watch a social studies lesson and analyze its relevance to current local and global issues.

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Teachers of social studies and the arts are challenged to develop standards-based curriculum that integrates current local and global issues into instruction. Doing so engages students in applying content knowledge to real-world problems.

The purpose of this assignment is to practice writing learning objectives based on this integration. In this assignment you will watch a social studies lesson and analyze its relevance to current local and global issues. You will then write learning objectives that cover the content in the video lesson.

 

Part 1: Reflection

View the Teaching Channel video listed in this topic’s materials. While watching the video, think through the following questions in order to reflect:

  • How has this teacher accomplished the task of exposing students to academic language and critical thinking skills while addressing social studies standards and current events?
  • What supports were put in place to help students apply critical thinking skills to a real-world current event? What effect did this have on student learning?
  • Write a 250-500 word reflection, addressing the above questions.

Part 2: Writing Objectives

Review “Well-Written Learning Objectives in Social Studies” to inform this part of the assignment.

Consider the fourth grade social studies standards applicable to FLORIDA. 

Using those standards and the Teaching Channel video lesson, write four lesson objectives for the content covered in the video.

Utilizing the Depth of Knowledge chart, write one objective per DOK level, and show the standard(s) they are aligned to. Expand upon the lesson, if need be.

Submit your reflection and objectives as one deliverable.

describe the central message and retell the story

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Guided Response: Review the posts of your classmates and that of your instructor.  Respond to at least two peers by comparing your suggestion of the three goal areas with those evidenced by your peers.  Be sure to endorse, question or refute your peer’s suggestions using the text, Instructor Guidance or other outside scholarly resources as supporting evidence.  You are encouraged to provide additional resources that will assist with your explanation.

 

Silvia Meza Lara

Dear IEP Team,

The Woodcock-Johnson Test of Achievement, Curriculum Based Measurements (CBM) and Student portfolio assessment demonstrates that Henry does have a disability that affects his reading skills and grade-level comprehension questions ability. Concerns were noted with trouble in reading. Henry exhibits a problem with letter-word identification, word attack, passage comprehension, reading vocabulary, and writing samples. Therefore, Henry does meet special education criteria under Specific Learning Disability (Dyslexia). The following three goals have been identified to assist Henry in improving his academics.

1. Use Recall Strategy for Story Sequencing.

By 7/08/19, Henry will be able to determine a theme of a story, drama, or poem from details in the text; summarize the text. Students with dyslexia have difficulty decoding letters (Henley, M., Ramsey, R. S., & Algozzine, R., 2009). This goal will help Henry to support his problem in passage comprehension.

2. Apply Strategy to Recall Key Details.

By 7/08/19, Henry will be able to able to retell stories, including key details, and demonstrate an understanding of the central message or lesson. Dyslexia an impairment in reading ability (Henley, M., Ramsey, R. S., & Algozzine, R., 2009). This goal will help Henry to support his problem in reading vocabulary, letter-word identification, and word attack.

3. Strategize to Print Letters.

By 7/08/19, Henry will be able to demonstrate command of the conversation of standard English grammar and usage when writing or speaking. The writing difficulties of students with dyslexia can be partially attributed to their reading difficulties and can manifest in many ways in their writing, such as poor spelling, poor legibility, lack of diverse vocabulary, poor idea development, and/or lack of organization (Hebert, M., Kearns, D. M., Baker Hayes, J., Bazis, P., & Cooper, S., 2018).This goal will help Henry to support his problem in writing samples.

References:

Goalbook toolkit: Browse instructional content. (2014). Retrieved from https://goalbookapp.com/toolkit/browse

Hebert, M., Kearns, D. M., Baker Hayes, J., Bazis, P., & Cooper, S. (2018). Why Children With Dyslexia Struggle With Writing and How to Help Them. Language, Speech & Hearing Services in Schools, 49(4), 843–863. https://doi-org.proxy-library.ashford.edu/10.1044/2018_LSHSS-DYSLC-18-0024

Henley, M., Ramsey, R. S., & Algozzine, R. (2009). Characteristics of and strategies for teaching students with mild disabilities. Upper Saddle River, N.J: Pearson

 

Vivian Ybarra

Dear: Individual Education Plan Team

I’m requesting an IEP meeting regarding the results of the Woodcock-Johnson III Education Assessment, to evaluate his academic performance. Due to the results of the testing Henry does qualify for Special Education due to his Disability (Dyslexia). Areas of Need: Based on the assessments administered, it is evident that Henry struggles in the areas of reading and vocabulary comprehension as indicated by his “low” score in each of the following subtests as denoted above. These scores indicate an area of need in demonstrating vocabulary and reading comprehension skills. Although considered low-average, Henry also struggled with phonetics of non-sight words in the “Word Attack” subtest (standard score: 87). https://ashford.instructure.com/courses/45964/pages/week-2-
We are here to discuss three strategies we can use to help Henry in his reading sentences.

Retell Beginning, Middle, End of a Story

By the end of the nine weeks, after a teacher read aloud of a grade level
Literary story, Henry will retell (1) key detail from the beginning, middle and the end of the story (e.g., verbally, writing, or drawing). with the support of guiding questions (e.g. “What did the main character do at the beginning of the story?”) and visual aids (e.g. picture cards, graphic organizer) for (4 out of 5) stories.

Retell Story

By the end of nine weeks, given a grade level story and a prompt, Henry will verbally describe the central message and retell the story

Sequence Events in A Story

By end of nine weeks after a read aloud of a familiar, instructional-level, literary story, when gives a series of (3) picture cards that represent the events in the story

Reference

https://ashford.instructure.com/courses/45964/pages/week-2-instructor-guidance?module_item_id=2331545

https://goalbookapp.com/toolkit/browse
https://goalbookapp.com/toolkit/browse

hat are 3 rewards and 3 challenges that you will face as a teacher?”

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Congratulations on reaching the capstone assignment for EDUC 200. The goal of this essay is to combine the major learning objectives of this course into a single reflection document that is personalized for each student. By now you should be able to determine some of the rewards and challenges the education profession presents. Imagine that you are interviewing for a job. How would you professionally describe the rewards and challenges you may encounter? Use first person, “I”, as you write your essay to respond to the principal in the interview.

Note the following requirements:

· You will write a 800 word essay in response to the given prompt

· The essay must be written in current APA format and include a title page, main body, and reference page.

· It must also include a minimum of 3 in-text citations from the textbook in current APA format. See APA Basics in the Instructions section for specific guidelines.

· The main body must include an introductory paragraph, body paragraphs and a conclusion paragraph.

o The introductory paragraph should have strong hook or attention grabbing statement to draw the reader into the paper. A position or thesis statement should name the chosen rewards and challenges.

o The body paragraphs should describe the 3 potential rewards and 3 potential challenges with two or more details to support each reward or challenge.

o The conclusion should summarize the paper and restate the position or thesis statement from the introduction.

· The essay must be submitted through Blackboard. Please consult a copy of the assignment rubric in Blackboard for a detailed description of expectations and grading criteria.

Final Essay Question:

You have decided to apply for your first teaching position. The principal seated across from you asks this question: “What are 3 rewards and 3 challenges that you will face as a teacher?”

Write a 750-1,000 word narrative informing the mother the different developmental milestones, including brain development, which her child should go through from ages 6 months to 5 years. Include guidance on how she can promote development successfully, especially focusing on the areas of nutrition, health, and safety.

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1. Read the scenario below to inform the assignment:
You are working in an early childhood program at your local daycare. One day you are approached by a mother who has a 6-month-old baby girl named Kaylee. The mother is concerned that she does not know how and when her baby should be developing. She is seeking your advice about developmental milestones that her child should experience from now until entering kindergarten and what she can do to assist her baby in reaching these milestones in the areas of nutrition, health, and safety.

Write a 750-1,000 word narrative informing the mother the different developmental milestones, including brain development, which her child should go through from ages 6 months to 5 years. Include guidance on how she can promote development successfully, especially focusing on the areas of nutrition, health, and safety.

In addition, include 3-5 resources for the mother that depict both typical and atypical development and help to explain how nutrition, health, and safety can promote healthy brain development, for future reference.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

2. As a teacher you will have many students and they will all come with a different story.  Environmental factors and health care will look different in each one of the students.  It is very important to identify and address the diverse needs without stereotyping the child.

Part 1: Class Profile Analysis

Analyze the “Class Profile,” paying specific attention to environmental and cultural factors related to the following areas:

· Parental involvement

· Socioeconomic status

· English language learners

· Medical issues

· Ethnicity

In 500-750 words, summarize the strengths and needs of the class in relation to the above factors and share how this data will guide you in your lesson planning and communication and collaboration with families.

Part 2: Lesson Plan Adaptation

Analyze the “Healthy Living Lesson Plan” and consider how you could differentiate the lesson activity based on the needs and strengths of the class depicted in the “Class Profile.” Complete the “Healthy Living Lesson Plan” by including differentiation for the following groups of students:

· English language learners

· Students with special needs

· Students with gifted abilities

· Specific needs depicted in the “Class Profile”

Below the “Healthy Living Lesson Plan,” describe in 250-500 words how you would differentiate the lesson activity for typical and atypical development and explain your reasoning.

Submit your analysis and lesson plan adaption as one submission.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.