Onzo_English language learner strategies and activities presentationAlbert194234
This document provides strategies and activities for supporting English Language Learners (ELLs). It discusses the difference between interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP). It also offers suggestions for teachers to support vocabulary development, ensure students understand content, promote discussion and interaction, and provide hands-on practice for ELL students. Effective strategies include pre-teaching vocabulary, using exit slips and questioning, incorporating manipulatives and games, and including English language standards in lessons.
Level 5 diploma in education and training mbuyu ilunga wa mulsimba35
This document provides evidence for a Level 5 Diploma in Education and Training. It includes a teaching log of 100 hours covering subjects like ICT, English, social studies, and math. It also includes schemes of work, lesson plans, lesson observations and feedback, and qualifications of the supervising teacher. The lesson plans show an emphasis on developing students' reading, writing, critical thinking, and social skills over the 100 hour period through group activities, debates, and project-based learning.
This document provides information about week 5 of an English foundations course. It includes a welcome message and overview of the course structure and materials. This week's class schedule focuses on assessing student progress through pre-testing, assigning pathway exercises, and planning individual paths to completion. The document outlines required in-class coursework including a pre-test, essay draft, and pathway activities. It assigns out-of-class homework of completing pathway reading with 75% accuracy and reading textbook chapters. The goal is to help students improve reading, writing, and reasoning skills through a combination of online and in-person activities.
This document outlines the requirements for a final lesson plan portfolio project. Students are asked to compile 5 revised lesson plans they created throughout the course into a single portfolio document. Each lesson plan must include specific components like a classroom scenario, learning objective, teaching procedures that cite effective strategies for students with disabilities, and a reflection. Additionally, the portfolio requires an introduction, reflection on how the portfolio demonstrates competency, and references page citing all sources used. The overall goal is for students to demonstrate their understanding of differentiated lesson planning for students with mild to moderate disabilities.
This document contains instructions and assignments for an English teaching course. It warns that plagiarism will result in zero marks and outlines the deadlines and requirements for two assignments. Assignment 1 involves discussing the position of English in Pakistan, problems of bilingualism and their solutions, language teaching methodologies with a focus on grammar translation, and listening and reading skills. Assignment 2 involves the essentials of good writing, importance of visual aids in teaching English with examples, understanding of assessment and differences between summative and formative assessment, steps of lesson planning, and important aspects of English vocabulary.
Incorporating creative arts in literacy instruction can increase sssuser47f0be
This document provides instructions for creating a lesson plan that integrates English language arts and creative arts for a clinical field experience classroom. The lesson plan should describe how creative arts will be incorporated into developmentally appropriate literacy instruction. It should include standards from both English language arts and creative arts, as well as objectives, vocabulary, and differentiated instruction, engagement, and assessments. The plan should be supported by 3-5 scholarly resources.
The document provides guidance on creating effective lesson plans. It recommends beginning with defining learning objectives and outcomes. The steps include developing key vocabulary, materials lists, and methods for introducing, teaching, practicing, and reviewing the content. Formative and summative assessments should also be included. Variations like warm-up activities, teacher-centered presentations, controlled exercises, and free discussion periods are suggested to keep lessons engaging. The overall goal is to design structured yet flexible plans that facilitate independent student learning.
This document provides information from a briefing for parents of P4 pupils at Frontier Primary School. It outlines the programme for the briefing, which includes discussions of P4 assessment weighting, subject-based banding for P5, the P4 to P5 promotion exercise, and curriculum and co-curriculum briefings. It also addresses frequently asked questions about subject-based banding and the school's approach to subjects like English language, mother tongue, and mathematics.
Onzo_English language learner strategies and activities presentationAlbert194234
This document provides strategies and activities for supporting English Language Learners (ELLs). It discusses the difference between interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP). It also offers suggestions for teachers to support vocabulary development, ensure students understand content, promote discussion and interaction, and provide hands-on practice for ELL students. Effective strategies include pre-teaching vocabulary, using exit slips and questioning, incorporating manipulatives and games, and including English language standards in lessons.
Level 5 diploma in education and training mbuyu ilunga wa mulsimba35
This document provides evidence for a Level 5 Diploma in Education and Training. It includes a teaching log of 100 hours covering subjects like ICT, English, social studies, and math. It also includes schemes of work, lesson plans, lesson observations and feedback, and qualifications of the supervising teacher. The lesson plans show an emphasis on developing students' reading, writing, critical thinking, and social skills over the 100 hour period through group activities, debates, and project-based learning.
This document provides information about week 5 of an English foundations course. It includes a welcome message and overview of the course structure and materials. This week's class schedule focuses on assessing student progress through pre-testing, assigning pathway exercises, and planning individual paths to completion. The document outlines required in-class coursework including a pre-test, essay draft, and pathway activities. It assigns out-of-class homework of completing pathway reading with 75% accuracy and reading textbook chapters. The goal is to help students improve reading, writing, and reasoning skills through a combination of online and in-person activities.
This document outlines the requirements for a final lesson plan portfolio project. Students are asked to compile 5 revised lesson plans they created throughout the course into a single portfolio document. Each lesson plan must include specific components like a classroom scenario, learning objective, teaching procedures that cite effective strategies for students with disabilities, and a reflection. Additionally, the portfolio requires an introduction, reflection on how the portfolio demonstrates competency, and references page citing all sources used. The overall goal is for students to demonstrate their understanding of differentiated lesson planning for students with mild to moderate disabilities.
This document contains instructions and assignments for an English teaching course. It warns that plagiarism will result in zero marks and outlines the deadlines and requirements for two assignments. Assignment 1 involves discussing the position of English in Pakistan, problems of bilingualism and their solutions, language teaching methodologies with a focus on grammar translation, and listening and reading skills. Assignment 2 involves the essentials of good writing, importance of visual aids in teaching English with examples, understanding of assessment and differences between summative and formative assessment, steps of lesson planning, and important aspects of English vocabulary.
Incorporating creative arts in literacy instruction can increase sssuser47f0be
This document provides instructions for creating a lesson plan that integrates English language arts and creative arts for a clinical field experience classroom. The lesson plan should describe how creative arts will be incorporated into developmentally appropriate literacy instruction. It should include standards from both English language arts and creative arts, as well as objectives, vocabulary, and differentiated instruction, engagement, and assessments. The plan should be supported by 3-5 scholarly resources.
The document provides guidance on creating effective lesson plans. It recommends beginning with defining learning objectives and outcomes. The steps include developing key vocabulary, materials lists, and methods for introducing, teaching, practicing, and reviewing the content. Formative and summative assessments should also be included. Variations like warm-up activities, teacher-centered presentations, controlled exercises, and free discussion periods are suggested to keep lessons engaging. The overall goal is to design structured yet flexible plans that facilitate independent student learning.
This document provides information from a briefing for parents of P4 pupils at Frontier Primary School. It outlines the programme for the briefing, which includes discussions of P4 assessment weighting, subject-based banding for P5, the P4 to P5 promotion exercise, and curriculum and co-curriculum briefings. It also addresses frequently asked questions about subject-based banding and the school's approach to subjects like English language, mother tongue, and mathematics.
This document discusses the development of an English instructional module for Grade 7 STE learners in La Union National High School. It notes the importance of English competence for education, careers, and global competitiveness. The school's English performance on mastery tests and the national achievement test is moderate, indicating room for improvement. The document reviews literature showing that appropriate instructional materials can positively impact student performance. It then proposes developing an English instructional module to enhance the learners' English skills through content-based instruction.
This document provides instructions for a project involving charts in Microsoft Excel. The project aims to meet objectives 5.1 through 5.3 of the Excel MOS Associate exam by having students create, modify, and format charts. It outlines 14 steps for students to complete, including editing an existing chart, changing chart properties, formatting charts, and inserting shapes and text boxes. Students are instructed to save their work with a specific file name format and are provided hints and points possible for each step. The total possible points for completing all steps is 100.
The document provides information for parents of P4 pupils at Frontier Primary School. It outlines the school's Primary 4 curriculum, assessment system, subject-based banding approach, and promotion to P5. Key points include the assessment weightings for P4, an explanation of subject-based banding and the subject combinations offered, eligibility for Higher Mother Tongue, and strategies used to teach English Language and Mathematics. It also addresses common questions parents may have about subject choices and banding placements.
This document contains a daily lesson log for an English class at Camabunational High School for Grade 8. It includes the objectives, content, learning resources and procedures that will be covered over the course of a week. The log outlines the standards and competencies to be covered, as well as the materials, activities and assessment strategies that will be used each day. At the end, there is a reflection section for the teacher to evaluate what worked well and where improvement is still needed to help students learn.
This document provides an agenda and information for a professional development session on report cards. The agenda includes frontloading key learner outcomes and assessment, guidelines for writing comments, and collaborative time. The document defines report cards, discusses how they are emotional and time-consuming but also a celebration and chance to plan next steps. It provides tips for collecting anecdotal information, using key learner outcomes, and sources of evidence for assessing reading. Guidelines are given for writing positive and constructive comments. Teachers then have collaborative time to discuss samples and areas to improve. The session aims to help teachers effectively write report cards that focus on student learning and growth.
The document addresses several myths about teaching English/Language Arts based on the curriculum framework. It clarifies that teachers are not required to strictly follow the lesson plans, can choose their own supplemental materials, and should focus on covered the benchmarks for each cycle. The embedded assessments are formative and meant to guide instruction rather than evaluate teachers. Support resources are available for re-take students preparing for assessments.
For more classes visit
www.snaptutorial.com
EED 465 Week 1 Assignment Interview and Standards Investigation
Details:
Interview
Interview a teacher in the elementary grades regarding the teacher’s social studies instruction. Include at least eight questions.
1) The lesson plan is for an English class of 18-20 year old students studying at an Agricultural University in Georgia. The class meets three times a week for 120 minute lessons.
2) In the previous lesson, students learned about traditional foods from different countries. This lesson introduces new vocabulary related to food and restaurants. Students will conduct a survey, make presentations in groups, and evaluate each other's presentations.
3) The learning objectives are for students to practice new vocabulary through communicative tasks, develop their fluency and writing skills, and gain confidence in public speaking by presenting and evaluating each other.
This document provides an overview of the 4th grade homeschool curriculum and guidelines for Coastal Academy. It outlines the subjects that will be covered, including math, literature, writing, grammar, history, and more. Schedules are provided with recommended time allotments. Resources like textbooks, workbooks, videos and websites are identified. Communication methods and the teacher's availability are also discussed. The goal is to clearly communicate the curriculum and help parents successfully guide their children through 4th grade homeschooling.
This course syllabus outlines a bridging course on reading and vocabulary skills taught over 15 weeks. The course will introduce students to vocabulary and background information on various animals through readings and group activities. Students will practice reading techniques, build vocabulary, and describe animal information. Assessment includes attendance, assignments, a midterm exam, and a final exam. The course aims to improve students' reading, vocabulary, and ability to discuss lessons. Learning methods include group discussions, presentations, and individual and teamwork assignments.
ECS 565 ALL ASSIGNMENTS GCU
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ECS 565 WEEK 1 CHILD-INITIATED DEVELOPMENT AND LEARNING
As an educator, what you do to guide young children into initiating their own development and learning is crucial.
For this assignment, create a 1-2 page newsletter to give to the parents at your Birth to Pre-K center. Consider GCU’s Statement on the Integration of Faith and Work that
This document outlines the course syllabus for Cultural Studies 201. The course will be held on Fridays from 5:30-8:30 PM over 15 weeks. It will introduce concepts of culture and social norms through chapters on families, friendships, the environment, agriculture, and Southeast Asian politics. Assessment will include assignments, presentations, exams, and class participation. The course aims to help students understand basic cultural information and apply lessons to daily interactions.
This document provides the course syllabus for an English communication skills course at Science University. The course will meet for two hours each week and focus on developing students' basic communication skills through lessons, group discussions, presentations and assignments. Students will be assessed based on attendance, assignments, a midterm exam, and a final exam. The course aims to help students improve their ability to communicate effectively in English.
This document provides guidance for a student on their upcoming TMA 03 assignment. It outlines:
1) The requirements of the assignment, including focusing on observing and assessing one child's learning, completing two brief observations to be included in an appendix, and analyzing the child's learning and development.
2) Suggestions for what to include in Part 1 such as analyzing observations and evidence while linking to course materials and the EYFS.
3) Instructions for Part 2, including discussing the importance of observation, relating it to the child's setting and role, and suggesting three activities to develop the child's learning.
4) A reminder to include an ethical statement and learning outcomes from the course. The
This document provides a module on making connections between texts to particular social issues, concerns, and dispositions in real life. It begins with introducing social issues and concerns, as well as making connections as a reading strategy. It then discusses text structures like description, cause and effect, comparison and contrast, order/sequence, and problem-solution that can be used to make deeper connections between texts and social issues. Several activities are provided to have learners analyze photos and texts, identify causes and effects of issues, and create maps and diagrams showing relationships between issues. The document aims to help learners better understand how to relate textual information to real-world social problems.
Ese 697 week 2 assignment lesson plan 2 phonics or oral languageunpiphostals1970
This document provides instructions for a lesson plan assignment. Students are asked to create a 3-4 page lesson plan focusing on teaching phonics or oral language to students with disabilities. The plan must include objectives, standards, assessments, teaching strategies from research, accommodations, and reflection. Sources should be cited in APA format. An example template is provided to guide students in including all necessary elements.
This document discusses an upcoming capstone course and exam for an early childhood education degree program. It lists 11 exam topic areas that will assess students' mastery of topics covered throughout their degree programs. Students are asked to select 5 of the 11 topics and describe how they will demonstrate cultural competence in those areas through commitment statements for their future roles. An example commitment statement is provided for the topic of "Learner Development". Students are then prompted to write a 250-300 word journal entry selecting 5 topics and explaining how they would apply principles of cultural competence in those areas.
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Ashford edu 692 week 5 assignment a case for problemBartholomee
This document provides guidance for an assignment to design a problem-based learning experience for a classroom. It instructs the reader to assume the role of a classroom teacher proposing a week-long PBL project to a colleague who typically uses textbook worksheets and exams. The assignment asks the reader to create a plan for a PBL experience for their class that includes an overview of the problem, how groups will be formed and monitored, the project to be developed, how it applies problem-based learning principles and develops 21st century skills and cultural relevance.
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Ashford edu 692 week 5 assignment a case for problemerwinlewiss
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This document discusses the development of an English instructional module for Grade 7 STE learners in La Union National High School. It notes the importance of English competence for education, careers, and global competitiveness. The school's English performance on mastery tests and the national achievement test is moderate, indicating room for improvement. The document reviews literature showing that appropriate instructional materials can positively impact student performance. It then proposes developing an English instructional module to enhance the learners' English skills through content-based instruction.
This document provides instructions for a project involving charts in Microsoft Excel. The project aims to meet objectives 5.1 through 5.3 of the Excel MOS Associate exam by having students create, modify, and format charts. It outlines 14 steps for students to complete, including editing an existing chart, changing chart properties, formatting charts, and inserting shapes and text boxes. Students are instructed to save their work with a specific file name format and are provided hints and points possible for each step. The total possible points for completing all steps is 100.
The document provides information for parents of P4 pupils at Frontier Primary School. It outlines the school's Primary 4 curriculum, assessment system, subject-based banding approach, and promotion to P5. Key points include the assessment weightings for P4, an explanation of subject-based banding and the subject combinations offered, eligibility for Higher Mother Tongue, and strategies used to teach English Language and Mathematics. It also addresses common questions parents may have about subject choices and banding placements.
This document contains a daily lesson log for an English class at Camabunational High School for Grade 8. It includes the objectives, content, learning resources and procedures that will be covered over the course of a week. The log outlines the standards and competencies to be covered, as well as the materials, activities and assessment strategies that will be used each day. At the end, there is a reflection section for the teacher to evaluate what worked well and where improvement is still needed to help students learn.
This document provides an agenda and information for a professional development session on report cards. The agenda includes frontloading key learner outcomes and assessment, guidelines for writing comments, and collaborative time. The document defines report cards, discusses how they are emotional and time-consuming but also a celebration and chance to plan next steps. It provides tips for collecting anecdotal information, using key learner outcomes, and sources of evidence for assessing reading. Guidelines are given for writing positive and constructive comments. Teachers then have collaborative time to discuss samples and areas to improve. The session aims to help teachers effectively write report cards that focus on student learning and growth.
The document addresses several myths about teaching English/Language Arts based on the curriculum framework. It clarifies that teachers are not required to strictly follow the lesson plans, can choose their own supplemental materials, and should focus on covered the benchmarks for each cycle. The embedded assessments are formative and meant to guide instruction rather than evaluate teachers. Support resources are available for re-take students preparing for assessments.
For more classes visit
www.snaptutorial.com
EED 465 Week 1 Assignment Interview and Standards Investigation
Details:
Interview
Interview a teacher in the elementary grades regarding the teacher’s social studies instruction. Include at least eight questions.
1) The lesson plan is for an English class of 18-20 year old students studying at an Agricultural University in Georgia. The class meets three times a week for 120 minute lessons.
2) In the previous lesson, students learned about traditional foods from different countries. This lesson introduces new vocabulary related to food and restaurants. Students will conduct a survey, make presentations in groups, and evaluate each other's presentations.
3) The learning objectives are for students to practice new vocabulary through communicative tasks, develop their fluency and writing skills, and gain confidence in public speaking by presenting and evaluating each other.
This document provides an overview of the 4th grade homeschool curriculum and guidelines for Coastal Academy. It outlines the subjects that will be covered, including math, literature, writing, grammar, history, and more. Schedules are provided with recommended time allotments. Resources like textbooks, workbooks, videos and websites are identified. Communication methods and the teacher's availability are also discussed. The goal is to clearly communicate the curriculum and help parents successfully guide their children through 4th grade homeschooling.
This course syllabus outlines a bridging course on reading and vocabulary skills taught over 15 weeks. The course will introduce students to vocabulary and background information on various animals through readings and group activities. Students will practice reading techniques, build vocabulary, and describe animal information. Assessment includes attendance, assignments, a midterm exam, and a final exam. The course aims to improve students' reading, vocabulary, and ability to discuss lessons. Learning methods include group discussions, presentations, and individual and teamwork assignments.
ECS 565 ALL ASSIGNMENTS GCU
Just Click on Below Link To Download This Course:
https://www.tutorssquad.com/product/ecs-565-all-assignments-gcu/
ECS 565 WEEK 1 CHILD-INITIATED DEVELOPMENT AND LEARNING
As an educator, what you do to guide young children into initiating their own development and learning is crucial.
For this assignment, create a 1-2 page newsletter to give to the parents at your Birth to Pre-K center. Consider GCU’s Statement on the Integration of Faith and Work that
This document outlines the course syllabus for Cultural Studies 201. The course will be held on Fridays from 5:30-8:30 PM over 15 weeks. It will introduce concepts of culture and social norms through chapters on families, friendships, the environment, agriculture, and Southeast Asian politics. Assessment will include assignments, presentations, exams, and class participation. The course aims to help students understand basic cultural information and apply lessons to daily interactions.
This document provides the course syllabus for an English communication skills course at Science University. The course will meet for two hours each week and focus on developing students' basic communication skills through lessons, group discussions, presentations and assignments. Students will be assessed based on attendance, assignments, a midterm exam, and a final exam. The course aims to help students improve their ability to communicate effectively in English.
This document provides guidance for a student on their upcoming TMA 03 assignment. It outlines:
1) The requirements of the assignment, including focusing on observing and assessing one child's learning, completing two brief observations to be included in an appendix, and analyzing the child's learning and development.
2) Suggestions for what to include in Part 1 such as analyzing observations and evidence while linking to course materials and the EYFS.
3) Instructions for Part 2, including discussing the importance of observation, relating it to the child's setting and role, and suggesting three activities to develop the child's learning.
4) A reminder to include an ethical statement and learning outcomes from the course. The
This document provides a module on making connections between texts to particular social issues, concerns, and dispositions in real life. It begins with introducing social issues and concerns, as well as making connections as a reading strategy. It then discusses text structures like description, cause and effect, comparison and contrast, order/sequence, and problem-solution that can be used to make deeper connections between texts and social issues. Several activities are provided to have learners analyze photos and texts, identify causes and effects of issues, and create maps and diagrams showing relationships between issues. The document aims to help learners better understand how to relate textual information to real-world social problems.
Ese 697 week 2 assignment lesson plan 2 phonics or oral languageunpiphostals1970
This document provides instructions for a lesson plan assignment. Students are asked to create a 3-4 page lesson plan focusing on teaching phonics or oral language to students with disabilities. The plan must include objectives, standards, assessments, teaching strategies from research, accommodations, and reflection. Sources should be cited in APA format. An example template is provided to guide students in including all necessary elements.
This document discusses an upcoming capstone course and exam for an early childhood education degree program. It lists 11 exam topic areas that will assess students' mastery of topics covered throughout their degree programs. Students are asked to select 5 of the 11 topics and describe how they will demonstrate cultural competence in those areas through commitment statements for their future roles. An example commitment statement is provided for the topic of "Learner Development". Students are then prompted to write a 250-300 word journal entry selecting 5 topics and explaining how they would apply principles of cultural competence in those areas.
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Ashford edu 692 week 5 assignment a case for problemBartholomee
This document provides guidance for an assignment to design a problem-based learning experience for a classroom. It instructs the reader to assume the role of a classroom teacher proposing a week-long PBL project to a colleague who typically uses textbook worksheets and exams. The assignment asks the reader to create a plan for a PBL experience for their class that includes an overview of the problem, how groups will be formed and monitored, the project to be developed, how it applies problem-based learning principles and develops 21st century skills and cultural relevance.
Ashford edu 692 week 5 assignment a case for problemchrishjennies
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This document provides a study plan for special education exam preparation. It outlines four content domains covered on the exam and recommends resources to review for each topic, including recommended timeframes. The plan is designed to be completed over 9 months and provides tips for effective exam preparation, such as using practice quizzes to check understanding and studying in bite-sized chunks. Resources include textbooks, websites, and discussion forums to aid independent study and review of all topics covered by the exam.
Eed 465 all weeks discussion and assignments – entire coursejohn willamson
This document provides details for the assignments and discussions for the entire EED 465 course. It includes instructions for weekly discussion questions and assignments related to social studies instruction, standards, textbooks, cultural diversity, and lesson planning. Students are asked to interview a teacher, analyze standards and textbooks, compare approaches to social studies learning, research different cultures, and design a social studies lesson to teach in a classroom. The assignments require drawing upon educational research and address topics like multiple intelligences, literature integration, and depth of knowledge.
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Clinical Field Experience C Integrating Instruction, K-3All.docxbartholomeocoombs
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.docxbrownliecarmella
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.
This document provides guidance for a reflective journal assignment focusing on learning environments and instructional strategies. Students are asked to reflect on the case study and consider questions about the learning environment where they felt most successful, how to create a similar environment for their own students, the instructional strategies their own teachers used and why they were effective, and which strategies the teacher in the case study may use. The reflective journal will allow students to connect their experiences to course topics and examine how to apply strategies from the case study.
EDSP 410Unit Plan Differentiated Lesson Plan Assignment InstrEvonCanales257
EDSP 410
Unit Plan: Differentiated Lesson Plan Assignment Instructions
Overview
This is a continuation of the first part of your unit, the Unit Plan: Classroom, Goals, and Reading Assignment, developed in Module 4: Week 4. For this assignment, you are to fully develop your five lessons on the provided template, adding all materials you will be using to teach the entire five-day unit. Refer to the Unit Plan: Differentiated Lesson Plan Grading Rubric for more details on the expecations of this assignment. This is a Benchmark Assignment for your Developmental Portfolio.
The lesson plan is the key component to effective instruction in the classroom. Studies have shown that teachers who are well prepared with exciting and interesting lesson plans have to deal with far fewer behavior issues in their classrooms. That is why it is so important for you to learn the basics of designing a lesson plan. To begin, use the following list to choose a grade level and core content area for which you would like to develop a lesson plan. It would be wise to create your plan for the age level and content area you are currently teaching or planning to teach. You may not use a lesson plan you have created for another course for this assignment.
Instructions
Elementary (K–5)
Middle School (6–8)
High School (9–12)
Math
Math
Math
Science
Science
Science
Social Studies
Social Studies
Social Studies
Geography
Geography
Geography
History
History
History
Reading
Reading
Literature
Phonics/Grammar
Grammar
Grammar
Writing
Writing
Writing
After you have selected your grade level and subject area, you will need to consult the Virginia State Department of Education’s website to locate the state standards for your particular grade and subject area. You can access the website with the Virginia Standards of Learning link provided with this assignment. You will also need to locate the Common Core standard for your particular grade level and subject area. See the Common Core Standards link provided with this assignment.
Once you have located the standards for the grade level and subject area for your plan, choose one around which you want to develop your lesson plan. Keep in mind that this is a single lesson plan, not an entire unit, so you will have to narrow down your topic to one that can easily be taught in a single lesson. For example, if you want to cover addition for Kindergarten, you will narrow that to one specific concept of addition that is to be taught to kindergarteners.
Complete your lesson plan using the provided Unit Plan: Differentiated Lesson Plan Template document.
· Name: You must put your first and last name on the lesson plan so it can be easily identified by the instructor.
· Grade/Subject: You will identify what grade level and subject area is the focus for your lesson plan (e.g., 3rd grade science).
· Topic: You will choose a specific topic within your grade/subject area that your state standards require you to teach (e.g., addition in math, noun ...
Clinical field experience Education homework help.docxwrite31
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.
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Check this A+ tutorial guideline at
https://www.uopassignments.com/eed-475-grand-canyon-university
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This document provides information and resources for various assignments in Grand Canyon University's EED 470 course. It includes discussion questions, assignments, and guidelines for topics related to teaching reading strategies, assessments, phonics, fluency, vocabulary, comprehension, and the writing process. Students are directed to online tutorials and resources to help complete assignments which require analyzing approaches to teaching reading, creating lesson plans and presentations, developing vocabulary and comprehension games, and reflecting on practicum experiences.
This document provides guidelines and assignments for the ASH EED 400 Complete Class, including:
- Weekly discussion questions and assignments on topics like the purposes of assessment, different assessment methods, and standardized testing.
- Guidelines for creating assessments like an objective test, performance assessment, rubric, and personal beliefs paper on assessment experiences.
- Links and resources for each assignment are provided to help students complete the work.
The class covers a wide range of topics on educational assessment through discussion questions, written assignments, and self-assessment tools to help students develop their understanding.
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
1. ASH ESE 697 Complete Class ASH
Check this A+ tutorial guideline at
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697-ASH-Complete-Class-Guide
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ESE 697 Complete Class ASH
ESE 697 Week 1 Assignment Lesson Plan 1 Reading
Comprehension
ESE 697 Week 1 DQ 1 Aligning Instruction with Common
Core State Standards and the IEP
ESE 697 Week 1 DQ 2 Designing in Mini Lesson in
Reading Comprehension
ESE 697 Week 1 Reflective Journal
2. ESE 697 Week 2 Assignment Lesson Plan 2 Phonics or
Oral Language
ESE 697 Week 2 DQ 1 Planning Accommodations for
Instruction
ESE 697 Week 2 DQ 2 Designing a Mini Lesson in Phonics
or Oral Language
ESE 697 Week 3 Assignment Lesson Plan 3 Writing or
Spelling
ESE 697 Week 3 DQ 1 Curriculum Based Measurements
ESE 697 Week 3 DQ 2 Designing a Mini Lesson in Writing
or Spelling
ESE 697 Week 4 Assignment Lesson Plan 4 Mathematics
ESE 697 Week 4 DQ 1 Self Determination in Young
Children with Disabilities
ESE 697 Week 4 DQ 2 Designing a Mini Lesson in
Mathematics
ESE 697 Week 5 Assignment Lesson Plan 5 Vocabulary
or Content Area
ESE 697 Week 5 DQ 1 Planning Vocabulary Instruction
Based on IEP Objectives and Individualized Needs
ESE 697 Week 5 DQ 2 Designing a Mini Lesson in
Vocabulary
3. ESE 697 Week 6 DQ 1 The Importance of Planning
Evidence
ESE 697 Week 6 Final Paper
ESE 697 Week 6 Reflective Journal
4. ASH ESE 697 Week 1 Assignment Lesson Plan 1 Reading
Comprehension
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697-Week-1-Assignment-Lesson-Plan-1-Reading-
Comprehension
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ESE 697 Week 1 Assignment Lesson Plan 1 Reading
Comprehension
Lesson Plan #1: Reading Comprehension.
As you have learned in this first week of class, it is
essential to understand how to plan for effective
instruction for students with disabilities. In the
classroom, it is important for all lesson plans to not only
integrate effective strategies for instruction and
accommodations for students with disabilities, but to
also align with the Common Core State Standards (CCSS).
5. Your first lesson plan will focus on using effective,
research-based strategies for teaching reading
comprehension to students with disabilities. For this
lesson, you may plan for your choice of grade level, type
of classroom, and disability areas. You may use your
own classroom, or create a fictional classroom setting
for the lesson. At least one, if not multiple, research-
based strategies for teaching in this content area for
students with disabilities should be highlighted in this
lesson plan. Your textbook has a plethora of strategies,
but you may also seek other strategies as well in other
peer-reviewed texts or articles.
This week, the emphasis is to align your lesson objective
and activities to the Common Core State Standards
(CCSS) within the lesson plan. Download the CCSS below
for your lesson: Using the lesson plan template found in
Week One of your online course (or all the elements
included in the template), the following components are
required:
a. Lesson title, grade level, subject area
b. Classroom scenario: Description of the classroom for
which you are planning the lesson plan (grade level,
classroom setting, number of students, and include any
other pertinent information about the classroom).
c. Students with mild/moderate disabilities in the
classroom: Describe at least one learner with a
mild/moderate disability that will participate in the
6. lesson. Include the type of disability, the student’s
individualized needs of the student, and any pertinent
information about the student(s).
d. Common Core State Standards and lesson objective:
Provide a specific learning objective for the lesson and
the Common Core State Standard that the lesson plan
will address.
e. Assessment: Describe how you will assess student
learning of the lesson objective based on the age/grade/
and needs documented.
f. Accommodations or modifications to be provided:
Provide a detailed description of the accommodations
you will use throughout the lesson to address the
individualized needs of each student with a disability.
g. Teaching procedures: Provide a detailed description
of the teaching procedures, including teacher input and
modeling, guided practice, independent practice, and
closure. This section must include strategies from the
text and peer-reviewed articles related to effective
strategies for teaching students with disabilities. You
must cite your sources to demonstrate your knowledge
of effective strategies.
h. Checks for understanding: Throughout the lesson, you
will provide a minimum of three ways that you will
check for understanding to ensure students are grasping
pertinent and central concepts in your lesson.
7. i. Reflection: This section will include a brief reflection
on how assessment will help inform you of your
students’ achievement of the learning objective, as well
as how it will inform your future instructional actions.
Also, include what plan you will take if the students do
not meet the assessment objectives.
This assignment should be approximately three to four
pages in length, and you should use proper grammar,
spelling, punctuation, and sentence structure
throughout the lesson plan. Lesson plan must be an
original creation.
At least one to two peer-reviewed sources, which may
include the textbook for this course, should be used and
cited in the lesson plan.
APA format must be used throughout the paper for in-
text citations and references. You may use the attached
example as a model for your own lesson plan.
8. ASH ESE 697 Week 1 DQ 1 Aligning Instruction with
Common Core State Standards and the IEP
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697-Week-1-DQ-1-Aligning-Instruction-with-Common-
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ESE 697 Week 1 DQ 1 Aligning Instruction with Common
Core State Standards and the IEP
Aligning Instruction With Common Core State Standards
and the IEP. Read the required text chapters and
articles, and watch the video for Week One. Use these
resources to inform and support your responses to the
prompts below.
a. Describe the special education teacher's
responsibility in planning instruction that is aligned
with both Common Core State Standards (CCSS) as well
9. as the needs of a child based on their individual
education plan (IEP).
b. What challenges do you anticipate in planning
instruction for students with disabilities to meet the
CCSS and/or IEP goals?
c. Based on your experience and the literature, what are
several solutions to overcome these challenges?
10. ASH ESE 697 Week 1 DQ 2 Designing in Mini Lesson in
Reading Comprehension
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697-Week-1-DQ-2-Designing-in-Mini-Lesson-in-
Reading-Comprehension
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ESE 697 Week 1 DQ 2 Designing in Mini Lesson in
Reading Comprehension
Create a mini-lesson in reading comprehension to teach
a small group of students (group description below)
using an evidence-based strategy from the textbook.
Plan a 15- to 20-minute mini-lesson that addresses the
needs of all four students in the group through effective
strategies and accommodations for the
learners. Respond briefly to the two reflection
questions (in the template) about your lesson. Use this
mini-lesson template to develop your mini-lesson, and
11. then copy and paste it into the discussion forum to
obtain feedback from your peers.
Small group description:
There are four students in this group who are in third
grade. Two of the students have a learning disability in
reading and are both reading at a first-grade level, there
is one student with an intellectual disability who reads
at a first-grade level, and a student with a visual
impairment who reads at a second-grade level.
12. ASH ESE 697 Week 1 DQ 3 Optional Share Your Lesson
Plans
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697-Week-1-DQ-3-Optional-Share-Your-Lesson-Plans
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ESE 697 Week 1 DQ 3 Optional Share Your Lesson Plans
You can share your lesson plans each week in this forum
to obtain feedback from your peers or to work through
any challenges you are having in developing your
weekly lesson plans. This is a place where you will be
able to engage in discussion, if you choose, to ask your
classmates for feedback, to share ideas and resources, to
self-reflect, and/or to ask questions for additional
support from your colleagues.
13. ASH ESE 697 Week 1 Reflective Journal
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ESE 697 Week 1 Reflective Journal
The Council for Exceptional Children (CEC) is the largest
international professional organization dedicated to
improving the educational success of individuals with
disabilities and/or gifts and talents. CEC advocates for
appropriate governmental policies, sets professional
standards, provides professional development, defends
the rights of individuals with exceptionalities, and helps
professionals obtain conditions and resources necessary
for effective professional practice (Council for
Exceptional Children, 2011). As such, they have
established professional standards for teachers working
14. in the field of special education. This course is strongly
aligned with and focused specifically on developing
knowledge and skills of Standard 5: Instructional
Planning and Strategies (see below). In Week One of this
course, the journal prompt asks you to reflect on your
own professional progress in this area of expertise in
working with students with disabilities.
CEC Initial Preparation Standard 5: Beginning special
education professionals select, adapt, and use a
repertoire of evidence-based instructional strategies to
advance learning of individuals with exceptionalities.
Key elements you will focus on:
5.1: Beginning special education professionals consider
an individual’s abilities, interests, learning
environments, and cultural and linguistic factors in the
selection, development and adaptation of learning
experiences for individuals with exceptionalities.
5.2: Beginning special education professionals use
technologies to support instructional assessment,
planning, and delivery for students with
exceptionalities.
In each reflective journal, respond to all of the following
prompts:
a. Discuss your prior beliefs about teaching students
with disabilities. How have the readings, discussions,
and the assignment altered or informed your current
15. beliefs, knowledge and skills related to planning
instruction for students with disabilities?
b. After reviewing CEC Standard 5 and its two key
elements, discuss three areas you would like to improve
upon professionally during this course.
c. Based on your experience, current role in education,
and/or future role in education, how might you apply
these concepts to plan effective instruction for students
with disabilities?
16. ASH ESE 697 Week 2 Assignment Lesson Plan 2 Phonics
or Oral Language
Check this A+ tutorial guideline at
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697-Week-2-Assignment-Lesson-Plan-2-Phonics-or-
Oral-Language
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ESE 697 Week 2 Assignment Lesson Plan 2 Phonics or
Oral Language
Lesson Plan #2:
Phonics or Oral Language. As you have learned this
week, it is essential to understand how to plan for
effective instruction in phonics and oral language for
students with disabilities. In the classroom, it is
important for all lesson plans to not only integrate
effective strategies for instruction and accommodations
for students with disabilities, but to also align with
Common Core State Standards and the student’s
17. individualized needs. This lesson plan will focus on
using effective, research-based strategies for teaching
phonics or oral language to students with disabilities,
with an additional emphasis on planning for
appropriate classroom accommodations or
modifications.
For this lesson, you may plan for your choice of grade
level, type of classroom, and disability areas. You may
use your own classroom or create a fictional classroom
setting for the lesson.
At least one, if not multiple, research-based strategies
for teaching in this content area for students with
disabilities should be highlighted in this lesson plan.
Your textbook has a plethora of strategies, but you
should also seek other strategies as well in other peer-
reviewed texts or articles that were required or
recommended this week.
Using the lesson plan template found in Week Two of
your online course (or all the elements included in the
template), the following components are required:
a. Lesson title, grade level, subject area
b. Classroom scenario: Description of the classroom for
which you are planning the lesson plan (grade level,
classroom setting, number of students, and include any
other pertinent information about the classroom).
18. c. Students with mild/moderate disabilities in the
classroom: Describe at least one learner with a
mild/moderate disability that will participate in the
lesson. Include the type of disability, the student’s
individualized needs of the student, and any pertinent
information about the student(s).
d. Common Core State Standards and lesson objective:
Provide a specific learning objective for the lesson and
the Common Core State Standard that the lesson plan
will address.
e. Assessment: Describe how you will assess student
learning of the lesson objective based on the age/grade/
and needs documented.
f. Accommodations or modifications to be provided:
Provide a detailed description of the accommodations
you will use throughout the lesson to address the
individualized needs of each student with a disability.
g. Teaching procedures: Provide a detailed description
of the teaching procedures, including teacher input and
modeling, guided practice, independent practice, and
closure. This section must include strategies from the
text and peer-reviewed articles related to effective
strategies for teaching students with disabilities. You
must cite your sources to demonstrate your knowledge
of effective strategies.
h. Checks for understanding: Throughout the lesson, you
will provide at least three ways that you will check for
19. understanding to ensure students are grasping
pertinent and central concepts in your lesson.
i. Reflection: This section will include a brief reflection
on how assessment will help inform you of your
students’ achievement of the learning objective, as well
as how it will inform your future instructional actions.
Also, include what plan you will take if the students do
not meet the assessment objectives.
This assignment should be approximately three to four
pages in length, and you should use proper grammar,
spelling, punctuation, and sentence structure
throughout the lesson plan. Lesson plan must be an
original creation. At least one to two peer-reviewed
sources, which may include the textbook for this course,
should be used and cited in the lesson plan.
APA format must be used throughout the paper for in-
text citations and references. You may use the attached
example as a model for your own lesson plan.
20. ASH ESE 697 Week 2 DQ 1 Planning Accommodations for
Instruction
Check this A+ tutorial guideline at
http://www.uopassignments.com/ESE-697-ASH/ESE-
697-Week-2-DQ-1-Planning-Accommodations-for-
Instruction
For more classes visit
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ESE 697 Week 2 DQ 1 Planning Accommodations for
Instruction
Visit Teachnology’s website and select a phonics lesson
from the Phonics Lesson Plans page. Analyze the lesson
to determine what learning needs exist for a student
with a learning disability (LD) in the classroom. Then,
using the article from LD Online, "Accommodations for
Students With LD," generate a list of three to five
possible accommodations, modifications, or assistive
technologies that could be integrated into the lesson for
a student with a learning disability. Describe how you
would integrate them into the lesson to ensure the
21. student has access to learning, and provide a rationale
for each accommodation or modification. Also, note if
these accommodations can be used as examples of
universal design where all students might
benefit. Please be sure to share the link to the lesson
plan you reviewed so others have context for the lesson
plan you are using.
22. ASH ESE 697 Week 2 DQ 2 Designing a Mini Lesson in
Phonics or Oral Language
Check this A+ tutorial guideline at
http://www.uopassignments.com/ESE-697-ASH/ESE-
697-Week-2-DQ-2-Designing-a-Mini-Lesson-in-Phonics-
or-Oral-Language
For more classes visit
http://www.uopassignments.com
ESE 697 Week 2 DQ 2 Designing a Mini Lesson in Phonics
or Oral Language
Create a mini-lesson in phonics or oral language to teach
a small group of students (group description below)
using an evidence-based strategy from the
textbook. Plan a 15- to 20-minute mini-lesson that
addresses the needs of all four students in the group
through effective strategies and accommodations for the
learners. Respond briefly to the two reflection
questions (in the template) about your lesson. Use this
mini-lesson template to develop your mini-lesson, and
23. then copy and paste it into the discussion forum to
obtain feedback from your peers.
Small group description:
There are four students in this group who are in
kindergarten. One of the students is autistic, one
student has an intellectual disability, and two are
students with ADHD. All four students are reading at the
pre-Kindergarten level.
24. ASH ESE 697 Week 2 DQ 3 Optional Share Your Lesson
Plans
Check this A+ tutorial guideline at
http://www.uopassignments.com/ESE-697-ASH/ESE-
697-Week-2-DQ-3-Optional-Share-Your-Lesson-Plans
For more classes visit
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ESE 697 Week 2 DQ 3 Optional Share Your Lesson Plans
You can share your lesson plans each week in this forum
to obtain feedback from your peers or to work through
any challenges you are having in developing your
weekly lesson plans. This is a place where you will be
able to engage in discussion, if you choose, to ask your
classmates for feedback, to share ideas and resources, to
self-reflect, and/or to ask questions for additional
support from your colleagues.
25. ASH ESE 697 Week 3 Assignment Lesson Plan 3 Writing
or Spelling
Check this A+ tutorial guideline at
http://www.uopassignments.com/ESE-697-ASH/ESE-
697-Week-3-Assignment-Lesson-Plan-3-Writing-or-
Spelling
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ESE 697 Week 3 Assignment Lesson Plan 3 Writing or
Spelling
Lesson Plan #3:
Writing and Spelling. As you have learned this week, it is
essential to plan for quality instruction in the areas of
writing and spelling for students with disabilities. This
lesson plan will focus on using effective, research-based
strategies for teaching writing or spelling to students
with disabilities.
26. Week Three also focused on planning effective
assessments to ensure that you are monitoring student
progress toward the learning objectives. You have
already started planning assessments in Weeks One and
Two, but in Week Three and beyond, there will be a
greater focus on ensuring alignment of your assessment
to your learning objective.
Additionally, at least one, if not multiple, research–
based strategies for teaching writing and spelling for
students with disabilities should be developed for your
lesson plan. Your textbook has a plethora of strategies,
but you may also seek other strategies as well in other
peer-reviewed texts or articles that were required or
recommended this week.
For this lesson, you may plan for your choice of grade
level, type of classroom, and disability areas. You may
use your own classroom or create a fictional classroom
setting for the lesson.
Using the lesson plan template found in Week Three of
your online course (or all the elements included in the
template), the following components are required:
a. Lesson title, grade level, subject area
b. Classroom scenario: Description of the classroom for
which you are planning the lesson plan (grade level,
classroom setting, number of students, and include any
other pertinent information about the classroom).
27. c. Students with mild/moderate disabilities in the
classroom: Describe at least one learner with a
mild/moderate disability that will participate in the
lesson.
Include the type of disability, the student’s
individualized needs of the student, and any pertinent
information about the student(s).
d. Common Core State Standards and lesson objective:
Provide a specific learning objective for the lesson and
the Common Core State Standard that the lesson plan
will address.
e. Assessment: Describe how you will assess student
learning of the lesson objective based on the age/grade/
and needs documented.
f. Accommodations or modifications to be provided:
Provide a detailed description of the accommodations
you will use throughout the lesson to address the
individualized needs of each student with a disability.
g. Teaching procedures: Provide a detailed description
of the teaching procedures, including teacher input and
modeling, guided practice, independent practice, and
closure. This section must include strategies from the
text and peer-reviewed articles related to effective
strategies for teaching students with disabilities. You
must cite your sources to demonstrate your knowledge
of effective strategies.
28. h. Checks for understanding: Throughout the lesson, you
will provide a minimum of three ways that you will
check for understanding to ensure students are grasping
pertinent and central concepts in your lesson.
i. Reflection: This section will include a brief reflection
on how assessment will help inform you of your
students’ achievement of the learning objective, as well
as how it will inform your future instructional actions.
Also, include what plan you will take if the students do
not meet the assessment objectives.
This assignment should be approximately three to four
pages in length, and you should use proper grammar,
spelling, punctuation, and sentence structure
throughout the lesson plan. Lesson plan must be an
original creation.
At least one to two peer-reviewed sources, which may
include the textbook for this course, should be used and
cited in the lesson plan.
APA format must be used throughout the paper for in-
text citations and references. You may use the attached
example as a model for your own lesson plan.
29. ASH ESE 697 Week 3 DQ 1 Curriculum Based
Measurements
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ESE 697 Week 3 DQ 1 Curriculum Based Measurements
Create a mini-lesson in writing or spelling to teach a
small group of students (group description below) using
an evidence-based strategy from the textbook or from
the required articles from Teaching Exceptional
Children. Plan a 15- to 20-minute mini-lesson that
addresses the needs of all three students in the group
through effective strategies and accommodations for the
learners. Respond briefly to the two reflection
questions (in the template) about your lesson. Respond
briefly to the two reflection questions (in the template)
about your lesson. Use this mini-lesson template to
develop your mini-lesson, and then copy and paste it
30. into the discussion forum to obtain feedback from your
peers.
Small group description:
There are three students in this group who are in fifth
grade. One student has a physical impairment with
limited use of his hands, one student has a learning
disability in written expression, and one student has a
learning disability in reading fluency and
comprehension. Further, due to these limitations, each
student has a fairly short attention span.
31. ASH ESE 697 Week 3 DQ 2 Designing a Mini Lesson in
Writing or Spelling
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ESE 697 Week 3 DQ 2 Designing a Mini Lesson in Writing
or Spelling
Create a mini-lesson in writing or spelling to teach a
small group of students (group description below) using
an evidence-based strategy from the textbook or from
the required articles from Teaching Exceptional
Children. Plan a 15- to 20-minute mini-lesson that
addresses the needs of all three students in the group
through effective strategies and accommodations for the
learners. Respond briefly to the two reflection
questions (in the template) about your lesson. Respond
briefly to the two reflection questions (in the template)
32. about your lesson. Use this mini-lesson template to
develop your mini-lesson, and then copy and paste it
into the discussion forum to obtain feedback from your
peers.
Small group description:
There are three students in this group who are in fifth
grade. One student has a physical impairment with
limited use of his hands, one student has a learning
disability in written expression, and one student has a
learning disability in reading fluency and
comprehension. Further, due to these limitations, each
student has a fairly short attention span.
33. ASH ESE 697 Week 4 Assignment Lesson Plan 4
Mathematics
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ESE 697 Week 4 Assignment Lesson Plan 4 Mathematics
Lesson Plan #4: Mathematics
As you have learned in this fourth week of class, it is
essential to understand how to plan for effective
mathematics instruction for students with disabilities.
This week, the emphasis of this lesson plan is to not only
align your mathematics lesson objective and activitiesto
the Common Core State Standards, but to also consider
how you will promote self-determination in your
students with disabilities through your instruction.
34. Your lesson plan should include at least one way to
support self-determination for one of your learners with
a disability.
Your lesson plan should use at least one, if not multiple,
research-based strategies for teaching mathematics to
students with disabilities. Your textbook has a plethora
of strategies, but you may also seek other strategies as
well in other peer-reviewed texts or articles that were
required or recommended this week.
For this lesson, you may plan for your choice of grade
level, type of classroom, and disability areas. You may
use your own classroom or create a fictional classroom
setting for the lesson.
Using the lesson plan template found in Week Four of
your online course (or all the elements included in the
template), the following components are required:
a. Lesson title, grade level, subject area
b. Classroom scenario: Description of the classroom for
which you are planning the lesson plan (grade level,
classroom setting, number of students, and include any
other pertinent information about the classroom).
c. Students with mild/moderate disabilities in the
classroom: Describe at least one learner with a
mild/moderate disability that will participate in the
lesson. Include the type of disability, the student’s
35. individualized needs of the student, and any pertinent
information about the student(s).
d. Common Core State Standards and lesson objective:
Provide a specific learning objective for the lesson and
the Common Core State Standard that the lesson plan
will address.
e. Assessment: Describe how you will assess student
learning of the lesson objective based on the age/grade/
and needs documented.
f. Accommodations or modifications to be provided:
Provide a detailed description of the accommodations
you will use throughout the lesson to address the
individualized needs of each student with a disability.
g. Teaching procedures: Provide a detailed description
of the teaching procedures, including teacher input and
modeling, guided practice, independent practice, and
closure. This section must include strategies from the
text and peer-reviewed articles related to effective
strategies for teaching students with disabilities. You
must cite your sources to demonstrate your knowledge
of effective strategies. Additionally, the teaching
procedures should integrate ways to promote self-
determination into the lesson as well.
h. Checks for understanding: Throughout the lesson, you
will provide a minimum of three ways that you will
check for understanding to ensure students are grasping
pertinent and central concepts in your lesson.
36. i. Reflection/self-determination: This section will
include a brief reflection on how assessment will help
inform you of your students’ achievement of the
learning objective, as well as how it will inform your
future instructional actions. Also, include what plan you
will take if the students do not meet the assessment
objectives. Finally, your reflection should discuss how
you will promote self-determination in this lesson plan
to support your students with disabilities.
This assignment should be approximately three to four
pages in length, and you should use proper grammar,
spelling, punctuation, and sentence structure
throughout the lesson plan.
Lesson plan must be an original creation. At least one to
two peer-reviewed sources, which may include the
textbook for this course, should be used and cited in the
lesson plan.
APA format must be used throughout the paper for in-
text citations and references. You may use the attached
example as a model for your own lesson plan.
37. ASH ESE 697 Week 4 DQ 1 Self-Determination in Young
Children with Disabilities
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ESE 697 Week 4 DQ 1 Self-Determination in Young
Children with Disabilities
Read the article “A Model of Parent-Teacher
Collaboration to Promote Self-Determination in Young
Children with Disabilities,” retrieved from the
EBSCOhost database.
Imagine that you are a special education teacher and
you have been asked by your administrator to support a
novice teacher who has never heard the term self-
determination. How would you explain the concept of
self-determination, and how important it is for all
38. children with disabilities to develop these skills? What
strategies would you suggest to this teacher to help to
promote and teach these skills through classroom
instruction?
39. ASH ESE 697 Week 5 Assignment Lesson Plan 5
Vocabulary or Content Area
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ESE 697 Week 5 Assignment Lesson Plan 5 Vocabulary
or Content Area
Lesson Plan #5:
Vocabulary or Content Area. As you have learned in this
fifth week of class, it is essential to understand how to
plan for effective vocabulary and content area
instruction for students with disabilities. In the
classroom, it is important for all lesson plans to not only
integrate effective strategies for instruction and
accommodations for students with disabilities, but to
also align with Common Core State Standards.
40. This lesson plan will focus on using effective, research-
based strategies for teaching vocabulary (or a content
area) to students with disabilities. Your lesson plan
should use at least one, if not multiple, research-based
strategies for teaching in this content area for students
with disabilities. Your textbook has a plethora of
strategies, but you may also seek other strategies as well
in other peer-reviewed texts or articles that were
required or recommended this week.
By now, you should be close to mastering writing lesson
plans that have a clear learning objective that is aligned
to Common Core State Standards. Additionally, the
lesson plan should incorporate an assessment task
aligned to the learning objective and standard. The
lesson plan should include evidence-based strategies for
students with disabilities, and should integrate self-
determination skills. This is the final lesson plan before
you will put them all together as a portfolio in Week Six.
For this lesson, you may plan for your choice of grade
level, type of classroom, and disability areas. You may
use your own classroom and create a fictional classroom
setting for the lesson.
Using the lesson plan template found in Week Five of
your online course (or all the elements included in the
template), the following components are required in
your vocabulary or content area lesson plan:
a. Lesson title, grade level, subject area
41. b. Classroom scenario: Description of the classroom for
which you are planning the lesson plan (grade level,
classroom setting, number of students, and include any
other pertinent information about the classroom).
c. Students with mild/moderate disabilities in the
classroom: Describe at least one learner with a
mild/moderate disability that will participate in the
lesson. Include the type of disability, the student’s
individualized needs of the student, and any pertinent
information about the student(s).
d. Common Core State Standards and lesson objective:
Provide a specific learning objective for the lesson and
the Common Core State Standard that the lesson plan
will address.
e. Assessment: Describe how you will assess student
learning of the lesson objective based on the age/grade/
and needs documented.
f. Accommodations or modifications to be provided:
Provide a detailed description of the accommodations
you will use throughout the lesson to address the
individualized needs of each student with a disability.
g. Teaching procedures: Provide a detailed description
of the teaching procedures, including teacher input and
modeling, guided practice, independent practice, and
closure. This section must include strategies from the
text and peer-reviewed articles related to effective
strategies for teaching students with disabilities. You
42. must cite your sources to demonstrate your knowledge
of effective strategies.
h. Checks for understanding: Throughout the lesson, you
will provide a minimum of three ways that you will
check for understanding to ensure students are grasping
pertinent and central concepts in your lesson.
i. Reflection/self-determination: This section will
include a brief reflection on how assessment will help
inform you of your students’ achievement of the
learning objective, as well as how it will inform your
future instructional actions. Also, include what plan you
will take if the students do not meet the assessment
objectives. Finally, your reflection should discuss how
you will promote self-determination in this lesson plan
to support your students with disabilities.
This assignment should be approximately three to four
pages in length, and you should use proper grammar,
spelling, punctuation, and sentence structure
throughout the lesson plan. Lesson plan must be an
original creation.
t least one to two peer-reviewed sources, which may
include the textbook for this course, should be used and
cited in the lesson plan.
APA format must be used throughout the paper for in-
text citations and references. You may use the attached
example as a model for your own lesson plan.
43. ASH ESe 697 Week 5 DQ 1 Planning Vocabulary
Instruction Based on IEP Objectives and Individualized
Needs
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ESe 697 Week 5 DQ 1 Planning Vocabulary Instruction
Based on IEP Objectives and Individualized Needs
You have a student with autism in your classroom. His
individualized education plan (IEP) is available here:
Sample IEP for Child with Autism/PPD. Using one of the
instructional activities in Chapter 10 related to
vocabulary instruction and content area learning;
explain how you might leverage assistive technology or
accommodations to support this student with
autism. Also include ways to include technology as part
of universal design for the entire class population.
44. ASH ESE 697 Week 5 DQ 2 Designing a Mini Lesson in
Vocabulary
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697-Week-5-DQ-2-Designing-a-Mini-Lesson-in-
Vocabulary
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ESE 697 Week 5 DQ 2 Designing a Mini Lesson in
Vocabulary
Create a mini-lesson in vocabulary to teach a small
group of students (group description below) using an
evidence-based strategy from the textbook. that
addresses the needs of all three students in the group
through effective strategies and accommodations for the
learners.
45. Respond briefly to the two reflection questions (in the
Learning Plan Template) about your lesson. Use the
mini-lesson template provided in Week Five of your
online course to develop your mini-lesson, and then
copy and paste it into the discussion forum to obtain
feedback from your peers.
46. ASH ESE 697 Week 6 DQ 1 The Importance of Planning
Evidence-Based Strategies for Teaching Students with
Disabilities
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ESE 697 Week 6 DQ 1 The Importance of Planning
Evidence-Based Strategies for Teaching Students with
Disabilities
Based on your textbook and readings throughout this
course, why is it so important to be able to use effective
instructional strategies in your lessons?
Why is it critical that you consider the needs of students
with disabilities when planning instruction? Support
your assertions by citing at least two peer-reviewed
sources
47. ASH ESE 697 Week 6 Final Paper
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ESE 697 Week 6 Final Paper
Throughout the course, you have been demonstrating
your understanding of differentiation and lesson
planning for children with mild and moderate
disabilities through the design of lesson plans in various
content areas. For the Final Project, you will
demonstrate competency in planning instruction for
students with mild and moderate disabilities by
developing a lesson plan portfolio that you can use and
48. share with other colleagues, for work interviews, or for
personal use.
Your Lesson Plan Portfolio will consist of the five
complete, original lesson plans that you designed
throughout this course. Each week, you received
feedback from your instructor, and possibly from your
peers, to continuously improve your differentiated
lesson plans. Below there is a description of each part of
the portfolio that you will submit this week as your Final
Project.
Part 1: Introduction to your portfolio
Provide a brief introductory paragraph that explains the
purpose of your portfolio and the competency you are
demonstrating through your five lesson plans.
Part 2: Lesson plan portfolio
Use the feedback you received each week, along with
what you have learned throughout the course, to revise
each of the five lesson plans to ensure each component
sufficiently addresses the required areas (below).
Combine the lesson plans into one document to present
your revised five lesson plans that reflect your
competency in this area. Remember, each plan needs to
specifically reflect the use of effective strategies for
students with disabilities that are cited within the lesson
plan.
The following components are required in each of the
five lesson plans:
49. Lesson title, grade level, subject area
Classroom scenario: Description of the classroom for
which you are planning the lesson plan (grade level,
classroom setting, number of students, and include any
other pertinent information about the classroom).
Students with mild/moderate disabilities in the
classroom: Describe at least one learner with a
mild/moderate disability that will participate in the
lesson. Include the type of disability, the student’s
individualized needs of the student, and any pertinent
information about the student(s).
Common Core State Standards and lesson objective:
Provide a specific learning objective for the lesson and
the Common Core State Standard that the lesson plan
will address.
Assessment: Describe how you will assess student
learning of the lesson objective.
Accommodations or modifications to be provided:
Provide a detailed description of the accommodations
you will use throughout the lesson to address the
individualized needs of each student with a disability.
Teaching procedures: Provide a detailed description of
the teaching procedures, including teacher input and
modeling, guided practice, independent practice, and
closure. This section must include strategies from the
50. text or peer-reviewed articles related to effective
strategies for teaching students with disabilities.
You must cite your sources to demonstrate your
knowledge of effective strategies. Additionally, the
teaching procedures should integrate ways to promote
self-determination into the lesson as well.
Checks for understanding: Throughout the lesson, you
will provide several ways that you will check for
understanding to ensure students are grasping
pertinent and central concepts in your lesson.
Reflection/self-determination: This section will include
your brief reflection on how assessment will help inform
you of your students’ achievement of the learning
objective, as well as how it will inform your future
instructional actions.
You will also reflect on how you will promote self-
determination in each of your lesson plans. Finally,
reflect on how the week’s learning contributed to your
understanding of the lesson plan’s development specific
to differentiating instruction for students with
mild/moderate disabilities.
Part 3: Reflection
Imagine that you are applying for a job where you need
to demonstrate competency in planning educational
experiences for learners with disabilities.
51. Using your lesson plan portfolio as evidence, write a
one- to two-page rationale for how your portfolio
demonstrates your strength and competency in this
area. Use specific examples from your portfolio to justify
your rationale.
Part 4: References
Provide a reference page that cites all sources used in
the development of your portfolio, including all sources
that were cited in each lesson plan.
52. ASH ESE 697 Week 6 Reflective Journal
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ESE 697 Week 6 Reflective Journal
The Council for Exceptional Children (CEC) is the largest
international professional organization dedicated to
improving the educational success of individuals with
disabilities and/or gifts and talents. CEC advocates for
appropriate governmental policies, sets professional
standards, provides professional development, defends
the rights of individuals with exceptionalities, and helps
professionals obtain conditions and resources necessary
for effective professional practice (Council for
Exceptional Children, 2011). As such, they have
53. established professional standards for teachers working
in the field of special education.
This course is strongly aligned with and focused
specifically on developing knowledge and skills of
Standard 5: Instructional Planning and Strategies (see
below). In Week Six, the journal prompt asks you to
reflect on your own professional progress in this area of
expertise in working with students with disabilities.
CEC Initial Preparation Standard 5: Beginning special
education professionals select, adapt, and use a
repertoire of evidence-based instructional strategies to
advance learning of individuals with exceptionalities.
Key Elements you will focus on: 5.1: Beginning special
education professionals consider an individual’s
abilities, interests, learning environments, and cultural
and linguistic factors in the selection, development and
adaptation of learning experiences for individuals with
exceptionalities.
5.2: Beginning special education professionals use
technologies to support instructional assessment,
planning, and delivery for students with
exceptionalities.
Be sure to respond to all of the following prompts:
a. Describe your beliefs about teaching students with
disabilities prior to this course. How have the readings,
discussions, and assignments altered or informed your
54. current beliefs, knowledge, and skills related to
planning instruction for students with disabilities?
b. After reviewing CEC Standard 5 and its two key
elements and completing this course, what are three
identified areas of professional growth?
c. Based on your experience, current role in education,
and/or future role in education, how might you apply
these concepts to plan effective instruction for students
with disabilities?