Develop an outline of a plan for five consecutive writing lessons in an early childhood classroom

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Develop an outline of a plan for five consecutive writing lessons in an early childhood classroom (age of your choice).

The plan should include:

The name and topic of each lesson or activity
An objective for each lesson or activity- Behavioral Objectives describe in detail the behaviors that students will perform during or upon completion of a lesson and the conditions and criteria which determine the acceptable level of performance.

A brief description of each lesson or activity
The expected learning outcome- Learning Outcomes identify what the learner will know and be able to do by the end of a unit of study – the essential and enduring knowledge, abilities (skills) and attitudes (values, dispositions) that constitute the
integrated learning needed by the conclusion of the unit.

Required Studies

The following materials are Required Studies for this week. Complete these studies at the beginning of the week, and save these materials for future use.

  • Literacy Beginnings: A Prekindergarten Handbook (Pinnell & Fountas, 2011)
    • Section Four: Supporting Emergent Writers
    • Section Six: Assessment of Literacy Learning
      • Observing Writing Behavior
  • Read, Write, Play, Learn: Literacy Instruction in Today’s Kindergarten (Rog, 2011)
    • Chapter 10: “I Never Knew We Could Write This Good!”: Modeled, Shared, and Interactive Writing
    • Chapter 11: “Look What I Writ!”: Building Independence with the Kindergarten Writing Workshop
  • Read
    • Stages of Writing Development (California Department of Education Child Development Division, & Elementary Education Division, 1999) [PDF]
    • Elementary Writing, Listening, Speaking Continuums (Three Village Central School District, 2009) [PDF]
    • Writing Sample 1 (Concordia Online Education, n.d.) [PDF]
    • Writing Sample 2 (Concordia Online Education, n.d.) [PDF]
    • Writing Sample 3 (Concordia Online Education, n.d.) [PDF]

Phonetics Course

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Phonetic.IPA
She actually mispronounces several words she has her own way of saying them. One or two are due to ignorance (ie, she doesn’t know the word)

-Choose 7 words of hers that are different from the Standard American accent and compare them to the usual (Standard American) transcription. By writing the both transcription hers and the (Standard  American accent)

Transcription:
using the symbols just like the picture choose!

Plus!
Write 5 lines ‘paragraph’ introduction between the American accents and the difference between her accent! As you know she is pronouncing it in her way California

And write another paragraph oral poster about (Standard American accent)

https://m.youtube.com/watch?v=NsJqya8XLl4Extra instruction :

 

For example you  must use the typeit site www.typeit.org to write your transcriptions in your PPP for me. (If the rest of your Project also goes into Segoe 13 or 14 font, that’s OK.)

However, you can take notes, while you’re actually listening closely to your speaker, in any way you like. It’s not practical to use typeit for notetaking.

Please also pay close attention to the Timestamps: make them accurate. If you insist on using more than one source for your speaker, please don’t use more than three and be sure to copy the correct link beside the word in the table, each time.

 

 

Please note that you must use the typeit site to transcribe words in your PPP.  Otherwise, it is very time-consuming for me to mark your work, get back to you about errors and give you a grade. Also, students have been writing me signs such as /g/ in Times New Roman. Since when was this an IPA symbol: how lazy can people get?

Describe the grade level for which your lesson is written.

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Lesson Plan

We have examined a variety of instructional models. Select one of the models we have learned about and create a lesson plan (based on academic standards) using that instructional model.

Be sure to address each of the items below in your lesson plan:

 

 

  1. Identify the instructional model you have chosen.
  2. State the academic standards on which the lesson is based.
  3. Describe the grade level for which your lesson is written.
  4. Write one students will understand objective, at least two students will know objectives, and at least two students will be able to do objectives to meet the academic standard you have chosen.
  5. Describe assessments that will be utilized to measure students’ mastery of the objectives.
  6. Explain 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.

 

 

Your lesson plan should be written using the KUD format provided in the resources section of the course. Please refer to chapters 3, 4, and 5 as well as other resources to create your lesson plan.

 

Book:Hansen, C. B., Buczynski, S., and Pucket K., S. (2015). Curriculum and Instruction for thr 21st century. Bridgepoint Education.

 

Note: Please make sure to answer all questions with accurate answers from the text. Also please make sure to provide the state standard based on the lesson you have selected. My goal is to become an elementary teacher so please based this lesson accordantly . Thank you for all your help. If you have any further questions in regards to this assignment please feel free to ask me.

 

 

 

I have provided the template along with an example in which my professor has provided for all students.

KUD Lesson Planning Template

Grade Level
What grade is your lesson designed for and why?
Instructional Model
Describe the instructional model you will use to deliver your lesson and tell why you think it fits.
Standards

 
(example… CCSS.Math.Content.1.G.A.1 : Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.)

 
Objectives

 
Students will understand

·
Students will know

·

·
Students will be able to

·

·
Assessment Plan

 
Formative:

Describe your Formative Assessment process. What will it look like? What will you be looking for? How will you use the Formative Assessment process? When will it occur?
Summative:

Describe your Summative Assessment process. What will it look like? What will you be looking for? How will you use the Summative Assessment process? When will it occur?

 
Procedure

 
1. Review previously learned material
Describe your process
2. State objectives of the lesson
How will you present your objectives to your students?
3. Present new material
Describe how you will unveil your new material to your students
4. Guided practice
What will your guided practice exercise entail? What questions will you ask? What will you have your students do?
5. Independent practice
What will your independent practice time look like? What task will you have students practice independently? What strategies will you use to help students master content during this time of instruction?

Examine two (2) aspects of teamwork training that change a person into a transformational leader.

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Imagine that you are a leadership teamwork consultant. The new manager of a company has hired you to create a new theme for the company’s teamwork training. You will be working with nine (9) other team members.

Your client, the new manager, has always coached individual members of a team in the past, but now the manager has less time and has hired you to help with the training. The executive management believes that the purpose of coaching or training is to work with the entire team at the same time.

You will work with the team from the beginning to define a new theme for training. Brainstorm to devise the type of theme that you would like to use for the company’s new teamwork training. Consider the manner in which you would direct the team members to develop this training and the roles that you would assign the different members of the team.

Write a five to seven (5-7) page paper in which you:

  1. Suggest two (2) key ways in which the proposed teamwork project would affect organizational performance.
  2. Recommend where the company should set limits on spending and on using company assets for socially responsible projects. Predict the main effect that socially responsible projects could have on the company’s overall bottom line.
  3. Propose two (2) approaches geared toward introducing the topic of ethics or ethical behavior in the teamwork training project.
  4. Examine two (2) aspects of teamwork training that change a person into a transformational leader. Justify your response.
  5. Predict your possible reaction to a team member’s suggestion of another theme that does not relate in any way to the theme that you have proposed. Provide a rationale for your response.
  6. Use at least five (5) quality academic resources in this assignment. Note: Wikipedia does not qualify as an academic resource.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Examine how leadership influences organizational performance.
  • Analyze the link between business ethics, social responsibility, and organizational performance.
  • Determine key leadership qualities that contribute to leadership effectiveness.
  • Write clearly and concisely about leadership strategies using proper writing mechanics.
  • Use technology and information resources to research issues in leadership strategies.

Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.