Essay Briefing Outline

Introduction

Attention: Good morning I’m SrA Mike

Purpose: This morning I’m going to brief you on my life before I joined the Air Force.

Transition: Now I will brief you on my life before I joined the Air Force until now.

Body

MPI: My life before the United States Air Force

SP 1 Where I grew up

SP 2 Working at Radio Shack

SP 3 Why I joined the Air Force

Transition: now that I brief you about my life before I entered the Air Force. I will now inform you on my life during the Air Force.

MP2: My life during the Air Force

SP 1 Basic Military training

SP 2 Importance of Traffic Management Journeyman

SP 3 Assignments to Germany

MP3:

SP1:

SP2:

SP3:

Transitions: My mission her in Germany has given me a great experience. I’m looking forward to what the future holds.

Conclusion: This morning I talked about my life before I joined the Air Force, why I joined the Air Force, my life during the Air Force and my assignment to Germany. While in the Air force I’m taking advantage of all the great benefits that it has to offer me, such as the education. After all they always say “America is the land of opportunity”.

Creating a UDL Instructional Plan
This assignment is another opportunity to apply the principles of universal design for learning (UDL) in the design of instruction and assessment. In this assignment, you develop a lesson plan that incorporates UDL and effectively leverages educational technologies in the classroom. Specifically, using the Cast UDL Lesson Builder (2011) website (see instructions below on how to access this website), you will create a lesson in either English/language arts (ELA) or mathematics that includes the components listed in the content expectations, below.
Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Five Instructor Guidance page and, if needed, contact the instructor for further clarifications using the “Ask Your Instructor” discussion forum.
There are two parts to this assignment: Part I is an actual instructional plan and Part II is a final summary.
To prepare for Part I, you must first log onto the CAST UDL Lesson Builder (2011) website. Create a free account. Next, click on “Create, Save & Edit My Own UDL Lesson Plans” and begin constructing single lesson for a specific grade level focusing on either reading/language arts or math only. Each respective portion of the plan is inserted by selecting “Edit” and are detailed below in the Part I Content Expectations. For more information on each part of the lesson plan, click on the “More Information” button located in the lesson plan builder.
Note: Not all parts of the lesson plan will be used. Read the Content Instructions below to ensure you complete each component that is required.
Content Instructions

1. 1. Lesson Overview (1 point): Include the title, author, subject, grade level(s), and duration of the lesson. (Lesson should be 30 to 90 minutes long, depending on your population.)
   2. Lesson Description for the Day (0.5 point): Include a brief description of the essential learning to be experienced by students and practiced during the lesson. Include the approximate duration of the lesson (30 to 90 minutes total).
   3. State Standard/s (1 point): Include the state grade-level standard this lesson aligns with. Include the whole standard rather than just its label (see Instructor Guidance for an example). You may use a standard from the Common Core State Standards or your own state standards.
   4. Lesson Goals (1 point): Also known as the lesson objectives. Construct one to two content-specific objectives for lesson. The objectives should be written in student terms and contain a single, observable, and measurable verb indicating the skill in students will be assessed for during instruction.
   5. Teaching Methods:
      • Describe the anticipatory set (1 point)
      • Address how you will introduce and model new knowledge (1 point)
      • Describe the guided practice (1 point)
      • Describe the independent practice (1 point)
      • Wrap-Up (Closing) (1 point): Explain how you will close the lesson and in what manner students will debrief from the learning experience.
      • Assessment (1.5 points): Describe what you will assess during the lesson (formative assessment) as described in either or both the guided practice and/or independent practice stages of the lesson.
   6. Save your instructional plan as a doc. file and upload it along with Part II to the classroom for evaluation.

Written Communication Instructions

1. 1. Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.

Part Two – Analysis/Summary Content Instructions

1. 1. Reflection (3 points): In a separate two-to-three page Word document, include a reflection in which you address the following questions:
      • How does your lesson serve as motivation for learners?
      • How does your lesson stimulate critical thinking in your students?
      • How does the lesson model a non-threatening environment providing differentiated learning opportunities without isolating students?

Written Communication Instructions

1. 1. Length Requirement (0.5 point): Two to three pages not including the title and references pages.
   2. Syntax and Mechanics (0.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
   3. Source Requirement (0.5 points): Utilize at least two scholarly resources and the Edyburn (2013) textbook. All sources on the references page need to be used and cited correctly within the body of the assignment.
   4. APA Formatting (1 point): Use APA formatting consistently throughout the assignment. Refer to the Ashford University Writing Center for assistance with APA style and formatting or your copy of the APA Style Manual.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.