This document outlines a peer review form and instructions for reviewing lesson plans in an education course. It includes questions for reviewers to consider regarding various components of the lesson plans, such as whether learning objectives and grammar concepts are clearly explained. Reviewers are asked to provide feedback and suggestions for improvement directly in the lesson plans using comment or track changes functions. The goal is to help students strengthen their lesson plans through peer feedback.
Project 4 PortfolioWriter’s Role EvaluatorAudience UA Stude.docxbriancrawford30935
Project 4: Portfolio
Writer’s Role: Evaluator
Audience: UA Students, Your Current and Subsequent Writing Instructor
Genre: Portfolio
Due Dates:
· Wednesday, Nov. 30th: Portfolio Idea Proposal
· Monday, Dec. 5th: First Draft of Portfolio
· Friday, Dec. 9th: Final Portfolio due via d2l by 7:59 AM
The goal of this final portfolio is to reflect on and demonstrate your learning in this course. Kathleen Yancey, an expert in reflective writing, says writers need to know their work before they can like or critique it. Applying what we’ve learned to subsequent (and different) writing contexts depends on taking time to assess your writing practices. Evaluating your progress in English 101, it follows, should convince readers that you know your work and you can reflect on and assess your writing experiences. Project 4, as a portfolio, allows you to document your performance in this class by examining what you’ve produced this semester in relation to some of the student learning outcomes. So, too, the course has emphasized key terms that represent core concepts in writing, and they will be useful vocabulary for explaining what you’ve learned about writing.
Course Key Terms
· Audience
· Purpose
· Context
· Genre
· Community
· Rhetorical situation
Before beginning your portfolio, then, it is important to carefully read over the learning outcomes and key terms (as we have been doing throughout the semester). Decide which outcomes and key terms you would like to highlight; in the reflective essay, you will explain how learning is demonstrated (or areas in which you still need to improve) in the artifacts you’ve curated to represent your writing.
Portfolio Requirements
Task #1: Curate Portfolio Artifacts.
An important part of reflection involves reviewing and selecting samples of your writing across the semester. “Any writing” means anything you’ve written for English 101. It might be notes you made in class. It might be all of the major assignments with rough drafts. It might be one or two homework assignments that you felt had a big influence on your learning this semester. It could even be all of the homework assignments put together in a way that you think demonstrates learning outcomes.
Of course, learning is not always captured in successes. While you will predominately select writing that illustrates success in learning outcomes in the portfolio, you will also select at least one instructive failure, one example of writing that represents an outcome you have struggled with and will continue to work on. Often a critical incident with writing, or an instructive failure, prompts the best learning. With that in mind, use the following guidelines to curate a portfolio:
· Select artifacts that demonstrate mastery of one or two learning outcomes in each goal (see below). Remember, any writing you did for class counts.
· Select one artifact that represents your struggle with one learning outcome.
· Design a table of contents (TOC) with clear titles.
SPE-226 Educating the Exceptional LearnerBenchmark Assessm.docxrafbolet0
SPE-226 Educating the Exceptional Learner
Benchmark Assessment and Rubric
Targeted Essential Learning
Effective teachers implement lesson plans that utilize diversified strategies to meet the learning needs of students with varying degrees of cognitive abilities. Effective teachers are able to adapt instruction based on learner needs. (InTASC 2; CEC 3, 4, 5)
Assessment Tool Selected
Project
0. Accommodations and Modification of Lesson Plan
0. Report - Reflective Analysis
Specific Performance/Task(s)
Implement lesson plans. (InTASC 2a)
Select and utilize best practice implementation strategies appropriate to different developmental levels. (CEC 5.1)
Implement differentiated strategies that address diverse learners. (CEC 3.2)
Adapt instruction based on student needs. (InTASC 2b)
Select and apply evidenced-based instructional strategies to serve students with specific disabilities. (CEC 5.0)
Select, adapt, and use techniques to modify learning environments. (CEC 5.5)
Design instruction to meet student needs. (InTASC 2f)
Select, adapt, create, and use curricular materials. (CEC 3http://www.cec.sped.org/~/media/Files/Standards/Professional%20Preparation%20Standards/Initial%20Preparation%20Standards%20with%20Elaborations.pdf.2)
Relevancy of Task to Teacher Candidate
Students must be able to implement research-based lesson plans which reflect accommodations and modifications for learners with disabilities.
Assessment: Student Prompts/Teacher Directions
1. Individual: Teaching for Exceptionalities (Benchmark Assessment)
1. General Practicum information:
1. Students’ practicum experiences should follow the practicum experience requirements, including the diversity and hour requirements for this course.
1. Benchmark Assessment:
2. Contact a school, identify yourself as a GCU student, and request an opportunity to observe and participate in two different educational settings/grade levels that serve students with mild to moderate disabilities. Legally, you may not ask what the student’s disability is and you may not look at the IEP without parental permission. Of the total 15 hours required schedule to spend a minimum of 5 hours with the student during this practicum experience in one of the educational settings.
2. Spend a total of 15 hours, approximately 7.5 hours in two different grade levels. Each setting needs to serve students with mild to moderate disabilities.
2. During your initial observations of the student, take note of which modalities are strongest for the student (auditory, visual, kinesthetic, etc.). Also, note the curricular areas in which the student exhibits strengths and weaknesses.
2. Obtain a lesson plan that has been written by the teacher in a curricular area that is a challenge for the student (math, writing, reading, science, etc.). Make a copy of this lesson to submit with the Benchmark Assessment. Review the learning objective, activity/assignment description, and assessment (where applicable).
2. Write an Accommodation/L.
The document discusses peer feedback in writing classes. It provides an overview of peer feedback, outlining its pros and cons. It then describes different forms peer feedback can take, such as commenting on drafts in groups or exchanging completed drafts. The document also discusses how to train students to effectively provide peer feedback, including focusing on clarity, interest, and accuracy. Students should be taught to ask questions, identify the main idea, and offer suggestions for improvement. Finally, the document summarizes that peer feedback can help writers, but students may need training to learn how to properly respond to and incorporate feedback.
1. What do you think is the major drawback of questionnaire resear.docxpaynetawnya
1. What do you think is the major drawback of questionnaire research and why?
•Your initial response should be at least 250 words
•All references are expected to be cited in APA format
2. Planning
Prompt
1.Identify a manager and share examples that illustrate how the function of planning is present in his/her job.
2.Classify the types of organizational goals and plans he/she performs to achieve the goals.
3.Share the organized steps of the approach to goal setting that the manager has used.
4.Identify at least two issues that affect the planning process.
Response Parameters
Initial post: The initial response to the discussion questions must be 250–350 words in length. Each of your initial responses must have at least one source (the textbook does not count). All sources should be cited in APA format.
Academic Language:
Lesson summary
and focus:
Classroom and
student factors:
National / State
Learning Standards:
Specific learning target(s) / objectives: Teacher notes:
I. PLANNING
Agenda: Formative assessment:
Functions:Key Vocabulary: Form:
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
LESSON PLAN TEMPLATE
College of Education
In a few sentences, summarize this lesson, identifying the central focus based on the
content/skills you are teaching.
Describe the important classroom factors (demographics and environment) and
student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact
of those factors on planning, teaching and assessing students to facilitate learning for
all students.
Identify the relevant grade level standard(s), including the strand, cluster, and stan-
dard(s) by number and its text.
Specify exactly what the students will be able to do after
the standards-based lesson.
Identify the (1) opening of the lesson; (2) learning and
teaching activities; and (3) closure that you can post as
an agenda for the students that includes the approxi-
mate time for each segment.
Identify the process and how you will measure the prog-
ress toward mastery of learning target(s).
Clarify where this lesson falls within a unit of study.
Clarify the purpose the language
is intended to achieve within each
subject area. Functions often consist
of the verbs found in the standards
and learning goal statements. How
will your students demonstrate their
understanding?
Describe the structures or ways of
organizing language to serve a par-
ticular function within each subject
area. What kinds of structures
will you implement so that your
students might demonstrate their
depth of understanding?
Include the content-specific terms
you need to teach and how you will
teach students that vocabulary in the
lesson.
Grouping:
II. INSTRUCTION
I do Students do Differentiation
Instructional Materials,
Equipment and
Technology:
A. Opening
Anticipatory set:
Prior knowledge
connection:
B. Learning and Teaching Activities (Teaching and Guided Practice):
List ALL m ...
Executive Program Practical Connection Assignment Component .docxelbanglis
Executive Program Practical Connection Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) an ...
Part 1 Lesson Plan Analysis 30.0 Lesson plan analysis is comp.docxkarlhennesey
This document contains a lesson plan analysis and template. The analysis scored highly (30/30) for comprehensively understanding the template. The lesson plan identifies a specific academic standard and relates it to grade-level expectations and higher-order learning objectives for students to Know, Understand and Do. Assessments are designed to effectively measure the standard and objectives. The template sections include lesson preparation, instructional planning, and differentiated strategies for representation, engagement and expression to meet all student needs.
The document provides information about an English Composition I course offered at a community college. The course is designed to develop students' college-level writing skills through intensive writing assignments and a process-oriented approach. Over the course of the semester, students will write essays of increasing complexity, learn research and citation skills, and practice timed writing. Student work will be evaluated based on demonstrated mastery of organization, development, and mechanics in their written work.
Content Area Writing in the Secondary Classroom - NOVEL 3 16 15sarahcrain
This document outlines strategies for using writing formatively and summatively in secondary content area classrooms. It discusses using "writing to learn" strategies to actively engage students with content. These include note-taking, answering questions, and drawing. It also covers "on-demand writing" assessments and providing students strategies to succeed on these through prewriting techniques. Finally, it addresses best practices for grading student writing, such as using rubrics and focusing feedback.
Project 4 PortfolioWriter’s Role EvaluatorAudience UA Stude.docxbriancrawford30935
Project 4: Portfolio
Writer’s Role: Evaluator
Audience: UA Students, Your Current and Subsequent Writing Instructor
Genre: Portfolio
Due Dates:
· Wednesday, Nov. 30th: Portfolio Idea Proposal
· Monday, Dec. 5th: First Draft of Portfolio
· Friday, Dec. 9th: Final Portfolio due via d2l by 7:59 AM
The goal of this final portfolio is to reflect on and demonstrate your learning in this course. Kathleen Yancey, an expert in reflective writing, says writers need to know their work before they can like or critique it. Applying what we’ve learned to subsequent (and different) writing contexts depends on taking time to assess your writing practices. Evaluating your progress in English 101, it follows, should convince readers that you know your work and you can reflect on and assess your writing experiences. Project 4, as a portfolio, allows you to document your performance in this class by examining what you’ve produced this semester in relation to some of the student learning outcomes. So, too, the course has emphasized key terms that represent core concepts in writing, and they will be useful vocabulary for explaining what you’ve learned about writing.
Course Key Terms
· Audience
· Purpose
· Context
· Genre
· Community
· Rhetorical situation
Before beginning your portfolio, then, it is important to carefully read over the learning outcomes and key terms (as we have been doing throughout the semester). Decide which outcomes and key terms you would like to highlight; in the reflective essay, you will explain how learning is demonstrated (or areas in which you still need to improve) in the artifacts you’ve curated to represent your writing.
Portfolio Requirements
Task #1: Curate Portfolio Artifacts.
An important part of reflection involves reviewing and selecting samples of your writing across the semester. “Any writing” means anything you’ve written for English 101. It might be notes you made in class. It might be all of the major assignments with rough drafts. It might be one or two homework assignments that you felt had a big influence on your learning this semester. It could even be all of the homework assignments put together in a way that you think demonstrates learning outcomes.
Of course, learning is not always captured in successes. While you will predominately select writing that illustrates success in learning outcomes in the portfolio, you will also select at least one instructive failure, one example of writing that represents an outcome you have struggled with and will continue to work on. Often a critical incident with writing, or an instructive failure, prompts the best learning. With that in mind, use the following guidelines to curate a portfolio:
· Select artifacts that demonstrate mastery of one or two learning outcomes in each goal (see below). Remember, any writing you did for class counts.
· Select one artifact that represents your struggle with one learning outcome.
· Design a table of contents (TOC) with clear titles.
SPE-226 Educating the Exceptional LearnerBenchmark Assessm.docxrafbolet0
SPE-226 Educating the Exceptional Learner
Benchmark Assessment and Rubric
Targeted Essential Learning
Effective teachers implement lesson plans that utilize diversified strategies to meet the learning needs of students with varying degrees of cognitive abilities. Effective teachers are able to adapt instruction based on learner needs. (InTASC 2; CEC 3, 4, 5)
Assessment Tool Selected
Project
0. Accommodations and Modification of Lesson Plan
0. Report - Reflective Analysis
Specific Performance/Task(s)
Implement lesson plans. (InTASC 2a)
Select and utilize best practice implementation strategies appropriate to different developmental levels. (CEC 5.1)
Implement differentiated strategies that address diverse learners. (CEC 3.2)
Adapt instruction based on student needs. (InTASC 2b)
Select and apply evidenced-based instructional strategies to serve students with specific disabilities. (CEC 5.0)
Select, adapt, and use techniques to modify learning environments. (CEC 5.5)
Design instruction to meet student needs. (InTASC 2f)
Select, adapt, create, and use curricular materials. (CEC 3http://www.cec.sped.org/~/media/Files/Standards/Professional%20Preparation%20Standards/Initial%20Preparation%20Standards%20with%20Elaborations.pdf.2)
Relevancy of Task to Teacher Candidate
Students must be able to implement research-based lesson plans which reflect accommodations and modifications for learners with disabilities.
Assessment: Student Prompts/Teacher Directions
1. Individual: Teaching for Exceptionalities (Benchmark Assessment)
1. General Practicum information:
1. Students’ practicum experiences should follow the practicum experience requirements, including the diversity and hour requirements for this course.
1. Benchmark Assessment:
2. Contact a school, identify yourself as a GCU student, and request an opportunity to observe and participate in two different educational settings/grade levels that serve students with mild to moderate disabilities. Legally, you may not ask what the student’s disability is and you may not look at the IEP without parental permission. Of the total 15 hours required schedule to spend a minimum of 5 hours with the student during this practicum experience in one of the educational settings.
2. Spend a total of 15 hours, approximately 7.5 hours in two different grade levels. Each setting needs to serve students with mild to moderate disabilities.
2. During your initial observations of the student, take note of which modalities are strongest for the student (auditory, visual, kinesthetic, etc.). Also, note the curricular areas in which the student exhibits strengths and weaknesses.
2. Obtain a lesson plan that has been written by the teacher in a curricular area that is a challenge for the student (math, writing, reading, science, etc.). Make a copy of this lesson to submit with the Benchmark Assessment. Review the learning objective, activity/assignment description, and assessment (where applicable).
2. Write an Accommodation/L.
The document discusses peer feedback in writing classes. It provides an overview of peer feedback, outlining its pros and cons. It then describes different forms peer feedback can take, such as commenting on drafts in groups or exchanging completed drafts. The document also discusses how to train students to effectively provide peer feedback, including focusing on clarity, interest, and accuracy. Students should be taught to ask questions, identify the main idea, and offer suggestions for improvement. Finally, the document summarizes that peer feedback can help writers, but students may need training to learn how to properly respond to and incorporate feedback.
1. What do you think is the major drawback of questionnaire resear.docxpaynetawnya
1. What do you think is the major drawback of questionnaire research and why?
•Your initial response should be at least 250 words
•All references are expected to be cited in APA format
2. Planning
Prompt
1.Identify a manager and share examples that illustrate how the function of planning is present in his/her job.
2.Classify the types of organizational goals and plans he/she performs to achieve the goals.
3.Share the organized steps of the approach to goal setting that the manager has used.
4.Identify at least two issues that affect the planning process.
Response Parameters
Initial post: The initial response to the discussion questions must be 250–350 words in length. Each of your initial responses must have at least one source (the textbook does not count). All sources should be cited in APA format.
Academic Language:
Lesson summary
and focus:
Classroom and
student factors:
National / State
Learning Standards:
Specific learning target(s) / objectives: Teacher notes:
I. PLANNING
Agenda: Formative assessment:
Functions:Key Vocabulary: Form:
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
LESSON PLAN TEMPLATE
College of Education
In a few sentences, summarize this lesson, identifying the central focus based on the
content/skills you are teaching.
Describe the important classroom factors (demographics and environment) and
student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact
of those factors on planning, teaching and assessing students to facilitate learning for
all students.
Identify the relevant grade level standard(s), including the strand, cluster, and stan-
dard(s) by number and its text.
Specify exactly what the students will be able to do after
the standards-based lesson.
Identify the (1) opening of the lesson; (2) learning and
teaching activities; and (3) closure that you can post as
an agenda for the students that includes the approxi-
mate time for each segment.
Identify the process and how you will measure the prog-
ress toward mastery of learning target(s).
Clarify where this lesson falls within a unit of study.
Clarify the purpose the language
is intended to achieve within each
subject area. Functions often consist
of the verbs found in the standards
and learning goal statements. How
will your students demonstrate their
understanding?
Describe the structures or ways of
organizing language to serve a par-
ticular function within each subject
area. What kinds of structures
will you implement so that your
students might demonstrate their
depth of understanding?
Include the content-specific terms
you need to teach and how you will
teach students that vocabulary in the
lesson.
Grouping:
II. INSTRUCTION
I do Students do Differentiation
Instructional Materials,
Equipment and
Technology:
A. Opening
Anticipatory set:
Prior knowledge
connection:
B. Learning and Teaching Activities (Teaching and Guided Practice):
List ALL m ...
Executive Program Practical Connection Assignment Component .docxelbanglis
Executive Program Practical Connection Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) an ...
Part 1 Lesson Plan Analysis 30.0 Lesson plan analysis is comp.docxkarlhennesey
This document contains a lesson plan analysis and template. The analysis scored highly (30/30) for comprehensively understanding the template. The lesson plan identifies a specific academic standard and relates it to grade-level expectations and higher-order learning objectives for students to Know, Understand and Do. Assessments are designed to effectively measure the standard and objectives. The template sections include lesson preparation, instructional planning, and differentiated strategies for representation, engagement and expression to meet all student needs.
The document provides information about an English Composition I course offered at a community college. The course is designed to develop students' college-level writing skills through intensive writing assignments and a process-oriented approach. Over the course of the semester, students will write essays of increasing complexity, learn research and citation skills, and practice timed writing. Student work will be evaluated based on demonstrated mastery of organization, development, and mechanics in their written work.
Content Area Writing in the Secondary Classroom - NOVEL 3 16 15sarahcrain
This document outlines strategies for using writing formatively and summatively in secondary content area classrooms. It discusses using "writing to learn" strategies to actively engage students with content. These include note-taking, answering questions, and drawing. It also covers "on-demand writing" assessments and providing students strategies to succeed on these through prewriting techniques. Finally, it addresses best practices for grading student writing, such as using rubrics and focusing feedback.
Write Five page Essay.Topic What do you think will be the m.docxherbertwilson5999
Write Five page Essay.
Topic: What do you think will be the most important debatable economic or social problem facing the field of Nursing in the United States 20 years from now? Choose the problem, define it, and defend your position using credible research.
Choose five current, varied (by type), and credible sources to use in writing to support your topic which should result in a five page essay that persuades the reader that your perspective on a debatable topic is the correct position to take. Your APA paper should demonstrate your ability to engage the reader, provide a strong thesis with pattern for development, incorporate in-text citations as needed, and include a final reference page listing and using research resources as described above.
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need .
This document outlines the agenda for Seminar #4, which focuses on quality core instruction, the READ Act, and lesson reporting and analysis. The seminar will discuss what quality core instruction entails, including establishing clear purposes and goals, teacher modeling, guided instruction, productive group work, and independent learning. It will also cover how Response to Intervention (RTI) and the Colorado READ Act relate to providing quality core instruction. Finally, it provides guidance on completing a Lesson Report and Analysis assignment to analyze a literacy lesson taught in the classroom.
This document summarizes a secondary science seminar. It outlines the session objectives, which include analyzing course goals and assessments, describing connections between planning and alignment, and solving obstacles to student achievement. The seminar leader reviews professional values, group norms, and course requirements. Participants analyze course goals and competencies, assessments that demonstrate mastery, and effective unit planning. They discuss maintaining a focus on student achievement and share challenges and solutions from their classrooms.
The document discusses the concept of constructive alignment in learning, teaching and assessment. Constructive alignment means that the intended learning outcomes, teaching methods, and assessment tasks are aligned and designed to help students achieve the intended outcomes. The key points are:
- Intended learning outcomes should be expressed as action verbs describing what students will be able to do.
- Teaching and learning activities should engage students in enacting those verbs to help them achieve the outcomes.
- Assessment tasks should provide opportunities for students to demonstrate if they have achieved the outcomes and at what level, by requiring them to perform the verbs.
This document provides guidance on creating effective rubrics to assess student end products for projects. It recommends that rubrics focus on assessing the final product and connect criteria to learning standards. A 4-step process is outlined: 1) Identify standards and objectives, 2) Determine final product format, 3) Identify criteria, and 4) Write the rubric. Additional tips include having students use the rubric to guide their work through activities like peer reviews and journal prompts that reference the rubric. The goal is to craft specific, objective rubrics that assess student mastery of key skills and content.
This document provides guidelines for formative and summative assessment in English for Class X.
For formative assessment, it proposes tools like reflections on readings, written works, project works, and slip tests. Reflections and oral presentations on readings are assessed based on articulation and use of ideas. Written works like discourses and exercises are evaluated using indicators from academic standards. Project works consider both individual and group contributions through written and oral components. Slip tests cover discourses with limited prior notice.
For summative assessment, the question paper contains reading comprehension, vocabulary and grammar sections. Reading comprehension has passages from the textbook and unseen texts with short-answer and longer questions. Vocabulary and grammar questions
Elements of Emotional Intelligence in Leadership To prepare for EvonCanales257
This document provides instructions for completing Task 1 (Planning) of the edTPA, which is a teaching performance assessment used in many states. Students are asked to plan a 3-lesson literacy learning segment for either elementary or secondary students. They must submit: 1) a Context for Learning document describing their class, 2) 3 lesson plans using a template, 3) instructional materials, 4) assessments, and 5) a Planning Commentary responding to prompts. The documents should demonstrate understanding of research-based practices and how plans support student learning and language development. Students will teach one lesson and receive feedback before submitting their final Task 1 portfolio.
Elements of emotional intelligence in leadership to prepare for joney4
This document provides instructions for completing Task 1 (Planning) of the edTPA, which is a teaching performance assessment used in many states. Students are asked to plan a 3-lesson literacy learning segment for either elementary or secondary students. They must submit: 1) a Context for Learning document describing their class, 2) 3 lesson plans using a template, 3) instructional materials, 4) assessments, and 5) a Planning Commentary responding to prompts. The documents should demonstrate understanding of research-based practices and how plans support student learning and language development. Students will teach one lesson and receive feedback before submitting their final Task 1 portfolio.
Teachers should plan lessons with clear objectives, activities, and assessments. When writing objectives, teachers should use active verbs and focus on what students will be able to do. Objectives should be specific, measurable, attainable, relevant and time-bound. Lesson plans should include stages like preparation, presentation, practice and production. After teaching, teachers should evaluate what worked and how the lesson could be improved in the future.
Lesson plan setting aims and objecitves march 2021 mostagh for fate boot pr...Mr Bounab Samir
Here are the key differences between an ice-breaker, warmer and lead-in:
- Ice-breaker: An activity done at the very beginning of a lesson or session to help students relax and feel more comfortable. The goal is for students to get to know each other in a low-pressure way.
- Warmer: An activity done shortly after the ice-breaker to begin engaging students' minds in the topic or theme of the lesson. It helps transition students from socializing to learning.
- Lead-in: Done right before the main content is presented, it provides context and gets students thinking about the core topic/skill. It leads students into the heart of the lesson by connecting prior knowledge to new concepts.
This document outlines the agenda and objectives for a one-day writing standards workshop for high school teachers. It discusses upcoming changes to the scoring of the FCAT writing assessment, including increased attention to standard English conventions and the quality of details in student responses. Teachers will examine exemplar papers, the writing process, and best practices for teaching writing. Activities include analyzing rubrics, revising examples using mini-lessons, and finding resources to support writing instruction.
The document provides guidelines for effectively evaluating writing assignments, including clearly outlining the purpose and requirements of assignments, providing models and grading rubrics, and focusing feedback on key areas for improvement. Teachers should explain assignment goals, give detailed instructions and grading criteria, discuss sample papers, and limit comments to one or two most important issues to address per paper. Grading should balance evaluation of content and writing mechanics.
ELSE 6073 Educational Procedures for Moderate to Profound DisaMerrileeDelvalle969
ELSE 6073 Educational Procedures for Moderate to Profound Disabilities
Task Analysis – 100 pts.
Selecting teaching strategies and arranging educational environments
Graduate candidates will create 1 task analysis from the following skill selections: Functional Academic
Skill, Communication Skill, Interpersonal or Self-help Skill, based on measurable IEP Goals. Thus, a
complex skill can be taught by using chaining.
Chaining – is a way to teach a multi-step or complex skill. There are 3 types of chaining: Backward,
forward, and Total Task. (Watch 4 minute video: https://www.relias.com/resource/chaining-and-task-
analysis ). While often used as a component of ABA instruction, chaining can be used to teach individuals
with moderate/profound disabilities a complex skill. A complex skill is a skill that really consists of
several small behaviors that are linked or chained together, to accomplish a terminal goal. An example of
a skill consisting of several discrete behaviors is wiping a table.
Task Analysis – think of this as a basic GPS... Step-by-step directions to completing a skill. A task
analysis is typically created by completing the skill yourself or watching someone else complete the skill.
It’s important not to just write up a task analysis based on your memory. Even simple tasks, like making a
peanut butter and jelly sandwich, can have small important steps that you may inadvertently skip. If you
don’t teach the step, then you really can’t blame the student for not completing the step.
Chaining and task analysis are teaching procedures that help teach complex behaviors or sequences of
behaviors, such as
Academic Tasks
Social Skills
Self-help Skills
Interpersonal Skills
Design a detailed task analysis (TA) that includes at least the following components:
o Is aligned with the learning goal for which graduate candidate creates; making
sure performance is measurable. For those candidates who have their own
classroom, you may use a target student and use goals from his/her IEP.
o Allows for specific feedback from the teacher to the learner
o Measures the degree to which the learning goal has been achieved
o Provides sufficient information upon which to design subsequent, appropriate
instruction
Explain how the TA enables the learner to monitor his/her own learning progress.
Explain how the design of the TA can inform the levels or types of supports and challenge
the learner might need for subsequent instruction.
Instructional Sequence Assignment: Task Analysis and Chaining
List the instructional strategies and learning tasks you will use for each day of instruction
(You should create a chart designed to reflect the skill being taught) chart should include:
https://www.relias.com/resource/chaining-and-task-analysis
https://www.relias.com/resource/chaining-and-task-analysis
Graduate Candidate/Teacher name, Student learner name, goal/skill acquisition target,
materials needed, recording Key, Criterion, Teaching M ...
The document discusses product-oriented performance-based assessment and scoring rubrics. It provides examples of using products or outputs to evaluate student learning and define competency levels. Scoring rubrics describe the criteria for different performance levels and are used to consistently evaluate student work. The document outlines steps to develop reliable scoring rubrics, including identifying criteria, defining descriptor levels, and testing inter-rater reliability.
Section 1 Lesson PreparationTeacher Candidate Name Gra.docxjeffsrosalyn
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and m.
Section 1 Lesson PreparationTeacher Candidate Name Gra.docxrtodd280
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and m.
This document provides guidance on developing rubrics for assessment. It outlines the timeline and process for assessment from determining learning outcomes to implementing changes based on results. It also defines different types of rubrics, including holistic vs. analytic and general vs. task-specific rubrics. Sample rubrics are included to illustrate these concepts. The benefits and disadvantages of each rubric type are discussed to help selection. Guidance is also given on rubric components, norming, and additional resources.
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso.docxshericehewat
This document provides a template for a lesson plan that emphasizes differentiation and meeting the needs of diverse learners. The template includes sections for lesson preparation, instructional planning, and assessment. It prompts the teacher to identify standards, objectives, resources, and how concepts will be introduced, practiced, and assessed in multiple ways. The teacher must explain how they will differentiate instruction and assessments based on factors like English proficiency, special needs, giftedness, and early completion.
Major Benefits and Drivers of IoT.Background According to T.docxjesssueann
Major Benefits and Drivers of IoT.
Background: According to Turban (2015),The major objective of IoT systems is to improve productivity, quality, speed, and the quality of life. There are potentially several major benefits from IoT, especially when combined with Artificial Intelligence (AI).
Reference: Sharda, R., Delen, Dursun, and Turban, E. (2020). Analytics, Data Science, & Artificial Intelligence: Systems for Decision Support. 11th Edition. By PEARSON Education. Inc.
ISBN-13: 978-0-13-519201-6
Assignment/Research: Go to pages 694 to 695 of your recommended textbook and familiarize yourself with the contents therein. Go ahead and make a list of the major benefits and drivers of IoT, thereafter pick two from each list and discuss them briefly.
Your research paper should be at least three pages (800 words), double-spaced, have at least 4 APA references, and typed in an easy-to-read font in MS Word
.
Major Assessment 2 The Educated Person” For educators to be ef.docxjesssueann
Major Assessment 2: The “Educated Person” For educators to be effective in supporting diverse learners, they need to develop, possess, and continually refine their vision of the “educated person.” In other words, they need to have a vision of their goals and outcomes for educating students. Prepare a statement of your image of and beliefs and values about the educated person. Explain your beliefs about the role of the teacher in valuing and encouraging others to value the image of an educated person. Be certain to address the roles of cultural diversity in achieving a viable vision of the educated person. Begin by reading the key documents discussed in the chapters in this section. Reference at least five additional current professional references to illustrate your position. Organize your presentation by sections and use American Psychological Association (APA) style for citing references in the body of the text and for developing your reference list. Include the following sections in your paper:
1. Introduction
2. Vision of learning and the educated person (critical knowledge, skills, dispositions)
3. Role of the teacher in providing an effective instructional program and applying best practices to student learning
4. Critical issues in promoting the success of all students and responding to diverse community needs
5. Capacity to translate the image of the educated person into educational aims and organizational goals and processes
6. Conclusion
7. References
.
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Choose five current, varied (by type), and credible sources to use in writing to support your topic which should result in a five page essay that persuades the reader that your perspective on a debatable topic is the correct position to take. Your APA paper should demonstrate your ability to engage the reader, provide a strong thesis with pattern for development, incorporate in-text citations as needed, and include a final reference page listing and using research resources as described above.
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need .
This document outlines the agenda for Seminar #4, which focuses on quality core instruction, the READ Act, and lesson reporting and analysis. The seminar will discuss what quality core instruction entails, including establishing clear purposes and goals, teacher modeling, guided instruction, productive group work, and independent learning. It will also cover how Response to Intervention (RTI) and the Colorado READ Act relate to providing quality core instruction. Finally, it provides guidance on completing a Lesson Report and Analysis assignment to analyze a literacy lesson taught in the classroom.
This document summarizes a secondary science seminar. It outlines the session objectives, which include analyzing course goals and assessments, describing connections between planning and alignment, and solving obstacles to student achievement. The seminar leader reviews professional values, group norms, and course requirements. Participants analyze course goals and competencies, assessments that demonstrate mastery, and effective unit planning. They discuss maintaining a focus on student achievement and share challenges and solutions from their classrooms.
The document discusses the concept of constructive alignment in learning, teaching and assessment. Constructive alignment means that the intended learning outcomes, teaching methods, and assessment tasks are aligned and designed to help students achieve the intended outcomes. The key points are:
- Intended learning outcomes should be expressed as action verbs describing what students will be able to do.
- Teaching and learning activities should engage students in enacting those verbs to help them achieve the outcomes.
- Assessment tasks should provide opportunities for students to demonstrate if they have achieved the outcomes and at what level, by requiring them to perform the verbs.
This document provides guidance on creating effective rubrics to assess student end products for projects. It recommends that rubrics focus on assessing the final product and connect criteria to learning standards. A 4-step process is outlined: 1) Identify standards and objectives, 2) Determine final product format, 3) Identify criteria, and 4) Write the rubric. Additional tips include having students use the rubric to guide their work through activities like peer reviews and journal prompts that reference the rubric. The goal is to craft specific, objective rubrics that assess student mastery of key skills and content.
This document provides guidelines for formative and summative assessment in English for Class X.
For formative assessment, it proposes tools like reflections on readings, written works, project works, and slip tests. Reflections and oral presentations on readings are assessed based on articulation and use of ideas. Written works like discourses and exercises are evaluated using indicators from academic standards. Project works consider both individual and group contributions through written and oral components. Slip tests cover discourses with limited prior notice.
For summative assessment, the question paper contains reading comprehension, vocabulary and grammar sections. Reading comprehension has passages from the textbook and unseen texts with short-answer and longer questions. Vocabulary and grammar questions
Elements of Emotional Intelligence in Leadership To prepare for EvonCanales257
This document provides instructions for completing Task 1 (Planning) of the edTPA, which is a teaching performance assessment used in many states. Students are asked to plan a 3-lesson literacy learning segment for either elementary or secondary students. They must submit: 1) a Context for Learning document describing their class, 2) 3 lesson plans using a template, 3) instructional materials, 4) assessments, and 5) a Planning Commentary responding to prompts. The documents should demonstrate understanding of research-based practices and how plans support student learning and language development. Students will teach one lesson and receive feedback before submitting their final Task 1 portfolio.
Elements of emotional intelligence in leadership to prepare for joney4
This document provides instructions for completing Task 1 (Planning) of the edTPA, which is a teaching performance assessment used in many states. Students are asked to plan a 3-lesson literacy learning segment for either elementary or secondary students. They must submit: 1) a Context for Learning document describing their class, 2) 3 lesson plans using a template, 3) instructional materials, 4) assessments, and 5) a Planning Commentary responding to prompts. The documents should demonstrate understanding of research-based practices and how plans support student learning and language development. Students will teach one lesson and receive feedback before submitting their final Task 1 portfolio.
Teachers should plan lessons with clear objectives, activities, and assessments. When writing objectives, teachers should use active verbs and focus on what students will be able to do. Objectives should be specific, measurable, attainable, relevant and time-bound. Lesson plans should include stages like preparation, presentation, practice and production. After teaching, teachers should evaluate what worked and how the lesson could be improved in the future.
Lesson plan setting aims and objecitves march 2021 mostagh for fate boot pr...Mr Bounab Samir
Here are the key differences between an ice-breaker, warmer and lead-in:
- Ice-breaker: An activity done at the very beginning of a lesson or session to help students relax and feel more comfortable. The goal is for students to get to know each other in a low-pressure way.
- Warmer: An activity done shortly after the ice-breaker to begin engaging students' minds in the topic or theme of the lesson. It helps transition students from socializing to learning.
- Lead-in: Done right before the main content is presented, it provides context and gets students thinking about the core topic/skill. It leads students into the heart of the lesson by connecting prior knowledge to new concepts.
This document outlines the agenda and objectives for a one-day writing standards workshop for high school teachers. It discusses upcoming changes to the scoring of the FCAT writing assessment, including increased attention to standard English conventions and the quality of details in student responses. Teachers will examine exemplar papers, the writing process, and best practices for teaching writing. Activities include analyzing rubrics, revising examples using mini-lessons, and finding resources to support writing instruction.
The document provides guidelines for effectively evaluating writing assignments, including clearly outlining the purpose and requirements of assignments, providing models and grading rubrics, and focusing feedback on key areas for improvement. Teachers should explain assignment goals, give detailed instructions and grading criteria, discuss sample papers, and limit comments to one or two most important issues to address per paper. Grading should balance evaluation of content and writing mechanics.
ELSE 6073 Educational Procedures for Moderate to Profound DisaMerrileeDelvalle969
ELSE 6073 Educational Procedures for Moderate to Profound Disabilities
Task Analysis – 100 pts.
Selecting teaching strategies and arranging educational environments
Graduate candidates will create 1 task analysis from the following skill selections: Functional Academic
Skill, Communication Skill, Interpersonal or Self-help Skill, based on measurable IEP Goals. Thus, a
complex skill can be taught by using chaining.
Chaining – is a way to teach a multi-step or complex skill. There are 3 types of chaining: Backward,
forward, and Total Task. (Watch 4 minute video: https://www.relias.com/resource/chaining-and-task-
analysis ). While often used as a component of ABA instruction, chaining can be used to teach individuals
with moderate/profound disabilities a complex skill. A complex skill is a skill that really consists of
several small behaviors that are linked or chained together, to accomplish a terminal goal. An example of
a skill consisting of several discrete behaviors is wiping a table.
Task Analysis – think of this as a basic GPS... Step-by-step directions to completing a skill. A task
analysis is typically created by completing the skill yourself or watching someone else complete the skill.
It’s important not to just write up a task analysis based on your memory. Even simple tasks, like making a
peanut butter and jelly sandwich, can have small important steps that you may inadvertently skip. If you
don’t teach the step, then you really can’t blame the student for not completing the step.
Chaining and task analysis are teaching procedures that help teach complex behaviors or sequences of
behaviors, such as
Academic Tasks
Social Skills
Self-help Skills
Interpersonal Skills
Design a detailed task analysis (TA) that includes at least the following components:
o Is aligned with the learning goal for which graduate candidate creates; making
sure performance is measurable. For those candidates who have their own
classroom, you may use a target student and use goals from his/her IEP.
o Allows for specific feedback from the teacher to the learner
o Measures the degree to which the learning goal has been achieved
o Provides sufficient information upon which to design subsequent, appropriate
instruction
Explain how the TA enables the learner to monitor his/her own learning progress.
Explain how the design of the TA can inform the levels or types of supports and challenge
the learner might need for subsequent instruction.
Instructional Sequence Assignment: Task Analysis and Chaining
List the instructional strategies and learning tasks you will use for each day of instruction
(You should create a chart designed to reflect the skill being taught) chart should include:
https://www.relias.com/resource/chaining-and-task-analysis
https://www.relias.com/resource/chaining-and-task-analysis
Graduate Candidate/Teacher name, Student learner name, goal/skill acquisition target,
materials needed, recording Key, Criterion, Teaching M ...
The document discusses product-oriented performance-based assessment and scoring rubrics. It provides examples of using products or outputs to evaluate student learning and define competency levels. Scoring rubrics describe the criteria for different performance levels and are used to consistently evaluate student work. The document outlines steps to develop reliable scoring rubrics, including identifying criteria, defining descriptor levels, and testing inter-rater reliability.
Section 1 Lesson PreparationTeacher Candidate Name Gra.docxjeffsrosalyn
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and m.
Section 1 Lesson PreparationTeacher Candidate Name Gra.docxrtodd280
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and m.
This document provides guidance on developing rubrics for assessment. It outlines the timeline and process for assessment from determining learning outcomes to implementing changes based on results. It also defines different types of rubrics, including holistic vs. analytic and general vs. task-specific rubrics. Sample rubrics are included to illustrate these concepts. The benefits and disadvantages of each rubric type are discussed to help selection. Guidance is also given on rubric components, norming, and additional resources.
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso.docxshericehewat
This document provides a template for a lesson plan that emphasizes differentiation and meeting the needs of diverse learners. The template includes sections for lesson preparation, instructional planning, and assessment. It prompts the teacher to identify standards, objectives, resources, and how concepts will be introduced, practiced, and assessed in multiple ways. The teacher must explain how they will differentiate instruction and assessments based on factors like English proficiency, special needs, giftedness, and early completion.
Similar to LED 6510 Lesson Plan Peer Review FormTitle of Lesson Plan Revi.docx (20)
Major Benefits and Drivers of IoT.Background According to T.docxjesssueann
Major Benefits and Drivers of IoT.
Background: According to Turban (2015),The major objective of IoT systems is to improve productivity, quality, speed, and the quality of life. There are potentially several major benefits from IoT, especially when combined with Artificial Intelligence (AI).
Reference: Sharda, R., Delen, Dursun, and Turban, E. (2020). Analytics, Data Science, & Artificial Intelligence: Systems for Decision Support. 11th Edition. By PEARSON Education. Inc.
ISBN-13: 978-0-13-519201-6
Assignment/Research: Go to pages 694 to 695 of your recommended textbook and familiarize yourself with the contents therein. Go ahead and make a list of the major benefits and drivers of IoT, thereafter pick two from each list and discuss them briefly.
Your research paper should be at least three pages (800 words), double-spaced, have at least 4 APA references, and typed in an easy-to-read font in MS Word
.
Major Assessment 2 The Educated Person” For educators to be ef.docxjesssueann
Major Assessment 2: The “Educated Person” For educators to be effective in supporting diverse learners, they need to develop, possess, and continually refine their vision of the “educated person.” In other words, they need to have a vision of their goals and outcomes for educating students. Prepare a statement of your image of and beliefs and values about the educated person. Explain your beliefs about the role of the teacher in valuing and encouraging others to value the image of an educated person. Be certain to address the roles of cultural diversity in achieving a viable vision of the educated person. Begin by reading the key documents discussed in the chapters in this section. Reference at least five additional current professional references to illustrate your position. Organize your presentation by sections and use American Psychological Association (APA) style for citing references in the body of the text and for developing your reference list. Include the following sections in your paper:
1. Introduction
2. Vision of learning and the educated person (critical knowledge, skills, dispositions)
3. Role of the teacher in providing an effective instructional program and applying best practices to student learning
4. Critical issues in promoting the success of all students and responding to diverse community needs
5. Capacity to translate the image of the educated person into educational aims and organizational goals and processes
6. Conclusion
7. References
.
Major Assessment 4 Cultural Bias Investigation Most educators agree.docxjesssueann
Major Assessment 4: Cultural Bias Investigation Most educators agree that major influences on the achievement of students are the activities and support materials; environment; and types of expectations, interactions, and behaviors to which they are exposed. Therefore, an understanding of bias and skill in discerning subtle and/or overt bias in curriculum, instruction, and assessment are extremely important. Conduct a cultural bias investigation to examine a particular textbook with which you are familiar. Your investigation will focus on identifying instructional and assessment practices that reflect cultural bias and inhibit learning. The investigation will include reflection on the impact of these practices on student learning. Procedure 1. Make sure you are familiar with the key authors and experts described in the chapters in this section. Review at least five research-based sources that clarify the research to expand your understanding of the influence of culture on teaching and learning and the presence of bias in curriculum, instruction, and assessment. 2. Select and analyze a textbook with which you are familiar. Use the Sadkers’ (Sadker & Zittleman, 2012) list of the seven prevalent forms of bias in the curriculum to conduct a critical analysis of the textbook. Look at such aspects as pictures, names of people, the relative marginalization or integration of groups of people throughout the text, examples used, and so on. Summarize and present your data in displays (charts, tables, etc.). 3. Include in a written report the following: Introduction (text selected; rationale for selection; description of the text and context in which it is used) Review of the research on the influence of culture in teaching and learning and bias in the curriculum Summary of your findings (data tables and appropriate narratives) Discussion of the findings, including: { resonance with the research on bias { your understanding of bias and the challenges it poses to teaching and learning { the implications of your findings for teaching and learning Relate your discussion of the findings to class discussions and readings of the philosophy of education and purposes of curriculum. Be sure to adhere to APA guidelines in writing the final paper. Use the following tables to display your data: SECTION IV ASSESSMENT SKILLS Table 2: Analysis of Four Chapters for Frequency of Mention of Each Search Category Whites/Caucasians (male/female) African Americans (male/female) Hispanics/Latinos/Latinas (male/female) Native Americans (male/female) Asian Americans (male/female) Disability and deaf culture Gay, lesbian, bisexual, and transgendered persons (male/female) Religious groups Language groups Other Example Table 2 Format: Textbook Chapter Analysis Search category 1 # mentions/ # pages 2 # mentions/ # pages 3 # mentions/ # pages 4 # mentions/ # pages Total # mentions/ # pages White males White females African Americans Hispanics/Latinos/Latinas Table 3.
Maintaining privacy and confidentiality always is also vital. Nurses.docxjesssueann
Maintaining privacy and confidentiality always is also vital. Nurses handle information that if misplaced can expose patient’s unnecessarily and thus cause a breach in confidentiality. Such information can include drug use, sexual activity and history of mental illness (Masters, 2020). Conversations regarding patient care and condition must be private and involve only those in direct care. A violation of patient’s privacy can result in fines and employment termination
.
Main content15-2aHow Identity Theft OccursPerpetrators of iden.docxjesssueann
Main content
15-2aHow Identity Theft Occurs
Perpetrators of identity theft follow a common pattern after they have stolen a victim’s identity. To help you understand this process, we have created the “identity theft cycle.” Although some fraudsters perpetrate their frauds in slightly different ways, most generally follow the stages in the cycle shown in Figure 15.1.
Stage 1. Discovery
1. Perpetrators gain information.
2. Perpetrators verify information.
Stage 2. Action
1. Perpetrators accumulate documentation.
2. Perpetrators conceive cover-up or concealment actions.
Stage 3. Trial
1. First dimensional actions—Small thefts to test the stolen information.
2. Second dimensional actions—Larger thefts, often involving personal interaction, without much chance of getting caught.
3. Third dimensional actions—Largest thefts committed after perpetrators have confidence that their schemes are working.
Figure 15.1The Identity Theft Cycle
Stage 1: Discovery
The discovery stage involves two phases: information gathering and information verification. This is the first step in the identity theft cycle because all other actions the perpetrator takes depend upon the accuracy and effectiveness of the discovery stage. A powerful discovery stage constitutes a solid foundation for the perpetrator to commit identity theft. The smarter the perpetrator, the better the discovery foundation will be.
During the gaining information phase, fraudsters do all they can to gather a victim’s information. Examples of discovery techniques include such information-gathering techniques as searching trash, searching someone’s home or computer, stealing mail, phishing, breaking into cars or homes, scanning credit card information, or using other means whereby a perpetrator gathers information about a victim.
During the information verification phase, a fraudster uses various means to verify the information already gathered. Examples include telephone scams, where perpetrators call the victim and act as a representative of a business to verify the information gathered (this is known as pretexting), and trash searches (when another means was used to gather the original information). Although some fraudsters may not initially go through the information verification process, they will eventually use information verification procedures at some point during the scam. The scams of perpetrators who don’t verify stolen information are usually shorter and easier to catch than scams of perpetrators who verify stolen information.
Step 2: Action
The action stage is the second phase of the identity theft cycle. It involves two activities: accumulating documentation and devising cover-up or concealment actions.
Accumulating documentation refers to the process perpetrators use to obtain needed tools to defraud the victim. For example, using the information already obtained, perpetrators may apply for a bogus credit card, fake check, or driver’s license in the victim’s name. Although the perpetra.
Macro Presentation – Australia Table of ContentOver.docxjesssueann
Macro Presentation – Australia
Table of Content:
Overview
Nominal GDP & Real GDP
GDP/Capita
Inflation rate
Exports & Imports
Unemployment Rate & Labor force
labor force participation & composition of labor force
Money Supply
pie-chart (composition of the economy)
strengths and weaknesses of this economy
Overview:
sixth-largest country in the world.
Australia is a continent & an island
located in Oceania
Population: 25.2 million
Australia is one of the wealthiest Asia
the world’s 14th largest (economically)
Overview:
GDP :
$1.3 trillion
2.8% growth
2.6% 5-year compound annual growth
$52,373 per capita
Unemployment: 5.4%
Inflation (CPI): 2.0%
Characterized by: diverse services, technology sectors & low government debt
five key reasons for investing in Australia: Robust Economy, Dynamic Industries, Innovation and Skills, Global Ties and Strong Foundations & compares Australia’s credentials with other countries.
GDP:
Nominal GDP & Real GDP:
Nominal GDP:
1.434 trillion
Real GDP:
45439.30 $
GDP/Capita:
57,373.687
Inflation Rate:
Inflation Rate 2018 = 1.9%
Inflation Rate 2017 = 1.9%
Inflation Rate 2016 = 1.3%
Inflation Rate 2015 = 1.5%
Inflation Rate 2014 = 2.5%
Inflation Rate 2013 = 2.5%
Inflation Rates over 5 years
عمود12013201420152016201720182.52.51.51.31.91.9عمود2201320142015201620172018
Exports & Imports:
Exports:
Bituminous coal
iron ores and concentrates
Gold
Petroleum oils and oils obtained from bituminous
Copper ores and concentrates
The total value of exports: is US$ 252,776 million.
Imports:
Petroleum oïl
Automobiles with reciprocating piston engine di
Transmission apparatus
Diesel powered trucks
The total value of imports: is US$ 235,519 million
Exports & Imports (partners) :
Exports:
China
Japan
Korea
India
United sates
Imports:
China
United states
Japan
Germany
Thailand
Unemployment Rate & Labor force:
Unemployment Rate:
5.4%
Labor force:
79%
labor force participation & composition of labor force:
labor force participation:
77.558
composition of labor force:
Employed = 12658.6
Unemployed = 671.0
Labour force =
12658.6 + 671.0 = 13329.6
Nationals = 29.7 %
foreigners+ = 70.3 %
Money Supply:
M1 = 1189.19
M3 = 2231.55
pie-chart (composition of the economy):
70% of coal, 54% of iron, service industry 70%, Agriculture 12%
المبيعاتcoalironindustryagriculture70547012
strengths and weaknesses of this economy:
Weaknesses:
The quality of life in Australia is high & not permanent
The size of their investment
Most concentrated investments: coal, gas, iron mining
Solution
s & Suggestion:
To sustain a high quality of life long-term:
Many investments with added value ‘not from their priorities’ : (workforce for education, high teach sector in nanotechnology + solar energy & agricultural innovation) > should focus on
strengths and weaknesses of this economy:
Strength:
Mining is a strong investment in Australia
References:
https://www.h.
M.S Aviation Pty Ltd TA Australian School of Commerce RTO N.docxjesssueann
This document is an assessment booklet for the unit BSBINN601 Lead and manage organisational change. It contains information on the assessment process, requirements, tasks and evidence to be collected to determine competency. The assessments will take place at the Australian School of Commerce campus and involve knowledge tests, project work and roleplays to demonstrate skills in leading and managing organizational change.
M4.3 Case StudyCase Study ExampleJennifer S. is an Army veter.docxjesssueann
M4.3 Case Study
Case Study Example:
Jennifer S. is an Army veteran of Operation Freedom. Since returning home, Jennifer has suffered from recurrent headaches, ringing in her ears, difficulty focusing, and dizziness. In addition, soon after returning home, she began to experience moments of panic when in open spaces; flashbacks reliving the blast and the death of fellow soldiers; feelings of emotional numbness and depression; and being easily startled. She was placed on medical leave and diagnosed with Post Traumatic Stress Disorder (PTSD) and is currently being seen by a psychiatrist at the VA hospital. Her husband understands the concept of PTSD but is unprepared to handle his wife’s deteriorating condition.
Recently, Jennifer was seen at the local urgent care center for recurrent headaches, complaints of shortness of breath, and chest pain. Her husband informed the urgent care nurse that for the past four weeks his wife has been unable to care for the children, remains in bed, complaining of headaches, and is very ‘jumpy’.
The nurse assesses Jennifer knowing that returning veterans with PTSD and their families face an array of challenges, with implications for the veterans, their partners, and their children. The nurse considers referring them to: a social worker specializing in crisis intervention for veterans, a family counselor, the school nurse, a family health care practitioner.
Key elements of the nurse’s assessment are as follows:
Jennifer is 33 year-old woman who enlisted in Reserve Officers’ Training Corps (ROTC) in college, where she majored in Journalism. Upon graduation, she obtained a position in the Army as public affairs broadcast specialist. Her first assignment was at a base in upstate New York. Three years ago, she was relocated to the St. Louis, Missouri area. Jennifer has been married to her husband, Zane, for 14 years and they have two children ages six and ten. Cameron is ten years-old and entering middle school and Zeta is six years-old and in kindergarten. Zane works as a civil engineer in the St. Louis area. Both Jennifer and Zane come from large families who reside in the Boston area. Jennifer’s family is Portuguese and Zane's is Irish, they were both raised Catholic. While Jennifer was deployed, her mother moved in with Zane and the children to provide additional support and child care.
One year ago, Jennifer was deployed to Afghanistan on a six month assignment to report on the events of the war: she thought she had a ‘safe’ assignment. While working on a story in the field an Improvised Explosive Device (IED) exploded near her: two soldiers and four citizens were killed including one child. Although she was unhurt, she was unable to sleep after this event. Upon returning stateside, she began experiencing vivid nightmares, sleeplessness, survivor guilt, and depression. She was recently diagnosed with PTSD and is attempting to find a support group and counseling. Unfortunately, she has found that treatment for fe.
make a histogram out of this information Earthquake Frequency .docxjesssueann
This document provides earthquake frequency data categorized by magnitude. Great earthquakes occur annually, major earthquakes occur 18 times annually, strong earthquakes occur 120 times annually, and moderate earthquakes occur 800 times annually.
Love Language Project FINAL PAPERLove Language Project Part .docxjesssueann
Love Language Project FINAL PAPER
Love Language Project Part I
Objective:
To demonstrate the principles of love languages and effective use of interpersonal communication skills through “gifting” a close interpersonal relationship.
Assignment:
Please research the 5 Love Languages. Set a time when you can interview your selected person, at least ½ hour. Choose a quiet, comfortable environment where you will be able to listen effectively. The goal of your interview is to learn how your selected person most likes to receive expressions of affection.
You might begin by sharing the five love languages with them and asking some versions of the following questions:
1. Based on the descriptions in this section and this piece, which of the five love languages is most appealing to you to receive?
2. Can you share a story/example of a time when you received affection this way?
3. Which is the most challenging/uncomfortable love language for you to receive?
4. Can you share a story/example of a time when you received affection this way?
5. What changes do you think you could make in the way you receive affectionate messages in your close relationships?
Please describe the person that you chose to interview and your relationship with them. Then, post their responses to the questions
Love Language Project Part II
Write a personal reflection paper, at least 1.5 pages long, double spaced, typed, include the following:
1. What did you learn about your selected person and their preferred love languages from your interview? What was challenging about the interview? What surprised you?
2. How does their preferred love languages differ from yours? Did this make it difficult to plan your special event?
3. Comment on planning your Love Language Event. How did you come up with your ideas? What was easy and what was challenging?
4. Comment on implementing your Love Language Event. What was enjoyable? What was challenging? Did it go as you’d planned?
5. Comment on the Love Language Project in general. What did you learn? About the other person? About yourself?
6. How might what you learned during this Love Language Project affect your expressions of affection in other relationships?
.
Major Computer Science What are the core skills and knowledge y.docxjesssueann
Major: Computer Science
What are the core skills and knowledge you hope to acquire by completing a degree in this major and how do you plan to apply these when you graduate?
Please provide any other information about yourself that you feel will help this college make an admission decision. This may include work, research, volunteer activities or other experiences pertaining to the degree program.
.
Major Crime in Your CommunityUse the Internet to search for .docxjesssueann
Major Crime in Your Community
Use the Internet to search for a recent major crime in your community.
Write a report (narrative only) based on the account of the incident, using the outline process mentioned in chapter three of the course text.
You may simulate interviews and "fill in" any unknown information required to complete the report.
Be sure to include the characteristics of an effective police report covered in chapter three.
Instructions
This report must be at
least 2 pages
of written text.
· The entire paper must be your original work
· This report will use 1-inch margins, Times New Roman 12-point font, and double spacing.
· Cite your source – where do you get the information for your report?
.
Major Assignment - Learning NarrativeWrite a learning narr.docxjesssueann
Major Assignment - Learning Narrative
Write a
learning narrative
that narrates a specific event from your life that helped you learn something new about yourself or others. Your narrative should focus on a specific event in a narrow timeframe, using vivid description, narration, detail, and dialogue to organize your memories and make the significance of what happened clear to an audience.
Assignment
A
narrative
is a specific type of essay that uses stories of particular moments to help audiences perceive, understand, and "appreciate the value of an idea" (
The Composition of Everyday Life
, Ch. 1, p. 19).
For this essay, you will write a
learning narrative
, a specific type of narrative that focuses on showing how a particular moment from your memory changed how you thought about yourself or others. The learning narrative requires you to organize your memories and decide which details best show an audience how the events from your past affected you. A learning narrative is broader than a "literacy narrative": while you can write about how language or education changed your life, you also can write about other things you learned through music, sports, business, or in any other relevant setting.
In order to write a strong, focused narrative, you will need to be attentive to the following expectations for the essay:
Find the significance:
Think of how your narrative connects your memories to feelings / concepts others have experienced
Tell a particular story:
Like Keller and Zimmer, choose a single moment or event that can reflect your process of learning
Choose relevant details:
Include only those details that contribute to the significance
Narrate and describe:
Add emotional weight and interest to your story by narrating events with dialogue, action, description, and sensory experiences
Caution
: Please keep in mind that writing in this class is public, and anything you write about yourself may be shared with other students and instructors. Please only write about details that you are comfortable making public within our classroom community. You should know that your teacher is required by the State of Texas
(Links to an external site.)
to report any suspected incidents of discrimination, harassment, Title IX sexual harassment, and sexual misconduct to the UNT Title IX coordinators. If you have any questions about anything personal that you might want to disclose, email your teacher first or consult with one of the resources listed on this page:
Information on Sexual Violence and Mandatory Reporting.
Format and Length
Format
: Typed, double-spaced, submitted as a word-processing document.
12 point,
serif font (Links to an external site.)
(i.e. Times New Roman; Garamond; Book Antiqua), 1-inch margins.
Length
: 750 - 1000 words (approx. 3-4 pages)
Objectives and Questions
These questions help to guide discussion and set up the objectives for this unit.
What is an experience? What are significant experience.
Looking to have this work done AGAIN. It was submitted several times.docxjesssueann
This student had submitted an assignment multiple times but it did not meet the professor's requirements and they are looking for help correcting it based on the feedback provided. They are including their previous submission, the assignment instructions, and the professor's feedback on what is still missing.
Major Assessment 1 Develop a Platform of Beliefs The following .docxjesssueann
Major Assessment 1: Develop a Platform of Beliefs
The following major assessment involves integrating your knowledge and skills around defining multicultural education and being a multicultural educator. You will write a platform of beliefs about teaching and learning. Your platform should be grounded in your growing understanding of teaching and learning, as well as the knowledge base about teaching and learning. You will also describe personal strengths and challenges as an educator in building an educational environment that reflects your beliefs. In assessing your own strengths and challenge areas, include an analysis of the findings from the assessment instruments and exercises that are included in the previous chapter. You may also access additional assessment instruments. Include in your platform the following sections: 1. Introduction 2. Your platform of beliefs about teaching and learning. Some essential questions that might be addressed in your platform are these: What do you believe is the purpose of education? What is the role of the teacher? What should be taught (the curriculum)? How do people learn? How do you view students as learners? Who controls the curriculum in schools? Whose knowledge is important to include? Are state standards and tests desirable? What is the impact of standardized testing on learning? How do issues of race, class, and gender influence what you do? What is your definition of effective teaching? Who and what have influenced your beliefs (e.g., people, experiences, readings)? What is the impact of your beliefs on teaching and learning for diverse students? Make specific and clear connections between your platform and course readings and discussions. 3. Personal strengths and challenges in advancing a school vision of learning; promoting the success of all students; responding to diverse student interests and needs; understanding and responding to social, economic, legal, and cultural contexts 4. Personal goals (knowledge, skills, dispositions) that you will be working on in the future 5. Conclusions
.
Macroeconomics PaperThere are currently three major political ap.docxjesssueann
Macroeconomics Paper
There are currently three major political approaches to fixing the problem with the national debt .
1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business.
2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade partners – China – to regulate more accurately it’s currency.
3) A third group of approaches by saying we should have a balance budget amendment.
i) Identify the notable political advocates of all three positions.
ii) Give the pro’s and con’s of each approach.
Length: 2-3 pages.
Please email the paper in either
Microsoft word *.doc (97-2003) format or
Rich text format *.rtf OR GOOGLE DOCS
font 12 double-space
1-inch margins
Bibliography need not be inclusive in writing size.
SOURCES
Agresti, James D. "National Debt." National Debt - Just Facts. N.p., 26 Apr. 2011. Web. 24 Apr. 2015.
"Americans for a Balanced Budget Amendment." Balanced Budget Amendment. N.p., n.d. Web. 01 May 2015.
"Bailout Timeline: Another Day, Another Bailout." ProPublica. N.p., n.d. Web. 26 Apr. 2015.
Bandow, Doug. "Federal Spending: Killing the Economy With Government Stimulus." Forbes. Forbes Magazine, 6 Aug. 2012. Web. 01 May 2015.
FROM UNIT 2 FOLDER
Macroeconomics Paper
There are currently three major political approaches to fixing the problem with the national debt .
1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business.
2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade partners – China – to regulate more accurately it’s currency.
3) A third group of approaches by saying we should have a balance budget amendment.
i) Identify the notable political advocates of all three positions.
ii) Give the pro’s and con’s of each approach.
Length: 2-3 pages.
Please email the paper in either
Microsoft word *.doc (97-2003) format or
Rich text format *.rtf
font 12
double-spaced
1-inch margins
Bibliography need not be inclusive in writing size.
"Federal Spending, Budget, and Debt."
Solution
s.heritage.org. N.p., n.d. Web. 01 May 2015.
Lee, Bonnie. "Tax Breaks Every Small Business Needs to Know About." Smallbusiness.foxbusiness.com. N.p., 24 June 2013. Web. 01 May 2015.
Rifkin, Jesse. "Advocates See 2015 As Year Of The Balanced Budget Amendment." The Huffington Post. TheHuffingtonPost.com, 3 Feb. 2015. Web. 01 May 2015.
Macroeconomics Paper
There are currently three major political approaches to fixing the problem with the national debt .
1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business.
2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade p.
M A T T D O N O V A NThings in the Form o f a Prayer in.docxjesssueann
M A T T D O N O V A N
Things in the Form o f
a Prayer in the Form
o f a Wail
H e r e ’s t h e j o u r n e y i n m i n i a t u r e .Oscar Hammerstein, not long before stomach cancer kills him,
writes the song as a duet between Marie and the Mother Abbess, for a
scene in which the plucky nun is told she’s being booted from the con
vent since she privileges melody over God. Marie doesn’t want to serve
as governess for the Von Trapp clan, but she’s already shown her hand
by giving rapturous voice to a song that summons the bliss and solace
o f secular joys. She needs to go. Although the film version of The Sound
of Music will shift “My Favorite Things” to the thunderstorm scene in
which Marie offers up raindrops on roses and warm woolen mittens as
balm to the terrified kids, John Coltrane’s classic jazz cover much more
radically revamps the Broadway hit, transfiguring mere catchiness into
complex modalities. Yet if this were simply a one-off recording, there
wouldn’t be much to say: turning cornball consolation into jazz isn’t
news. Instead, Coltrane can’t relinquish it. Instead, even throughout all
his late music-as-prayer work, he never lets go of the show tune.
“We played it every night for five years,” drummer Elvin Jones re
membered. “We played it every night like there would be no tomorrow.
Like it would be the last time we played it.” His son, Ravi Coltrane,
calculates that his father’s band played “My Favorite Things” thousands
o f times as a regular fixture in the set: “They worked a lo t— forty-five
weeks a year, six nights a week, three sets, sometimes even four sets on
the weekend. You’re talking about getting the blade as sharp as can be.”
But of all the blades to w het— especially one bedecked with ponies
and kittens— why that song in particular?
M y f i r s t e n c o u n t e r with Coltrane’s late free jazz work came from
an unlikely source: the writings o f cult rock critic Lester Bangs. At the age
o f fourteen, I stumbled upon a copy of his collected writings— Psychotic
632
Reactions and Carburetor Dung— and proceeded to treat it as less an assem
blage o f essays and music reviews than a checklist of writers and albums I
was obliged to track down if I might ever break free from my Ohio sub
urbs. The Velvet Underground, William Burroughs, Iggy and the Stooges’
Metallic K.O. (a live album in which you can hear beer bottles shattering
against guitar strings), and even Baudelaire all first came tumbling my
way through the same careening chute of Bangs’s writing. His claim that
Van Morrison’s Astral Weeks was fueled by many lifetimes o f wisdom
lured me into transcribing the entirety o f the album’s lyrics in my algebra
notebook, and the visible bottom edge of an Undertones poster in his
author photograph led me, without having heard a note o f the band’s
music, to bike six miles to Spin More records in Kent on a quest to
cobble together their discography.
Sandwiched between articl.
M A R C H 2 0 1 5F O R W A R D ❚ E N G A G E D ❚ .docxjesssueann
M A R C H 2 0 1 5
F O R W A R D ❚ E N G A G E D ❚ R E A D Y
A Cooperative Strategy for
21st Century Seapower
DRAFT/PRE-DECISIONAL - NOT FOR DISSEMINATION - 02 FEB
A COOPERATIVE STRATEGY FOR 21ST CENTURY SEAPOWER, MARCH 2015 [i]
America’s Sea Services—the U.S. Navy, Marine Corps, and Coast Guard—uniquely provide presence around the globe. During peacetime and times of conflict, across the full spectrum—from
supporting an ally with humanitarian assistance or disaster relief to
deterring or defeating an adversary in kinetic action—Sailors, Marines,
and Coast Guardsmen are deployed at sea and in far-flung posts to be
wherever we are needed, when we are needed. Coming from the sea, we
get there sooner, stay there longer, bring everything we need with us,
and we don’t have to ask anyone’s permission.
Our founders recognized the United States as a maritime nation and
the importance of maritime forces, including in our Constitution the re-
quirement that Congress “maintain a Navy.” In today’s dynamic security
environment, with multiple challenges from state and non-state actors
that are often fed by social disorder, political upheaval, and technological
advancements, that requirement is even more prescient.
The United States Navy, Marine Corps, and Coast Guard are our
Nation’s first line of defense, often far from our shores. As such, main-
taining America’s leadership role in the world requires our Nation’s Sea
Services to return to our maritime strategy on occasion and reassess
our approach to shifting relationships and global responsibilities. This
necessary review has affirmed our focus on providing presence around
the world in order to ensure stability, build on our relationships with allies
and partners, prevent wars, and provide our Nation’s leaders with options
in times of crisis. It has confirmed our continued commitment to main-
tain the combat power necessary to deter potential adversaries and to
fight and win when required.
Our responsibility to the American people dictates an efficient use of
our fiscal resources and an approach that adapts to the evolving security
environment. The adjustments made in this document do just that. Look-
ing at how we support our people, build the right platforms, power them
to achieve efficient global capability, and develop critical partnerships
will be central to its successful execution and to providing that unique
capability: presence.
PREFACE
[ii] Forward ✦ Engaged ✦ Ready
Seapower has been and will continue to be the critical foundation of
national power and prosperity and international prestige for the United
States of America. Our Sea Services will integrate with the rest of our
national efforts, and those of our friends and allies. This revision to A
Cooperative Strategy for 21st Century Seapower builds on the heritage
and complementary capabilities of the Navy-Marine Corps-Coast Guard
team to advan.
Lymphedema following breast cancer The importance of surgic.docxjesssueann
Lymphedema following breast cancer: The importance of
surgical methods and obesity
Rebecca J. Tsai, PhDa,*, Leslie K. Dennis, PhDa,b, Charles F. Lynch, MD, PhDa, Linda G.
Snetselaar, RD, PhD, LDa, Gideon K.D. Zamba, PhDc, and Carol Scott-Conner, MD, PhD,
MBAd
aDepartment of Epidemiology, College of Public Health, University of Iowa, Iowa City, IA, USA.
bDivision of Epidemiology and Biostatistics, College of Public Health, University of Arizona,
Tucson, AZ, USA.
cDepartment of Biostatistics, College of Public Health, University of Iowa, Iowa City, IA, USA.
dDepartment of Surgery, College of Medicine, University of Iowa, Iowa City, IA, USA.
Abstract
Background: Breast cancer-related arm lymphedema is a serious complication that can
adversely affect quality of life. Identifying risk factors that contribute to the development of
lymphedema is vital for identifying avenues for prevention. The aim of this study was to examine
the association between the development of arm lymphedema and both treatment and personal
(e.g., obesity) risk factors.
Methods: Women diagnosed with breast cancer in Iowa during 2004 and followed through 2010,
who met eligibility criteria, were asked to complete a short computer assisted telephone interview
about chronic conditions, arm activities, demographics, and lymphedema status. Lymphedema was
characterized by a reported physician-diagnosis, a difference between arms in the circumference
(> 2cm), or the presence of multiple self-reported arm symptoms (at least two of five major arm
symptoms, and at least four total arm symptoms). Relative risks (RR) were estimated using
logistic regression.
Results: Arm lymphedema was identified in 102 of 522 participants (19.5%). Participants treated
by both axillary dissection and radiation therapy were more likely to have arm lymphedema than
treated by either alone. Women with advanced cancer stage, positive nodes, and larger tumors
along with a body mass index > 40 were also more likely to develop lymphedema. Arm activity
level was not associated with lymphedema.
*Correspondence and Reprints to: Rebecca Tsai, National Institute for Occupational Safety and Health, 4676 Columbia Parkway,
R-17, Cincinnati, OH 45226. [email protected] Phone: (513)841-4398. Fax: (513) 841-4489.
Authorship contribution
All authors contributed to the conception, design, drafting, revision, and the final review of this manuscript.
Competing interest
Conflicts of Interest and Source of Funding: This study was funded by the National Cancer Institute Grant Number: 5R03CA130031.
All authors do not declare any conflict of interest.
All authors do not declare any conflict of interest.
HHS Public Access
Author manuscript
Front Womens Health. Author manuscript; available in PMC 2018 December 14.
Published in final edited form as:
Front Womens Health. 2018 June ; 3(2): .
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Lukas Nelson and his wife Anne and their three daughters had been li.docxjesssueann
Lukas Nelson and his wife Anne and their three daughters had been living in their house for over five years when they decided it was time to make some modest improvements. One area they both agreed needed an upgrade was the bath tub. Their current house had one standard shower bathtub combination. Lukas was 6 feet four, and could barely squeeze into it. In fact, he had taken only one bath since they moved in. He and Anne both missed soaking in the older, deep bath tubs they enjoyed when they lived back East.
(Rest of case not shown due to length.)
What factors and forces contributed to scope creep in this case?
Is this an example of good or bad scope creep? Explain.
How could scope creep been better managed by the Nelson
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LED 6510 Lesson Plan Peer Review FormTitle of Lesson Plan Revi.docx
1. LED 6510 Lesson Plan Peer Review Form
Title of Lesson Plan Reviewed:
Your Peer’s Name:
Your Name:
Directions: Each student will be assigned 2 peers’ draft of final
lesson plan for review on Canvas. Upon completion of reading,
do provide your feedback to your peers using the following
directions:
1) use the peer-review form to provide overall feedback for the
other students' draft of lesson plan; Attach the forms with your
feedback to your peers while you have completed peer review
activity;
· Per the requirement, each student’ draft of lesson plan should
include the following components (The other components are
optional depending on each individual’s progress, so you just
provide your feedback based on the content in the lesson plan)
· The below section is mandary to be reviewd and provided with
feedback using the guided question in this form, highlighted in
red in the form
· Language comparison, grammar focus of instruction, and
establishment of relevance
· Introductory Statement of Your Language Task
· Structured input activity, structured practice activity and
output assessment activity
2) For the grammatical, spelling, mechanic and other
suggestions, kindly use the "Review" or "Track changes" button
in the student's original word document and post your comment
on the right side of the column of the word document, and then
return the document to your peers with your
2. comment/feedback.
1. Does the author clearly present the grade level of students,
concentration domain, materials and digital tools need and time
needed for the lesson?
I’m not sure if the students are in first grade or in middle
school. Be more specific.
2. Does the author concisely describe the following aspects in
Learners & Learning Environment? How can the author improve
in each aspect, if any?
Yes, but it is confusing because there is no header indicating
that she is talking about it.
· Language comparison, grammar focus of instruction, and
establishment of relevance:
Yes, it is descriptive.
· Introductory Statement of Your Language Task
Yes, it is clear.
· Review of Terminology
Good review of the terminology
· Annotation
The annotations are not highlighted in yellow.
3. Does the author concisely define the following aspects in
Standard and Outcomes? How can the author improve in each
aspect, if any?
Yes they are clearly outlined. If they were in bullet points it
would be easier to read.
4. Does the author understand the concepts of structured input
activity, structured practice activity and output/assessment
activity clearly and concisely?
The structured input activity is not clearly defined. The output
assessment activity should be more descriptive. Also is the
instructional practice the structured practice activity? The
3. headers should be more clearly defined.
Does the author demonstrate the structured input activity,
structured practice activity and output/assessment activity in a
clear and organized way? Does the author provide teaching
resources where appropriate and provide detailed explanations
and guidelines for this activity? How can the author improve in
this area?
It is not clear and organized, only because there are no headers
indicating each activity. Headers would definitely make it more
clear.
Notes: You may take the following notes from assignment
directions to better evaluate your peer’s instructional activity.
· Structured Input Activity
Design a Structured Input Activity appropriate to your lesson.
This activity must make the grammatical element salient to the
learner and must follow principles discussed in class.
· Structured Practice Activity
You must design a Practice Activity appropriate your lesson.
This activity must provide the learner with an opportunity to
practice the grammatical element without having to actually
produce the grammatical element and should adhere to the
principles discussed in class.
· Output/Assessment Activity
You must design an Output/Assessment Activity that fits the
context of your lesson. This activity must provide an
opportunity to “check understanding” via production of the form
in some way. It should follow the principles discussed in class.
4. Your Comments and Feedback:
My main comment is that the annotations should be highlighted
in yellow, to clearly see them. Each activity should also be
clearly stated. There should be more headers for the reader to
understand which section they are on.
5. Does the author provide annonations as required? Does the
author’s annotations indicate understanding of referenced SLA
theory? Does the author’s instructional decision is appropriately
informed by reference SLA theory?
There is no clear reference to any SLA theories.
6. Write your constructive feedback for the author to improve
his/her lesson plan in the next stage (grammar, A.P.A., spelling,
annonations, other suggestions, etc..)
There are many things missing in the outline. Need to
incorporate multiple SLA theories. There should be headers for
each section of the outline as well, and should look like the one
our teacher posted.
1
LED 6510 Lesson Plan Peer Review Form
Title of Lesson Plan Reviewed:
Your Peer’s Name:
Your Name:
Directions: Each student will be assigned 2 peers’ draft of final
lesson plan for review on Canvas. Upon completion of reading,
do provide your feedback to your peers using the following
directions:
1) use the peer-review form to provide overall feedback for the
other students' draft of lesson plan; Attach the forms with your
feedback to your peers while you have completed peer review
activity;
5. · Per the requirement, each student’ draft of lesson plan should
include the following components (The other components are
optional depending on each individual’s progress, so you just
provide your feedback based on the content in the lesson plan)
· The below section is mandary to be reviewd and provided with
feedback using the guided question in this form, highlighted in
red in the form
· Language comparison, grammar focus of instruction, and
establishment of relevance
· Introductory Statement of Your Language Task
· Structured input activity, structured practice activity and
output assessment activity
2) For the grammatical, spelling, mechanic and other
suggestions, kindly use the "Review" or "Track changes" button
in the student's original word document and post your comment
on the right side of the column of the word document, and then
return the document to your peers with your
comment/feedback.
1. Does the author clearly present the grade level of students,
concentration domain, materials and digital tools need and time
needed for the lesson?
2. Does the author concisely describe the following aspects in
Learners & Learning Environment? How can the author improve
in each aspect, if any?
· Language comparison, grammar focus of instruction, and
establishment of relevance:
· Introductory Statement of Your Language Task
· Review of Terminology
6. · Annotation
3. Does the author concisely define the following aspects in
Standard and Outcomes? How can the author improve in each
aspect, if any?
4. Does the author understand the concepts of structured input
activity, structured practice activity and output/assessment
activity clearly and concisely?
Does the author demonstrate the structured input activity,
structured practice activity and output/assessment activity in a
clear and organized way? Does the author provide teaching
resources where appropriate and provide detailed explanations
and guidelines for this activity? How can the author improve in
this area?
Notes: You may take the following notes from assignment
directions to better evaluate your peer’s instructional activity.
· Structured Input Activity
Design a Structured Input Activity appropriate to your lesson.
This activity must make the grammatical element salient to the
learner and must follow principles discussed in class.
· Structured Practice Activity
You must design a Practice Activity appropriate your lesson.
This activity must provide the learner with an opportunity to
practice the grammatical element without having to actually
produce the grammatical element and should adhere to the
principles discussed in class.
· Output/Assessment Activity
7. You must design an Output/Assessment Activity that fits the
context of your lesson. This activity must provide an
opportunity to “check understanding” via production of the form
in some way. It should follow the principles discussed in class.
Your Comments and Feedback:
5. Does the author provide annonations as required? Does the
author’s annotations indicate understanding of referenced SLA
theory? Does the author’s instructional decision is appropriately
informed by reference SLA theory?
6. Write your constructive feedback for the author to improve
his/her lesson plan in the next stage (grammar, A.P.A., spelling,
annonations, other suggestions, etc..)
1
Comparative Grammar Project and Annotated Lesson Plan-LED
6510
A. INTRODUCTION
Your Name:
Target Students: Middle school (12-13 years old)
Concentration Domain: ESL in math content area
Title of the lesson: Garden Wars: Comparing Rectangles
Materials and Digital Tools Needed: projector, graph paper,
worksheet with sentence stems, worksheet with weeks labeled
and space to draw rectangles.
Time needed for the lesson: One 60 minute block
8. B. LEARNERS & LEARNING ENVIRONMENT
Language comparison, grammar focus of instruction, and
establishment of relevance:
Although my classrooms contain speakers of several different
languages, this lesson will focus on native speakers of Arabic as
that is the largest group of any one native language in my
classes. Arabic is also a language I have basic knowledge of
through classroom instruction and a brief immersion in Egypt.
In nominal sentences (those that begin with a noun), Arabic
does not use a word that would translate to English forms of “to
be.” Instead, the verb “to be” is implied when the subject is
definite and predicate indefinite. For example, to say, “The
school is big,” in Arabic one would match the definite word for
school “al-madrasa” with the indefinite adjective for big,
“kabeer,” so the sentence would be, “Al-madrasa kabeer.” This
implication of the verb to be also holds true even in past or
future tense.
I have noticed in my years teaching that native Arabic
speakers in the early stages of learning English will omit the
words “is” or “was”. Assumably, the mistake comes from direct
translation. Translating “Al-madrasa kabeer,” word for word
yields, “the school big.” In English conversation, most people
could interpret the meaning here, but speakers should certainly
become accustomed to including it as ambiguous situations
could arise from its omission. Curiously, I notice that often
learners often include the verb when the sentence starts with
“it”, as in, “It’s hot outside” or when speaking in first (“I am”)
or second person (“You are”). Whether or not this demonstrates
that students are fully aware of the necessity of the verb or if
they are simply repeating a common convention that they have
memorized is a question for further research. Regardless, I have
designed a geometry lesson that focuses on including forms of
to be in third-person sentences that do not begin with pronouns.
9. The goal is that students recognize the necessity in using these
words and then to hear and see students using them clearly and
correctly.
Introductory Statement of Your Language Task:
In this task students will be finding area and perimeter of
rectangles and using patterns to make predictions about the
relationship between area and perimeter. At the same time, the
language focus will be to include different English forms of the
verb “to be,” (is, are, was, were and will be). To do this,
students will be comparing and ranking different rectangles
before making predictions without calculation. Mathematically,
students should be proficient in defining and calculating area
and perimeter for a rectangle. To make the task more relevant, it
will be in the context of gardens, specifically in people’s yards
in our city of Hamtramck. Seeing a garden in a front yard,
between two houses or in a backyard is not uncommon, and they
all have different shapes. Students are told their final task is to
explain to someone where and how to build their garden to
maximize area and minimize border materials like fencing or
rocks by comparing different options.
Review of Terminology
In the context of language learning, input is any amount of the
target language that a learner reads or hears that tries to
communicate something, while output is any amount of the
language that a learner says or writes in trying to communicate
something. Looking at a finished crossword puzzle without the
clues would be an example of language that is not input. They
are words, but they do not communicate anything.
Enhancement is the process of altering input for a learner to
make it more understandable. It often involves removing
extemporaneous words or adding clarity and directness. In text
it can be as simple as bolding or underlining, but is always
intentional.
A teacher uses structured input when they introduce language
10. intentionally in such a way that the students are led to interpret
meaning based on form. That is, the students should be able to
notice a language feature and see its relevance. In structured
practice students experiment with the new form in a task that is
explicitly defined by the teacher. Finally in a structured output
activity, students must use the new form to communicate new
information. Thus, it is form-focused and communicative.
Annotation
This task addresses errors in input processing under
VanPatten’s first principle concerning the primacy of meaning,
especially part (a). Students tend to process content words
before anything else because they are more focused on meaning
than form (Wong 2004). In the sentence “The school is big,”
students would tend to process “School” and “big” first and be
able to derive enough meaning to understand the sentence. If the
verb “is” is not processed correctly, it will likely lead to
mistakes in production. Furthermore, other forms of “to be”
denote different tense or plurality and need to be processed
correctly to fully understand the sentence. Using this framework
is relevant to the mathematical content because tense can be
used to communicate stations in a problem solving process:
(past mistakes, present claims and future predictions), and
attending to precision is a core mathematical practice.
C. STANDARDS AND OUTCOMES
Standards:
· Common Core Mathematics 7.G.6: Solve real-world and
mathematical problems involving area, volume and surface of
two- and three-dimensional objects composed of triangles,
quadrilaterals, polygons, cubes, and right prisms.
· WIDA ELD Strand 3: Mathematics. Identify key language that
provides information to solve real-life mathematical problems
using labeled visual and graphic supports with a partner
11. (emerging) or individually (developing).
Outcomes:
· Content:Students will be able to compare areas and perimeters
of quadrilaterals and explain how to maximize area in a real-
world context.
· Language: Students will include an appropriate form of the
verb “to be” when describing something orally and in writing.
D. INSTRUCTIONAL PRACTICE
Engaging Students, Activating Prior Knowledge, and Setting
Lesson Goals
Ask the opening question, “Has anybody seen that house on
Mitchell where the entire front and back yard are a garden?”
(We can even show a picture of the house.) Elicit responses
about other gardens in Hamtramck that might be considered in
unconventional spaces or about their own families’ gardens.
Also elicit response for what goes into a garden, eventually
making sure that border materials like stones, bricks, boards or
fences get mentioned. Relate a story (even if fabricated) about
five neighbors who became competitive over the size and
aesthetic of their gardens. Each wanted to have the most area in
their garden, but they wanted to spend the least amount of
money on their materials. They competed for both for the
largest garden and the smartest garden, meaning who had made
the most efficient use of their space. They all had different
ideas for where to put their gardens: front yard, side yard, back
yard and even their roof!
Explain the task of creating differently shaped gardens and
comparing their area and perimeter. Create an example on the
board and, modeling with a think-a-loud or eliciting responses,
find both the area and perimeter in order to activate prior math
knowledge. Explain that the goal will be to tell the story of the
12. five neighbors, so not only the math will need to be correct, but
clear and concise English as well.
Instructional Procedure: Engaging Students in Actively
Constructing Deep Understanding Incorporating Structured
Input Activities
o Structured Input Activity
The opening activity focuses on the grammar of comparison and
leads students to notice that a verb is necessary and that the
form matters. The teacher projects two images of gardens with
labels, “Mike’s garden” and “Mary’s garden” with space in
between. Students study the images for a moment and share
ways they are different with a partner. The teacher elicits
responses and uses them to complete the sentence on the board.
For example, “Mike’s garden is uglier than Mary’s garden.”
Students are given a sheet with several sentences that have the
verb missing. To retain context, the sentences relate to
gardening or neighbors. Some of them include pictures. For
example, beneath captioned images of a tulip and a dandelion is
the text, “The tulip ___________ the dandelion.” Students fill
in missing words to make a comparison, just as in the example.
There are many appropriate answers here. Sentences also
include differences in plurality and tense. For example,
“Yesterday, the weather ___________ today.” To encourage
students to include the verb “to be” in this opening exercise,
some of the prompts will only be missing the verb, as in, “The
roses ___ more expensive than the tulips.”
As a caution, the openness of the activity might be confusing to
students, and if that is the case, then providing a set of possible
phrases in a bank can allow students to try different wordings.
At this point in their language development the assumption is
that they will likely know a correct sentence when they hear it,
but cannot explicitly explain the rule. Comment by Andrea
Kruger: Phillip, the one question I had for you regarding this
input activity was the fact that more than one word might be
13. supplied in the blanks. I love that you added this piece here, and
I do think having a model to go from should help guide them to
the correct form.
It does occur to me that comparing two things is sort of a
language skill in and of itself the (more x than x) structure, but
this is easily enough taught “on the fly” if the students don’t
know it. Honestly I’d love to sit in on this lesson!
Annotation:
This exercise draws from the noticing hypothesis within
the cognitive perspective of second language learning.
Lightbrown and Spada (2013) explain that, “comprehensible
input does not lead to growth in language knowledge unless the
learner becomes aware of a particular language feature” (p.
115). I could read sentences that include a form of “to be” all
day long, but if the students are not attuned to noticing it and its
forms, then I cannot expect them to improve at producing it.
These sentences intentionally include shifts in tense and
plurality, which in turn elicit different forms of “to be.” The
idea is to provide other language features in the sentence and
isolate this particular verb as the variable. When the change
between sentences becomes apparent to students, they can then
notice how the verb forms need to agree with the rest of the
sentence. As mentioned earlier in regards to VanPatten’s
principle, students are noticing meaning before form, but when
the verb form holds more significant meaning (like tense) then
it leads students to notice it.
o Structured Practice Activity
In the structured practice activity, students experiment both
with mathematical properties and language. The teacher tells
students there is a pattern in the relationship between perimeter
and area for rectangles. Remind them of the ultimate goal: find
14. the most area with the least perimeter. Students use graph paper
to create different shaped rectangles and cut them out, with the
explicit instruction that they all have an area of 36 square units.
They label each rectangle and keep track of the dimensions and
perimeter of each on a table. With a partner, they create 5
statements comparing or describing any number of their
rectangles. Having them cut out allows them to organize and
group to make comparisons easier. Sentence stems are provided
to link this new conversation to the input activity. For example,
“These rectangles _______ those rectangles.” Students create
the statements first orally, and then write them down. During
this time, the teacher circulates the room, eliciting corrections
for students, especially when they omit the verb, “to be.” As
students make comparisons, they should arrive at a rule that
suggests that the more square a rectangle is, the greater the ratio
of area to perimeter.
Annotation:
The cognitive perspective is also shown here in the role of
practicing. The practice is not a rigid set of drills or random
sentences taken out of context. The cognitive-interactionist
principles of practice include being interactive, meaningful and
focused on task-essential forms (Lightbrown & Spada 2013).
The practice in this activity includes all three principles.
Students are interacting with their partners to describe a
discrete set of objects in front of them. The task is personalized
to each pair because the shapes they have are of their own
making. Although ideally this could be a discussion about a real
garden, the fact that they created their own representations adds
a layer of personalization. The task at hand is clear: to compare
which gardens are most efficient and create a plan for a more
efficient garden. The language they use has to be to this end.
Despite meaning and interaction being a researched best
practice, my own experience finds it also generally tends to be
more stimulating than rote solitary practice. Comment by
Andrea Kruger: I agree. They are working with something they
15. themselves created, so there is a rich context and a purpose.
o Output/Assessment Activity
The output activity returns to the original hook of the lesson:
tell the story of the 5 competitive neighbors and their gardens.
Students receive a paper with 5 different sections. They are
organized vertically down the page, and each one is labeled
with a name and “week 1, week 2, week 3, this week and next
week.” Students create rectangles and find the area and
perimeter of each. They then write a sentence for each week
indicating which is the largest garden and which garden is the
most efficient use of space. In this way, weeks one, two and
three, will be past tense, “this week” in present tense and “next
week” in future tense. Students read the story of their garden
competition to their partners.
Annotation:
The biggest difference in the output activity is that it moves
from sentences to discourse. Students string their sentences
together to tell a story that moves through tense. Thus, the form
has to adjust in order to convey the meaning. Just because this
is an output activity, however, does not mean it is the end.
Wong (2005) notes that, “output promotes noticing of linguistic
features in input” (p. 97). In effect, when something sounds off
to them, the students can return to the input and continue
working in a loop. They move closer to merging grammatical
forms with the meanings of their statements. In this lesson in
particular, because the verb “to be” is not an entirely new
concept, but rather a common mistake, the role of practice and
the input-output loop is key. Students will likely know when
they have made a mistake if they stop to notice it, and they are
more likely to notice it after this lesson.
Closure—Students Summarizing and Synthesizing Their
Learning:
16. The best way to summarize a lesson like this is to have them
generalize the rule they have been practicing. That is, in
English we explicitly include the verb “to be” even if it can be
implied from context. This is a good time to have students talk
about the lesson itself with stems like, “I thought the lesson
was…” or “I hope tomorrow’s lesson will be…” Even as it is
the end of the lesson, it is still important to catch mistakes by
eliciting the verb or recasting if a student omits it. Comment by
Andrea Kruger: I like your idea to have them apply the structure
to a new context, such as how they feel about the lesson.
***
E: REFERENCES:
Lightbown, P. & Spada, N. (2013). (4th ed.) How languages are
learned. Oxford, England; Oxford University Press.
Wong, W. (2005) Input enhancement: From theory and research
to the classroom. New York, NY: McGraw-Hill.
LED 6510 Lesson Plan Peer Review Form
Title of Lesson Plan Reviewed: Verb Tenses
Your Peer’s Name:
Your Name:
Directions: Each student will be assigned 2 peers’ draft of final
lesson plan for review on Canvas. Upon completion of reading,
do provide your feedback to your peers using the following
directions:
1) use the peer-review form to provide overall feedback for the
other students' draft of lesson plan; Attach the forms with your
feedback to your peers while you have completed peer review
activity;
· Per the requirement, each student’ draft of lesson plan should
17. include the following components (The other components are
optional depending on each individual’s progress, so you just
provide your feedback based on the content in the lesson plan)
· The below section is mandary to be reviewd and provided with
feedback using the guided question in this form, highlighted in
red in the form
· Language comparison, grammar focus of instruction, and
establishment of relevance
· Introductory Statement of Your Language Task
· Structured input activity, structured practice activity and
output assessment activity
2) For the grammatical, spelling, mechanic and other
suggestions, kindly use the "Review" or "Track changes" button
in the student's original word document and post your comment
on the right side of the column of the word document, and then
return the document to your peers with your
comment/feedback.
1. Does the author clearly present the grade level of students,
concentration domain, materials and digital tools need and time
needed for the lesson?
Yes
2. Does the author concisely describe the following aspects in
Learners & Learning Environment? How can the author improve
in each aspect, if any?
Great description here, the reader was able to get a good
understanding of your students and the language difference.
· Language comparison, grammar focus of instruction, and
establishment of relevance:
· Clear and concise
18. · Introductory Statement of Your Language Task
Clear and concise
· Review of Terminology
No problems understanding terms
· Annotation
· Spelling error I highlited in red “hypothesis”
3. Does the author concisely define the following aspects in
Standard and Outcomes? How can the author improve in each
aspect, if any?
Only one standard was provided
No outcomes provided
4. Does the author understand the concepts of structured input
activity, structured practice activity and output/assessment
activity clearly and concisely?
None provided
Does the author demonstrate the structured input activity,
structured practice activity and output/assessment activity in a
clear and organized way? Does the author provide teaching
resources where appropriate and provide detailed explanations
and guidelines for this activity? How can the author improve in
this area?
None provided
Notes: You may take the following notes from assignment
directions to better evaluate your peer’s instructional activity.
· Structured Input Activity
· None provided
Design a Structured Input Activity appropriate to your lesson.
19. This activity must make the grammatical element salient to the
learner and must follow principles discussed in class.
None provided
· Structured Practice Activity
You must design a Practice Activity appropriate your lesson.
This activity must provide the learner with an opportunity to
practice the grammatical element without having to actually
produce the grammatical element and should adhere to the
principles discussed in class.
None provided
· Output/Assessment Activity
You must design an Output/Assessment Activity that fits the
context of your lesson. This activity must provide an
opportunity to “check understanding” via production of the form
in some way. It should follow the principles discussed in class.
None provided
Your Comments and Feedback:
I wonder if you submiited the correct version of your document?
Many areas were blank.
5. Does the author provide annonations as required? Does the
author’s annotations indicate understanding of referenced SLA
theory? Does the author’s instructional decision is appropriately
informed by reference SLA theory?
Only one annotation provided – under terminology
6. Write your constructive feedback for the author to improve
his/her lesson plan in the next stage (grammar, A.P.A., spelling,
annonations, other suggestions, etc..)
20. I only was able to comment on section A and B other areas were
not provided.
1
LED 6510 Lesson Plan Peer Review Form
Title of Lesson Plan Reviewed: SVO Agreement
Your Peer’s Name:
Your Name:
Directions: Each student will be assigned 2 peers’ draft of final
lesson plan for review on Canvas. Upon completion of reading,
do provide your feedback to your peers using the following
directions:
1) use the peer-review form to provide overall feedback for the
other students' draft of lesson plan; Attach the forms with your
feedback to your peers while you have completed peer review
activity;
· Per the requirement, each student’ draft of lesson plan should
include the following components (The other components are
optional depending on each individual’s progress, so you just
provide your feedback based on the content in the lesson plan)
· The below section is mandary to be reviewd and provided with
feedback using the guided question in this form, highlighted in
red in the form
· Language comparison, grammar focus of instruction, and
establishment of relevance
· Introductory Statement of Your Language Task
· Structured input activity, structured practice activity and
output assessment activity
2) For the grammatical, spelling, mechanic and other
suggestions, kindly use the "Review" or "Track changes" button
21. in the student's original word document and post your comment
on the right side of the column of the word document, and then
return the document to your peers with your
comment/feedback.
1. Does the author clearly present the grade level of students,
concentration domain, materials and digital tools need and time
needed for the lesson?
2. Does the author concisely describe the following aspects in
Learners & Learning Environment? How can the author improve
in each aspect, if any?
· Language comparison, grammar focus of instruction, and
establishment of relevance:
The author clearly knows her students and the target she is
trying to reach with them. Her message could be clearer if she
includes examples of the language errors and corrections.
· Introductory Statement of Your Language Task
The introductory statement of the language task is clear and
purposeful.
· Review of Terminology
· Annotation
3. Does the author concisely define the following aspects in
Standard and Outcomes? How can the author improve in each
aspect, if any?
4. Does the author understand the concepts of structured input
activity, structured practice activity and output/assessment
activity clearly and concisely?
Does the author demonstrate the structured input activity,
structured practice activity and output/assessment activity in a
clear and organized way? Does the author provide teaching
resources where appropriate and provide detailed explanations
22. and guidelines for this activity? How can the author improve in
this area?
Notes: You may take the following notes from assignment
directions to better evaluate your peer’s instructional activity.
· Structured Input Activity
· At the beginning the teacher discusses displaying the input
activity but it is unclear where it will be displayed. Also is is
unclear when the chart for the activity will be constructed
during the activity or prior to it.
· The instructor left out one object in the chart this could cause
confusion. Thedog plays. Consider: The dog plays outside.
· In addition this activity if for first grade students I would
consider using pictures with the words/sentences in the chart to
support meaning.
· Structured Practice Activity
You must design a Practice Activity appropriate your lesson.
This activity must provide the learner with an opportunity to
practice the grammatical element without having to actually
produce the grammatical element and should adhere to the
principles discussed in class.
· At the beginning the teacher trys to get the students to hear
the awkward sound pattern of the words tick-tock by flipping
them to tock-tick. I suggest trying to introduce this concept
with the poem Hickory, Dickory, Dock to train the students ear
to hear tick-tock before moving forward. If their ear is not
trained, then the sound combination will not sound awkward to
them.
· The students are in first grade I would add pictures to the
words to support meaning.
23. · I would also consider including the appropriate punctuation
and capitalization in this activity. This is supported by Robert
Schmidts Noticing Theory (Lightbown & Spada page 115)
· Output/Assessment Activity
You must design an Output/Assessment Activity that fits the
context of your lesson. This activity must provide an
opportunity to “check understanding” via production of the form
in some way. It should follow the principles discussed in class.
· I have no suggestions for the output activity.
Your Comments and Feedback:
5. Does the author provide annonations as required? Does the
author’s annotations indicate understanding of referenced SLA
theory? Does the author’s instructional decision is appropriately
informed by reference SLA theory?
6. Write your constructive feedback for the author to improve
his/her lesson plan in the next stage (grammar, A.P.A., spelling,
annonations, other suggestions, etc..)
1
LED 6510 Lesson Plan Peer Review Form
Title of Lesson Plan Reviewed:
Your Peer’s Name:
Your Name:
Directions: Each student will be assigned 2 peers’ draft of final
lesson plan for review on Canvas. Upon completion of reading,
do provide your feedback to your peers using the following
directions:
24. 1) use the peer-review form to provide overall feedback for the
other students' draft of lesson plan; Attach the forms with your
feedback to your peers while you have completed peer review
activity;
· Per the requirement, each student’ draft of lesson plan should
include the following components (The other components are
optional depending on each individual’s progress, so you just
provide your feedback based on the content in the lesson plan)
· The below section is mandary to be reviewd and provided with
feedback using the guided question in this form, highlighted in
red in the form
· Language comparison, grammar focus of instruction, and
establishment of relevance
· Introductory Statement of Your Language Task
· Structured input activity, structured practice activity and
output assessment activity
2) For the grammatical, spelling, mechanic and other
suggestions, kindly use the "Review" or "Track changes" button
in the student's original word document and post your comment
on the right side of the column of the word document, and then
return the document to your peers with your
comment/feedback.
1. Does the author clearly present the grade level of students,
concentration domain, materials and digital tools need and time
needed for the lesson?
Absolutely yes! Everything about the lesson setup is very clear.
2. Does the author concisely describe the following aspects in
Learners & Learning Environment? How can the author improve
in each aspect, if any?
· Language comparison, grammar focus of instruction, and
25. establishment of relevance: I thought Phillip did a great job
establishing why this task is relevant. The tie to gardens in the
community.
· Introductory Statement of Your Language Task: Great job here
as well. I think that particularly the way the content and
language fit together is awesome.
· Review of Terminology: Hard to mess this one up!
· Annotation: I really loved all your ties to SLA theories. I
think this activity will be a great one to help raise students’
awareness of the structure you want them to notice.
3. Does the author concisely define the following aspects in
Standard and Outcomes? How can the author improve in each
aspect, if any?
Absolutely. No improvement needed. The content vs. language
objectives make the lesson outcomes seem even more
purposeful.
4. Does the author understand the concepts of structured input
activity, structured practice activity and output/assessment
activity clearly and concisely?:
Phillip does this very well. In the initial stages, he has the
students supply the missing structure that he wants them to
notice. My one critique would have been to limit the open-
endedness of the fill-in activity, but Phillip did mention a way
that he could scaffold the activity if the students struggled with
how to write comparisons. Well done!
Does the author demonstrate the structured input activity,
structured practice activity and output/assessment activity in a
clear and organized way? Does the author provide teaching
resources where appropriate and provide detailed explanations
and guidelines for this activity? How can the author improve in
this area?
Phillip’s activity explanations are all very organized. Also, the
way he explains which resources are used and when make the
activity very easy to imagine from start to finish, even for
someone far removed from the math world.
Notes: You may take the following notes from assignment
26. directions to better evaluate your peer’s instructional activity.
· Structured Input Activity
Design a Structured Input Activity appropriate to your lesson.
This activity must make the grammatical element salient to the
learner and must follow principles discussed in class.
· Structured Practice Activity
You must design a Practice Activity appropriate your lesson.
This activity must provide the learner with an opportunity to
practice the grammatical element without having to actually
produce the grammatical element and should adhere to the
principles discussed in class.
· Output/Assessment Activity
You must design an Output/Assessment Activity that fits the
context of your lesson. This activity must provide an
opportunity to “check understanding” via production of the form
in some way. It should follow the principles discussed in class.
Your Comments and Feedback:
5. Does the author provide annonations as required? Does the
author’s annotations indicate understanding of referenced SLA
theory? Does the author’s instructional decision is appropriately
informed by reference SLA theory?
The annotations Phillip provided clearly referenced SLA theory.
It is clear to me that he is thinking along the lines of cognitive
theories of language acquisition which promote communicative
activities tied to meaning. This is cearly reflected in the content
and procedures of the lesson, and particularly the decision to
27. have the students work in pairs! There will be a lot of rich
output as they work together, I’m sure.
6. Write your constructive feedback for the author to improve
his/her lesson plan in the next stage (grammar, A.P.A., spelling,
annonations, other suggestions, etc..)
I think this is very well-written and the APA is spot-on. As I
mentioned, this lesson was very easy for me to imagine and I’m
not really nor have I ever been very good at math.
1
Build up a learning community
Learn from each other
Provide feedback to your peers
Improve your lesson plan
Purpose of Peer-Review Activity
Each student will be assigned to review two of your classmates’
draft final lesson plan
Notice: During the initial stage, your peer’s submission could
be their rough draft of final lesson plan; Per the requirement,
each student’ draft of lesson plan should include the following
components (The other components are optional depending on
each individual’s progress)
Language comparison, grammar focus of instruction, and
establishment of relevance
Introductory Statement of Your Language Task
Structured input activity, structured practice activity and output
assessment activity
Peer review activity will be due by 11:59pm June 16 on Canvas
28. Requirements for Peer Review Activities
What you need to submit:
Submit your feedback to your classmates using provided peer
review form in Week 6 module (attach the form with your
feedback to your peers via canvas)
Provide review comments/track changes directly on your peer’s
original word document if you have any constructive
suggestions.
Requirements for Peer Review Activities
In Week 6 (June 9) Module;
It is in the discussion aboard where you upload your draft of
lesson plan!!
(Titled as “Draft of Final Lesson Plan Due by …..”)
Where Can You Find Out Your Peer’s Uploaded Lesson Plan
1. Canvas Peer Reviews Tutorial Videos
https://www.google.com/search?q=canvas+peer+review+tutorial
&rlz=1C1GCEA_enUS867US867&oq=canvas+peer+review+tuto
rial&aqs=chrome..69i57j0.17659j0j7&sourceid=chrome&ie=UT
F-8#kpvalbx=_vJ2KXvzcGo7atQbVvqHwBg22 (Links to an
external site.)
29. 2. How do I know if I have a peer review discussion to
complete?
https://community.canvaslms.com/docs/DOC-10676-
4212253442 (Links to an external site.)
3. How do I summit a peer review to a discussion?
https://community.canvaslms.com/docs/DOC-10484-
4212253061 (Links to an external site.)
4. Where can I find my peer's feedback for peer reviewed
discussions?
https://community.canvaslms.com/docs/DOC-10679-
4212253449
Useful Resources to Complete Peer Review Activities
Comparative Grammar Project and Annotated Draft Lesson
Plan-LED 6510
A. INTRODUCTION
Your Name:
Grade/age of students for whom the lesson was developed: 5th
Grade
Concentration Domain: ESL
Title of the lesson: Preposition (focused on under, in, on,
behind, next to, in front of, between).
30. Materials and Digital Tools Needed: an empty box, a small toy
animal, flashcards, pencil, paper, highlighter, worksheets,
whiteboard, marker,
Time needed for the lesson: 50 minutes
B. LEARNERS & LEARNING ENVIRONMENT
· Language comparison, grammar focus of instruction, and
establishment of relevance: I have chosen to compare language
between English and Bangla. In both language use of
preposition is very common and there is lot of similarity of
using preposition in both language but in some cases there are
differences such as in English when we talk about village or
small town we add “at” before it but if we are talking about big
cities or large town we use “in”, as an example “ He lives at
Hackney” and when its about big cities we use “ He lives in
Michigan” but in Bangla for village, small town, big city, states
for everything they use one specific preposition. Let’s use the
first example again but this time in Bangla, “ se Hackney e vas
kore” and also lets use the second example in Bangla, “ Se
Michigan e vas kore”. As you can see each example has same
meaning in Bangla, no changes of preposition.
· When students come from Bangladesh, they tend to have
problem using proper preposition. Even when I moved to
America, I tend to have same problem, so when Bengali ESL
students make those mistake, I understand why they are having
this problem.
· Students from Bangladesh, they find themselves confuse when
it comes to use of curtain preposition. In this lesson plan,
students will identify the use of some staple preposition
correctly which they will use in their everyday life.
Introductory Statement of Your Language Task: In this lesson, I
31. will be focusing on use of some preposition in one setting.
Students will identify proper use of preposition in their daily
life. I will be providing a task for them which will keep them
engage through out the lesson and help them understand what I
am trying to explain. For this task, I will break them in small
groups and provide each group a box and a small toy animal. By
using this animal figure, students will discuss with their group
what preposition would be use in different position of box. By
using the object, they will talk and record their observation.
After the observation, they will try to use the correct
preposition on, under, in, behind, next to, in front of, between
in right place.
· Review of Terminology
Input: Inputs are the new language which learners are expose to
either in writing, speaking, or reading form.
Output: On the other hand, outputs bring forth learners speaking
or writing skills.
Enhancement: Enhancement is improving the character of
learning output.
Structured Input: Structure input is designed in certain way to
push learners to rely on form and structure to get meaning.
Structured Practice: During teaching a lesson, students observe
the information from the lesson and apply it through activities
to gain better understanding on the lesson which was taught by.
Output: Based on the activity or work students did to come up
with a conclusion, it could be either written or oral. Output is
like a assessment to measure students understanding.
32. · Annotation: According to Lightbown and Spada (2013)”
overgeneralization of a second language rule, or an
inappropriate transfer of a first language pattern to the second
language”. In my case, students focusing more on meaning
rather than form of grammar. The example I used in language
comparison, students were comparing both language preposition
and thinking why they do have to add “in” or “at” before town,
village, state while they are giving same answer in Bangla. As
Wong (2004) mentioned, “Students tend to process content
words before anything else because they are more focused on
meaning than form”
C. STANDARDS AND OUTCOMES
· Standards: CCSS.ELA-LITERACY.L. K-5.1. E. Explain the
function of conjunctions, prepositions, and interjections in
general and their function in particular sentence.
https://study.com/academy/lesson/esl-prepositions-lesson-
plan.html
· Outcomes: Students will be able to identify why with changes
of animals motion the preposition changes. Students will
understand more about preposition in practice experiment. They
will summarize their understanding of the topic at the end
through writing assessment.
D. INSTRUCTIONAL PRACTICE
· Engaging Students, Activating Prior Knowledge, and Setting
Lesson Goals:
Before asking open question, write the word PREPOSITION in
large letter. Hold up an animal and a box and place the dog
inside the box and ask students, where is the dog? Place the dog
in front of the box and ask students, where is the dog? When
students are answering such as in the box, in front of the box,
33. write down the preposition in the board. I will go through the
rest preposition as a group and write down each preposition in
the board. I will break down students into small groups and
each group will received a box and stuff animal to do the
experiment by themselves and discuss with their group. Along
with the activity, they will receive a worksheet too. In the
worksheet, they will write down their answer. Once students
have a grasp knowledge of preposition, they will write a
paragraph using preposition.
· Instructional Procedure: Engaging Students in Actively
Constructing Deep Understanding Incorporating Structured
Input Activities
· Structured Input Activity
I will demonstrate the box and the toy animal in front of the
class. I will put the animal in different location from the box
and ask them to describe the position of animal, such as what is
BEHIND the box? What is UNDER the box? I will write down
the preposition in the board while they are telling me. To assist
them, I will give them verbal instruction too, so once I know
they have a grasp understanding of preposition, students will be
proceeding to the experiment. My verbal instruction would be
something like this: The animal is behind the box. The animal is
under the box. The animal is above the box. The animal is
inside the box.
Activity
Find the preposition and underline it.
34. The animal is behind the box.
The animal is under the box.
The animal is above the box.
The animal is inside the box
Annotation: VanPatten principle argued that, “learners have
limited processing capacity and cannot pay attention to form
and meaning at the same time” (Lightbown, Spada, 2013), and
most of the time students prioritize meaning over form. So, it is
important when I am reading sentences and including
preposition, it must be noticeable for students. Otherwise, I can
read it to them entire day, but the form is not going to make
sense to them. Along with that, I can not expect them to
comprehend the grammar form.
· Structured Practice Activity
Students will break into small groups and before I give them
worksheet. I will provide each group a box and an animal. I
would want them to have a better understanding by using the
demonstration. Along with the model, I will provide them the
worksheet. Once they made a predication, students will place
the animal in different direction from the box. Students will
continue doing the experiment and talk to their partner and
takes notes. While they are discussing with their partner, I will
walk around the room and listen to their conversation. I will
focus on to see if they are using the preposition on the right
spot and I will be correcting errors during the walk.
Annotation: As Lourdes Ortega (2007) said, there should be
three principle while practicing language with English learner
and they are, “1) Practice should be interactive.
2) Practice should be meaningful. 3) There should be a focus on
35. task-essential forms (117).In structure practice activity,
students are discussing their thoughts with their partner and
making a prediction. They are doing fun experiment which
keeping them engage and at the same time experiment is
focused on task-essential forms.
· Output/Assessment Activity
In this part, students will be assessing their cognition in a
writing assignment. Once they are done writing, I will ask them
to highlight the prepositions, they used in their sentence. They
will use the evidence form the experiment to support their
writing. During their assessing process, I will walk around the
classroom to see if they are using the correct preposition in
right place. After completing the writing part, students will
share their writing in front of the class verbally.
Activity
What did you do this morning? Write 5-6 sentence about your
morning.
Word Bank: Up, under, in, in front of, next to, between.
Annotation: In this case, students move from experiments to
assessing their knowledge.Output activity does not always mean
end of the lesson. In one lesson, students do not stop compering
both language grammar form, in this stage if a student think
something is not making sense to them, they can go back to
36. input. Include a quote from book
· Closure—Students Summarizing and Synthesizing Their
Learning:
***
E: REFERENCES:
Lightbown, P. & Spada, N. (2013). (4th ed.) How languages are
learned. Oxford, England.
Oxford University Press.
Wong, W. (2005) Input enhancement: From theory and research
to the classroom. New York, NY: McGraw-Hill.
2
Comparative Grammar Project and Annotated Lesson Plan-LED
6510
A. INTRODUCTION
Your Name:
Grade/age of students for whom the lesson was developed: 9th
grade
Concentration Domain: ESL, bilingual education, foreign
language- Spanish
37. Title of the lesson: English and Spanish plural
Materials and Digital Tools Needed:
Time needed for the lesson: 1 hour
B. LEARNERS & LEARNING ENVIRONMENT
· Language comparison, grammar focus of instruction, and
establishment of relevance:
· The grammar focus is the plural of words. In English, adding
the suffix (s) makes the singular word a plural word, for
example: truck- trucks. If the word ends in s, -ss, -sh, -ch, -x, or
-z, then we add –(es), for example: bus- buses. Sometimes, if
the word ends in s or z, we double the s (ses), for example: gas-
gasses. If the noun ends in f, we change the f to (ves), for
example: wife- wives. If it ends in y, change it to (ies), for
example: city- cities. If it ends in o, add es, for example:
potato- potatoes. There are many irregular words in the English
language that may not pertain to these rules.
· In Spanish, adding the suffix (s) makes the singular word a
plural word, for example: libro- libros. This is similar to
English. If a noun ends in a consonant, make it plural by adding
(es), just like English. For example, ciudad- ciudades. If a noun
ends in -ión, add -es and drop the written accent, for example:
avión- los aviones. If a noun ends in -z, add -es and change the
z to c, for example: el lápiz- los lápices. The word “el” and “la”
changes to “los” and “las.”
· Similarly, we add (s) to words that end in vowels and (es) to
words that end in consonants in both languages.
· In English, some words do not add (s) on the end to make it
plural, and Spanish speakers make that mistake, for example the
word “deer” is both singular and plural the same word. Also, the
word “people” is plural, without adding (s) as a suffix.
38. · Introductory Statement of Your Language Task:
Students will be describing to me what is in their backpack.
· Review of Terminology
· Input- The information that students are receiving
· Output- The information that students are giving
· Enhancement- changing input to make it more understanding
for a student
· Structured input- teachers have students depend on a form or
structure of a sentence to get the meaning
· Practice- when a student applies an idea in order to better
understand it
· Output/assessment activities- Students now use the new idea,
and can be graded on it.
· Annotation
·
C. STANDARDS AND OUTCOMES
· Standards:
· CCSS.ELA-LITERACY.RL.9-10.4: Determine the meaning of
words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative
impact of specific word choices on meaning and tone (e.g., how
the language evokes a sense of time and place; how it sets a
formal or informal tone).
· Outcomes:
· Students will be able to understand English noun plurals
· Students will be able to communicate with each other to
understand grammar rules
39. D. INSTRUCTIONAL PRACTICE
· Engaging Students, Activating Prior Knowledge, and Setting
Lesson Goals:
· I will activate student’s prior knowledge of plural words.
When students first walk into the class, they will have to do a
writing journal for 5 minutes. On the board will be 5 words in
English, in which they need to write down the plural form of
these words. We will then go over the words as a class.
· Instructional Procedure: Engaging Students in Actively
Constructing Deep Understanding Incorporating Structured
Input Activities
· Structured Input Activity
· I will show a sideshow of photos to the class and ask them to
describe what they see in the photos.
· For example, I will show a picture of a car and I want them to
say the word car, then I will show them a picture of multiple
cars then they will say cars. They will repeat after me multiple
times and write down the word.
· I will then make it more difficult and give them irregular
plural words. I will show a picture of a deer, then of multiple
deer and ask what they see.
· I will have the students write the words on the board, to better
understand the spelling of these words. We then discuss each
word we write on the board as a class.
Annotation:
The behaviorist perspective explains that the environment is the
source of learning (Lightbrown & Spada 2013). I am having
40. students mimic what I say and write down the words. I am
reinforcing what I am saying multiple times and having them
mimic me multiple times.
· Structured Practice Activity
· To begin, I will start by giving each student a card with a
picture or word on it of a singular or plural noun. For example,
the student with the card that says car finds the student with the
card of an image of a car on it. These students are now a team.
This team then goes and finds their plural pair of the same
word. I will then have students create sentences with the words.
· I will have students then discuss what they noticed, and
especially focus on the irregular words.
Annotation:
The interaction hypothesis states that learners need to interact
with each other in order to learn from each other. The whole
classroom is interacting with each other, so they can talk to
each other and give corrective feedback to one another.
(Lightbrown & Spada 2013).
· Output/Assessment Activity
· The output/ assessment activity will have each student look
through their backpack and write a paragraph using 5 plural
words found in their backpack. I want them to get creative with
the paragraph and can make it fictional. I will give them a list
of words they have to use, like use at least one word that ends
with a consonant and vowel and make it plural.
Annotation:
It is important to keep motivation in the classroom and have
students be motivated. They need to be up and about,
kinesthetically learning which causes curiosity and makes the
environment more fun and comfortable. There are 25
motivational practices, one being “Teacher discourse: arousing
41. curiosity or attention, promoting autonomy, stating
communicative purpose/utility of activity” (Lightbrown &
Spada 2013). Students will be more motivated, since they can
use this lesson to describe real world objects, like things in
their backpack. They can also be more creative, and come out of
their comfort zone which may make it more fun for them.
· Closure—Students Summarizing and Synthesizing Their
Learning:
One great way for students to summarize a lesson is by writing
an exit ticket. This can be a question I ask them about the
lesson or what they learned, and they can write one quick
sentence before I dismiss them. This is a great way to wrap
everything together.
E: REFERENCES:
Lightbown, P. & Spada, N. (2013). (4th ed.) How languages are
learned. Oxford, England; Oxford University Press.
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