Create a SIOP lesson plan that integrates students reading levels,
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Create a SIOP lesson plan that integrates students' reading levels, cultural background, language objectives, content objectives, and best instructional practices for ELLs, as well as authentic assessment for a grade level and content area of your choice. Use the SIOP lesson plan template, From the Class Profile specify a grade-level of your students. Choose a performance objective from the ELA Common Core State Standards to create the content objective for your lesson. Select the English language proficiency standards based on the needs of your students. Consider applicable language acquisition stages of development in designing your lesson plan. Utilize strategies and classroom assessment techniques that are appropriate for all ELLs including ELLs with special needs and gifted ELLs. Integrate the following: Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice & Application Lesson Delivery Review & Assessment ...
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Review the ESL virtual classroom by clicking on the resource link in.docx
Review the ESL virtual classroom by clicking on the resource link in the topic materials. Explore the learning environment and observe the lesson.
For the group of students in the virtual classroom, create a new SIOP lesson plan that integrates language objectives, content objectives, and best instructional practices for ELLs, as well as authentic assessment. Use the SIOP Lesson Plan template located in the Student Success Center.
Choose a performance objective from the ELA Common Core standards to create the content objective for your lesson.
Select the English Language Proficiency Standards based on the needs of your students. Consider applicable language acquisition stages of development in the development of your plan.
Integrate the following:
Comprehensible input
ESL strategies
On-going, specific, and immediate feedback
Grouping structures and techniques
Building background and vocabulary development
Current materials in ELD instruction (lesson and text modifications)
Student prior knowledge
Student engagement
.
Create a lesson plan that integrates language objectives, content ob
This document provides instructions for teachers to create a lesson plan for English language learners (ELLs) using the SIOP model. Teachers are asked to select a grade level and content area, then design a lesson using the SIOP template that integrates language and content objectives and includes activities for presentation, practice, and assessment. The lesson should be tailored for a class of 10 ELL students with varying English proficiency levels.
Create a lesson plan that integrates language objectives, conten
Create a lesson plan that integrates language objectives, content objectives, and best instructional practices for ELLs, as well as a method for authentic assessment. In this assignment you will complete a SIOP Lesson Plan based on the Background Information below and your own grade level selection and content area of choice.
Background Information
You are the teacher of a class of 10 ELL students in the same grade, but with differing English proficiency levels. Select your potential grade level and core content area of interest before you begin. Using the SIOP Lesson Plan template in the Student Success Center, design a lesson for those students by completing the following sections of the SIOP lesson plan:
Standards
Theme
Lesson Topic
Objectives (Content and Language)
Learning Strategies
Key Vocabulary
Materials
Motivation (Building Background)
Presentation (Language and content objectives, comprehensible input, strategies, interaction, feedback)
Practice and Application (Meaningful activities, interactions, strategies, feedback)
Assessment and Extension (Review objectives, and vocabulary, assess learning)
...
Details Elementary teachers frequently develop and implement unit
Details: Elementary teachers frequently develop and implement unit plans designed to enhance students’ learning in the English language arts. Well-conceived unit plans take into account a broad range of needs, including literacy skills, standards, text selections, students’ unique learning abilities and backgrounds, and sound instructional strategies and assessments. The purpose of this assignment is to practice developing and delivering literacy instruction that is appropriate for the elementary English language arts classroom and designed for students in your field experience classroom. Utilizing the needs assessment data you collected for the student from your field experience classroom in Topic 6, as well as other data you have learned about all of the students in your field experience classroom, create a week-long unit, composed of three individual lesson plans on literacy, utilizing the Common Core or your state’s literacy strands for that grade level. These strands should include reading, writing, speaking, listening, and language. Use the “COE Lesson Plan Template” for each of the lessons. You may adapt any previous assignments in the creation of this mini-unit plan, as long as the lessons form a planned, cohesive unit. The unit should include the following: •Lesson activities that include reading, writing, speaking, listening, and language/vocabulary and are aligned to state or national standards. •A grade-level appropriate text selection. •Use of at least one digitalresource that promotes effective communication and creates opportunities for active inquiry, collaboration, and supportive interaction in the classroom. •Connection, through instruction or assessment, to students’ prior learning knowledge and students’ personal culture/background. •Formative and summative assessment strategies to promote learning. •At least one homework or an extension activity that encourages students to apply what they learned in the unit to literacy in a different curricular content area like science, social studies, or mathematics. •Differentiation of strategies, assessments, and extension activities for all of the following: Students with special needs, gifted students, and English language learners. Along with the unit, write a 250-500 word rationale describing your reasoning for your instructional choices, your integration of reading, writing, speaking, listening, and language, and your differentiation for various learning needs. Be sure to cite any resources used.
...
Classroom practices
This document discusses standards-based instructional practices for English learners. It outlines that standards consist of content, benchmarks, and performance standards. It also emphasizes using differentiated instruction and content-based instruction to create meaningful learning experiences for English learners that align language development with grade-level content standards. The document recommends using thematic instruction and ongoing informal assessment to support English learners in developing both language skills and academic content knowledge.
Using SEI Strategies in a SIOP Lesson Plan Assignment and Rubr.docx
Using SEI Strategies in a SIOP Lesson Plan Assignment and Rubric
Assignment Instructions:
Create a SIOP lesson plan that integrates students' reading levels, cultural background, language objectives, content objectives, and best instructional practices for ELLs, as well as authentic assessment for a grade level and content area of your choice.
Use the SIOP lesson plan template, located on the College of Education site in the Student Success Center, and the "Class Profile” to complete this assignment.
From the “Class Profile,” specify a grade-level of your students. Choose a performance objective from the ELA Common Core State Standards to create the content objective for your lesson.
Select the English language proficiency standards based on the needs of your students. Consider applicable language acquisition stages of development in designing your lesson plan.
Integrate the following:
1. Lesson Preparation
2. Building Background
3. Comprehensible Input
4. Strategies
5. Interaction
6. Practice & Application
7. Lesson Delivery
8. Review & Assessment
APA format
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
Submit this assignment to your instructor in LoudCloud at the end of this topic.
Standards/Competencies Assessed:
Standards and program competencies assessed in the benchmark assignment:
· InTASC: 3(f), 4(m)
· TESOL: 2.a
· COE Program Competencies:
· D 7, C 7.1: Candidate will integrate ELLs cultural values and beliefs in the context of teaching and learning. (TESOL 2.a; InTASC 3f, 4m)
Scoring Guide:
CRITERIA
%
Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
CATEGORY
0%
65%
75%
85%
100%
Standards
10%
No standards are mentioned in the lesson. Lesson is not aligned to standards.
Some standards selected are not adequate for class profile or are not referenced.
All standards selected are adequate for class profile and are referenced. Lesson is vaguely aligned to standards.
All standards selected are adequate for class profile and are referenced. Lesson is aligned to standards.
All standards selected are appropriate for class profile and are referenced. Lesson is clearly and accurately aligned to standards.
Content and Language Objectives
10%
Content and language objectives are missing. Content vocabulary is not addressed.
Missing either content or language objectives. Content and language objectives do not provide a clear sense of what students will know and be able to do as a result of the lesson. Objectives are unclear, or
are unrelated to standards. Incomplete reference to vocabulary instruction.
Both language and content objectives are present, and most are aligned to standards. Stated language objectives provide a minimal sense of what students will be able to do as a result of the lesson. Adequate attention is provided to c ...
Among the most important aspects of English language proficiency dev.docx
Among the most important aspects of English language proficiency development are the integration of ELL cultural values and beliefs into instruction and the differentiation of instruction to address specific learning needs of all students.
For this assignment, you will create an English language arts lesson plan that integrates the cultural values and beliefs of ELLs and utilizes components of Universal Design for Learning (UDL).
Using the “COE Lesson Plan Template” and the “Class Profile,” create at least one learning objective for your chosen level of students between grades K-12 that aligns with both Arizona ELP and ELA standards.
Your lesson plan should include:
Differentiated instructional strategies and learning activities to address students’ language differences, giftedness, and special education needs (as listed on the "Class Profile")
Incorporation of technology to support English language development
Formative and summative assessments for the learning activities
.
Classroom Practices for English Learners (ELs) Instruction
Standards-based instruction for English learners involves aligning content, language, and performance standards. It creates high expectations and meaningful learning contexts framed around what and why students need to learn. Teachers should familiarize themselves with relevant standards and use differentiated instruction, content-based instruction, scaffolding and thematic units to meet student needs. Assessment of English learners should be multidimensional, involving formal and informal methods like portfolios and classroom observations in addition to standardized tests.
Recommended
Review the ESL virtual classroom by clicking on the resource link in.docx
Review the ESL virtual classroom by clicking on the resource link in the topic materials. Explore the learning environment and observe the lesson.
For the group of students in the virtual classroom, create a new SIOP lesson plan that integrates language objectives, content objectives, and best instructional practices for ELLs, as well as authentic assessment. Use the SIOP Lesson Plan template located in the Student Success Center.
Choose a performance objective from the ELA Common Core standards to create the content objective for your lesson.
Select the English Language Proficiency Standards based on the needs of your students. Consider applicable language acquisition stages of development in the development of your plan.
Integrate the following:
Comprehensible input
ESL strategies
On-going, specific, and immediate feedback
Grouping structures and techniques
Building background and vocabulary development
Current materials in ELD instruction (lesson and text modifications)
Student prior knowledge
Student engagement
.
Create a lesson plan that integrates language objectives, content ob
This document provides instructions for teachers to create a lesson plan for English language learners (ELLs) using the SIOP model. Teachers are asked to select a grade level and content area, then design a lesson using the SIOP template that integrates language and content objectives and includes activities for presentation, practice, and assessment. The lesson should be tailored for a class of 10 ELL students with varying English proficiency levels.
Create a lesson plan that integrates language objectives, conten
Create a lesson plan that integrates language objectives, content objectives, and best instructional practices for ELLs, as well as a method for authentic assessment. In this assignment you will complete a SIOP Lesson Plan based on the Background Information below and your own grade level selection and content area of choice.
Background Information
You are the teacher of a class of 10 ELL students in the same grade, but with differing English proficiency levels. Select your potential grade level and core content area of interest before you begin. Using the SIOP Lesson Plan template in the Student Success Center, design a lesson for those students by completing the following sections of the SIOP lesson plan:
Standards
Theme
Lesson Topic
Objectives (Content and Language)
Learning Strategies
Key Vocabulary
Materials
Motivation (Building Background)
Presentation (Language and content objectives, comprehensible input, strategies, interaction, feedback)
Practice and Application (Meaningful activities, interactions, strategies, feedback)
Assessment and Extension (Review objectives, and vocabulary, assess learning)
...
Details Elementary teachers frequently develop and implement unit
Details: Elementary teachers frequently develop and implement unit plans designed to enhance students’ learning in the English language arts. Well-conceived unit plans take into account a broad range of needs, including literacy skills, standards, text selections, students’ unique learning abilities and backgrounds, and sound instructional strategies and assessments. The purpose of this assignment is to practice developing and delivering literacy instruction that is appropriate for the elementary English language arts classroom and designed for students in your field experience classroom. Utilizing the needs assessment data you collected for the student from your field experience classroom in Topic 6, as well as other data you have learned about all of the students in your field experience classroom, create a week-long unit, composed of three individual lesson plans on literacy, utilizing the Common Core or your state’s literacy strands for that grade level. These strands should include reading, writing, speaking, listening, and language. Use the “COE Lesson Plan Template” for each of the lessons. You may adapt any previous assignments in the creation of this mini-unit plan, as long as the lessons form a planned, cohesive unit. The unit should include the following: •Lesson activities that include reading, writing, speaking, listening, and language/vocabulary and are aligned to state or national standards. •A grade-level appropriate text selection. •Use of at least one digitalresource that promotes effective communication and creates opportunities for active inquiry, collaboration, and supportive interaction in the classroom. •Connection, through instruction or assessment, to students’ prior learning knowledge and students’ personal culture/background. •Formative and summative assessment strategies to promote learning. •At least one homework or an extension activity that encourages students to apply what they learned in the unit to literacy in a different curricular content area like science, social studies, or mathematics. •Differentiation of strategies, assessments, and extension activities for all of the following: Students with special needs, gifted students, and English language learners. Along with the unit, write a 250-500 word rationale describing your reasoning for your instructional choices, your integration of reading, writing, speaking, listening, and language, and your differentiation for various learning needs. Be sure to cite any resources used.
...
Classroom practices
This document discusses standards-based instructional practices for English learners. It outlines that standards consist of content, benchmarks, and performance standards. It also emphasizes using differentiated instruction and content-based instruction to create meaningful learning experiences for English learners that align language development with grade-level content standards. The document recommends using thematic instruction and ongoing informal assessment to support English learners in developing both language skills and academic content knowledge.
Using SEI Strategies in a SIOP Lesson Plan Assignment and Rubr.docx
Using SEI Strategies in a SIOP Lesson Plan Assignment and Rubric
Assignment Instructions:
Create a SIOP lesson plan that integrates students' reading levels, cultural background, language objectives, content objectives, and best instructional practices for ELLs, as well as authentic assessment for a grade level and content area of your choice.
Use the SIOP lesson plan template, located on the College of Education site in the Student Success Center, and the "Class Profile” to complete this assignment.
From the “Class Profile,” specify a grade-level of your students. Choose a performance objective from the ELA Common Core State Standards to create the content objective for your lesson.
Select the English language proficiency standards based on the needs of your students. Consider applicable language acquisition stages of development in designing your lesson plan.
Integrate the following:
1. Lesson Preparation
2. Building Background
3. Comprehensible Input
4. Strategies
5. Interaction
6. Practice & Application
7. Lesson Delivery
8. Review & Assessment
APA format
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
Submit this assignment to your instructor in LoudCloud at the end of this topic.
Standards/Competencies Assessed:
Standards and program competencies assessed in the benchmark assignment:
· InTASC: 3(f), 4(m)
· TESOL: 2.a
· COE Program Competencies:
· D 7, C 7.1: Candidate will integrate ELLs cultural values and beliefs in the context of teaching and learning. (TESOL 2.a; InTASC 3f, 4m)
Scoring Guide:
CRITERIA
%
Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
CATEGORY
0%
65%
75%
85%
100%
Standards
10%
No standards are mentioned in the lesson. Lesson is not aligned to standards.
Some standards selected are not adequate for class profile or are not referenced.
All standards selected are adequate for class profile and are referenced. Lesson is vaguely aligned to standards.
All standards selected are adequate for class profile and are referenced. Lesson is aligned to standards.
All standards selected are appropriate for class profile and are referenced. Lesson is clearly and accurately aligned to standards.
Content and Language Objectives
10%
Content and language objectives are missing. Content vocabulary is not addressed.
Missing either content or language objectives. Content and language objectives do not provide a clear sense of what students will know and be able to do as a result of the lesson. Objectives are unclear, or
are unrelated to standards. Incomplete reference to vocabulary instruction.
Both language and content objectives are present, and most are aligned to standards. Stated language objectives provide a minimal sense of what students will be able to do as a result of the lesson. Adequate attention is provided to c ...
Among the most important aspects of English language proficiency dev.docx
Among the most important aspects of English language proficiency development are the integration of ELL cultural values and beliefs into instruction and the differentiation of instruction to address specific learning needs of all students.
For this assignment, you will create an English language arts lesson plan that integrates the cultural values and beliefs of ELLs and utilizes components of Universal Design for Learning (UDL).
Using the “COE Lesson Plan Template” and the “Class Profile,” create at least one learning objective for your chosen level of students between grades K-12 that aligns with both Arizona ELP and ELA standards.
Your lesson plan should include:
Differentiated instructional strategies and learning activities to address students’ language differences, giftedness, and special education needs (as listed on the "Class Profile")
Incorporation of technology to support English language development
Formative and summative assessments for the learning activities
.
Classroom Practices for English Learners (ELs) Instruction
Standards-based instruction for English learners involves aligning content, language, and performance standards. It creates high expectations and meaningful learning contexts framed around what and why students need to learn. Teachers should familiarize themselves with relevant standards and use differentiated instruction, content-based instruction, scaffolding and thematic units to meet student needs. Assessment of English learners should be multidimensional, involving formal and informal methods like portfolios and classroom observations in addition to standardized tests.
Clinical field experience Education homework help.docx
This document provides guidance for a series of clinical field experiences for students. It outlines requirements for different experiences, including allocating time in the field, teaching lessons, collaborating with mentor teachers, and reflecting on lessons. The document discusses integrating subjects like English language arts, social studies, and art. It also addresses differentiating instruction for different students, including those with disabilities or who are English language learners. Students are instructed to complete lesson plans, unit plans, and written reflections on their experiences in the field and feedback from mentor teachers.
Clinical Field Experience C Integrating Instruction, K-3All.docx
Clinical Field Experience C: Integrating Instruction, K-3
Allocate at least 5 hours in the field to support this field experience.
Educators use a multitude of strategies to incorporate content across the curriculum. They do this to ensure content mastery through various disciplines. Planning for instruction is an integral part of being effective at integrating instruction.
Teach one or more ELA, social studies, and/or art lessons provided by your mentor teacher. Carefully review the results of any formal or informal assessments you administered as part of that teaching, to evaluate the effect of your teaching on student outcomes.
Discuss with your mentor teacher his or her teaching philosophy and methods for social studies and art instruction, and on integrating content areas. Include questions for discussion relating to his or her methods for differentiating for students at different levels. Connect these differentiation methods to a specific need (due to disability, developmental delay, bilingual language development, or another specific issue). Also, in preparation of Clinical Field Experience E in Topic 6, discuss a lesson, provided by your mentor, you can teach in ELA, social studies, or the arts. Review Clinical Field Experience E in Topic 6 to become familiar with the requirements.
Using any remaining field experience hours, assist the teacher in providing instruction and support to the class.
Following your instruction and collaborative meeting, write a 250-500 word summary on your experiences and the collaborative discussion with your mentor. Discuss opportunities for improvement and successes from your teaching, including feedback provided by the mentor teacher. Compare your philosophy and experience of teaching to that of your mentor. Additionally, discuss the lesson plan, provided by your mentor that you will teach in Clinical Field Experience E.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Document the location and hours you spend in the field on your Clinical Field Experience Verification Form.
Social Studies and ELA Integrated Five-Day Unit
Unit plans are developed with a different lens than that of a lesson plan. A unit plan is an overview of what, why, how, and when content is to be covered, while ensuring students with exceptionalities and students learning English as a second language are considered.
Using the “Social Studies and ELA Integrated Five-Day Unit Plan,” design a five-day unit based on your field experience class that integrates ELA and social studies standards, and incorporates students interacting with technology. Integrate at least two social studies standards, one reading standard, one writing .
Clinical Field Experience C Integrating Instruction, K-3All.docx
The document provides instructions for several clinical field experiences for an education program. It outlines requirements to spend time observing and assisting in a K-3 classroom, teach lessons, collaborate with the mentor teacher, and reflect on experiences. Students are instructed to integrate subjects like English language arts, social studies, and arts into multi-day lesson plans and revise plans based on feedback. Differentiation for English learners and students with disabilities is emphasized.
Rustam
This document outlines the aims, goals, and objectives for an English as a Second Language (ESL) curriculum being developed at a post-graduate college in Mansehra, Pakistan. The course aims to improve students' reading comprehension, fluency, motivation, vocabulary, and independence as readers. Goals include learning reading strategies, becoming fluent readers, boosting comprehension, and enjoying reading. Objectives are for students to use strategies, develop receptive skills, excel academically, comprehend various texts, read extensively, and acquire vocabulary. The curriculum is designed based on an analysis of students' needs and the teaching situation.
Planning effective English language arts lessons many times incl.docx
Planning effective English language arts lessons many times includes focusing on multiple literacy skills, aligned to state or national standards, while incorporating interesting, student-centered materials. When focusing on reading, it is essential to model metacognitive strategies, before, during, and after reading, including relevant vocabulary. A book walk is a powerful pre-reading strategy that can be used at all elementary grade levels. This strategy exposes students to a new piece of literary or informative text, while predicting text content and exploring vocabulary.
Throughout this course you will be creating a literature unit based on one piece of grade-appropriate literature (fiction or non-fiction) that includes all areas of reading development. Select a piece of literature suitable for the students in the “Class Profile.”
For this assignment, use the “COE Lesson Plan Template” to create a lesson plan that incorporates a book walk,
Incorporate the following into your lesson plan:
Objectives aligned to state or national grade-appropriate vocabulary and reading standards
Content-specific vocabulary development
Technology or multimedia that supports developmentally appropriate, engaging instruction
Pre-reading strategies and activities
During reading strategies and activities
Post-reading activities and strategies
Assessment aligned to learning objectives, that is engaging for student and provides meaningful feedback
Differentiation to meet particular learning differences or needs
In addition, rationalize your instructional choices in a 250-500 word reflection, including how you will apply your findings to personal professional practices related to instruction and differentiation in the English language arts classroom
.
Creating effective-language-lessons-combined
Creating effective-language-lessons-combinedCordova Public College and University of Cebu-LapuLapu-Mandaue
The document describes an effective language lesson as one that:
1) Reflects high professional standards and principles of language teaching.
2) Addresses meaningful learning outcomes that can be assessed.
3) Provides opportunities for learners to practice using language in a meaningful way through activities like pair and group work.
4) Is effectively managed through procedures that create a positive learning environment.
5) Consists of a coherent sequence of learning activities that link together to achieve the lesson goals.Creating effective-language-lessons-combined
The document discusses the key principles of effective language lessons according to authors Jack C. Richards and David Bohlke. It outlines that effective lessons should reflect high professional standards, sound principles of language teaching based on specialized knowledge, and address meaningful learning outcomes. Richards and Bohlke are experts in English language teaching who have authored many textbooks and books for teachers. Their work examines the characteristics of expert teaching and how to create effective student-centered lessons.
The English language arts content area encompasses a range of li.docx
The English language arts content area encompasses a range of literacy skills, including reading, writing, listening, speaking, and language. The ability to perform these vital skills influences all content areas and sets a foundation for a child’s educational and professional future.
The purpose of this assignment is to analyze and select various instructional strategies specifically for reading and language development.
In this assignment, you will design a lesson plan intended to engage students in these strategies, while also making learning appropriately higher-order and meaningful.
Design a lesson plan for the elementary grade of your choice using the “COE Lesson Plan Template,” found in the Student Success Center. The lesson plan template should be completed in its entirety and should:
Teach both reading
and
language development/vocabulary to elementary students:
Younger elementary students will primarily be taught lessons on phonemic awareness, phonics, fluency, word study, frequently used vocabulary words, and some text comprehension.
Older elementary students will primarily be taught lessons on vocabulary, including English language arts content terminology, and text comprehension.
Align to state or national standards for English language arts (use the Common Core standards or your state’s standards). State of Florida Please
Use a grade-appropriate fiction or non-fiction text.
Include grade- and content-appropriate vocabulary.
Incorporate appropriate formative or summative assessment.
Utilize appropriate English language arts practices and materials.
Demonstrate organization and logic.
After designing the lesson plan, in 150-250 words, reflect on how you engaged complex thinking and meaning making within the scope of the reading and language/vocabulary lesson. Emphasize how you encouraged critical thinking and understanding of the text and language/vocabulary.
Submit your lesson plan and reflection as one deliverable.
.
English_as_a_Second_Language2.ppt
This document provides an overview of an ESL program for educators. It discusses identifying ESL students, placing them in appropriate levels, implementing the ESL program, techniques and strategies for teaching ESL students, assessing student progress, collaborating with teachers and parents, and exiting students from the ESL program. The goal is to help mainstream and ESL teachers acquire knowledge on teaching culturally diverse students and implementing best practices for ESL education.
Details The English language arts content area encompasses a range
Details: The English language arts content area encompasses a range of literacy skills, including reading, writing, listening, speaking, and language. The ability to perform these vital skills influences all content areas and sets a foundation for a child’s educational and professional future. The purpose of this assignment is to analyze and select various instructional strategies specifically for reading and language development. In this assignment, you will design a lesson plan intended to engage students in these strategies, while also making learning appropriately higher-order and meaningful. Design a lesson plan for the elementary grade of your choice using the “COE Lesson Plan Template,” found in the Student Success Center. The lesson plan template should be completed in its entirety and should: Teach both reading and language development/vocabulary to elementary students: •Younger elementary students will primarily be taught lessons on phonemic awareness, phonics, fluency, word study, frequently used vocabulary words, and some text comprehension. •Older elementary students will primarily be taught lessons on vocabulary, including English language arts content terminology, and text comprehension. •Align to state or national standards for English language arts (use the Common Core standards or your state’s standards). •Use a grade-appropriate fiction or non-fiction text. •Include grade- and content-appropriate vocabulary. •Incorporate appropriate formative or summative assessment. •Utilize appropriate English language arts practices and materials. •Demonstrate organization and logic. After designing the lesson plan, in 150-250 words, reflect on how you engaged complex thinking and meaning making within the scope of the reading and language/vocabulary lesson. Emphasize how you encouraged critical thinking and understanding of the text and language/vocabulary. Submit your lesson plan and reflection as one deliverable.
...
SIOP.ppt
The document provides an overview of the Sheltered Instruction Observation Protocol (SIOP) model for teaching English language learners. It describes the SIOP as a planning tool and observation protocol designed to define, develop, and test sheltered instruction strategies. The SIOP integrates language and content instruction and focuses on explicitly teaching language skills needed to access and participate in the curriculum. It consists of eight components: preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, and review/assessment. Examples of strategies discussed include thinking-write-share, language demands analysis, and setting clear content and language objectives.
Course Planning and Syllabus Design
The document discusses course planning and syllabus design. It covers developing a course rationale, describing entry and exit levels, choosing course content, sequencing content, and planning the syllabus. A course rationale answers questions about who the course is for, what it covers, and what teaching and learning will occur. It guides planning and provides focus. Entry and exit levels describe student proficiency before and after a course. Course content choices are based on objectives and needs. The document also reviews the Philippines' previous and current basic education curriculums.
Strategies to Scaffold Rigor and Create Relevance for ELLs-TESOL 2014
The document summarizes an upcoming workshop on instructional strategies for English language learners. It provides an agenda for the workshop which will introduce new strategy materials aligned to English language proficiency levels, assessments, and research-based principles. The workshop will provide hands-on experience with strategies inventory and glossary to scaffold rigorous instruction for ELLs.
Teachers who use the SIOP Model effectively plan, write, and tea
Teachers who use the SIOP Model effectively plan, write, and teach their lessons while connecting them to the standards and accommodating for different ELP levels.
After reading the “SIOP Teaching Case Study,” record each of the SIOP components and at least two features from each component on the “SIOP Teaching Model” worksheet.
The features for each component include:
Lesson Preparation: Content and language objectives, content concepts appropriate for age, supplementary materials used, adaptation of content for all student proficiency levels, meaningful activities that integrate lesson concepts with language practice.
Building Background: Concepts linked to students’ background experiences, links explicitly made between past learning and new concepts, key vocabulary emphasized.
Comprehensible Input: Speech appropriate for students’ proficiency levels, clear explanation of academic tasks, and variety of techniques to make content concepts clear
Strategies: Ample opportunities for students to use learning strategies, scaffolding techniques consistently used, a variety of questions or tasks the promote higher‐order thinking.
Interaction: Frequent opportunities for interaction and discussion, grouping configurations support language and content objectives, sufficient wait time for student responses, ample opportunity for students to clarify key concepts.
...
Teachers who use the SIOP Model effectively plan, write, and teach t.docx
Teachers who use the SIOP Model effectively plan, write, and teach their lessons while connecting them to the standards and accommodating for different ELP levels.
After reading the “SIOP Teaching Case Study,” record each of the SIOP components and at least two features from each component on the “SIOP Teaching Model” worksheet.
The features for each component include:
Lesson Preparation: Content and language objectives, content concepts appropriate for age, supplementary materials used, adaptation of content for all student proficiency levels, meaningful activities that integrate lesson concepts with language practice.
Building Background: Concepts linked to students’ background experiences, links explicitly made between past learning and new concepts, key vocabulary emphasized.
Comprehensible Input: Speech appropriate for students’ proficiency levels, clear explanation of academic tasks, and variety of techniques to make content concepts clear
Strategies: Ample opportunities for students to use learning strategies, scaffolding techniques consistently used, a variety of questions or tasks the promote higher‐order thinking.
Interaction: Frequent opportunities for interaction and discussion, grouping configurations support language and content objectives, sufficient wait time for student responses, ample opportunity for students to clarify key concepts.
.
Course plan
This document discusses various aspects of developing a course plan, including creating a course rationale, determining the scope and sequence, and choosing course content. It emphasizes that the course rationale should describe the course's purpose and goals, as well as the type of teaching and learning that will take place. The scope and sequence lays out what will be covered in the course and in what order. Choosing appropriate content involves considering the learners' needs, level, and other factors. Determining students' entry and exit levels also guides effective course planning.
Mentoring Psp Stream A May09
The professional standards project was a nationally coordinated professional learning program for languages teachers aimed at improving the quality of languages teaching and student learning outcomes. It was based on the Professional standards for accomplished teaching of languages and cultures developed by the AFMLTA in 2005. The standards are designed to reflect accomplished teaching practice and are intended to guide teacher development over their careers. They include standards for teaching and program standards. The standards for teaching describe valued teaching practices, while the program standards outline characteristics of effective languages programs. Teachers are encouraged to use an investigative stance and the standards to guide their own professional learning and development.
Introduction to Materials Development.pptx
This document provides an introduction to materials development for language teaching. It defines instructional materials as classroom tools that contain instructions for learners and teachers and specify increments of learning. The development of materials involves considering principles of second language acquisition, learner factors, and designing based on frameworks that include syllabus, context, goals, and methods. The document outlines guidelines for developing materials such as conducting needs assessments, setting objectives, selecting and arranging content, and editing.
Grand canyon university esl 433 n week 7 assignment benchmark using sei strat...
This document provides instructions for an assignment to create an SIOP lesson plan for teaching English language learners. Students are to use the SIOP lesson plan template and a class profile to design a lesson for a grade level and content area of their choice. The lesson plan must integrate reading levels, culture, language and content objectives, and best practices for ELLs. It should include sections for preparation, building background, comprehensible input, strategies, interaction, practice, delivery, and review/assessment. The completed lesson plan will be submitted to the instructor and Taskstream, along with a practicum log.
There are numerous theories that attempt to explain the development .docx
There are numerous theories that attempt to explain the development and manifestation of psychological disorders. Some researchers hold that certain disorders result from learned behaviors (behavioral theory), while other researchers believe that there is a genetic or biological basis to psychological disorders (medical model), while still others hold that psychological disorders stem from unresolved unconscious conflict (psychoanalytic theory). How would each of these theoretical viewpoints explain anxiety disorders? Does one explain the development and manifestation of anxiety disorders better than the others?
No set number of pages or words. Just need to answer thoroughly and follow up with references.
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There are multifaceted ethical issues relating to international inve.docx
There are multifaceted ethical issues relating to international investments. One aspect relates to human rights. Most Latin American governments have constitutions that mandate health care as a human right, yet some of these countries provide poor health care for the majority of their population.
During the 1980s, the general populace of these countries deteriorated, even though several Latin American countries developed strategies to reposition medical personnel and services to rural areas. Throughout this time, many international donors provided assistance; however they did so with imposed conditions. An example of this constrained assistance was the World Bank, which imposed restrictions that included privatization of health care, as well as required limitations on universal access.
Did the World Bank and other international donors act responsibly and ethically in constraining their humanitarian assistance? Who has the responsibility for the health care of the Latin American people? Is it a reasonable and socially responsible practice to offer international assistance in exchange for an opportunity to shape a country's political and/or social system? Why or why not?
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There are multiple ways to bring threats and vulnerabilities to ligh.docx
There are multiple ways to bring threats and vulnerabilities to light. Common practices and lessons learned can help us explore for known or common threats, but how does an organization with a unique or highly unusual setup discover its vulnerabilities? Many organizations turn to ethical hackers.
Write a four to five (4-5) page paper in which you:
Describe common tools and techniques for identifying and analyzing threats and vulnerabilities.
Critique the practice of offering rewards for discovering vulnerabilities.
Explain the risks of challenging individuals to exploit vulnerabilities in your systems.
Give your opinion on the formation of ethical hackers.
Use at least two (2) quality resources in this assignment
Additional Requirements
Min Pages: 4
Level of Detail: Show all work
Other Requirements: pages does not include heading page and references
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Clinical field experience Education homework help.docx
This document provides guidance for a series of clinical field experiences for students. It outlines requirements for different experiences, including allocating time in the field, teaching lessons, collaborating with mentor teachers, and reflecting on lessons. The document discusses integrating subjects like English language arts, social studies, and art. It also addresses differentiating instruction for different students, including those with disabilities or who are English language learners. Students are instructed to complete lesson plans, unit plans, and written reflections on their experiences in the field and feedback from mentor teachers.
Clinical Field Experience C Integrating Instruction, K-3All.docx
Clinical Field Experience C: Integrating Instruction, K-3
Allocate at least 5 hours in the field to support this field experience.
Educators use a multitude of strategies to incorporate content across the curriculum. They do this to ensure content mastery through various disciplines. Planning for instruction is an integral part of being effective at integrating instruction.
Teach one or more ELA, social studies, and/or art lessons provided by your mentor teacher. Carefully review the results of any formal or informal assessments you administered as part of that teaching, to evaluate the effect of your teaching on student outcomes.
Discuss with your mentor teacher his or her teaching philosophy and methods for social studies and art instruction, and on integrating content areas. Include questions for discussion relating to his or her methods for differentiating for students at different levels. Connect these differentiation methods to a specific need (due to disability, developmental delay, bilingual language development, or another specific issue). Also, in preparation of Clinical Field Experience E in Topic 6, discuss a lesson, provided by your mentor, you can teach in ELA, social studies, or the arts. Review Clinical Field Experience E in Topic 6 to become familiar with the requirements.
Using any remaining field experience hours, assist the teacher in providing instruction and support to the class.
Following your instruction and collaborative meeting, write a 250-500 word summary on your experiences and the collaborative discussion with your mentor. Discuss opportunities for improvement and successes from your teaching, including feedback provided by the mentor teacher. Compare your philosophy and experience of teaching to that of your mentor. Additionally, discuss the lesson plan, provided by your mentor that you will teach in Clinical Field Experience E.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Document the location and hours you spend in the field on your Clinical Field Experience Verification Form.
Social Studies and ELA Integrated Five-Day Unit
Unit plans are developed with a different lens than that of a lesson plan. A unit plan is an overview of what, why, how, and when content is to be covered, while ensuring students with exceptionalities and students learning English as a second language are considered.
Using the “Social Studies and ELA Integrated Five-Day Unit Plan,” design a five-day unit based on your field experience class that integrates ELA and social studies standards, and incorporates students interacting with technology. Integrate at least two social studies standards, one reading standard, one writing .
Clinical Field Experience C Integrating Instruction, K-3All.docx
The document provides instructions for several clinical field experiences for an education program. It outlines requirements to spend time observing and assisting in a K-3 classroom, teach lessons, collaborate with the mentor teacher, and reflect on experiences. Students are instructed to integrate subjects like English language arts, social studies, and arts into multi-day lesson plans and revise plans based on feedback. Differentiation for English learners and students with disabilities is emphasized.
Rustam
This document outlines the aims, goals, and objectives for an English as a Second Language (ESL) curriculum being developed at a post-graduate college in Mansehra, Pakistan. The course aims to improve students' reading comprehension, fluency, motivation, vocabulary, and independence as readers. Goals include learning reading strategies, becoming fluent readers, boosting comprehension, and enjoying reading. Objectives are for students to use strategies, develop receptive skills, excel academically, comprehend various texts, read extensively, and acquire vocabulary. The curriculum is designed based on an analysis of students' needs and the teaching situation.
Planning effective English language arts lessons many times incl.docx
Planning effective English language arts lessons many times includes focusing on multiple literacy skills, aligned to state or national standards, while incorporating interesting, student-centered materials. When focusing on reading, it is essential to model metacognitive strategies, before, during, and after reading, including relevant vocabulary. A book walk is a powerful pre-reading strategy that can be used at all elementary grade levels. This strategy exposes students to a new piece of literary or informative text, while predicting text content and exploring vocabulary.
Throughout this course you will be creating a literature unit based on one piece of grade-appropriate literature (fiction or non-fiction) that includes all areas of reading development. Select a piece of literature suitable for the students in the “Class Profile.”
For this assignment, use the “COE Lesson Plan Template” to create a lesson plan that incorporates a book walk,
Incorporate the following into your lesson plan:
Objectives aligned to state or national grade-appropriate vocabulary and reading standards
Content-specific vocabulary development
Technology or multimedia that supports developmentally appropriate, engaging instruction
Pre-reading strategies and activities
During reading strategies and activities
Post-reading activities and strategies
Assessment aligned to learning objectives, that is engaging for student and provides meaningful feedback
Differentiation to meet particular learning differences or needs
In addition, rationalize your instructional choices in a 250-500 word reflection, including how you will apply your findings to personal professional practices related to instruction and differentiation in the English language arts classroom
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Creating effective-language-lessons-combined
Creating effective-language-lessons-combinedCordova Public College and University of Cebu-LapuLapu-Mandaue
The document describes an effective language lesson as one that:
1) Reflects high professional standards and principles of language teaching.
2) Addresses meaningful learning outcomes that can be assessed.
3) Provides opportunities for learners to practice using language in a meaningful way through activities like pair and group work.
4) Is effectively managed through procedures that create a positive learning environment.
5) Consists of a coherent sequence of learning activities that link together to achieve the lesson goals.Creating effective-language-lessons-combined
The document discusses the key principles of effective language lessons according to authors Jack C. Richards and David Bohlke. It outlines that effective lessons should reflect high professional standards, sound principles of language teaching based on specialized knowledge, and address meaningful learning outcomes. Richards and Bohlke are experts in English language teaching who have authored many textbooks and books for teachers. Their work examines the characteristics of expert teaching and how to create effective student-centered lessons.
The English language arts content area encompasses a range of li.docx
The English language arts content area encompasses a range of literacy skills, including reading, writing, listening, speaking, and language. The ability to perform these vital skills influences all content areas and sets a foundation for a child’s educational and professional future.
The purpose of this assignment is to analyze and select various instructional strategies specifically for reading and language development.
In this assignment, you will design a lesson plan intended to engage students in these strategies, while also making learning appropriately higher-order and meaningful.
Design a lesson plan for the elementary grade of your choice using the “COE Lesson Plan Template,” found in the Student Success Center. The lesson plan template should be completed in its entirety and should:
Teach both reading
and
language development/vocabulary to elementary students:
Younger elementary students will primarily be taught lessons on phonemic awareness, phonics, fluency, word study, frequently used vocabulary words, and some text comprehension.
Older elementary students will primarily be taught lessons on vocabulary, including English language arts content terminology, and text comprehension.
Align to state or national standards for English language arts (use the Common Core standards or your state’s standards). State of Florida Please
Use a grade-appropriate fiction or non-fiction text.
Include grade- and content-appropriate vocabulary.
Incorporate appropriate formative or summative assessment.
Utilize appropriate English language arts practices and materials.
Demonstrate organization and logic.
After designing the lesson plan, in 150-250 words, reflect on how you engaged complex thinking and meaning making within the scope of the reading and language/vocabulary lesson. Emphasize how you encouraged critical thinking and understanding of the text and language/vocabulary.
Submit your lesson plan and reflection as one deliverable.
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English_as_a_Second_Language2.ppt
This document provides an overview of an ESL program for educators. It discusses identifying ESL students, placing them in appropriate levels, implementing the ESL program, techniques and strategies for teaching ESL students, assessing student progress, collaborating with teachers and parents, and exiting students from the ESL program. The goal is to help mainstream and ESL teachers acquire knowledge on teaching culturally diverse students and implementing best practices for ESL education.
Details The English language arts content area encompasses a range
Details: The English language arts content area encompasses a range of literacy skills, including reading, writing, listening, speaking, and language. The ability to perform these vital skills influences all content areas and sets a foundation for a child’s educational and professional future. The purpose of this assignment is to analyze and select various instructional strategies specifically for reading and language development. In this assignment, you will design a lesson plan intended to engage students in these strategies, while also making learning appropriately higher-order and meaningful. Design a lesson plan for the elementary grade of your choice using the “COE Lesson Plan Template,” found in the Student Success Center. The lesson plan template should be completed in its entirety and should: Teach both reading and language development/vocabulary to elementary students: •Younger elementary students will primarily be taught lessons on phonemic awareness, phonics, fluency, word study, frequently used vocabulary words, and some text comprehension. •Older elementary students will primarily be taught lessons on vocabulary, including English language arts content terminology, and text comprehension. •Align to state or national standards for English language arts (use the Common Core standards or your state’s standards). •Use a grade-appropriate fiction or non-fiction text. •Include grade- and content-appropriate vocabulary. •Incorporate appropriate formative or summative assessment. •Utilize appropriate English language arts practices and materials. •Demonstrate organization and logic. After designing the lesson plan, in 150-250 words, reflect on how you engaged complex thinking and meaning making within the scope of the reading and language/vocabulary lesson. Emphasize how you encouraged critical thinking and understanding of the text and language/vocabulary. Submit your lesson plan and reflection as one deliverable.
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SIOP.ppt
The document provides an overview of the Sheltered Instruction Observation Protocol (SIOP) model for teaching English language learners. It describes the SIOP as a planning tool and observation protocol designed to define, develop, and test sheltered instruction strategies. The SIOP integrates language and content instruction and focuses on explicitly teaching language skills needed to access and participate in the curriculum. It consists of eight components: preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, and review/assessment. Examples of strategies discussed include thinking-write-share, language demands analysis, and setting clear content and language objectives.
Course Planning and Syllabus Design
The document discusses course planning and syllabus design. It covers developing a course rationale, describing entry and exit levels, choosing course content, sequencing content, and planning the syllabus. A course rationale answers questions about who the course is for, what it covers, and what teaching and learning will occur. It guides planning and provides focus. Entry and exit levels describe student proficiency before and after a course. Course content choices are based on objectives and needs. The document also reviews the Philippines' previous and current basic education curriculums.
Strategies to Scaffold Rigor and Create Relevance for ELLs-TESOL 2014
The document summarizes an upcoming workshop on instructional strategies for English language learners. It provides an agenda for the workshop which will introduce new strategy materials aligned to English language proficiency levels, assessments, and research-based principles. The workshop will provide hands-on experience with strategies inventory and glossary to scaffold rigorous instruction for ELLs.
Teachers who use the SIOP Model effectively plan, write, and tea
Teachers who use the SIOP Model effectively plan, write, and teach their lessons while connecting them to the standards and accommodating for different ELP levels.
After reading the “SIOP Teaching Case Study,” record each of the SIOP components and at least two features from each component on the “SIOP Teaching Model” worksheet.
The features for each component include:
Lesson Preparation: Content and language objectives, content concepts appropriate for age, supplementary materials used, adaptation of content for all student proficiency levels, meaningful activities that integrate lesson concepts with language practice.
Building Background: Concepts linked to students’ background experiences, links explicitly made between past learning and new concepts, key vocabulary emphasized.
Comprehensible Input: Speech appropriate for students’ proficiency levels, clear explanation of academic tasks, and variety of techniques to make content concepts clear
Strategies: Ample opportunities for students to use learning strategies, scaffolding techniques consistently used, a variety of questions or tasks the promote higher‐order thinking.
Interaction: Frequent opportunities for interaction and discussion, grouping configurations support language and content objectives, sufficient wait time for student responses, ample opportunity for students to clarify key concepts.
...
Teachers who use the SIOP Model effectively plan, write, and teach t.docx
Teachers who use the SIOP Model effectively plan, write, and teach their lessons while connecting them to the standards and accommodating for different ELP levels.
After reading the “SIOP Teaching Case Study,” record each of the SIOP components and at least two features from each component on the “SIOP Teaching Model” worksheet.
The features for each component include:
Lesson Preparation: Content and language objectives, content concepts appropriate for age, supplementary materials used, adaptation of content for all student proficiency levels, meaningful activities that integrate lesson concepts with language practice.
Building Background: Concepts linked to students’ background experiences, links explicitly made between past learning and new concepts, key vocabulary emphasized.
Comprehensible Input: Speech appropriate for students’ proficiency levels, clear explanation of academic tasks, and variety of techniques to make content concepts clear
Strategies: Ample opportunities for students to use learning strategies, scaffolding techniques consistently used, a variety of questions or tasks the promote higher‐order thinking.
Interaction: Frequent opportunities for interaction and discussion, grouping configurations support language and content objectives, sufficient wait time for student responses, ample opportunity for students to clarify key concepts.
.
Course plan
This document discusses various aspects of developing a course plan, including creating a course rationale, determining the scope and sequence, and choosing course content. It emphasizes that the course rationale should describe the course's purpose and goals, as well as the type of teaching and learning that will take place. The scope and sequence lays out what will be covered in the course and in what order. Choosing appropriate content involves considering the learners' needs, level, and other factors. Determining students' entry and exit levels also guides effective course planning.
Mentoring Psp Stream A May09
The professional standards project was a nationally coordinated professional learning program for languages teachers aimed at improving the quality of languages teaching and student learning outcomes. It was based on the Professional standards for accomplished teaching of languages and cultures developed by the AFMLTA in 2005. The standards are designed to reflect accomplished teaching practice and are intended to guide teacher development over their careers. They include standards for teaching and program standards. The standards for teaching describe valued teaching practices, while the program standards outline characteristics of effective languages programs. Teachers are encouraged to use an investigative stance and the standards to guide their own professional learning and development.
Introduction to Materials Development.pptx
This document provides an introduction to materials development for language teaching. It defines instructional materials as classroom tools that contain instructions for learners and teachers and specify increments of learning. The development of materials involves considering principles of second language acquisition, learner factors, and designing based on frameworks that include syllabus, context, goals, and methods. The document outlines guidelines for developing materials such as conducting needs assessments, setting objectives, selecting and arranging content, and editing.
Grand canyon university esl 433 n week 7 assignment benchmark using sei strat...
This document provides instructions for an assignment to create an SIOP lesson plan for teaching English language learners. Students are to use the SIOP lesson plan template and a class profile to design a lesson for a grade level and content area of their choice. The lesson plan must integrate reading levels, culture, language and content objectives, and best practices for ELLs. It should include sections for preparation, building background, comprehensible input, strategies, interaction, practice, delivery, and review/assessment. The completed lesson plan will be submitted to the instructor and Taskstream, along with a practicum log.
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Clinical field experience Education homework help.docx
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Clinical Field Experience C Integrating Instruction, K-3All.docx
Clinical Field Experience C Integrating Instruction, K-3All.docx
Clinical Field Experience C Integrating Instruction, K-3All.docx
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Planning effective English language arts lessons many times incl.docx
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Details The English language arts content area encompasses a range
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Strategies to Scaffold Rigor and Create Relevance for ELLs-TESOL 2014
Teachers who use the SIOP Model effectively plan, write, and tea
Teachers who use the SIOP Model effectively plan, write, and tea
Teachers who use the SIOP Model effectively plan, write, and teach t.docx
Teachers who use the SIOP Model effectively plan, write, and teach t.docx
Grand canyon university esl 433 n week 7 assignment benchmark using sei strat...
Grand canyon university esl 433 n week 7 assignment benchmark using sei strat...
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There are numerous theories that attempt to explain the development and manifestation of psychological disorders. Some researchers hold that certain disorders result from learned behaviors (behavioral theory), while other researchers believe that there is a genetic or biological basis to psychological disorders (medical model), while still others hold that psychological disorders stem from unresolved unconscious conflict (psychoanalytic theory). How would each of these theoretical viewpoints explain anxiety disorders? Does one explain the development and manifestation of anxiety disorders better than the others?
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There are multifaceted ethical issues relating to international investments. One aspect relates to human rights. Most Latin American governments have constitutions that mandate health care as a human right, yet some of these countries provide poor health care for the majority of their population.
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There are multiple ways to bring threats and vulnerabilities to light. Common practices and lessons learned can help us explore for known or common threats, but how does an organization with a unique or highly unusual setup discover its vulnerabilities? Many organizations turn to ethical hackers.
Write a four to five (4-5) page paper in which you:
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Critique the practice of offering rewards for discovering vulnerabilities.
Explain the risks of challenging individuals to exploit vulnerabilities in your systems.
Give your opinion on the formation of ethical hackers.
Use at least two (2) quality resources in this assignment
Additional Requirements
Min Pages: 4
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2.
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3.
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4.
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a.
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b.
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c.
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1.
TCO 5. There has been a bumper crop of politicians who have been revealed to be less than upstanding citizens. John Edwards, a former senator who was in the running for the 2008 presidential nomination, and who said family values were at his core, was revealed to have had an affair with a campaign worker, at the same time his wife was battling cancer. Similarly, New York governor Eliot Spitzer, a married, moralizing crusader for laws against sexual tourism, was caught in an escort service "sting", and forced to resign. These are only two of several recent examples of politicians who have celebrity status, and flaunted the social norms of decency.
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(Points : 41)
Question 2.
2.
TCO 6. The Beltway sniper attacks in the Washington D.C. area, in 2002, completely transfixed American consciousness for the three weeks in October, when a pair of armed killers roamed through the Capital region, ambushing and killing 10 people, and wounding three others. As time progressed and law enforcement officials were having little luck in solving the case, tensions and apprehensiveness spread far beyond the area where the killings were concentrated. Even though there was never any hard evidence that the killers were headed in their direction, the citizens of towns and cities a hundred miles away were terrorized by the notion that the killers were about to show up in their communities.
Discuss this with respect to the
effects of suggestibility
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(Points : 41)
Question 3.
3.
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This is a two part question:
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Theory Application Paper:
The theory application paper is an opportunity to demonstrate your ability to apply four different theoretical counseling approaches to a single case situation. Students must complete a term paper analyzing a case situation selecting from one of the following movies:
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Like Water for Chocolate
(1992). Directed by Alfonso Arau, and starring Marco Leonardi and Lumi Cavazos. The character to focus on: Tita (Lumi Cavazos) and her relationships with her family.
•
One True Thing
(1998). Directed by Carl Franklin. Starring Meryl Streep, Renée Zellweger, and William Hurt. The character to focus on: Ellen Gulden (Renée Zellweger) and her relationships with her mother and father.
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The Butler
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The Family Stone
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The Joy Luck Club
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•
The Story of Us
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Follow the guidelines for the assignment, making sure to complete all parts. While you have not likely taken a treatment planning course yet, what are the issues you identify with these scenarios? Integrate this information into your paper and discussion along with the requirements for the paper.
1. An introduction discussing the important and key elements of the case. This should be a thorough descriptive discussion so the reader is clear on what are the issues to consider. This should be no longer than 3 pages in length.
2. The student will choose one theory from each group listed below: a. Group # 1: Psychoanalytic Therapy, Adlerian Therapy, Existential Therapy, Person-Centered Therapy, or Gestalt Therapy
b. Group #2: Behavioral Therapy, Cognitive Behavioral Therapy, Rational-Emotive Behavior Therapy, or Reality Therapy
c. Group #3: Feminist Therapy, Social-Constructionism,
Solution
-Focused Brief Therapy, Narrative Therapy
d. Group #4: Family Systems Theory
3. For each theory selected, your paper will address the following:
a. Main Assumptions and Tenets of the Theory
b. A discussion related to how well the theory is suited to the case selected, and how well it explains the phenomena associated with the case.
c. Strengths and challenges associated with the theory.
d. Application of the theory in analyzing the phenomena associated w.
Theory-based Nutrition Education ProgramPart 1 Using your Unit 5 .docx
Theory-based Nutrition Education Program
Part 1: Using your Unit 5 project as a base, prepare a 12-15 page paper using the outline below. You should also review the information on the NCHEC site using the instructions below to ensure you have included adequate details in your project.
1.
National Commission for Health Education Credentialing, Inc. (NCHEC)
http://www.nchec.org/
2.
Select Health Education Credentialing.
3.
Click on Responsibilities and Competencies.
4.
Read the Responsibilities and Competencies of Health Educators.
I.
Analyze Food and Health Behaviors, Assets, and Needs to State Program Behavioral Goals (Step 1)
·
Identify high-priority health issues and primary intended audience
·
Identify high-priority health behaviors contributing to the selected issues
·
Statement of the program’s behavioral or action goals
II.
Identify Personal and Environmental Mediators of Change (Step 2)
·
Description of the socio-cultural audience in which your audience lives
·
List of current behaviors, practices, and environmental factors that are assets
·
List of thoughts, feelings, and skills that potentially mediate audiences motivation to act
·
List of potential actions for the program to take to provide environmental and policy supports
·
Description of audience characteristics and list of resource considerations
III.
Integrating Theory, Research, and Practice (Step 3 and Step 4)
·
Program theoretical model
·
Statement of philosophy of nutrition education
·
Statement of personal perspective on nutrition content and issues
·
List of program components
·
Nutrition education program objectives for all components
IV.
Design Nutrition Education (Step 5)
·
List general educational objectives for each session
·
Describe the overall design plan for the session in the form of a matrix that links mediators, objectives, and activities
·
Write the narrative educational plan that translates the matrix into a form ready for teaching and presenting
·
Discuss how learning style research will be used for implementation of program
·
Include the two pieces of nutrition education material designed for the program – one visually based and one text-based to be delivered using the Web
·
Include the resource list that you developed
V.
Implement Nutrition Education
·
Describe implementation plan for delivering the nutrition education program via the Internet and in a face to face setting
·
Including implementation timeline
VI.
Evaluate Nutrition Education (Step 6)
·
Diagram of conceptual framework for program evaluation
·
Indicators of and measures for evaluating individual level changes
·
Description of and hotlink to three surveys created to evaluated the three levels of change (mediators, behaviors, health outcomes)
·
Discussion of how the program and evaluation data could contribute to research in the field
·
How will you communicate your research findings to key stakeholders and community members?.
Themed Research paper of a word minimum of 2000 words, which will b.docx
Themed" Research paper of a word minimum of 2000 words, which will be worth 80 points and is due 5/9 before 11:59 pm. A list of historical themes has been provided below and you may choose any theme as the basis for your paper. You will pick one event, topic, or a person, etc. of historical importance
from each of the 3 grading periods
and write a themed research paper based on your 3 selections, comparing and contrasting each of the 3 subjects of your choice under the theme you have chosen. You are required to use a minimum of 6 scholarly sources for your research - NO WIKIPEDIA PERMITTED in citations. Your minimum 6 scholarly sources may include the course text book, extra source materials, my
powerpoints
and/or lectures (I only count once), but it is not required.
You MUST use 2 primary documents as part of your 6 sources. You may of course use more than 6 sources. You must quote each of your sources at least once in your paper, using it to support your analytical writing and citing your sources appropriately according to a writing style guide, either parenthetically or footnoted.
A properly formatted Works Cited or Bibliography must also be included. Remember, this is a research paper based on a theme I have provided so you must address that theme throughout the paper. This paper is worth 80 points and is due SATURDAY 5/9/2015 before 11:59 pm. Remember, I DO NOT ACCEPT LATE WORK so you have to turn it in on time to earn credit. I have also attached a sample Themed Research paper as an example of a well done paper.
THEMES IN HISTORY
1. Geographic Determinism on the course of historical events
2. The Big “C”s ~ Conquest, Commerce, Colonization, & Conversion on the Course of History
3. Causes and Effects in History ~ “what came first, the chicken or the egg?”
4. “
Shoulda
,
Woulda
,
Couldas
” ~ alternate histories with alternate endings
5. Role of Economics in History ~ “money makes the world go around” or does it?
6. GREED & POWER ~ Who has it? How do they get it? What do they do with it? Why do we care?
7. Gender and History ~ “The hand that rocks the cradle, rules the world” ~ oh, really?
8. Race and History (Ethnicity and History) ~ “them versus us” scenarios
9. Religion and History ~ “My
G
od
is better than your
g
od
”
10. Role of Family in History ~ as a social, a defensive, an economic, and/or a spiritual construct
11. The Effects of Education on History ~ “I know something you don’t know . . .”
12. Individualism vs.
Communalism
~ “the need of the one” or the “need of the many”?
13. WAR ~ “What was it good for?”
14. Pivot Points in History ~ “when in the course of human events . . .” ~ the course abruptly changes
15. The Power of Personality ~ Celebrities who change history
16. “One man’s VIRTUE is another man’s EVIL” ~ Extreme human acts and responses in history
17. 20/20 Historical Hindsight ~ problems seeing the past through modern eyes ~ "Had they known then, what we know now . . ."
18. "Mirror, Mirror on the Wa.
Theme and Narrative Elements in the Short StoryIn two to four doub.docx
Theme and Narrative Elements in the Short Story
In two to four double-spaced pages (excluding title and reference page), demonstrate your understanding of literary themes, using a short story from the readings in week one or two: (Please us the
Welcome Table by Alice Walkers)
Describe what the theme of the short story is, using Chapter 6 of the text as a reference.
Identify at least two of the literary elements in the short story that contribute to the theme (e.g., plot, point of view, tone, setting, character, symbolism, etc.), providing an example of each element.
Explain how the selected literary elements affect the narrative theme
Your paper should be organized around a thesis statement that focuses on how the literary elements contribute to the larger narrative theme. All sources must be properly cited. The paper must include a separate title and reference page, and be formatted to APA (6th edition) style.
The paper must be two to four pages in length (excluding the title and reference page), and formatted according to APA style. You must use at least two scholarly resources (at least one of which can be found in the Ashford Online Library) other than the textbook to support your claims and subclaims. Cite your resources in text and on the reference page. For information regarding APA samples and tutorials, visit the Ashford Writing Center, within the Learning Resources tab on the left navigation toolbar.
.
Then write a 3-5 page paper on the doctrine that President Richard N.docx
Then write a 3-5 page paper on the doctrine that President Richard Nixon used according to Roskin (
Supply weapons but not troops to countries fighting off Communism
). Your research must include at least four (4) credible sources, apart from your textbook(IR: The New World Of
International Relations)
. Your paper must address the following:
Summarize a situation that required U.S. diplomatic efforts during the president’s time in office.
Explicate the diplomatic doctrine the president followed, with reference to specific actions or events that occurred.
Describe the effects of these diplomatic efforts for the U.S. and other countries.
Assess, in conclusion, the advantages and disadvantages of the particular doctrine that was followed.
Must have in text citations from at least four (4) reputable sources in addition to the textbook, not including Wikipedia, encyclopedias, or dictionaries.
.
Theodore Dalrymple How—and How Not—to Love Mankind A.docx
Theodore Dalrymple
How—and How Not—to Love Mankind
Almost every intellectual claims to have the welfare of humanity, and particularly the
welfare of the poor, at heart: but since no mass murder takes place without its
perpetrators alleging that they are acting for the good of mankind, philanthropic
sentiment can plainly take a multiplicity of forms.
Summer 2001
Almost every intellectual claims to have the welfare of humanity, and particularly the
welfare of the poor, at heart: but since no mass murder takes place without its
perpetrators alleging that they are acting for the good of mankind, philanthropic
sentiment can plainly take a multiplicity of forms.
Two great European writers of the nineteenth century, Ivan Turgenev and Karl Marx,
illustrate this diversity with vivid clarity. Both were born in 1818 and died in 1883, and
their lives paralleled each other almost preternaturally in many other respects as well.
They nevertheless came to view human life and suffering in very different, indeed
irreconcilable, ways—through different ends of the telescope, as it were. Turgenev saw
human beings as individuals always endowed with consciousness, character, feelings,
and moral strengths and weaknesses; Marx saw them always as snowflakes in an
avalanche, as instances of general forces, as not yet fully human because utterly
conditioned by their circumstances. Where Turgenev saw men, Marx saw classes of men;
where Turgenev saw people, Marx saw the People. These two ways of looking at the
world persist into our own time and profoundly affect, for better or for worse, the
solutions we propose to our social problems.
The resemblances between the careers of these men begin with their attendance at Berlin
University at overlapping times, where both were deeply affected—even intoxicated—by
the prevailing Hegelianism. As a result, both considered careers as university teachers of
philosophy, but neither ever held a university post. They had many acquaintances in
http://www.city-journal.org/index.html
common in Berlin, including Mikhail Bakunin, the Russian aristocrat who later became a
revolutionary anarchist, the philosopher Bruno Bauer, and the radical poet Georg
Herwegh. They shared a carelessness with money, perhaps because they were both born
into easy circumstances and therefore assumed that money would never be a problem.
Both started their writing careers as romantic poets, though more of Turgenev’s poetry
than Marx’s was published.
Their literary influences and tastes were similar. Each read widely in the Greek and Latin
classics; each could quote Shakespeare in the original. Both learned Spanish in order to
read Calderón. (Turgenev, of course, also learned it to speak the native language of the
great, but unsatisfactory, love of his life, the famous prima donna Pauline Viardot.) The
two men were in Brussels at the outbreak of the 1848 revolution against the July
monarch.
The yellow highlighted below is a question in the small online qu.docx
The yellow highlighted below is a question in the small online quiz.
1-Identify and explain the four ‘ expectations’ to the first amendment pr
otected by the constitution that are identified by the authors!
This is a discussion question
How do civil liberties weaken the capacity for government action?
.
theme throughout this course has been that human and social services.docx
theme throughout this course has been that human and social services professionals constantly apply theories and processes to address issues and challenges. As a social change agent, leader, and advocate, you should be able to apply relevant theories and processes to implement and support change on a local and global scale. As always, codes of ethics should provide guidance as you attempt to bring about change. As the final step in the development of your strategic plan, you will develop an action plan for each year of the strategic plan. For example, your plan might start off with strategic goals at the local level with plans to take these goals national or international in following years of the strategic plan.
To prepare:
Review the feedback from your Instructor regarding the components of your strategic plan in Weeks 3, 4, and 6–8.
You should make any changes based on the feedback you received. You will include these elements as a whole this week for your final strategic plan.
Finally this week, consider what actions you will take each year of the strategic plan.
The Assignment (15–22 pages):
Guidelines for each section of the Assignment are provided below.
Part I. The Fundamentals (3–4 pages):
The fundamentals of a strategic plan include identifying the core values, mission, and vision, which represent the organizational identification (ID). The Assignment requires you to develop the organizational ID for the agency, organization, or community for which you will develop a strategic plan.
Identify and describe the core values of the agency.
Discuss the degree to which those core values are aligned with advocacy, leadership, or social change.
Explain how those core values contribute to the well-being of individuals, groups, societies, or international communities.
Identify and describe the mission of the agency, organization, or community.
Evaluate whether the mission statement is aligned with the core values of the agency, organization, etc.
Describe whether the mission statement promotes advocacy, leadership, or social change.
Discuss whether the mission statement provides evidence of how the agency/organization contributes to the well-being of individuals, groups, societies, or international communities.
Identify and describe the vision of the agency.
Evaluate whether the vision is aligned with the core values of the agency, organization, etc.
Describe whether the vision promotes advocacy, leadership, or social change.
Discuss whether the vision provides evidence of how the agency/organization contributes to the well-being of individuals, groups, societies, or international communities.
Identify and describe key stakeholders involved with the agency.
Discuss whether each stakeholder is internal or external to the agency/organization.
Describe the role each stakeholder has in the organization (i.e. leadership, management, staff, recipient of services, etc.).
Discuss how each stakehold.
THEMES IN HISTORY 1. Geographic Determinism on the course of.docx
THEMES IN HISTORY
1. Geographic Determinism on the course of historical events
2. The Big “C”s ~ Conquest, Commerce, Colonization, & Conversion on the Course of History
3. Causes and Effects in History ~ “what came first, the chicken or the egg?”
4. “
Shoulda
,
Woulda
,
Couldas
” ~ alternate histories with alternate endings
5. Role of Economics in History ~ “money makes the world go around” or does it?
6. GREED & POWER ~ Who has it? How do they get it? What do they do with it? Why do we care?
7. Gender and History ~ “The hand that rocks the cradle, rules the world” ~ oh, really?
8. Race and History (Ethnicity and History) ~ “them versus us” scenarios
9. Religion and History ~ “My
G
od
is better than your
g
od
”
10. Role of Family in History ~ as a social, a defensive, an economic, and/or a spiritual construct
11. The Effects of Education on History ~ “I know something you don’t know . . .”
12. Individualism vs.
Communalism
~ “the need of the one” or the “need of the many”?
13. WAR ~ “What was it good for?”
14. Pivot Points in History ~ “when in the course of human events . . .” ~ the course abruptly changes
15. The Power of Personality ~ Celebrities who change history
16. “One man’s VIRTUE is another man’s EVIL” ~ Extreme human acts and responses in history
17. 20/20 Historical Hindsight ~ problems seeing the past through modern eyes ~ "Had they known then, what we know now . . ."
18. "Mirror, Mirror on the Wall . . ." ~ paradoxes in history ~ "heads and tails," i.e. flip sides (ex: good and bad) of the same event, person, or place.
19. "For want of a nail . . ." ~ how technology has affected history
20. History and the Environment ~ exploiting Mother Nature and its consequences
.
the zip is the webiste i have done so far. i just need addition elem.docx
the zip is the webiste i have done so far. i just need addition element to it. u can edit it if u have to. the homework is
Things I will be looking for:
Basic user input controls that make sense for your site. Include as many types (text box, radio button, check box, etc.) as you can
Image buttons
HTML5 (more advanced) controls
CSS rules for form elements
Javascript
NOTE: We will be adding some simple
javascript
to make a few things "do" something in class, since this is not covered in the assigned readings.
addtion info
rubric.html has the grade criteria.
.
The growth, development, and learned behaviors that occur durin.docx
The growth, development, and learned behaviors that occur during the first year of infancy have a direct effect on the individual throughout a lifetime. For this assignment, research an environmental factor that poses a threat to the health or safety of infants and develop a health promotion that can be presented to caregivers.
Create a 10-12 slide PowerPoint health promotion, with speaker notes, that outlines a teaching plan. For the presentation of your PowerPoint, use Loom to create a voice over or a video. Include an additional slide for the Loom link at the beginning, and an additional slide for references at the end.
Include the following in your presentation:
Describe the selected environmental factor. Explain how the environmental factor you selected can potentially affect the health or safety of infants.
Create a health promotion plan that can be presented to caregivers to address the environmental factor and improve the overall health and well-being of infants.
Offer recommendations on accident prevention and safety promotion as they relate to the selected environmental factor and the health or safety of infants.
Offer examples, interventions, and suggestions from evidence-based research. At least three scholarly resources are required. Two of the three resources must be peer-reviewed and no more than 6 years old.
Provide readers with two community resources, a national resource, and a Web-based resource. Include a brief description and contact information for each resource.
In developing your PowerPoint, take into consideration the health care literacy level of your target audience, as well as the demographic of the caregiver/patient (socioeconomic level, language, culture, and any other relevant characteristic of the caregiver) for which the presentation is tailored
Refer to the resource, "Creating Effective PowerPoint Presentations," located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.
Refer to the resource, "Loom," located in the Student Success Center, for additional guidance on recording your presentation.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Environmental Factors and Health Promotion: Accident Prevention and Safety Promotion for Parents and Caregivers of Infants
1
Unsatisfactory
0.00%2
Less than Satisfactory
76.00%3
Satisfactory
81.00%4
Good
89.00%5
Excellent
100.00%
100.0 %Content
15.0 %.
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
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
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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
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Constructing Your Course Container for Effective Communication
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
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Constructing Your Course Container for Effective Communication
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Create a SIOP lesson plan that integrates students reading levels,
- 1. Create a SIOP lesson plan that integrates students' reading levels, cultural background, language objectives, content objectives, and best instructional practices for ELLs, as well as authentic assessment for a grade level and content area of your choice. Use the SIOP lesson plan template, From the Class Profile specify a grade-level of your students. Choose a performance objective from the ELA Common Core State Standards to create the content objective for your lesson. Select the English language proficiency standards based on the needs of your students. Consider applicable language acquisition stages of development in designing your lesson plan. Utilize strategies and classroom assessment techniques that are appropriate for all ELLs including ELLs with special needs and gifted ELLs. Integrate the following: Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice & Application
- 2. Lesson Delivery Review & Assessment