Part 1: Literacy Lesson Plan

Develop a lesson plan, using the “COE Lesson Plan Template.” Within your lesson plan, be sure to:

• Utilize the book identified in your Field Experience B assignment.
• Include differentiation strategies for the identified students from your Field Experience B assignment. 
• Include standards and objectives focusing on reading comprehension, vocabulary, and a writing activity.

Upon completing your lesson plan, design a pre-assessment for reading comprehension and vocabulary to give to your identified small group before the lesson.

Share both the pre-assessment and lesson plan with your certified general education classroom teacher to obtain feedback and revise the lesson as necessary.

Pre-assess students within your small group and then teach the reading comprehension and vocabulary sections of the lesson.

Part 2: Reflection

In 250-500 words, summarize and reflect upon teacher feedback related to your pre-assessment and lesson plan, as well as lesson delivery. Identify successes of lesson plan delivery as well as areas of potential growth.  Be sure to explain how you will use your findings in your future professional practice.

Submit your lesson plan, pre-assessment, and summary as one deliverable.

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.

 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) 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 motivate learners for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.   For example: · I will use a visual of the planet Earth and ask students to describe what Earth looks like. · I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.	Time Needed
Multiple Means of Representation Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc. In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.   For example: · I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story. · I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.                       Explain how you will differentiate materials for each of the following groups:   · English language learners (ELL):       · Students with special needs:       · Students with gifted abilities:       · Early finishers (those students who finish early and may need additional resources/support):	Time Needed
Multiple Means of Engagement Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc. In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.   For example: · I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence. · I will model one example of solving a number sentence on the white board before having students search for the matching card. · I will then have the partner who has the number sentence explain to their partner how they got the answer.                 Explain how you will differentiate activities for each of the following groups: · English language learners (ELL):       · Students with special needs:       · Students with gifted abilities:       · Early finishers (those students who finish early and may need additional resources/support):	Time Needed
Multiple Means of Expression Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment. In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments. Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments. For example: Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.                 Explain how you will differentiate assessments for each of the following groups: · English language learners (ELL):         · Students with special needs:       · Students with gifted abilities:       · Early finishers (those students who finish early and may need additional resources/support):	Time Needed
Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.	Time Needed

 

 

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CJUS 330 Judicial Process Test 1 Answers

•

•             Question 1

2 out of 2 points

Which term refers to the methods of enforcing legal obligations?

•             Question 2

2 out of 2 points

The operation of two separate and distinct court systems in the United States is referred to as:

•             Question 3

2 out of 2 points

Another word for stare decisis is:

•             Question 4

2 out of 2 points

Much of the Bill of Rights has been made applicable to the states through the:

•             Question 5

1.5 out of 1.5 points

The mental state required for a crime to have been committed is referred to as the actus reus.

•             Question 6

1.5 out of 1.5 points

To be criminal, an act must be voluntary.

•             Question 7

1.5 out of 1.5 points

Legislatures did not become a principal source of law in the United States until the 20th century.

•             Question 8

1.5 out of 1.5 points

The due process model emphasizes protecting the rights of the individual.

•             Question 9

2 out of 2 points

CASE 2.1

The founding fathers engaged in a vigorous debate over whether there should be a federal court system separate from the state systems. Those who supported a strong federal judiciary ultimately prevailed. Subsequent expansion of the federal courts has created a contemporary controversy over how to alleviate the problem of rising caseloads within the federal court system.

Which of the following statements regarding proposals to reduce federal caseloads is TRUE?

•             Question 10

2 out of 2 points

Which Article of the U.S. Constitution provides the basis for the federal judiciary?

•             Question 11

2 out of 2 points

What is one of the major weaknesses of the Articles of Confederation prior to 1787?

•             Question 12

2 out of 2 points

Drug prosecutions account for approximately what percentage of all federal criminal cases?

•             Question 13

1.5 out of 1.5 points

Article III judges are nominated by the President and confirmed by the U.S. Senate.

•             Question 14

1.5 out of 1.5 points

The federal courts set the parameters for the operations of the criminal justice system.

•             Question 15

1.5 out of 1.5 points

The United States has one national court system plus separate court systems in each of the 50 states and the District of Columbia.

Selected Answer:

•             Question 16

0 out of 1.5 points

In misdemeanor and petty offense cases, U.S. magistrate judges may preside over trials, accept pleas of guilty, and also impose sentences.

Selected Answer:

•             Question 17

2 out of 2 points

Which type of panels are typically used by intermediate courts of appeals?

Selected Answer:            .

rotating three-judge panel

•             Question 18

2 out of 2 points

In Ewing v. California (2002), the U.S. Supreme Court enacted what State of California law?

Selected Answer:            .

three strikes

•             Question 19

2 out of 2 points

About __________ cases are filed each year in the major trial courts of the states.

Selected Answer:            .

31.9

•             Question 20

0 out of 2 points

To be eligible for drug treatment by drug courts, defendants:

Selected Answer:            .

may be charged with drug possession or drug sale.

•             Question 21

1.5 out of 1.5 points

Most criminal cases do not go to trial.

Selected Answer:

•             Question 22

0 out of 1.5 points

In domestic violence courts, a single judge handles multiple criminal, family court, and divorce cases involving the same defendant.

Selected Answer:

•             Question 23

1.5 out of 1.5 points

Citizens are more likely to have contact with a trial court of limited jurisdiction than with any other type of court.

Selected Answer:

•             Question 24

1.5 out of 1.5 points

A century ago, state courts systems included only a single appellate body—the state court of last resort.

Selected Answer:

•             Question 25

0 out of 2 points

Which state supreme court ruled that juveniles have the constitutional right to a trial by jury?

Selected Answer:            .

California

•             Question 26

2 out of 2 points

Most states consider children to be juveniles until they reach which birthday?

Selected Answer:            .

18

•             Question 27

2 out of 2 points

Which act mandated deinstitutionalization of juvenile offenders?

Selected Answer:            .

the Juvenile Justice and Delinquency Prevention Act

•             Question 28

2 out of 2 points

CASE 4.1

Beginning around 1890, members of the Progressive movement advocated a variety of political, economic, and social reforms. They were genuinely concerned about the economic disparities, social disorders, and excesses of industrialization, particularly as they affected children. Progressives denounced the evils of child labor and pushed for legislation banning the practice. They were likewise appalled by the violent and exploitive conditions of reform schools. The fact that orphans were thrown into reform schools for the uncontrollable circumstance of having no parents shocked the Progressives’ moral values. Taking up the plight of the children of the urban immigrant poor, they argued that these children were not bad but were corrupted by the environment in which they grew up.

Which doctrine allowed the Progressives to use the juvenile court to help children?

Selected Answer:            .

parens patriae

•             Question 29

1.5 out of 1.5 points

All states use the same ages to establish juvenile court jurisdiction.

Selected Answer:

•             Question 30

1.5 out of 1.5 points

Parental rights may be terminated altogether if a juvenile court judge determines that the parents failed in their responsibility to raise a child properly.

Selected Answer:

•             Question 31

1.5 out of 1.5 points

With regard to juvenile proceedings, juveniles have the right against self-incrimination.

Selected Answer:

•             Question 32

1.5 out of 1.5 points

Historically, those 8-years-old and older were considered adults in the eyes of the law, prosecuted as adults, convicted as adults, and served their sentences in the same prison cells as adults.

Selected Answer:

•             Question 33

0 out of 2 points

Which concept stresses the importance of the patterned interactions of judges, prosecutors, and defense attorneys?

Selected Answer:            .

the courtroom workgroup concept

•             Question 34

2 out of 2 points

Which of the following is NOT a major subcomponent of discretion?

Selected Answer:            .

judicial restraints

•             Question 35

2 out of 2 points

CASE 5.2

The regular participants in the day-to-day activities of a courtroom include the judge, prosecutor, and defense attorney. There, actors in the courtroom often make decisions without reference to specific rules or facts. The decisions made by these actors allow the courtroom process to flow smoothly and enable the speedy processing of defendants.

What is the name of the concept that describes the network of ongoing relationships among courthouse actors?

Selected Answer:            .

courtroom work group

•             Question 36

2 out of 2 points

A problem common to all organizations, courts included, is the need to break in new members, a process known as:

Selected Answer:            .

socialization.

•             Question 37

1.5 out of 1.5 points

The same differences of opinion about crime that characterize society as a whole likewise divide courthouse actors.

Selected Answer:

•             Question 38

1.5 out of 1.5 points

Courts are paperwork bureaucracies.

Selected Answer:

•             Question 39

1.5 out of 1.5 points

Speedy-trial laws are limited because they do not deal with discretion.

Selected Answer:

•             Question 40

1.5 out of 1.5 points

The clerk of court is responsible for maintaining order in the courtroom.

Selected Answer:

•             Question 41

Needs Grading

Contrast the due process and crime control model

Selected Answer:            Some of the differences between the due process model and the crime control model are in the due process model people that are arrested are perceived to be innocent until proven in a court of law. The crime control model believes that the people that are arrested are guilty and need to be punished by the government. Another difference with both models is the due process model believes that policing within the criminal justice system is essential to maintaining justice within society. The crime control model believes that the arresting of people in the criminal justice system has a negative effect and slows down the process of the criminal justice system. One more difference is the due process model believes in the rights of the defendants and proving their guilt is essential to keep the government in control. The crime control model believes that the rights of the defendant cost too much and the criminal justice system should be spending more money on recruiting police officers and building prisons. Although both models have some differences, they also have some similarities. The due process model and the crime control model both believe that the defense counsel’s job is to act as an advocate within the criminal justice system. Another similarity of both models is they both believe that criminals should be punished if they violated the law.

Response Feedback:      [None Given]

•             Question 42

Needs Grading

Contrast civil and criminal law proceedings.

Selected Answer:            ivil law and criminal law are two separate limbs of the legal system in America. Each one is broad, with its own set of laws and punishments. There are several differences between criminal cases and civil cases. Criminal cases aim to punish the offender, who has offended the state (or society). Civil lawsuits, on the other hand, are filed to get the offender to make good the wrong they’ve done to another individual. Civil cases may involve matters such as small claims, personal injury or property damage. By contrast, criminal cases involve misdemeanors or felonies committed against the state.

Response Feedback:      [None Given]