points are entirely acceptable.
This is a critical skill set to develop as a business professional. In business, an individual must be aware of potential clients, customers as well as competitors in one’s respective field(s).
Attempt to secure what I refer to as a “tasty nugget” of information about the business. This is a more obscure or “fresh” fact about the company that will impress your reader/audience.
Developing this skill set will serve you well as you advance on your career in business.
Have some fun with it as well!
j/e/r
.
Company to use will be COSTCOPurpose of AssignmentTh.docxtemplestewart19
Company to use will be COSTCO
Purpose of Assignment
The purpose of this assignment is to allow students the opportunity to research a Fortune 500
company stock using the popular online research tool Yahoo Finance. The tool allows the student to
review analyst reports and other key financial information necessary to evaluate the stock value and
make an educated decision on whether to invest.
Assignment Steps
Resources: Yahoo Finance
Select a Fortune 500 Company from one of the following industries:
Pharmaceutical
Energy
Retail
Automotive
Computer Hardware
Manufacturing
Mining
Access Yahoo Finance and enter the company name.
Review the financial information and statistics provided for the stock you selected and answer the
following:
What is the ticker symbol of the company you chose?
What is the Current Stock Price?
What is the Market Cap for the stock you chose?
What is the Price to Earnings Ratio?
What is the Dividend and Yield?
What is the Enterprise Value?
What is the Beta?
Was there a Stock Split, and if so, when?
What was the closing stock price for the last 5 days?
What was the 52 Week High for this stock?
What is the Book Value per Share?
What type of rating are analysts recommending (i.e. buy, hold, etc.)?
What is the target price analysts are predicting for this stock?
What is the analyst's average revenue estimate for next year?
What are some of the significant news items and press releases made by the company over
the last year?
Explain in 700 words why you would or would not recommend investing in this stock.
Describe the relationship between the value of the stock and the price to earnings ratio.
What information does the Market Capitalization (Market Cap) and Beta provide to the
investors?
.
Company Target Corporation- Research and then describe yo.docxtemplestewart19
Company: '
Target Corporation'
- Research and then describe your company's(Company name given above) primary business activities. Include:
A brief historical summary,
A list of competitors,
The company's position within the industry,
Recent developments within the company/industry,
Future direction, and
Other items of significance to your corporation.
- Include information from a variety of resources. For example:
Consult the Form 10-K filed with the SEC.
Review the Annual Report and especially the Letter to Shareholders
Explore the corporate website.
Select at least two significant news items from recent business periodicals.
- Submit a written report that is 7-8 pages long. The report should be well written with
cover page, introduction, the body of the paper (with appropriate subheadings), conclusion, and reference page.
References must be appropriately cited. Be sure to address all of the points in Section A above, using all of the resources listed in Section B. Format: Double-spaced, one-inch margins, using a 12-point Times New Roman font. Use APA format throughout.
.
company that has been victims of cyber breachers withing the past th.docxtemplestewart19
company that has been victims of cyber breachers withing the past three years.
COMPANY is
FACEBOOK
Include the following headings in your paper:
Company Name—type of company—brief history—Industry—Customers (consumer, business, or both)
Name of the exploit
How the exploit was caused
.
Company ProfileWhen it comes to fast, efficient, personalized se.docxtemplestewart19
Company Profile
When it comes to fast, efficient, personalized service, Tri-Arrow Printing is second to none. Locally owned and operated by Detroit natives, our team of 30 employees can help you create professional documents, signs, banners, and specialty products for business or personal use. With the assistance of our full-time marketing specialist and designer, Tri-Arrow Printing can help you produce unique advertising materials to effectively promote yourself or your business without breaking the bank. For clients seeking one-of-a-kind invitations, cards, calendars, or home wall décor, Tri-Arrow Printing can help you create distinctive designs that match your personality and style. Using high-tech production equipment, we offer same-day delivery on most orders.
Committed to the loyal community that has supported Tri-Arrow Printing for two generations, we support local nonprofits and arts organizations by designing and printing $500 worth of promotional materials each month. In addition, we offer local schools special pricing and packages so they can advertise and promote school cultural events.
Products and Services
Documents
· Full-color or black-and-white printing and copying
· Full-service or self-service printing options
· Manuals, brochures, résumés, and letterhead
· Business cards and postcards
· Direct mail marketing and advertising
· Calendars
· Invitations and cards
Banners, Signs, and Speciality Products
· Posters, signs, and banners
· Magnets
· Wall and car decals
· Vinyl lettering
· Indoor and outdoor finishes
· Full-color, photo quality
· Oversize and custom shapes available
Strategic Goals
· Increase $1.2 million annual gross sales by $300,000 this year and an additional $300,000 the following year.
· Expand into the photo printing market (mass printing such as senior photos and high-quality art pieces).
· Invest $100,000 in after-school programs in the area.
· Develop a scholarship program for local at-risk students who want to attend college in the areas of business or performing arts.
§ 2:3. General Restrictions on Freedom of Speech in Schools
References
The United States Supreme Court has recognized that "[t]he vigilant protection of constitutional freedoms is nowhere more vital than in the community of American schools."1 The Court has repeatedly noted the importance of First Amendment protection in the school context, although often at the same time recognizing the power of school officials to control conduct in the schools.2 The Court, in an oft-quoted statement, noted:
It can hardly be argued that either students or teachers shed their constitutional rights to freedom of speech or expression at the schoolhouse gate. This has been the unmistakable holding of this Court for almost 50 years … On the other hand, the Court has repeatedly emphasized the need for affirming the comprehensive authority of the States and of school officials, consistent with fundamental constitutional safeguards, to prescribe and contro.
company SephoraWrittenn papers include the following minimum el.docxtemplestewart19
company: Sephora
Writtenn papers include the following minimum elements:
Company Background
Evaluation of the Supply Chain Processes
Drivers of Supply Chain Performance
Network Design
Risk Mitigation within the Supply Chain
Forecasting Practices
Sales & Operations Planning
Inventory Management Practices
Use of Transportation
Decisions in Sourcing
Use of Information Technology for Supply Chain Optimization
Supply Chain Sustainability with Learning Outcomes & Recommendations
below is the example
.
COMPANY PRESENTATIONBy; 1IntroductionGlobal huma.docxtemplestewart19
COMPANY PRESENTATION
By;
1
Introduction
Global human resource management include following aspects:
Unify the companies culture in mergers
Management of personnel internationally
Enforcing global recruitment strategy
Managing expatriates
Onboarding process
Compensation strategies in international business
The international operations of the company required newly hired staff or expatriates who will move to abroad for international business operations. Global human resource management provides various aspects to facilitate personnel management system in international business operations. Global human resource management include management of personnel internationally, unify the companies culture in mergers, enforcing global recruitment strategy, managing expatriates, onboarding process and compensation strategies in international business. In this presentation, all these aspects of global HRM will be presented. We will also study the global recruitment strategy with reference to Japan recruiting system. One compensation strategy will also be suggested for international business operation along with the key strategies required to enhance ethical behavior, sound working conditions and labor relation.
2
Strategies to Unify Companies Culture
Identify cultural differences
Communicate differences
State cultural agenda
Encourage share values
Increase synergies
Communicate expectations
Set operating Model
Build trust
Mergers is an effective international strategy which merge two companies. Following are the check list steps that would be important to unify one company culture with other company.
Identify cultural differences: The corporate cultures are usually different from each other. While merging the operations, it is important to identify the major differences exist in the culture in order to settle these differences in best possible way.
Communicate differences: It is an important responsibility of manager to communicate differences in order to set a culture of compromise and adjustment with in two different cultures.
State cultural agenda: After merger, it is important to state cultural objective and agenda in order to clarify the cultural expectations and to set a unified behavioral norm and pattern.
Encourage share values: It is not good to throw everything of pre-existing culture and change everything after merger (Shrivastava, 1986). It is better to work on the base of common operating principles and use the concept of shared values as well as standardized process.
Increase synergies: The basic logic behind merger of two companies is to increase the synergies through efficient operations. By combining the operations and values of two companies, a greater sum can be achieve (Søderberg & Holden, 2002).
Communicate expectations: By communicating expectations of merger with employees, a unified cooperating culture can be set (Kumar, 2000).
Operating model: The operating model of the company will define the company structure.
Company Overview The section should include the company name,.docxtemplestewart19
Company Overview: The section should include the company name, the industry they are in and a general overview of the organization.
Challenges: Discuss the challenges the organization had that limited their profitability and/or competitiveness and how they planned to leverage Cloud Computing to overcome their challenges.
Solution
: Describe the organization’s Cloud Computing implementation and the benefits they realized from the implementation. What was the result of implementing Cloud Computing? Did they meet their objectives for fall short?
Conclusion: Summarize the most important ideas from the paper and also make recommendations or how they might have achieved even greater success.
.
Company NameCorporation Name Unilever PLCPoints to be written.docxtemplestewart19
Company Name/Corporation Name : Unilever PLC
Points to be written for
* Future Direction
* Other items of significance to your corporation
Write 1 page for each topic
there are 2 topics
so in total 2 pages i need
Check the attached document for references
APA Format Must
References must be appropriately cited
.
Company Name HereMemoToFromCCDate332020R.docxtemplestewart19
Company Name Here
Memo
To:
From:
CC:
Date: 3/3/2020
Re: How to Use This Memo Template
Select text you would like to replace, and type your memo. Use styles such as Heading 1-3 and Body Text in the Style control on the Formatting toolbar. To save changes to this template for future use, choose Save As from the File menu. In the Save As Type box, choose Document Template. Next time you want to use it, choose New from the File menu, and then double-click your template.
1
1
Page 2
Memorandum Format Tips and Suggestions
· Complete Memorandum using the template included in this email
· Use a Word document (or comparable word processing program)
· Do not indent paragraphs
· Avoid block (or page long) paragraphs
· One (1) inch margins (top, bottom, left and right)
· Justify your memorandum, right
· Memorandum should have single-spaced sentences
· Font: Use standard font such as TimesNewRoman
.
Company Name Operating Budget Q1[Prior Quarter]Budget Pro.docxtemplestewart19
Company Name: Operating Budget Q1
[Prior Quarter]
Budget Projection Next Q
Var +/-
Var %
Revenue
Sales Revenue
Interest Income
Investment Income
Other Income
TOTAL INCOME
[Prior Quarter]
Budget Projection Next Q
Var +/-
Var %
Costs and Expenses
Advertising
Health Insurance
Installation/Repair of Equipment
Inventory Purchases
Salaries
Supplies
Insurance
Rent/Lease Payments
Other Expenses
TOTAL EXPENSES
NET PROFIT/LOSS
Net Earnings Before Taxes (Gain or Loss)
Income Tax Expense
Net Earnings After Taxes
[Prior Q]
Proj. Q.
Change
Ratio Analysis (Choose a minimum of two)
Profitability Ratio
Liquidity Ratio
Solvency Ratio
Valuation Ratio
Leverage Ratio
.
Company Name XeroxExplain the governance structure of Xerox.docxtemplestewart19
Company Name: Xerox
Explain the governance structure of Xerox
Analyze the connection between business and society
Detail how this connection affects the corporate governance of the Xerox
Examine the future of corporate governance globally. How does Xerox compare with global trends?
Use one academic source and one outside. APA format.
.
Company is Disney+,country is from USA,country is to Greenla.docxtemplestewart19
Company is Disney+
,
country is from USA
,
country is to Greenland
(
Nuuk
),
product/service is Entertainment - Films - Television - Streaming Services
,
How
(
FDI/Export/License
)
: Wholly Owned Subsidiary ?
What is your distribution strategy?
Read Ch.16 and respond to the following questions. First
,
respond with the appropriate textual references. Then
,
find relevant and current external sources to actualize your response. Make sure to add the links in the appropriate cells.
.
Company is Disney+, country is from USA, country is to Greenland( Nu.docxtemplestewart19
Company is Disney+, country is from USA, country is to Greenland( Nuuk), product/service is Entertainment - Films - Television - Streaming Services, How (FDI/Export/License) is FDI/License.
Destination: Consider the product/service - Are there any
non-tariff barriers
?
Read Ch 7 and respond to the question. Add research sources by hyperlinking the cells where you write your response
.
Company is Disney+, country is from USA, country is to Greenland, pr.docxtemplestewart19
Company is Disney+, country is from USA, country is to Greenland, product/service is Entertainment - Films - Television - Streaming Services, How (FDI/Export/License) is FDI/License.
Consider the corruption trends in your destination country, what are your company's guidelines about corrupt practices?
.
Company is Disney+, country is from USA, country is to Green.docxtemplestewart19
Company is Disney+
,
country is from USA
,
country is to Greenland
(
Nuuk
),
product/service is Entertainment - Films - Television - Streaming Services
,
How
(
FDI/Export/License
)
is FDI/License.
What Bilateral agreements exist between the two countries?
Read Ch 9 and respond to the question. Add research sources by hyperlinking the cells where you write your response.
.
Company IntelWeve learned how big of an advantage that technol.docxtemplestewart19
Company: Intel
We've learned how big of an advantage that technology can be in today's business environment. Every major strategic management goal will make use of multiple types of technology during implementation. In this assignment, you will need to create a presentation for the upper management at your chosen course project business. The presentation will focus on suggesting two pieces of technology that you feel are essential to the implementation of your chosen strategic management goal. This presentation will be in PowerPoint and Below is a detailed breakdown of what should be included in the presentation. Remember that presentations need to engage the audience through visual and auditory means. Use PowerPoint's features to accomplish this.
Create a title slide.
Summarize the goal you are trying to accomplish and the value it will bring to the business.
Identify two pieces of technology that you believe are essential to you accomplishing your chosen strategic management goal.
What are the strengths and weaknesses of each technology?
Why is each of these pieces of technology important to the implementation and execution of your chosen goal?
Provide research that supports your technology choices.
Cite a minimum of
1 scholarly source
.
Include a final APA works cited slide.
Format the presentation so that it's engaging and employs advanced formatting features such as templates, transitions, charts, or video.
It's important to be informative while still being persuasive. Focus on explaining the use of the technology and the value that the technology will bring to the business if used correctly.
.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
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The utilization of land is impacted by human needs and environmental factors. In countries
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Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
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providing crucial environmental data for scientific, resource management, policy purposes, and
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9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Compare and Contrast Lesson PlanTeacher CandidateGrade Le.docx
1. Compare and Contrast Lesson Plan
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
Grace Hernandez
8th grade
14 April 2016
Instructional ELA
Transition Words
Vocabulary
Compare and Contrast Sleep Articles
I. Planning
Lesson Summary and Focus
Today students will start the class by using transition words in
sentences. This will be done with a short fill-in-the-blank
sentence worksheet to be done independently. After this,
students will write sentences using their vocabulary words in an
around-the-room activity. Lastly, as a class we will work on
starting to compare and contrast two articles we have read.
Classroom and Student Factors
This is an eighth grade instructional special education
classroom with eight students; three boys and five girls. All
students have IEPs, a majority of the students have increased
their reading skills to be at sixth to seventh grade level. I have
only two students who are below a sixth grade reading level. I
also have one student who is very private and shy about
2. participating in the classroom; she is on anxiety medication to
help her relax in the school environment. Students are in their
last quarter before they become freshman in high school.
Currently the school is also taking the state’s assessment which
requires all computers in the building to be used for only this
purpose for the month of April.
There are a lot of factors that come into play when creating
lessons for my classroom. It is nearly impossible to have
students be able to work with computers in the classroom since
our state assessment is done on the computers. I can still
introduce students to new types of technology by projecting
images and Prezi’s on the whiteboard for students to see. Using
the smartboard, students can actively participate with notes and
online games as a class.
Another factor that I have to consider is to provide appropriate
readings for all my students to comprehend. My Cooperating
Teacher told me that the students can read a higher level article
at a slower pace and done so as a class rather than as an
individual. When picking my articles for students to do their
compare and contrast unit I picked a topic that would be
interesting to them.
Another factor that needs to be addressed is that students are
not able to have access to any technology resources in the
building due to our state assessment is currently using all of
them to complete PARCC testing for the month at our building.
Comment by Valerie Denny: This is a duplication of a
previous statement. Is it needed?
Students may also be a bit more distracted today because they
are visiting their future high school (“Step Up Day”) after this
period. Their minds may not be focused in the classroom right
now, but I will do my best to push for engagement.
National/State Learning Standards
CCSS.ELA-LITERACY.L.8.4.B
Use common, grade-appropriate Greek or Latin affixes and
roots as clues to the meaning of a word (e.g., precede, recede,
3. secede).
CCSS.ELA-LITERACY.RI.8.1
Cite the textual evidence that most strongly supports an analysis
of what the text says explicitly as well as inferences drawn from
the text.
CCSS.ELA-LITERACY.RI.8.3
Analyze how a text makes connections among and distinctions
between individuals, ideas, or events (e.g., through
comparisons, analogies, or categories).
CCSS.ELA-LITERACY.RI.8.5
Analyze in detail the structure of a specific paragraph in a text,
including the role of particular sentences in developing and
refining a key concept.
CCSS.ELA-LITERACY.W.8.3.C
Use a variety of transition words, phrases, and clauses to
convey sequence, signal shifts from one time frame or setting to
another, and show the relationships among experiences and
events.
Specific Learning Targets/Objectives
Students will know how to compare and contrast the articles, “Is
It Time to Start School Later?” by Dr. Michael Breus and
“Sleep for Success: Why Teens Need to Start School Later” by
Dr. Gail Gross. Also at the end of today’s lesson students will
also apply their vocabulary words to their own creative
sentence.
Teaching Notes
Today’s lesson falls into our compare and contrast unit study,
our class writing project - working on transition words, and
vocabulary unit on prefixes hydro-, bi-, mono-, and com-.
Agenda
To begin today’s class, students will independently work on
their transition words review worksheet (10 minutes). Once they
are done, students will gather their class materials from their
yellow in-class folder, blue vocabulary list, and both sleep
4. articles. In the next activity, students will be working on their
vocabulary words through an around-the-room activity (25
minutes). After the vocabulary activity we will transition to
starting to compare and contrast the two sleep articles that
students have already read. This will be done as a whole group
and with partners (45 minutes). This will conclude today’s 80
minute class session.
Formative Assessment
To measure today’s learning students will be graded on their
transition worksheet and their written vocabulary sentences.
Both of these sheets will be turned in at the end of each
activity. Students will also receive participation points for
working collaboratively with their partners on the compare and
contrast activity.
Academic Language
Key Vocabulary
The students will be continuing to work on comprehending their
vocabulary unit, 23 words, today in class.
Bivalve- a shell with two parts hinged together
Biannual - twice a year
Commiserate - feel sorrow or pity for someone
Compile - collect
Illegal - against the law
Illiterate - someone who cannot read or write
Hydroplane - land or take off from water
Hydroelectric - generate electricity by using water
Monotone - same tone
Monosyllable - a word with one syllable
Function
Students will demonstrate their understanding of their
vocabulary words by creating a sentence for each vocabulary
word. This will provide practice for the student’s
comprehension and application of these new words.
5. Form
In order for the students to comprehend the depth meaning of
each word, students will be rotating to 10 stations. Each station
will have one vocabulary word, the definition of the word, and
pictures that symbolize the vocabulary word. This will help
students better understand the meaning of each word. After
having a better understanding of each word, students will be
writing a sentence using the vocabulary word.
Instructional Materials, Equipment and Technology
Students will need:
Pens/ pencils/ highlighters
Notebook paper
Handouts of: Transition worksheet, reading articles, blue
vocabulary list
Teacher will need:
Transition worksheet and classroom copies
Vocabulary – Around-the-Room station vocabulary sheets
Vocabulary - Blue vocabulary list and classroom extra copies
Reading articles and classroom copies
Highlighters
Whiteboard and dry erase markers
Colored chart paper (green, red, yellow)
Colored construction paper (green, red, yellow)
Grouping
Today’s lesson will be based on individual work, working with
6. partners, and whole group work. Students will be working
independently on their bellwork, transition words, and will have
the option of doing their vocabulary activity independently, if
they choose to. As mentioned students have the opportunity to
work with a partner for their vocabulary activity. They will be
required to work with a partner when writing contrast details
about their assigned reading article. Students may choose their
partners since we have a very small class, or I will choose for
them if they cannot make a decision. The whole-group (teacher-
led) will be done for the beginning of our compare and contrast
activity.
II. Instruction
A. Opening
Prior Knowledge Connection
Students will have to have background knowledge of their
vocabulary words in order to write stronger sentences for our
vocabulary activity, and to complete their bellwork on transition
words. For our compare and contrast learning activity, students
will have to have read both articles on sleep in order to be able
to fully participate in this activity.
Anticipatory Set
Students can relate to today’s compare and contrast lesson
because we will be comparing and contrasting two articles that
discuss the important issue of how students need more sleep and
why schools should start later to ensure an increase of sleep
patterns. This study is proven for teens sleep patterns. Students
can relate to this topic and use this information to help them see
the difference in each article and what information both articles
share.
B. Learning and Teaching Activities (Teaching and Guided
7. Practice):
I Do
Students Do
Differentiation
Bold every example of modeling;
italicize every formative assessment.
1. After greeting the students, I will inform students to pick up
their bellwork worksheet on transition words and to do their
best. I will inform them that they cannot use their “cheat sheet”
of transition words.
2. While students are filling out their vocabulary worksheets, I
will take attendance. I will also use this time to finish up any
last touches that are needed for the next activity.
3. After 10 minutes students will be informed to turn in their
bellwork worksheet. Students will be instructed to get their
sleep articles from their folders, along with their notes on both
articles, and their blue vocabulary list.
4. Once students are back in their seats, I will introduce our
next activity by starting a brief discussion about some of our
vocabulary words from unit 23. This will help the students
recall some of their words and definitions by discussing them
before doing their activity.
5. After briefly reviewing our words, I will introduce our
vocabulary learning activity. I will ask students what they
notice by looking around the room.
6. After hearing their observations, I will explain the instruction
of what it is students are expected to be doing for this activity:
“Students are instructed to take these steps at each Vocabulary
Sign: 1. Identify the vocabulary word on the sign, 2. Read the
definition. 3. Look at the pictures that are on this sign. After
taking these steps, take a minute to let this information sink into
your brain. The next step at this Vocabulary Word station, you,
the student will create your own sentence using the assigned
vocabulary word. There will be a total of 10 sentences. One
sentence for each vocabulary word.”
8. 7. After explaining to the students the instructions for this
activity, I will demonstrate/work with the students on station
#1’s vocabulary word.
8. I will read station #1’s word aloud, monosyllable. I will then
read station #1’s definition, words with only one syllable. I will
verbally say what the pictures are on station #1’s sign; heart,
king, world. I will ask the students to think about this
information that was just read/said to them.
9. I will then ask the students “what do all the pictures have in
common?” After a response from a student, I will then ask
students “how do we create a sentence using the word
monosyllable based on the information on this sheet?”
10. After students have brainstormed this, I will call on a
student to provide their example. I will take the student’s input
to help them create a solid constructive sentence using the word
monosyllable.
11. Our sentence will be written on the front whiteboard, which
is where station #1 is located. I will write “The word king is a
monosyllable word.” On the whiteboard for our vocabulary
sentence. I will underline the word monosyllable so it is clear
what vocabulary word is used at this station.
12. Students are instructed to write this same sentence on their
blank notebook paper for station #1 as I write it on the
whiteboard.
13. I will then tell the students that this is what they are to do at
the remaining nine stations set up in the classroom. Think about
the word and use the pictures and definition as clues to help
them write their own sentence using the assigned vocabulary
word. I will also inform them that they may use their blue
vocabulary list during this activity. Students may also work
with partners, or do this activity independently. I will verbalize
and write a stop time on the front board. Students are to have 15
minutes to work on this activity.
14. I will be walking around the room to observe and assist any
student who has a question or concern about a specific station.
Towards the last 2 minutes, I will tape the class’s compare and
9. contrast chart on the front board.
15. Once students are done at all 10 (really nine since we did
the first one together) stations, they are to turn in their sheets to
my desk. They will be instructed to highlight 3 facts from each
sleep reading article that we have already read. They are to look
back at their annotations and highlight what they believe are the
three most important facts from each article.
16. Once I have everyone’s vocabulary sentences collected, I
will ask students “what have we learned from either sleep
reading article?” “What do both these articles have in
common?” After hearing from a few students, I will then ask the
students “What do you notice on the board?”
17. After hearing from students, I will then inform the students
of exactly what my color chart is. “This chart is a compare and
contrast chart. My yellow stands for contrasting the “Sleep for
Success” article. My green stands for contrasting the “Is It Time
to Start School Later” article. And lastly, my red stands for
what both articles have in common and how they are the same.”
18. As a whole group, students will tell me what to write in the
red chart. I will ask questions to help prompt students to think
about what both of these articles have in common. I will write
what they have in common on the chart big enough for all
students to see.
19. Now that our red chart is filled out, I will explain to
students that they are to fill out the yellow and green charts by
working with their partner.
20. Students will be given the opportunity to pick their partners,
if they do not seem that they are engaging for this, I will assign
partners.
21. After students are with their partners and have their articles
with them, I will provide further instructions. Students will be
assigned to either “Is It Time to Start School Later?” or “Sleep
for Success.” They are to write two facts from their assigned
article onto their colored construction paper. If they have
finished with two facts, they may add more. I will also inform
students that they are not to write any of the information that is
10. already written on the red chart on the board. “You are looking
for information that is different from the red chart” I will say to
the students. Students will also be given a stop time verbally
and written on the board (10 minutes).
22. As students work with their partners, I will walk around the
room observing, or assisting those who have questions or
concerns regarding this activity.
23. Once their time is up, I will instruct students to go back to
their original seats, and for one student from each partnership to
tape their construction paper to the proper chart on the board.
24. The person who did not tape their paper on the board, will
come up to the board to read aloud what he or she wrote with
their partner.
25. After each student has spoken, I will review what we have
just done in class. To check for understanding, I will ask the
students “What did we just examine about each sleep article?” A
student will answer this and I will clarify the student’s answer.
I will then ask “Where do we write the differences on each
article?” The class will answer as a whole group and I will
clarify the answer. I will then ask “Where do we write what the
two articles have in common?” The class will answer as a whole
group and I will clarify the answer.
26. To end the compare and contrast activity, I will inform
students that they will be writing their own compare and
contrast chart individually on . . . SUPERHEROES! The details
will be discussed at the next class period, but I will inform
students that they need to be thinking about two superheroes
that they like.
27. In the last 5 minutes of class, I will ask students if they
have any questions about today’s vocabulary activity or
compare/ contrast activity. Questions will be answered, and
then students will be instructed to start cleaning up the area
around them.
28. The last 2 minutes of class, I will ask the class “What is
your homework tonight?” and remind them that their narrative
rough draft is due April 21. If this is not written in their agenda
11. books already, this is their opportunity to do so.
1. Students will enter the class.
2. After everyone is in the classroom, students will be
instructed to pick up their transition words bellwork worksheet.
3. Once students have their bellwork worksheet and are back in
their seats, they can begin to work independently on this
worksheet without the use of their “cheat sheet” of transition
words.
4. Once they have finished the entire bellwork worksheet,
students will turn this in and retrieve their folders from the
classroom bin. They are to have out on their desks both reading
articles and their notes from them, and their blue vocabulary
list.
5. Students will actively engage in the classroom discussion
about recalling some of their vocabulary words that they have
been learning from unit 23.
6. After this brief discussion recalling and reviewing some of
the vocabulary words, students will listen to the next set of
directions from the teacher. Students will be facing towards the
board to follow along with the verbal directions for the next
activity.
7. Students will observe the room to see that there are stations
located in the room. After observing this, students will raise
their hands to vocalize their observations.
8. After stating their observations, students will be listening to
the directions of what they are to do at each station, per the
teacher’s instruction.
9. Students will follow along and actively engage in completing
the first station with the teacher. Students will be following
along to station #1 from their seats.
10. Students will think about the information that was read
aloud to them at station #1. After reflecting on this information,
students will actively engage by raising their hand to share what
they have concluded from the information given to them.
11. Students will then brainstorm on creating a sentence using
12. the vocabulary word, monosyllable. Once they have created one,
students will raise their hand to share their creative sentence.
12. Students will then take out a sheet of notebook paper.
13. Students will write down the vocabulary sentence for the
word monosyllable, written on the whiteboard, on their
notebook paper. Students will also underline the vocabulary
word, monosyllable, to show that they have identified what
vocabulary word is being used in this sentence.
14. Students will then get up from their desks, to start moving
around the room to complete each vocabulary station.
15. At each station students will be reading the vocabulary
word, the definition that goes along with that word, and looking
at the pictures that go along with the vocabulary word. Once
they have observed and read all of this information, students
will take a minute to brainstorm how to write a sentence using
the vocabulary word at their station.
16. Students will repeat step 15, for each vocabulary station.
There are 10 stations: however, as a class we did station #1
together. Students should be completing stations #2-10 on their
own or with a partner.
17. Once students have started to finish their 10 sentences; one
for each word, students will turn in their sentences to the
teacher and will be instructed to go back to their annotated
notes on each of the sleep articles.
18. Students will work silently to highlight what they believe to
be important facts from the articles.
19. After highlighting, students will be instructed to follow
along with the verbal instructions at the front board.
20. Students will use their articles to help create some
similarities between the two articles. Students will be figuring
this out independently, and raising their hand to share their
answer.
21. After sharing, students will be given the opportunity to pick
their own partners for this next activity. (If students do not start
to move, they will be assigned partners.) Students will then sit
next to their partners.
13. 22. Sitting next to their partners, students will listen for the
next set of instructions; which is to create two bullet points of
information that states what makes their article unique.
23. Students will brainstorm and discuss with their partners
what information from their assigned article is worth knowing.
24. After concluding this information students will be writing
their facts/ information on their colored (green or yellow)
paper. Comment by Valerie Denny: Construction or chart
paper?
25. After the teacher instructs that the activity is over, students
will go back to their seats and hang up their color sheets on the
appropriate colored charts at the front board.
26. Towards the last 5 minutes of class, students will check in
with the teacher showing their progress on the graphic
organizer.
27. Lastly, students will write in their agenda book their
homework to have their rough draft finished by Thursday, April
14.
Students will be given the opportunity, if they have finished
their vocabulary worksheet early, and while they are waiting for
their classmates to finish the vocabulary activity to continue
annotating each section of the articles; “Is It Time to Start
School Later?” and “Sleep for Success.”
Differentiated Instruction:
1. To differentiation instruction to my students, we will be
working together in a whole group activity to figure out what
both articles have in common. By working on this as a whole all
students can actively participate and visually see our classroom
chart where we write our similarities.
III. ASSESSMENT
Summative Assessment
Students will be assessed on their transition worksheet that is
14. done independently. They are to fully finish this worksheet in
class without using their “cheat sheet” on transition words.
Students are to fill in the blanks using the word bank provided.
There are 10 fill in the blank questions, making this assessment
worth 10 points.
Students will also be assessed based on their own sentences that
they have written during the vocabulary activity. Students will
be graded on their ability to correctly use their vocabulary word
in each sentence. This is worth 10 points.
Students will also earn participation points based on how well
they work with their partners during the compare and contrast
activity. This will be a total of 10 points to be given out for
those students staying on task, cooperating with their partners,
and being respectful of one another.
Differentiation
When students finish their vocabulary worksheet early, and
while they are waiting for their classmates to finish the
vocabulary activity, the students may continue annotating each
section of the articles “Is It Time to Start School Later?” and
“Sleep for Success.”
To differentiate instruction, we will be working together in a
whole group activity to figure out what both articles have in
common. By working on this as a whole group, all students can
actively participate and visually see our classroom chart where
the similarities were written. This also will clarify what a
similarity chart looks like when comparing and contrasting two
things.
Closure
To wrap up today’s lesson I will ask students to go back to their
original seats and start collecting today’s handouts and notes to
be put in their classroom folder. After this is cleaned up and we
are ready to move on, I will remind students of their homework,
and when it is due. Students will be writing this in their agenda
books at this time. Lastly, I will reflect with the students for the