Carefully consider the comments above. Then, pick one of the following articles to read based on your area of intere

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The three-step process of paraphrasing consists of interpreting an author’s original passage, rephrasing it (i.e., putting it into your own words), and citing (i.e., giving credit to) the author. In order to paraphrase correctly, you must consider the difference between the original text and the re-wording while still maintaining the original author’s meaning. In contrast to paraphrasing, the academic crime of plagiarism occurs when a second writer presents an original author’s work as his or her own without the use of quotation marks and a citation.

You need to understand that plagiarism occurs not only when someone directly copies an author’s work without using both quotation marks and a citation, but also when someone uses an author’s original idea, concept, or even bibliography without properly citing the original author’s work.

Even unintentional, accidental plagiarism is a serious violation of academic integrity for academics throughout the world. In addition to a damaged reputation, the consequences of plagiarism may include the loss of one’s diploma and employment. Therefore, you must familiarize yourself with Walden University’s rules of academic integrity as well as the proper use of citation formats. Note that Walden University requires the use of American Psychological Association (APA) format for citations, although other educational institutions and professional associations and journals may prefer different citation formats, such as the Modern Language Association (MLA) or Chicago style formats.

While research suggests that students in the United States continue to struggle with plagiarism, international students may face additional challenges. For example, cultures that place a high value on group collaboration and group achievement may not know about the American and European rules of intellectual property rights for independent authors.

To prepare:

Carefully consider the comments above. Then, pick one of the following articles to read based on your area of interest:

  • Charles Lindblom (1959) article on incremental change in public policy and administration called “The science of “muddling through”.”
  • Jaramillo, Nixon and Sams (2005) article on law enforcement called “The effect of law enforcement stress on organizational commitment.”
  • John Bryson (2010) article on non-profit management called “The future of public and nonprofit strategic planning in the United States.”

To complete the Assignment, write a 100- to 150- word paraphrase with the citation and reference list in a Word document and submit it using the appropriate link. Please remember that the goal is to paraphrase (and there are many good examples in the article you picked to read) and not a summary. If you have any questions, please contact your Instructor.

Present the Content: What instructional strategies will you use to present this lesson? (Include two or three instructional strategies

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Unit plans are used to organize, sequence, and content. You will create a mini-unit with three lessons, including the lesson you started in Week 1. The arrangement of the lessons as pieces of a unit must include state standards, objectives, instructional practices and resources, assessment, feedback, and reflection. If you need samples, refer to an example of a unit plan. A lesson plan is also found in Chapter 6 of your book. While there is no set format for your unit plan, it must contain:

  1. Unit Topic/Title
  2. Grade Level
  3. Course/Discipline
  4. Time to Complete Unit
  5. Main Purpose of the Unit Study: Describe the purpose of the unit and how it will fit in the overall scheme of the course.
  6. Instructional Resources or Technology: Describe instructional materials, resources, or technology used in this unit.
  7. Evaluation of Unit: How will the unit be evaluated? How will you decide if the students successfully completed the unit? How will you reflect on your teaching of the unit and lessons?
  8. Include three lessons. The first lesson was due in Week 9. Please edit and revise your first lesson. Add two more lessons following the same format as the lesson in Week 9. Use the rubric and guide from Week 9 and make sure to address all the parts of the rubric for lessons two and three.

Rubric:

 

Your lesson plan needs to include the following:

  1. Unit Title                               Western Civilization/ The Great Schism of 1054
  2. Lesson (grade) Level            Grades 6, 7, and 8
  3. Subject Area                         History
  4. Lesson Title                          The Great Schism of 1054
  5. Demographics of classroom. Please describe the population of the classroom, including gifted, students with disabilities, English Language Learners, socioeconomics, learning styles, and other demographics that describe your class.
  6. Lesson Standard: Choose a standard from your state, CCSS, or other national standards like NGSS, that fits your topic and lesson.
  7. Lesson Objectives: Write a minimum of two objectives from your standard that will be addressed in your lesson. How will you share objectives with the students?
  8. Attention Grabber: How will you hook the learners in this lesson? Describe the attention-grabber.
  9. Connecting to prior learning/Advanced Organizer: How will you connect skills and knowledge from prior lessons to this lesson?
  10. Present the Content: What instructional strategies will you use to present this lesson? (Include two or three instructional strategies. Think of different types of strategies addressed in the book.) What type of activities will you use to teach this lesson? How will you differentiate to meet the needs of all learners?
  11. Student behavior: What will students do in this lesson? How will the skill be assessed?
  12. Providing Feedback: How will you assess student learning and provide feedback?
  13. Reflecting & Assessing the Lesson: Determine how you will decide if the student learning was successful.

What will occur if a girl wants to take wrestling as one of her physical education electives?

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For this task, imagineyou were recently hired as the principal of Charger Middle School, a public institution receiving federal assistance.  Over the summer, a group of parents requested a meeting with you to discuss the Charger’s compliance with Title IX regarding the physical education curriculum. During the meeting, the parents asked the following questions:

  1. What physical education classes will be offered for boys and girls at Charger Middle School during the upcoming school year?
  2. Will physical education classes be taught in a single-sex or co-educational setting?
  3. How will boys and girls be evaluated within the physical education classes?
  4. Who will teach the physical education classes to boys and girls?
  5. What will occur if a girl wants to take wrestling as one of her physical education electives?
  6. What will occur if a girl wants to play on the boys’ basketball team rather than on the girls’ basketball team?
  7. During one of the elective periods, the only two choices for students are football or dance.  My daughter doesn’t want to enroll in either activity because one involves a boys’ contact sport and the other is technically not a sport.  Are there any other options for my daughter?
  8. Who should we contact if we believe our concerns are not being sufficiently addressed regarding Title IX compliance?

As the principal of Charger Middle School, describe how you would respond as a professional educator with knowledge of Title IX compliance.  You are expected to be the expert of Title IX compliance in this situation, referencing the law, and its’ applications in the physical education setting.  Be sure to cite scholarly sources within your responses where applicable.

Length: ½ to 1-page response per question (total of 4-8 pages, not including title and reference pages)
References: Minimum of three scholarly resources

Summarize, in your own words, the law or program you chose. In your summary include details about the law or program as well as how this program specifically supports each of the following:

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As a leader in the field of early childhood education, it is important that you are aware of the host of federal programs available that address the needs of young children and their families. This knowledge has important implications for those children and families in your care, and is inherently tied to the NAEYC Standards  that we discussed in depth in Week 2 of this course. If you recall, standard 6e of the professional preparation standards calls for you to engage in informed advocacy for children and the profession (Bredekamp, 2017). In order for you to be an effective advocate, you must understand the programs and resources that are available to you, your school or center, and to children and their families. That is the basis for this discussion this week.

To prepare for this discussion, review the article Tracking Federal Child Care & Early Childhood Education Policy from the Zero to Three website. Choose one of the Federal Laws or Programs from that site (listed below), or another law or program of your choosing.

  • Child Care and Development Block Grant (CCDBG)
  • Head Start/Early Head Start
  • Part B of the Individuals with Disabilities Education Act (IDEA)
  • Part C of IDEA
  • Early Learning Challenge Fund
  • Promise Neighborhoods

For your initial post:

  • Summarize, in your own words, the law or program you chose. In your summary include details about the law or program as well as how this program specifically supports each of the following:  educators, schools/centers, children and their families. Support this portion of your discussion with at least one scholarly resource.
  • Analyze ways you as a leader can use your knowledge of this law/program to support the children and families in your classroom or school/center. Provide at least two examples of practical uses for this information.
  • Defend the importance of advocating for children and their families. Include specifically how advocacy and your role as a professional and leader are interconnected. Support this portion of your post with at least one scholarly resource.