KUD Lesson Plan #2

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Prior to beginning work on this assignment, review the know, understand, and do (KUD) lesson, which you completed in your Week 3 assignment and watch the EDU 352 Lesson Planning Template Video (Links to an external site.).

You will use the KUD Lesson Planning Template again this week to outline the second of the three lessons that you outlined on the KUD Unit Plan Template in your assignment for Week 2 of this course.

I have attached week 2 unit markup, week 3 and template for this assignment. 

Remember, your lesson plan is an expanded version of what you outlined in your unit plan.  The lesson plan provides the details that you will need to effectively deliver the lesson, step by step in a live classroom.

Try to create your lesson plan so a substitute teacher could step in and follow your plan with little to no difficulty.

Keep in mind that you will be using Google Classroom to develop these lessons, so plan accordingly.

In your lesson plan for this week, refer to and incorporate the guidance and feedback your instructor provided on your first lesson plan.

  • Describe how the lesson is developmentally appropriate for the grade level the lesson addresses.
  • Describe the instructional model you plan on utilizing.
  • Identify the standard being taught (please include the full nomenclature of the standard).
  • Outline five objectives:
    • Two, “Students will know” objectives
    • One, “Students will understand” objective, and
    • Two, “Students will be able to do” objectives
  • Describe both the formative and the summative assessments that will be utilized to measure students’ mastery of the objectives.
  • Explain any accommodations you are embedding to serve English as a second language (ESL) learners or learning support students you may have in your class.
  • Explain any enrichments you are embedding to further the thinking of any gifted students you may have in your classroom.
  • Summarize the procedures you will use to teach the lesson. Be as specific as possible. Pretend you are writing plans for a substitute teacher. Your lesson must be explicit enough for the substitute teacher to be able to implement.
  • Explain how the technology tool or tools included in the lesson plan reinforce the learning opportunities described in the procedures.

The KUD Lesson Plan #2

  • Must be two to four double-spaced pages in length within the template (not including title and references pages and formatted according to APA style as outlined in the Ashford Writing Center’s APA Style (Links to an external site.)
  • Must include a separate title page with the following:
    • Title of lesson
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted

      KUD Unit Plan Template

      Lori Sanchez

      Professor Mize

      EDU352 Foundation of Educational Technology

      04/29/2020

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      The following paper presents a unit planning template that was developed on literature for the

      first grade. At the same time, it looks at the state standards for literature and they act as a guide in

      the various aspects. It is this template that will be later used as a lesson plan. The lesson plan will

      also use various types of technology that will help in instruction in the classroom. It is important

      to have a lesson plan that assists students in learning, making mistakes, and later learning from

      them (Donovan, 2018). The lesson plan that is well prepared guides the teacher through

      instruction and helps in satisfaction of the state standards.

      UNIT PLAN TEMPLATE NAME CLASSROOM INFORMATION Content Literature Grade level 1 UNIT OVERVIEW Unit Title The Ugly Duckling Unit Summary The students in the first grade have most probably come across the “The Ugly Duckling” before at the beginning of their education. The students have, however, not tried to put the events that happen in the story in a particular order. It is important to get the young readers to match various forms of illustration in the text and arrange them in the right order. The students at this point will learn how to retell a story through proper sequencing of images and text. The lesson will begin by gathering the students together and displaying the title [page of the story. Then the students will be asked to explain how they know the story and what they might remember from when they last interacted with the text. At the same time, the students will be told that they will be using words and pictures to bring the story together on their owner. The teacher will point to the students on the board and remind them that a picture in a book such as the one they are studying is referred to as an illustration. The students are also told that the illustrations in the book are in line with the story and are arranged in a particular order. There will be a definition of words and explanation to the students on how illustrations help in the story. The students will have Ugly Duckling story cards sheet which they will use as the teacher reads the story again. It is important for the teacher to watch and ensure that the students are pointing to the right picture. At the end of these exercises the students will be tasked on arranging illustrations as per the story on their own. BUILDING A FOUNDATION Standards (the goal of the lesson; Common Core or State Standards) CCSS.ELA-LITERACY.RI.2.1 Ask and answer questions: who, what, where, when, why, and how to demonstrate understanding of key details in a text.

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      1. before

      The first part of this is a good

      summary. However, you then

      share very specific details

      which actually belongs in your

      procedural section. [Shelly

      Mize]

      2. The

      This is where you need to

      take out the remaining

      paragraph and use it in your

      procedure section. [Shelly

      Mize]

      3. CCSS.ELA-

      LITERACY.RI.2.1

      Thank you for including your

      standards: nomenclature and

      definition. [Shelly Mize]

       

       

      CCSS.ELA-LITERACY.RI.2.2 Identify the main topic of a text as well as the focus of specific paragraphs within the text. CCSS.ELA-LITERACY.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

      KUD Objectives (identify and explain what students will K- know; U- understand; D- be able to do after the unit is taught) K- students will know how what illustrations are, how to organize them according to the text, and how to sequentially arrange events in a story. U- students will understand illustrations and what they are about. The students will also understand why illustrations are important in a story. D- The students will have charts to practice what they have learned in class. At the same time, they will work together with teachers and their friends on this task. The students will only complete worksheets and exercises on what has been covered in class. The students will take a test at the end of the week to know how they have understood the concepts. ASSESSMENT PLAN

      Formative Assessments There are various formative assessments that will be carried out during the course of the class. The first one is to call on every student when reading the story. Every student should be able to describe something which they have seen in the illustrations during the reading. At the same time, the students will be requested to describe the action and the characters as they are reading them in the class. If the student is focusing on the wrong details, it is important to prompt them to say what they are seeing happen in the illustration. At the same time, the teacher should ensure that one is checking the students who are hesitant in pointing at the pictures. When some students are struggling, one needs to slow down and give them the opportunity to identify the right illustration before moving forward. It is also critical to sit down with the struggling students making an observation at the same time identifying any areas that they may have in common in terms of difficulty. The teacher should also take note of students who might require further instruction. Summative Assessments The students will go through a daily assessment to arrange various sequences of illustrations based on various books that are led in class. Each student should complete their daily tasks to enable the teacher to identify the level of understanding. At the end of the week, there will be a final assessment with 10 written questions on illustrations. The teacher will be looking for the most accurate answers. A score of more than 6 will show that students understood the unit while one below that is an indication that it was not taught effectively. PROCEDURES AND ACTIVITIES Procedures Teachers should point to pictures as one reads the story to them again. Every student will have cards sheets from the Ugly Duckling story. The students will be informed that the pictures are mixed up. The students will be instructed to give thought to the words that are being read and point to those pictures that are matching the words. The teacher reads the story aloud and there is a pause after every main event. It is important to observe that students are placing their fingers on the right pictures during the reading.

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      1. KUD

      Separate all of your

      objectives with bullets.

      [Shelly Mize]

      2. students

      You have described 3 dif

      KUD objectives. They need to

      be separated in bullet form.

      [Shelly Mize]

      3. Formative

      Thank you for thinking

      through both HOW you will

      formatively assess student

      understanding and WHAT

      you will do with the data you

      collect in order to increase

      student understanding/drive

      instruction.

      Very nice! [Shelly Mize]

      4. Procedures

      This is the section where you

      need more detail. This section

      should describe what you will

      do (steps) for each lesson.

      [Shelly Mize]

       

       

      INTEGRATION OF TECHNOLOGY TO ENHANCE INSTRUCTION Technology Integration One of the technologies to be used in the class is smart boards. The smart board will be used to ensure that the readings are taking place on a board that all students can see and which is interactive. The smart board will make things such as highlighting of important words easy. There will also be tablets used to access the various illustrations during the summative assessment. The students will be given enough time on the various illustrations to enhance their understanding.

      Materials and Resources Required for the Unit Smart Board Tablets Printed Charts Worksheets. Sequencing boxes Labeled graphic organizer. Colored pencils. Scissors Story cards The Ugly Duckling interactive story Glue sticks.

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      1. Technology

      Remember to include these

      details in your procedure

      section so that others know

      when you plan to use each

      type of technology. [Shelly

      Mize]

       

       

      References

      Donovan, J (2018). Enhancing learning through technology. San Diego, CA: Bridgepoint Education, Inc.

      Common Core State Standards Initiative. (2020). English language arts standards » reading: Literature » grade 1. https://www.corestandards.org/ELA-Literacy/RL/1/

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      1. References

      Make sure that you cite all of

      your references in the body of

      your plan. [Shelly Mize]

Economic Growth And The Wealth Of Nations

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Practice Chapter 11 – Economic Growth and the Wealth of Nations

Multiple Choice

Identify the choice that best completes the statement or answers the question.

1.      Economic growth is defined as:

a.        the percent change of gross domestic product (GDP).

b.        the percent change of real GDP.

c.        the percent change of real per capita GDP.

d.        the percent change of per capita GDP.

e.        the percent change of population.

2.      According to the textbook, which of the following countries is not considered a “wealthy nation”?

a.        Denmark

b.        Israel

c.        Germany

d.        Liberia

e.        the United States

3.      Higher rates of economic growth are negatively correlated with:

a.        better education.

b.        better health care.

c.        shorter life expectancy.

d.        the number of physicians per capita.

e.        adult literacy.

4.      Average world income began to increase rapidly during:

a.        the Enlightenment.

b.        the Dark Ages.

c.        the Second World War.

d.        the War of the Ring.

e.        the Industrial Revolution.

5.      If an economy experiences economic growth, does that mean that everyone in that economy will be better  off?

a.        No, it means that the average person is better off.

b.        Yes, that is the definition of economic growth.

c.        Yes, but only if there is little immigration during that time period.

d.        No, economic growth is not correlated with standards of living.

e.        Yes, but only if nominal gross domestic product (GDP) increases.

6.      In 2010, U.S. gross domestic product (GDP) was roughly $14.6 trillion. Given that the U.S. population was roughly 308 million people, per capita GDP in the United States in 2010 was roughly:

a.    $4,760.

b.    $0.22.

c.    $47,403.

d.    $22,000.

e.    $475,990.

7.      From 2011 to 2012, U.S. real GDP increased by 2.2% and the U.S. population grew by 1%. Therefore, per capita real GDP in the United States increased by:

a.    2.8%.

b.    1.2%.

c.    3.8%.

d.    1.8%.

e.    5.4%.

8.      Nominal gross domestic product (GDP) is a poor measure of economic growth because:

a.        it does not count investment by private businesses.

b.        it overstates the importance of consumer spending.

c.        it does not include government spending.

d.        it ignores imports and exports.

e.        it does not consider changes in prices or population growth.

9.      Annual real per capita gross domestic product (GDP) in the United States was roughly $44,000 in 2000. If it grew by 3% the following year, by 2001 the annual real per capita GDP would be:

a.    $57,200.

b.    $42,718.

c.    $33,846.

d.    $45,320.

e.    $1,320.

10.      From 2009 to 2010, nominal gross domestic product (GDP) in the United States grew by 3.8%. Given that prices increased by 1% and the population grew by 1%, we know that per capita real GDP grew by:

a.    3.8%.

b.    1.8%.

.      2.8%.

d.    4.8%.

e.    5.8%.

11.      From 2009 to 2010, nominal gross domestic product (GDP) in the United States grew by 3.8%. Given that prices increased by 1% and per capita real GDP grew by 1.8%, we know that the population grew by:

a.    2%.

b.    1.8%.

c.    1%.

d.    4.8%.

e.    5.8%.

12.      In 2010, real gross domestic product (GDP) in the United States was roughly $14.6 trillion. In 2011, real GDP      in the United States was roughly $15.1 trillion. Therefore, between 2010 and 2011, real GDP grew by:

a.    4.3%.

b.    3.4%.

c.    3.3%.

d.    4.5%.

e.    0.5%.

13.      In 2010, per capita real gross domestic product (GDP) in the United States was roughly $46,000. In 2011, per capita real GDP in the United States was roughly $48,400. Therefore, between 2010 and 2011, the rate of economic growth in the United States was:

a.    2.5%.

b.    2.4%.

c.    4.9%.

d.    5.2%.

e.    0.5%.

14.      From 2009 to 2010, per capita real gross domestic product (GDP) in the United States grew by 1.8%. Given  that prices increased by 1% and the population grew by 1%, we know that nominal GDP grew by:

a.    4.8%.

b.    1.8%.

c.    2.8%.

d.    3.8%.

e.    5.8%.

15.      In 2009, per capita real gross domestic product (GDP) in Croatia was $10,059.68. By 2010, it had increased      to $10,257.71. At what rate did Croatia’s economy grow in that time?

a.    1.97%

b.    1.93%

c.    2.08%

d.    4.54%

e.    3.33%

16.      If you attempted to determine  if the standard  of living of a country has increased by looking only at changes    in its nominal gross domestic product (GDP), what would you be missing?

a.        The fact that nominal GDP includes all economic activity, including sales of used goods and illegal goods

b.        The fact that nominal GDP only considers changes in the price level but ignores changes in population

c.        The fact that an increase in nominal GDP normally means that standards of living   are falling, not rising

d.        The fact that, in the long run, nominal GDP is the best measure of overall economic growth

e.        The fact that an increase in nominal GDP does not necessarily mean that standards    of living are rising, due to changes in prices and the population

17.      If your income increases at a rate of 2% per year, how long will it take to double your income?

a.        10 years

b.        25 years

c.        35 years

d.        50 years

e.        75 years

18.      James has worked for the same company his entire life. His current income is $100,000 per year. When he       was originally hired, he made $50,000 per year. The company has given James a consistent raise of 2% every year. How long has James been with the company?

a.        10 years

b.        25 years

c.        35 years

d.        50 years

e.        75 years

19.      From 2006 to 2010, per capita real gross domestic product (GDP) in China grew an average of 10.62% per  year. At that rate, according to the Rule of 70, in roughly how many years will Chinese per capita real GDP double in size, beginning in 2006?

a.        7.4 years

b.        5.9 years

c.        8.1 years

d.        6.6 years

e.        9.9 years

20.      From 2006 to 2010, per capita real gross domestic product (GDP) in the Philippines grew an average of 3.16% per year. At that rate, according to the Rule of 70, in roughly how many years will the Filipino economy double in size?

a.        21 years

b.        12 years

c.        22 years

d.        45 years

e.        33 years

21.      An increase in   would lead to an increase in long-run economic growth.

a.        consumer spending and borrowing

b.        government taxes and fees

c.        resources and technology

d.        imports and exports

e.        prices and interest rates

22.      Resources are:

a.        the output that firms produce.

b.        inputs used to produce goods and services.

c.        the technology that firms use to make things.

d.        the institutions that encourage efficiency.

e.        the cost of producing goods and services.

23.      Which of the following are the three major categories of resources?

a.        physical capital, technology, institutions

b.        land, labor, technology

c.        institutions, human capital, land

d.        natural resources, physical capital, human capital

e.        labor, physical capital, technology

24.      Which of the following would be classified as a natural resource?

a.        obtaining a college degree

b.        a factory

c.        coal

d.        a loaf of bread

e.        wireless networking equipment

25.      Lauren owns a bakery. She wants to increase her daily production of baked goods, so she knows she needs to acquire more resources. Which of the following actions would represent an increase in the physical capital resource at her bakery?

a.        moving into a larger space

b.        increasing employee training

c.        hiring more employees

d.        buying better-quality ingredients

e.        hiring an accountant to handle payroll

26.      Which of the following would be classified as human capital?

a.        obtaining a college degree

b.        a factory

c.        coal

d.        a loaf of bread

e.        wireless networking equipment

27.      Steve owns a bike shop. He wants to increase the number of bikes he sells each month, so he knows he needs    to acquire more resources. Which of the following actions would represent an increase in the human capital resource at his bike shop?

a.        purchasing more bikes for his showroom

b.        increasing the training for his employees

c.        increasing the hours of operation

d.        increasing the size of his shop

e.        buying more bike-repair equipment

28.      Nathan owns a coffee shop. He wants to increase the weekly number of coffee drinks he sells, and he wants to   use a technological advance to do so.   would represent a technological advance at his coffee shop.

a.        An increase in the number of employees

b.        An improvement in the quality of coffee drinks he serves

c.        An increase in the number of tables and chairs for his customers

d.        Acquiring a new espresso machine that can prepare coffee drinks faster than his current model

e.        A larger building

29.      As they relate to economic growth, institutions are:

a.        resources, like labor and capital, for example.

b.        wealth, income, and prices.

c.        different levels of government: federal, state, and local.

d.        personal relationships between members of a society.

e.        significant practices, relationships, or organizations in society.

30.      In 1950, residents in Liberia were wealthier than those in Taiwan. Today, per capita gross domestic product (GDP) in Taiwan is more than 20 times that of Liberia. Which of the following best explains why Taiwan is  now so much wealthier than Liberia?

a.        Taiwan is a very large country with lots of resources, while Liberia is very small.

b.        Liberia lacks the sort of institutions that promote growth that Taiwan has.

c.        Taxes in Liberia are very high and prevent the economy from growing.

d.        All production in Taiwan is managed by the government, while in Liberia, the free market allocates resources.

e.        Liberia does not trade with other countries, while Taiwan has many trading partners.

31.      Which of the following is an example of an institution that promotes economic growth?

a.        private property rights

b.        bartering as a means of trade

c.        high barriers to international trade

d.        constant war and conflict

e.        collective property ownership

32.      Beginning in the late 1970s, economic reform in China allowed farmers, for the first time, to keep a portion         of their crops and to sell them to others. Previously, all food was collectively farmed and shared. How did this basic reform improve China’s economic growth?

a.        It gave local governments an incentive to tax farmers.

b.        It gave farmers an incentive to be more productive.

c.        It gave farmers an incentive to work less.

d.        It gave the national government an incentive to import food.

e.        It gave consumers an incentive to eat less.

Public Administrator Generated Information On Economic Development

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PADM 530

Public Administrator Generated Information on Economic Developement Instructions: Option 2

For this assignment option, you will conduct an exhaustive review of pertinent public sector generated data to scrutinize indicators of economic development status for the chosen jurisdiction. Present the data in an audio embedded PowerPoint presentation.

 

Use the following questions as a guide in writing and developing the presentation for your chosen jurisdiction:

· How does the local planning process impact economic development in your chosen community?

· What are the most useful strategic approaches to use in economic development?

· How do businesses impact the economic development of your chosen community?

· How do the human resources in your chosen community impact economic development?

· What steps should be used to implement a strategic plan in your chosen community?

· What are the challenges facing leaders of economic development in your chosen community?

· What are the economic strengths of your chosen community?

· What are some of the weaknesses of your economic development plan in your chosen community?

· What are the opportunities for economic development within your chosen community?

· What threatens the potential for economic development within your chosen community?

· What leadership traits are important for someone wanting to go into public administration/economic development in your chosen community?

 

You must include a minimum of 7–10 sources; these sources may include local news media, city council meeting minutes, interviews with business leaders in your community, etc. Your presentation must include a title slide, introduction or overview slide, and a conclusion slide. A separate reference page listing all sources in current APA format must be submitted with the PowerPoint presentation.

 

Use the attached instructions titled “Recording Audio in PowerPoint” to complete an audio recording for each slide. The total presentation time must range from 20–30 minutes.

 

Submit your PowerPoint presentation with audio recording by 11:59 p.m. (ET) on Sunday of Module/Week 3.

Benchmark – Algebra Unit Plan

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Benchmark – Algebra Unit Plan

 

Because lessons do not stop when a student leaves the classroom, purposeful collaboration with other teachers, staff, and families can help reinforce and expand the student’s knowledge and skills. Whenever possible, teachers should try to engage families in ways that encourage them to have their child practice the math skills at home. Having both the teacher and parents/guardians on the same page helps to support the student.

Read the case study to inform the assignment.

Case Study: Fiona

Grade: 9th

Age: 14

 

It is the beginning of the second semester, and Fiona is having a great deal of difficulty in her mainstream algebra class. Prior to this year, she was receiving instruction in the resource setting. At her eighth grade transition IEP meeting, her parents expressed their wishes that Fiona be in the mainstream algebra class, despite her special education teacher explaining that low reading comprehension negatively affects the understanding of math concepts. Fiona understands basic concepts of algebra but has not mastered the skills needed to move to the higher-level concepts her class is now working on. Currently, her math performance has been measured two years below grade level and her reading performance one year below grade level. Fiona’s general education math teacher has spoken with her parents about the possible need for additional support, and her parents have agreed to help at home, as they do not want her being pulled out for resource at this time.

 

The following goals have been identified by the special education teacher collaborating with the general education math teacher for Fiona:

Simplify addition, subtraction, multiplication, and division equations [e.g., (2x + 6) + (4x + 7) = 6x + 13].

Solve expressions with variables (e.g., 3x = -24).

Write and solve the algebraic equation in a real-life word problem.

Part 1: Strategies

As the special education teacher, select two researched-based instructional strategies that could be used to help Fiona meet her identified goals.

Instructional strategies should include:

· Explicitly teaching related vocabulary

· The use of the concrete-representational-abstract strategies

· Graphic organizers

· Mnemonic devices

· The use of assistive technology

In 250-500 words, summarize the recommended instructional strategies, rationalizing their appropriateness for Fiona’s goals and ability to help motivate Fiona to meet her goals. Include specific tips for implementation.

 

Part 2: 3 Day Unit Plan

Design a comprehensive mathematics unit plan based on the goals identified for Fiona. Outline three sequenced lesson plans, using the “3 Day Unit Plan Template.”

Your unit plan must include:

· Appropriate augmentative and alternative communication systems and assistive technology to make the lesson content more accessible.

· Integration of both formative and summative assessments to demonstrate mastery and support the generalization of learning for the student.

· Integration of an appropriate ELA writing standard related to Fiona’s third identified goal.

Part 3: Home Connection

In 250-500 words, explain how you plan to involve Fiona’s parents in meeting her goals. Include a specific at-home activity to help in her continued success.

While APA format is not required for the body of this assignment, sold 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.

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.

Support your choices in Parts 1 and 3 with 1-2 scholarly resources.

College of Education (COE) program competencies and national standards assessed in the benchmark assignment:

 

COE 3.1:

Understand the central concepts, structures of the discipline, and tools of inquiry of the content areas taught, organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with disabilities. [CEC 3.1, ICSI.3.K1, ICSI.3.K2, ICSI.3.K3, ICSI.3.S1, IGC.5.K3; InTASC 4(a), 5(c); GCU Mission Critical1, GCU Mission Critical 2, GCU Mission Critical 4]

 

COE 3.2:

Understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with disabilities. [CEC 3.2, ICSI.3.K2, ICSI.3.K3, ICSI.5.S15; InTASC 4(b), 5(c), 8(n); GCU Mission Critical 1, GCU Mission Critical 2, GCU Mission Critical 4]

 

COE 3.3:

Modify general and specialized curricula to make them accessible to individuals with disabilities. [CEC 3.3, ICSI.1.K3, ICSI.3.K2, ICSI.3.K3, ICSI.5.S15, ICSI.5.S21, IGC.5.S23, IGC.5.S24; InTASC 1(a); GCU Mission Critical 1, GCU Mission Critical 2, GCU Mission Critical 4, GCU Mission Critical 5]      

 

COE 5.6:

Teach to mastery and promote generalization of learning. [CEC 5.6, ICSI.5.S16, ICSI.5.S18; InTASC 8(s); GCU Mission Critical 1, GCU Mission Critical 2, GCU Mission Critical 4]