Assignment· using the instructional task created earliergradual

1. Assignment
· Using the instructional task created earlier/gradual release of
responsibility, create two (2) learner outcomes for the following
Webb’s DOK levels: Recall and Reproduction, Skill/Concept,
and Strategic Thinking. Make sure that the learner outcomes are
measuring mastery of the indicated standard. Use the template
located in the appendix.
*I have attached my instructional task and gradual release of
responsibility.
Course: BCO125 Business Law (Spring 2021)
Professor: Lusine Minasyan
CASE STUDY 1
Task details:
questions specified below (see page 2). These answers must be
based on corresponding
legal ground. Make sure you are providing sufficient and
relevant arguments sustaining your answers.
conclusion parts. Questions must be answered in an essay
format, no bullet points
allowed.

2. Formalities:
Appendix are excluded of the total wordcount.
-text References and the Bibliography must
be in Harvard’s citation style.
Submission: Week 3 – Via Moodle (Turnitin). Due before 14
February 2021 at 23:59.
Weight: This task is 15% of your total grade for this subject.
It assesses the following learning outcomes:
contractual relations.
in
contractual context.
solid arguments.
Task:

3. On August 1, Daniel visited local the electronics shop to
purchase a new TV. He saw one he liked but was not sure if he
could afford
the 850€. The store owner agreed to write up and sign an offer
stating that it would be held open for ten days, which he did. On
August 2, the owner changed his mind and sent Daniel an e-mail
revoking the offer, which Daniel received immediately. On
August
3, Daniel sent a reply e-mail accepting the original offer.
o Is there a contract in the above-mentioned case? Explain
why/why not.
o In interpreting agreements for the purpose of establishing
whether a valid contract exists, what standards are gener ally
applied by the courts?
o What is understood as offer in Contract Law? When is an
offer valid?
o What is an acceptance under Contract Law? When is an
acceptance considered effective?
Rubrics:

4. Exceptional
90-100
Good
80-89
Fair
70-79
Marginal fail
60-69
Identification of
main
Issues/Problems
25%
Identifies and demonstrates a
sophisticated understanding of
the main issues / problems in
the case study
Identifies and demonstrates an
accomplished understanding of
most of the issues/problems.
Identifies and demonstrates
acceptable understanding of
some of the issues/problems in
the case study

5. Does not identify or
demonstrate an acceptable
understanding of the
issues/problems in the case
study
Analysis and
Evaluation of
Issues /
Problems
25%
Presents an insightful and
thorough analysis of all
identified issues/problems
Presents a thorough analysis of
most of the issues identified.
Presents a superficial
analysis of some of the
identified issues.
Presents an incomplete analysis
of the identified issues.
Development of
Ideas
and Opinions

6. 25%
Supports diagnosis and
opinions with strong
arguments and well-
documented evidence;
presents a balanced and
critical view; interpretation
is both reasonable and
objective.
Supports diagnosis and opinions
with limited reasoning and
evidence; presents a somewhat
one-sided argument;
demonstrates little engagement
with ideas presented
Little action suggested
and/or inappropriate
solutions proposed to the
issues in the case study.
No action suggested and/or
inappropriate solutions
proposed to the issues in the
case study
Link to Legal
Theories and

7. Additional
Research
25%
Makes appropriate and
powerful connections
between identified
issues/problems and strategic
concepts studied in the course
readings and lectures;
supplements case study with
relevant and thoughtful
research and documents all
sources of information
Makes appropriate but
somewhat vague connections
between identified
issues/problems and concepts
studied in readings and lectures;
demonstrates limited command
of the analytical tools studied;
supplements case study with
limited research.
Makes inappropriate or little
connection between issues
identified and the concepts
studied in the readings;
supplements case study, if at all,
with incomplete research and
documentation.

8. Makes no connection between
issues identified and the
concepts studied in the readings;
supplements case study, if at all,
with incomplete research and
documentation.
LEARNER OUTCOMES 1
Learner Outcomes – Webb’s Depth of Knowledge (DOK)
Student Name
Belhaven University- Jackson, MS
September 30, 2017
LEARNER OUTCOMES 2
EDU 612 Curriculum Organization and Planning
Learner Outcomes – Webb’s Depth of Knowledge (DOK)
Template

9. Grade Level: Kindergarten
Subject/Course: Science
CENTRAL or BIG IDEA for Unit of study: Students will
understand that plants and animals
each need a place to live and that they depend upon each other
for survival.
Standard of Emphasis: Mississippi College-And Career-
Readiness Standards
L.K.3B Students will demonstrate an understanding of the
interdependence of living things and
the environment in which they live.
W.K.2 Use a combination of drawing, dictating, and writing to
compose informative/explanatory
texts in which they name what they are writing about and supply
some information about the
topic.
RL.K.2 With prompting and support, retell familiar stories,
including key details.
Webb’s
Depth of
Knowledge Level

10. Learner Outcome 1 Learner Outcome 2
Recall and
Reproduction
Students will retell the story of The
Great Kapok Tree including details
from the text.
Students will define the term
environment by restating or
repeating the definition given by
the teacher.
Skill/Concept
The students will identify examples
and non-examples of the term
interdependence.
Students will use a combination of
writing and drawing to create a
product that illustrates a habitat for
one of the animals in the book The
Great Kapok Tree.

11. LEARNER OUTCOMES 3
Strategic
Thinking
The students will state the
difference and similarities between
their environment and that of the
Yanomamo child from the book.
Students will explain what they
think will happen to the animals in
the story of The Great Kapok Tree
if the tree is cut down or removed
from the environment.
LEARNER OUTCOMES 4

12. References
Cherry, L. (2000). The great kapok tree a tale of the Amazon
rain forest. San Diego: Harcourt,
Inc.
Mississippi Department of Education. (2018). Mississippi
college- and career- readiness
standards for science. Jackson, MS. Authors.
Mississippi Department of Education. (2016). College and
career readiness standards for
English language arts. Jackson, MS: Authors.
LEARNER OUTCOMES 1
Learner Outcomes – Webb’s Depth of Knowledge (DOK)

13. Student Name
Belhaven University
LEARNER OUTCOMES Dunagan 2
Learner Outcomes – Webb’s Depth of Knowledge (DOK)
Grade Level: 9th
Subject/Course: English Language Arts/Learning Strategies:
Reading
Standard of Emphasis for Instructional Task: CCR.R.3 Analyze
how and why individuals, events, or ideas develop and interact
over the course of a text.
Webb’s
Depth of Knowledge Level Learner Outcome 1 Learner Outcome
2
Recall and Reproduction
I CAN list and categorize the major and
minor characters of the text as round, flat,
static, and/or dynamic based on details of the
text.
I CAN outline significant events of the plot
in the form of a timeline/flow chart.

14. Skill/Concept I CAN explain the events of the rising action that
lead to the climax of the novel.
Using a graphic organizer, I CAN illustrate
links between character interactions and the
plot.
Strategic Thinking I CAN justify significant turns in the text as
the plot unfolds.
I CAN prepare a list of criteria to closely
analyze each component of the plot,
including characters and ideas.
EDU 612 Curriculum Organization and Planning
Learner Outcomes – Webb’s Depth of Knowledge (DOK)
Template
Grade Level: 3rd Grade
Subject: ELA
Standard of Emphasis for Instructional Task:

15. Webb’s
Depth of Knowledge Level
Learner Outcome 1
Learner Outcome 2
Recall and Reproduction
Skill/Concept
Strategic Thinking