June 2023 – Page 814 – Homework Handlers

Designing A Handout

June 10, 2023/in Uncategorized /by SK

To develop materials for families that identify and promote children’s social-emotional competence and to evaluate your materials.

Four-year-old Taylor and her family lived in Germany for the past 2 years while her father served in the military. Taylor attended a Kindertagesstätte, a German nursery school, in her neighborhood, and always looked forward to seeing and playing with her friends each day.
When Taylor’s family moved back to the United States they immediately enrolled her in an early education program. Despite the fact that she has now attended the program regularly for almost 2 months, Taylor still requires considerable coaxing to participate in any classroom activities. She often sits alone and watches the other children but seldom joins in their play. You understand that it takes time for children to adjust to a new environment, and have taken additional steps to support her social-emotional development during this transitional period. However, you are concerned about the slow progress that Taylor is making despite your efforts. You schedule a meeting with her family to share your thoughts and to involve them in decisions about the next steps that need to be taken. You plan to discuss a typical 4-year-old’s social and emotional skills and to suggest strategies that Taylor’s family can implement at home to help promote her social-emotional competence.

Focus Assignment

1. In preparation for the meeting with Taylor’s parents, construct a handout that describes at least five social-emotional skills that are typical of a 4-year-old. In addition, include at least three suggestions for ways that Taylor’s family can encourage her social-emotional development at home.
2. Be sure to read the REFLECTION section below to guide your thinking. Write your reflection after you have completed your handout.

Self-Evaluation

1. For each item on your handout:
a. Explain how this item relates to issues in the scenario.

2. Describe and justify how your handout will improve teaching and learning in the scenario.

Prepare A Intervention Plan

June 10, 2023/in Uncategorized /by SK

Chapter 2 Scenario: Akira’s Recent Behavior Changes

To develop and evaluate an intervention plan that addresses the changes in Akira’s behavior.

Akira, age 3, always arrived at school with a broad smile and an eagerness to begin playing. However, for the past week he has been arriving in a tearful state almost every morning. He says “that nothing is wrong” when asked why he is crying. As Akira’s teacher, you record your observations on the daily attendance form.
Recently, you have also noted that Akira has shown little interest in any art activities. This was always one of his favorite things to do but now he seems to spend more time alone in the book corner. In addition, the slightest negative comment or request often causes Akira to become angry and to overreact. He has also become aggressive (e.g., hitting, pushing, and taking away toys) toward the other children, which is not characteristic for Akira. You are deeply concerned and determined to learn what circumstances may be causing these troubling behaviors, so you begin to formulate a plan.

Focus Assignment

1. Complete the first step of your plan by briefly identifying behaviors that are uncharacteristic for Akira and describing why these are problematic. Outline the steps you would take to determine what may be causing or contributing to Akira’s recent behavioral changes. In addition, briefly discuss what effect these negative behaviors could have on his developmental and learning processes.
2. Be sure to read the REFLECTION section below to guide your thinking. Write your refection response after you have completed your plan.

Self-Evaluation

1. For each item on your intervention plan:
a. Explain how this item relates to issues in the scenario.

2. Describe and justify how your intervention plan will improve teaching and learning in the scenario.

Humanities

June 10, 2023/in Uncategorized /by SK

Deliverable 03 – Humanities (Test-Out Sophia Replacement)

Competency

Formulate, express, and support individual perspectives on diverse works and issues.

Instructions

You will act as a critic for some of the main subjects covered in the humanities. You will conduct a series of short, evaluative critiques of film, philosophy, literature, music, and myth. You will respond to five different prompts, and each response should include an analysis of the topics using terminology unique to that subject area and should include an evaluation as to why the topic stands the test of time. The five prompts are as follows:

Choose a film and offer an analysis of why it is an important film, and discuss it in terms of film as art. Your response should be more than a summary of the film.
Imagine you had known Plato and Aristotle and you had a conversation about how we fall in love. Provide an overview of how Plato would explain falling in love, and then provide an overview of how Aristotle might explain falling in love.
Compare and contrast the two poems below:

LOVE’S INCONSISTENCY

I find no peace, and all my war is done;
I fear and hope, I burn and freeze likewise
I fly above the wind, yet cannot rise;
And nought I have, yet all the world I seize on;
That looseth, nor locketh, holdeth me in prison, And holds me not, yet can I ’scape no wise;
Nor lets me live, nor die, at my devise,
And yet of death it giveth none occasion.
Without eyes I see, and without tongue I plain;
I wish to perish, yet I ask for health;
I love another, and yet I hate myself;
I feed in sorrow, and laugh in all my pain;
Lo, thus displeaseth me both death and life,
And my delight is causer of my grief.

Petrarch

After great pain a formal feeling comes—
The nerves sit ceremonious like tombs;
The stiff Heart questions—was it He that bore?
And yesterday—or centuries before?

The feet mechanical go round
A wooden way
Of ground or air or ought
Regardless grown,
A quartz contentment like a stone.

This is the hour of lead
Remembered if outlived
As freezing persons recollect
The snow—
First chill, then stupor, then
The letting go

Emily Dickinson

Compare and contrast these two pieces of music:
Beethoven’s Violin Romance No. 2
Scott Joplin’s Maple Leaf Rag
Explain in classical terms why a modern character is a hero. Choose from either Luke Skywalker, Indiana Jones, Bilbo Baggins, Harry Potter, Katniss Everdeen, or Ender Wiggins.

Identification of English Language Proficiency (ELP) Standards that apply to the lesson

June 10, 2023/in Uncategorized /by SK

Please read the assignment content and follow the directions. Do the assignment as if I am do the assignment on my own.

Access an elementary grade level writing lesson plan. This can be a lesson you created or one from the Internet.

Evaluate the lesson and look for evidence of writing strategies and differentiated learning for EL students.

Write a 260- to 350-word critique on the lesson plan and address the following:

Identification of English Language Proficiency (ELP) Standards that apply to the lesson
A description of the evidence you found within the lesson that reflects the 3 UDL guidelines and differentiated learning strategies
Any modifications you would include in the lesson to make it more comprehensible for EL students and your rationale for these modifications
Any instructional strategies you would use to adapt the content and/or the materials (including technology) for students at different English language proficiency levels
Any online writing tools that foster communication and learning locally and globally

Include the lesson plan with your critique.

Get more lesson plans at https://www.education.com/lesson-plans/

Simple Summaries

Third Grade, Fourth Grade, Fifth Grade

by Sarah Sumnicht September 16, 2017

Keep it simple! Teach your students to write a summary using the Somebody-Wanted-But-So-Then frame for analyzing a story.

Learning Objectives

Students will be able to write a simple summary after reading a fiction text.

Materials and preparation

The Paper Bag Princess by Robert Munsch Two copies of the Write a Simple Summary worksheet Half class set of the Simple Summary Reading Log worksheet Class set of the Hot Cross Buns: Read to Remember worksheet Projector for document display and video Prelabeled index cards (Somebody, Wants, But, So, Then)

Key terms

summary

Attachments

Write a Simple Summary (PDF) Simple Summary Reading Log (PDF) Hot Cross Buns: Read to Remember (PDF)

Introduction (10 minutes)

Ask students to turn and talk to a partner about what they know about summaries. Have partnerships share out and record student answers on the board. Tell students that today they are going to learn how to write a simple summary. Review the definition of a summary: When you write a summary, you are retelling a story in your own words. A summary should be short, about three sentences, and should include the main ideas of the story, not details. Explain to students that they will listen to a story and you will model how to write a simple summary. Read a short story aloud, like The Paper Bag Princess by Robert Munsch.

EL

Beginning:

Ask students to talk to a partner about the definition of the word summary using English or their home language (L1). Provide a student-friendly definition of the word main ideas and details.

Intermediate:

Get more lesson plans at https://www.education.com/lesson-plans/

Show an example of a summary of a text that the class recently read. Have ELs rephrase the definition and qualities of a summary. Provide a sentence stem for student conversation, such as “A good summary __.”

Explicit Instruction/Teacher modeling (10 minutes)

Display the Write a Simple Summary worksheet using a document camera. Model how to write a summary using the worksheet and the book you read aloud as a mentor text (i.e., The Paper Bag Princess).

EL

Beginning:

Have ELs turn and talk to a partner about the important information from the text, using English or L1. Give learners a partially completed graphic organizer to fill in during the teacher modeling.

Intermediate:

Define any unfamiliar words in the text by providing a student-friendly definition and image. Give learners a copy of the graphic organizer and have them record information from the teacher modeling.

Guided Practice (10 minutes)

Show a short video, like Pixar’s “Lava” (or read a story aloud). Display a blank copy of the Write a Simple Summary worksheet and ask the students who the main character was. Allow students to turn to an elbow partner to discuss, then call on a student volunteer to provide the answer. Write the answer in the “somebody” box on the worksheet (i.e., the volcano). Repeat with each box on the worksheet (i.e., What did the volcano want? What was the problem?). Have students turn to their elbow partner and verbally come up with a summary using the completed worksheet as a guide. Keep the completed worksheet displayed as students discuss. Call on three volunteers to provide examples of a summary. Point out that even if the exact wording of the summaries are different, they all expressed the same key information.

EL

Beginning:

Provide sentence frames for student conversation, such as “The main character was ____. The main character wanted ___.” Give learners a partially completed graphic organizer to accompany the text.

Intermediate:

Provide a copy of the graphic organizer for students. Encourage partnerships to write their summaries on paper or whiteboards.

Independent working time (10 minutes)

Hand out the Hot Cross Buns: Read to Remember worksheet and instruct students to complete it independently. Circulate and offer support as needed.

EL

Beginning:

Supply a word bank for students to use as they complete the graphic organizer. Allow ELs to work with a small, teacher led group.

Get more lesson plans at https://www.education.com/lesson-plans/

Accept a verbal summary from ELs and allow them to utilize the graphic organizer.

Intermediate:

Allow ELs to work with a partner. Provide a dictionary or glossary in English or L1.

Related books and/or media

VIDEO: Pixar’s “Lava”

BOOK: The Paper Bag Princess by Robert Munsch Find interactive books for each child’s level.

Differentiation

Support:

Provide additional examples during guided practice. Provide partially complete graphic organizers (i.e., somebody and so are filled in) and allow students to complete the missing parts.

Enrichment: Have students apply the skills learned to write a summary about a book of their choice.

Assessment (10 minutes)

Write the names of several familiar stories on the board (i.e., “The Three Little Pigs,” “Goldilocks and the Three Bears”). Hand out a half sheet of the Simple Summary Reading Log worksheet and instruct students to choose a story that they are familiar with from the list on the board. Have students complete the graphic organizer and write a summary about the story they chose. Then, collect and check for understanding.

EL

Beginning:

Allow ELs to listen to an audio version of a familiar text, in English or L1. Provide a partially completed graphic organizer and a paragraph frame for students to use.

Intermediate: Provide a copy of the familiar text for students to reference.

Review and closing (5 minutes)

Hold up index cards with a word (e.g., “somebody”) and ask students to identify the question that is associated with the word (e.g., “Who is the main character?”).

EL

Beginning:

Ask ELs to orally explain their thinking to a partner in English or L1. Provide index cards with the different words from the graphic organizer (e.g., “somebody”) and the questions that are associated with the words (e.g., “Who is the main character?”) and allow students to match them.

Intermediate: Ask learners to share with a partner before sharing with the class. Allow them to use English or L1.

Write a Simple Summary

Summary:

After reading, complete the organizer. Then, use the keywords (wanted, but, so, then) to summarize, or retell, the story in the space provided.

Name: Date:

Use the keywords in the boxes above to write a summary paragraph.

Then: How does the story end?

So: How does the character

try to solve the problem?

But: What is the problem?

Wanted: What does the main

character want?

Title or Chapter:

Somebody: Who is the main

character?

Simple Summary Reading Log

Summary :

Name: Date:

Then How does the story end?

So How does the character

try to solve the problem?

But What is the problem?

Wanted What does the main

character want?

Title/Chapter:

Somebody Who is the main

character?

Simple Summary Reading Log

Summary :

After reading, complete the organizer. Then, use the keywords (wanted, but, so, then) to summarize, or retell, the story in the space provided.

Name: Date:

Then How does the story end?

So How does the character

try to solve the problem?

But What is the problem?

Wanted What does the main

character want?

Title/Chapter:

Somebody Who is the main

character?

Summary :

Then How does the story end?

So How does the character

try to solve the problem?

But What is the problem?

Wanted What does the main

character want?

Somebody Who is the main

character?

Hot Cross Buns Read to Remember

Name: Date:

After reading the short story below, complete the organizer. Then, use the keywords (wanted, but, so, then) to summarize, or retell, the story in the space provided.

“Oh no!” groaned Kendall, “Why can’t I get this right?” Kendall was a fourth grader at Evergreen Academy, and even though she was a good student, she was unhappy at school. She wanted nothing more than to play the recorder for the school band, just like her older brother. After attending band tryouts for months, she still hadn’t been accepted. Still, she was determined. She practiced the song Hot Cross Buns every night and she carried her recorder with her everywhere she went. Kendall could play perfectly at home in front of her parents, but every time she tried to play in front of Ms. Melody, the band teacher, she messed up. Today was her last chance to impress Ms. Melody.

As she practiced in the hall before her audition, Kendall exclaimed, “I have an idea!” She took out a piece of paper and wrote down the notes for the song. Then, she highlighted C note, the one she kept missing during tryouts. “Now I’ll get it right!” Kendall grinned. She walked into the music room and smiled bravely at Ms. Melody. She set her highlighted paper on the music stand and started to play.

“Bravo! That was the best rendition of Hot Cross Buns I’ve ever heard!” said Ms. Melody when Kendall had �nished. “Congratulations! You are the newest member of our band!”

Designing A Handout

Prepare A Intervention Plan

Humanities

Identification of English Language Proficiency (ELP) Standards that apply to the lesson

Experience

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