The document outlines a comprehensive individual worksheet format for an exercise in an educational course, focusing on audience contact analysis for a chosen company or brand. It includes instructions on lesson planning, preparation, and assessment, addressing various student needs and instructional strategies to support diverse learners. Additionally, it establishes criteria for evaluating the effectiveness of lesson components, including alignment with standards, instructional strategies, and assessment methods.

1. EBM SPRING 2020
Exercise #1 Individual Worksheet Format
Audience Contact Analysis
Student Name:
Date:
Name of Company/Brand:
Category:
Instructions: Please follow the instructions specified in Exercise
1 in the Assignment Tab on the Course Menu. Save this
Worksheet to your desktop. Answer each question using the
space you need. Upload your completed Worksheet to the
Assignment Drop box by the due date.
Answer the following questions using this worksheet:
1. Specify and describe the company or brand that you have
chosen for this exercise and provide a reason why for your
choice.
2. Which contact tools (audience/consumer contact points) is
the company/brand using? (List and Describe)
3. In your opinion, are the various contact tools integrated and
presenting/sending a unified, consistent, image and message?
4. What is your overall assessment of the effectiveness of usage
of the company/brand’s consumer contact points?
PAGE
1

2. LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central
focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and
environment) and student factors (IEPs, 504s, ELLs, students
with behavior concerns, gifted learners), and the effect of those
factors on planning, teaching, and assessing students to
facilitate learning for all students. This should be limited to 2-3
sentences and the information should inform the differentiation
components of the lesson.

3. National/State Learning Standards:
Review national and state standards to become familiar with the
standards you will be working with in the classroom
environment.
Your goal in this section is to identify the standards that are the
focus of the lesson being presented. Standards must address
learning initiatives from one or more content areas, as well as
align with the lesson’s learning targets/objectives and
assessments.
Include the standards with the performance indicators and the
standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher
intends to measure in learning. These must be aligned with the
standards. When creating objectives, a learner must consider the
following:
· Who is the audience
· What action verb will be measured during
instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the
objective created. This should not be a summary of the lesson,
but a measurable statement demonstrating what the student will
be assessed on at the completion of the lesson. For instance,
“understand” is not measureable, but “describe” and “identify”
are.
For example:
Given an unlabeled map outlining the 50 states, students will
accurately label all state names.

4. Academic Language
In this section, include a bulleted list of the general academic
vocabulary and content-specific vocabulary you need to teach.
In a few sentences, describe how you will teach students those
terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and
the students will use during the lesson. As required by your
instructor, add or attach copies of ALL printed and online
materials at the end of this template. Include links needed for
online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating
students’ prior knowledge, linking previous learning with what
they will be learning in this lesson and gaining student interest

5. for the lesson. Consider various learning preferences
(movement, music, visuals) as a tool to engage interest and
motivate learners for the lesson.
In a bulleted list, describe the materials and activities you will
use to open the lesson. Bold any materials you will need to
prepare for the lesson.
For example:
· I will use a visual of the planet Earth and ask students to
describe what Earth looks like.
· I will record their ideas on the white board and ask more
questions about the amount of water they think is on planet
Earth and where the water is located.
Time Needed
Multiple Means of Representation
Learners perceive and comprehend information differently.
Your goal in this section is to explain how you would present
content in various ways to meet the needs of different learners.
For example, you may present the material using guided notes,
graphic organizers, video or other visual media, annotation
tools, anchor charts, hands-on manipulatives, adaptive
technologies, etc.
In a bulleted list, describe the materials you will use to
differentiate instruction and how you will use these materials
throughout the lesson to support learning. Bold any materials
you will need to prepare for the lesson.
For example:
· I will use a Venn diagram graphic organizer to teach students
how to compare and contrast the two main characters in the
read-aloud story.
· I will model one example on the white board before allowing
students to work on the Venn diagram graphic organizer with
their elbow partner.

6. Explain how you will differentiate materials for each of the
following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need
additional resources/support):
Time Needed
Multiple Means of Engagement
Your goal for this section is to outline how you will engage
students in interacting with the content and academic language.
How will students explore, practice, and apply the content? For

7. example, you may engage students through collaborative group
work, Kagan cooperative learning structures, hands-on
activities, structured discussions, reading and writing activities,
experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage
students in to allow them to explore, practice, and apply the
content and academic language. Bold any activities you will use
in the lesson. Also, include formative questioning strategies and
higher order thinking questions you might pose.
For example:
· I will use a matching card activity where students will need to
find a partner with a card that has an answer that matches their
number sentence.
· I will model one example of solving a number sentence on the
white board before having students search for the matching
card.
· I will then have the partner who has the number sentence
explain to their partner how they got the answer.
Explain how you will differentiate activities for each of the
following groups:
· English language learners (ELL):
· Students with special needs:

8. · Students with gifted abilities:
· Early finishers (those students who finish early and may need
additional resources/support):
Time Needed
Multiple Means of Expression
Learners differ in the ways they navigate a learning
environment and express what they know. Your goal in this
section is to explain the various ways in which your students
will demonstrate what they have learned. Explain how you will
provide alternative means for response, selection, and
composition to accommodate all learners. Will you tier any of
these products? Will you offer students choices to demonstrate
mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you will provide for your
students to express their knowledge about the topic. For
example, students may demonstrate their knowledge in more
summative ways through a short answer or multiple-choice test,
multimedia presentation, video, speech to text, website, written
sentence, paragraph, essay, poster, portfolio, hands-on project,
experiment, reflection, blog post, or skit. Bold the names of any
summative assessments.
Students may also demonstrate their knowledge in ways that are
more formative. For example, students may take part in thumbs
up-thumbs middle-thumbs down, a short essay or drawing, an
entrance slip or exit ticket, mini-whiteboard answers, fist to
five, electronic quiz games, running records, four corners, or
hand raising.Underline the names of any formative assessments.
For example:

9. Students will complete a one-paragraph reflection on the in-
class simulation they experienced. They will be expected to
write the reflection using complete sentences, proper
capitalization and punctuation, and utilize an example from the
simulation to demonstrate their understanding. Students will
also take part in formative assessments throughout the lesson,
such as thumbs up-thumbs middle-thumbs down and pair-share
discussions, where you will determine if you need to re-teach or
re-direct learning.
Explain how you will differentiate assessments for each of the
following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need
additional resources/support):

10. Time Needed
Extension Activity and/or Homework
Identify and describe any extension activities or homework
tasks as appropriate. Explain how the extension activity or
homework assignment supports the learning targets/objectives.
As required by your instructor, attach any copies of homework
at the end of this template.
Time Needed
Class Profile
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Arturo Yes
Low
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Hispanic Male No
Tier 2 RTI for

17. Reading
Grade
level
One year
below grade
level
At grade level Med No
Bertie No
Low
SES
Asian Female No None
Grade
level
One year
above grade
level
At grade level Low Yes
Beryl No
Mid
SES

18. White Female No
NOTE: School
does not have
gifted program
Grade
level
Two years
above grade
level
At grade level Med Yes
Brandie No
Low
SES
White Female No
Tier 2 RTI for
Math
Grade
level
At grade level
One year

19. below grade
level
Low No
Dessie No
Mid
SES
White Female No
Tier 2 RTI for
Math
Grade
level
Grade level
One year
below grade
level
Med Yes
Diana Yes
Low
SES
White Female No

20. Tier 2 RTI for
Reading
Grade
level
One year
below grade
level
At grade level Low No
Donnie No
Mid
SES
African
American
Female No Hearing Aids
Grade
level
At grade level At grade level Med Yes
Eduardo Yes
Low
SES
Hispanic Male No

21. Tier 2 RTI for
Reading
Grade
level
One year
below grade
level
At grade level Low No
Emma No
Mid
SES
White Female No None
Grade
level
At grade level At grade level Low Yes
Enrique No
Low
SES
Hispanic Male No
Tier 2 RTI for

22. Reading
One year
above
grade level
One year
below grade
level
At grade level Low No
S
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28. A
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Fatma Yes
Low
SES
White Female No
Tier 2 RTI for
Reading
Grade
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29. One year
below grade
level
One year
above grade
level
Low Yes
Frances No
Mid
SES
White Female No Diabetic
Grade
level
At grade level At grade level Med Yes
Francesca No
Low
SES
White Female No None
Grade
level
At grade level At grade level High No

30. Fredrick No
Low
SES
White Male
Learning
Disabled
Tier 3 RTI for
Reading and
Math
One year
above
grade level
Two years
below grade
level
Two years
below grade
level
Very

31. High
No
Ines No
Low
SES
Hispanic Female
Learning
Disabled
Tier 2 RTI for
Math
Grade
level
One year
below grade
level
One year
below grade
level
Low No
Jade No

32. Mid
SES
African
American
Female No None
Grade
level
At grade level
One year
above grade
level
High Yes
Kent No
High
SES
White Male
Emotion-
ally
Disabled
None
Grade

33. level
At grade level
One year
above grade
level
Med Yes
Lolita No
Mid
SES
Native
American/
Pacific
Islander
Female No None
Grade
level
At grade level At grade level Med Yes
Maria No
Mid
SES
Hispanic Female No

34. NOTE: School
does not have
gifted program
Grade
level
At grade level
Two years
above grade
level
Low Yes
Mason No
Low
SES
White Male No None
Grade
level
At grade level At grade level Med Yes
Nick No
Low
SES
White Male No None

35. Grade
level
One year
above grade
level
At grade level Med No
Noah No
Low
SES
White Male No None
Grade
level
At grade level At grade level Med Yes
S
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38. n
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A
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a
b
le
a
t
H
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Sharlene No
Mid
SES
White Female No None

42. Grade
level
One year
above grade
level
At grade level Med Med
Sophia No
Mid
SES
White Female No None
Grade
level
At grade level At grade level Med Yes
Stuart No
Mid
SES
White Male No
Allergic to
peanuts
Grade
level

43. One year
above grade
level
At grade level Med Yes
Terrence No
Mid
SES
White Male No None
Grade
level
At grade level At grade level Med Yes
Wade No
Mid
SES
White Male No None
Grade
level
At grade level
One year
above grade
level

44. Med Yes
Wayne No
High
SES
White Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
One year
below grade
level
Two years
below grade
level
High Yes
Wendell No

45. Mid
SES
African
American
Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
One year
below grade
level
Two years
below grade
level
Med Yes
Yung No

46. Mid
SES
Asian Male No
NOTE: School
does not have
gifted program
One year
below
grade level
Two years
above grade
level
Two years
above grade
level
Low Yes
Rubic_Print_FormatCourse CodeClass CodeAssignment

47. TitleTotal PointsELM-560ELM-560-O500Number and
Operations Lesson Plan80.0CriteriaPercentageNo Submission
(0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable
(87.00%)Target (100.00%)CommentsPoints
EarnedContent100.0%COE Lesson Plan Template20.0%Not
addressed. Uses the COE Lesson Plan Template and Class
Profile. Lesson plan components are missing or are inadequately
addressed. Uses the COE Lesson Plan Template and Class
Profile. All lesson plan components are addressed. Details are
minimal or irrelevant. Uses the COE Lesson Plan Template and
Class profile. All lesson plan components are clearly addressed
in the design of an original lesson plan. Uses the COE Lesson
Plan Template and Class Profile. All lesson plan components
are fully and thoroughly addressed in the design of a thoughtful
and original lesson plan. Instructional Strategies30.0%Not
addressed. Lesson plan includes instructional strategies that are
scarce in detail, vague, or incomplete. Evidence of research of
instructional strategies, or alignment to objectives is deficient.
The instructional strategies are inappropriate, or provide
inadequate support for student engagement and motivation.
Traditional and technology-enhanced activities are unclear or
ambiguous.Lesson plan includes instructional strategies.
Evidence of research of instructional strategies, or alignment to
objectives is limited. The appropriateness of the instructional
strategies is questionable. The chosen strategies provide
minimal support for student engagement and motivation.
Traditional and technology-enhanced activities are minimal or
irrelevant.Lesson plan includes research-based instructional
strategies that align to the learning objectives in the area of
numbers and operations. Strategies are appropriate for
introducing a new concept in mathematics. The chosen
strategies help create student engagement and motivation. Both
traditional and technology-enhanced activities are
included.Lesson plan includes well-thought out, research-based
instructional strategies that skillfully align to the learning
objectives in the area of numbers and operations. Strategies are

48. clearly appropriate for introducing a new concept in
mathematics. The chosen strategies insightfully help create
student engagement and motivation. Both traditional and
technology-enhanced activities are included and well-defined.
Rationale20.0%Not addressed. Rationale includes a vague
reasoning for the chosen instructional strategies. Lacks an
explanation of the alignment of strategies and objectives, or
promotion of student engagement and motivation. Provides an
an inadequate or ambiguous description of the use of digital
tools or resources in the instruction of mathematics. Support
with scholarly resources is missing or scarce.Rationale includes
a brief reasoning for the chosen instructional strategies.
Addresses minimally alignment, student engagement, and
motivation. Provides a short description of the use of digital
tools or resources in the instruction of mathematics. Provides
scholarly resources of marginal relevance.Rationale includes a
reasoning for the chosen instructional strategies. Explains the
alignment of strategies and learning objectives, and the
promotion of student engagement and motivation in
mathematics. Describes the identification and integration of
digital tools or resources into the instruction of mathematics.
Provides support with scholarly resources.Rationale includes a
substantial reasoning for the chosen instructional strategies.
Explains, with specifics, the alignment of strategies and
learning objectives, and the promotion of student engagement
and motivation in mathematics. Describes, in detail, the
identification and integration of digital tools or resources into
the instruction of mathematics. Provides strong support with
relevant and valid scholarly resources.Research Citations and
Format15.0%Not addressed. Many citations are missing where
needed; or many of the sources are inappropriate for the
submission; or APA is attempted where required, but many
aspects are missing or mistaken.Some citations may be missing
where needed; or some of the sources do not support the
submission; or APA is attempted where required, but some
aspects are missing or mistaken. All sources are credible,

49. adequate, and support the submission. All required aspects of
APA format are correct within the submission. All sources are
credible, appropriate, and strongly support the submission. All
required aspects of APA format are correct within the
submission.Mechanics of Writing (includes spelling,
punctuation, grammar, language use)15.0%Not addressed.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction are used.Frequent and repetitive
mechanical errors distract the reader. Inconsistent language or
word choice is present. Sentence structure is
lacking.Submission includes some mechanical errors, but they
do not hinder comprehension. A variety of effective sentence
structures are used, as well as some practice and content-related
language.Submission is virtually free of mechanical errors.
Word choice reflects well-developed use of practice and
content-related language. Sentence structures are varied and
engaging.Total Weightage100%