This document provides instructions for an assignment to develop a lesson plan for safety and health training. It outlines a series of exercises to complete that will help meet the identified learning objectives for the selected training topic. The exercises include identifying reading materials, describing the training location and trainer, drafting details of the lesson/presentation, and developing classroom activities. The final exercise has the student describe how attendance would be documented. Completing all the exercises will help the student demonstrate communicating safety and health training in the workplace.

1. Unit V Assignment
In Unit IV, you completed a safety and health training
assessment for one of Carter’s departments, and you established
training goals and objectives for a specific training topic. In
this assignment, we will develop a lesson plan for presenting
the topic to the workers. This assignment provides you with an
opportunity to demonstrate the following course learning
outcome:
3. Develop strategies for communicating safety and health
training in the workplace.
Review Carter’s case from the Unit I Assignment, follow the
instructions below before completing each exercise, save all of
your work to this template, and submit it in Blackboard for
grading.
Instructions for completing the assignment: Using the goals and
objectives worksheet you submitted as a part of the Unit IV
Assignment, complete a series of exercises (Exercises 5.1
through 5.7) to develop a lesson plan that will meet the course
objectives identified for your selected topic.
Exercise 5.1: A lesson plan often includes some sort of reading
assignment. For this exercise, identify at least two sources from
the CSU Online Library that you would have your attendees
read for the training. Please format each source using APA
style.
Source one:
Source two:
Exercise 5.2: With at least 75 words, provide a brief description
of the location where the training will take place.
Exercise 5.3: With at least 50 words, provide a somewhat
detailed description of who should conduct the training. What
type of trainer do you want? What type of qualifications should

2. the trainer have? What else do you want in a trainer?
Exercise 5.4: This exercise involves drafting the initial details
for the lesson/presentation. (You do not need to write the lesson
yet—this is just a detailed description to get started.)
Name of the lesson/presentation:
Expected length of lesson/presentation (Time):
List relevant learning objective(s):
Provide a brief description of the lesson/presentation and how it
would be delivered:
Exercise 5.5: Next, draft a classroom or workplace activity that
involves peer learning.
Activity 1
Name of the activity:
Expected length of activity (Time):
List relevant learning objective(s):
Provide a brief description of the activity, including how
students would participate, how students would interact, how
the trainer would prepare, what type of equipment is required,
and the knowledge or skill gained:
Exercise 5.6: This exercise involves drafting two additional
activities that you would like to include as a part of the
training.
Activity 2
Name of the activity:
Expected length of activity (Time):

3. List relevant learning objective(s):
Provide a brief description of the activity, including how
students would participate, how students would interact, how
the trainer would prepare, what type of equipment is required,
and the knowledge or skill gained:
Activity 3
Name of the activity:
Expected length of activity (Time):
List relevant learning objective(s):
Provide a brief description of the activity, including how
students would participate, how students would interact, how
the trainer would prepare, what type of equipment is required,
and the knowledge or skill gained:
Exercise 5.7: Describe how you would document who attended
the training. Your response should be at least 100 words.
Page 3 of 3
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Feedback and Revision Reflection
Author’s Name
Institutional Affiliation

4. Instructor’s Name
Course Code
Due Date
Based on the instructor's feedback on my writing plan, the best
strategy for writing my critical analysis essay include reading
thoroughly and carefully, being able to choose a thesis
statement, writing a good introductory paragraph, organizing
my essay body carefully, coming up with clear sentences,
having popular evidence in the essay and summarizing my w ork
with a good conclusion paragraph (Buckingham & Aktuğ-
Ekinci, 2017). In this case, I would say that the best revision
approaches that have worked best for me include letting
someone else read my work for me and reading it aloud. These
have enabled me to understand the mistakes in my work hence
making it for me to revise. The best revision strategies that have
worked for me include study groups, recording notes, and
reflecting on the whole course. The feedback by my instructor
has helped me to get the areas that require improvement and
how best I can make such improvements. Since I have the
outside feedback, I will be able to improve my writing skills as
well as how I put my ideas together.
The audience that might benefit from reading my essay is my
classmates as they will get more ideas from my work and make
changes in theirs if they find my work to be better to some
extent. However, for better understanding, the audience ought to
turn distractions off, ask questions in areas where they do not
understand, take notes, show their engagement by using non-
verbal clues, and be able to make a connection with what is
being read. The challenges I might have connected with the
audience include some of them failing to understand my work
easily and thus requiring further clarification and some of my
audience failing to pay attention. The choices that I can make to
connect with this particular will involve creating a connection
between ourselves, constructing a persona, and being
informative.

5. References
Buckingham, L., & Aktuğ-Ekinci, D. (2017). Interpreting coded
feedback on writing: Turkish EFL students' approaches to
revision. Journal of English for Academic Purposes, 26, 1-16.
Sotáková, I., Ganajová, M., & Babincakova, M. (2020). Inquiry-
Based Science Education as a Revision Strategy. Journal of
Baltic Science Education, 19(3), 499-513.
Main Claim Key Points
The article’s main claim of ____ is ____ because ____,
____, and ____.
ENG 122 Identifying Your Thesis Statement Guidelines and
Rubric

6. Overview: Let’s work on identifying the thesis statement in
your work. In Summative Assessment Part Two Milestone One,
you created a first draft of your critical
analysis essay by answering a series of questions in a Microsoft
Word document. At this point, your preliminary thesis may not
be at the end of the introductory
paragraph, or it may not be as concise as it will be in the final
draft. In this “hide-and-seek” exercise, you will find your
hidden thesis statement. And when you
are finished, you will have a workable thesis that will help you
complete the reverse outline later in this module.
Prompt: Review the first draft of your critical analysis essay
and identify your main claim. The main claim should summarize
your reaction to your selected
reading and your supporting points. Remember that a strong
thesis statement should contain a main claim and three
supporting points to back up the main
claim. (Feel free to return to the 6-1 reading to review the
material on thesis statements.) Use the framework below for
help constructing your thesis statement.
Rubric
Guidelines for Submission: Save your work in a Microsoft Word
document with double spacing, 12-point Times New Roman
font, and one-inch margins. Then,
check your writing for errors. Once you have proofread your
document, submit it via the Assignment: Identify Your Thesis
Statement link in Brightspace.
Critical Elements Proficient (100%) Needs Improvement (75%)
Not Evident (0%) Value
Main Claim Identifies claim that relates to
selected work

7. Identifies claim, but relation to
selected work is vague
Does not identify claim 40
Supporting Key Points Identifies three relevant key
points in support of claim
Identifies three key points, but
they do not support the claim
Does not identify three key
points
40
Articulation of
Response
Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
Submission has major errors
related to citations, grammar,
spelling, syntax, or organization
that negatively impact readability
and articulation of main ideas
Submission has critical errors
related to citations, grammar,
spelling, syntax, or organization
that prevent understanding of
ideas
20

8. Total 100%