My Blog

Tag: Pedagogical Methods & Classroom Assessment

  • [Solved] 5 Advocacy and Activism

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    ### First, read the blog " [https://blog.adobe.com/en/publish/2018/02/09/whats-difference-advocate-activist-mislabeling](https://blog.adobe.com/en/publish/2018/02/09/whats-difference-advocate-activist-mislabeling)" and pages 5-18 of Chapter 2, 52 through 64 of Chapter 4, and Chapter 6 in your class …

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    Assignment Prompt & Instructions

    ### First, read the blog " [https://blog.adobe.com/en/publish/2018/02/09/whats-difference-advocate-activist-mislabeling](https://blog.adobe.com/en/publish/2018/02/09/whats-difference-advocate-activist-mislabeling)" and pages 5-18 of Chapter 2, 52 through 64 of Chapter 4, and Chapter 6 in your class text.

    Next, read ' [**How to Be an Ally**](https://d2l.nl.edu/content/enforced/183327-31353.202330/SPE%20506%20-%20Paraquad-How%20to%20Be%20an%20Ally.docx?ou=183327&ou=194200)' from Paraquad. Then, watch this TED talk from Judy Heumann ( [https://www.youtube.com/watch?v=ABFpTRlJUuc)](https://www.youtube.com/watch?v=ABFpTRlJUuc)).

    Finally, select and watch/read **two** of the Pioneers-National Disability Organizations (see links below).

    Pioneers-National Disability Organizations Links:

    – WNYIL. (2015). Pioneers in Disability Rights and Community Organizing – An Interview with Justin Dart. Retrieved from [https://youtu.be/hx30dRH4-6c](https://youtu.be/hx30dRH4-6c)
    – CAN TV. (2017). ADAPT – A Brief History of the Disability Rights Movement (Marca Bristo). Retrieved from  [https://youtu.be/HSMXrWk2yHE](https://youtu.be/HSMXrWk2yHE)
    – Sensei Aishitemasu. (2022). Hidden Figures: Johnnie Lacy. Retrieved from [https://youtu.be/34oTvB1aIIU](https://youtu.be/34oTvB1aIIU)
    – TEDx Talks. (2017). Our fight for disability rights and why we're not done yet by Judith Heumann. Retrieved from [https://youtu.be/ABFpTRlJUuc](https://youtu.be/ABFpTRlJUuc)
    – Yodisabledproud. (2012). Ed Roberts: Free Wheeling. Retrieved from

    [https://youtu.be/ci3ek-tqiGQ](https://youtu.be/ci3ek-tqiGQ)
    – LeDerick Horne. (2018). Brad Lomax: Celebrating Black History & People with Disabilities. Retrieved from

    [https://youtu.be/KfBD62gj8cs](https://youtu.be/KfBD62gj8cs)

    _Assignment:_ Create a visual (mindmap, comparison chart, infographic, etc.) that: 1. addresses core values of disability activism and advocacy as they played out in the lives of these Pioneers (including Judy Heumann) and organizations, and 2. address relationships between activists and/or advocates and disability organizations. Also include a short reflection (50-75 words) on ways in which you can envision yourself engaging in disability advocacy and/or activism.

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    AComparisonChartofADAIDEAandSection504-SPE-506-0.html](https://www.sweetstudy.com/files/acomparisonchartofadaideaandsection504-spe-506-0-html "AComparisonChartofADAIDEAandSection504-SPE-506-0.html")
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    – 2 years ago

  • [Solved] design 2

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    Educational leaders need to be knowledgeable about different early childhood educational models and understand the benefits and challenges of each approach to learning. Early childhood education models provide a foundation for the curriculum and learning opportunities throughout the instructional se…

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    Assignment Prompt & Instructions

    Educational leaders need to be knowledgeable about different early childhood educational models and understand the benefits and challenges of each approach to learning. Early childhood education models provide a foundation for the curriculum and learning opportunities throughout the instructional setting. By selecting a program model for an early childhood center, you are establishing research-based instructional practices that are aligned and developmentally appropriate for the school community.

    For this assignment, imagine that you are the director of an early childhood education center, and you are inviting parents to engage in their child's learning in the classroom. Create a website for parents, teachers, and the community who may consider joining your new center.

    Based on the needs of your community, select one of the school models:

    – Project Approach
    – Head Start
    – High Scope
    – Montessori
    – Reggio Emilia
    – Waldorf

    Create a name for your center. Include the hours, an address, contact information, and any other relevant information that the community might need. Using family-friendly language, include the following on the website:

    – The history and theoretical foundation of the model
    – How the model aligns with the development of the whole child
    – Rationale for why you selected the model and how it can support the needs of early learners
    – Summarize the alignment between curriculum, instruction, and activities for each learning space/classroom (infant room, 1-2-year-old room, 3-4-year-old room)
    – Include how various theories and philosophies support early learning and development of each learning space/classroom
    – Describe the materials, furniture, and resources present in each learning space/classroom
    – Volunteer opportunities in each learning space/classroom for parents
    – A description of at-home activities parents can use for each learning space/classroom
    – What teachers and parents can expect to see and hear in each learning space/classroom (conference, play-based learning, presentation, adult learning class, etc.)

    In addition, write a 250-500 word reflection answering the following questions:

    – How will you get the information to families without the internet?
    – How will you advertise the website?
    – How will you accommodate families whose primary language is one other than English?
    – How will you encourage families from different family structures (single parents or parents of the LGBTQ community, foster families, etc.) to participate?

    Support your work with 2-3 scholarly references.

    While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide

    – 2 years ago

  • [Solved] course

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    – 2 years ago **files (2)** – ## Course.docx – pdf1.pdf **## Course.docx** Write one paragraph for this response. No references Due 3/10/2025 The purpose of you exploring the course is: 1. For you to become familiar with the procedures and the process of the CIMA 707 from beginning to end. 2. For …

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    – 2 years ago

    **files (2)**

    – ## Course.docx

    – pdf1.pdf

    **## Course.docx**

    Write one paragraph for this response. No references

    Due 3/10/2025

    The purpose of you exploring the course is:

    1. For you to become familiar with the procedures and the process of the CIMA 707 from beginning to end.

    2. For you to become familiar with the location of resources and the different course pages.

    3. For you to better understand the requirements and expectations of all CIMA 707 components such as the Reflective Chats, the location and procedures for/of the Discussion Questions/Topics (refer to syllabus), assignments instructions and due dates. Not all content is opened for viewing. Content modules will be made available during the term. Generally, it is not a good idea to work ahead.

    As you look through the course site think and reflect upon how you can manage your time and other life activities to produce quality graduate work and respond in a timely manner to the course requirements.  You should note a few things:

    1. The required pre-class postings

    2. Note that Assignment 6 is worth 20 points – critical assignment.  Also note that assignment 6 is a 2-part assignment/activity.

    Requirement for this posting is 1 paragraph which demonstrate you have explored the course website and understand the critical elements of the course.

    **pdf1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/pdf1-pdf-10222483)

    **pdf1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/pdf1-pdf-10222483)

    **## Course.docx**

    Write one paragraph for this response. No references

    Due 3/10/2025

    The purpose of you exploring the course is:

    1. For you to become familiar with the procedures and the process of the CIMA 707 from beginning to end.

    2. For you to become familiar with the location of resources and the different course pages.

    3. For you to better understand the requirements and expectations of all CIMA 707 components such as the Reflective Chats, the location and procedures for/of the Discussion Questions/Topics (refer to syllabus), assignments instructions and due dates. Not all content is opened for viewing. Content modules will be made available during the term. Generally, it is not a good idea to work ahead.

    As you look through the course site think and reflect upon how you can manage your time and other life activities to produce quality graduate work and respond in a timely manner to the course requirements.  You should note a few things:

    1. The required pre-class postings

    2. Note that Assignment 6 is worth 20 points – critical assignment.  Also note that assignment 6 is a 2-part assignment/activity.

    Requirement for this posting is 1 paragraph which demonstrate you have explored the course website and understand the critical elements of the course.

    **pdf1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/pdf1-pdf-10222483)

    **## Course.docx**

    Write one paragraph for this response. No references

    Due 3/10/2025

    The purpose of you exploring the course is:

    1. For you to become familiar with the procedures and the process of the CIMA 707 from beginning to end.

    2. For you to become familiar with the location of resources and the different course pages.

    3. For you to better understand the requirements and expectations of all CIMA 707 components such as the Reflective Chats, the location and procedures for/of the Discussion Questions/Topics (refer to syllabus), assignments instructions and due dates. Not all content is opened for viewing. Content modules will be made available during the term. Generally, it is not a good idea to work ahead.

    As you look through the course site think and reflect upon how you can manage your time and other life activities to produce quality graduate work and respond in a timely manner to the course requirements.  You should note a few things:

    1. The required pre-class postings

    2. Note that Assignment 6 is worth 20 points – critical assignment.  Also note that assignment 6 is a 2-part assignment/activity.

    Requirement for this posting is 1 paragraph which demonstrate you have explored the course website and understand the critical elements of the course.

    **pdf1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/pdf1-pdf-10222483)

  • [Solved] Education Assignment 1

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    – 2 years ago **files (2)** – ## Assignment1.docx – ## WhattoTeach.pdf **## Assignment1.docx** **Assignment 1:** The Function of Curriculum in training organizations, schools, and other institutions (500 word paper, =/- 10 %) Due 3/12/2025 Review and reflect on the curriculum in your organization's …

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (2)**

    – ## Assignment1.docx

    – ## WhattoTeach.pdf

    **## Assignment1.docx**

    **Assignment 1:** The Function of Curriculum in training organizations, schools, and other institutions (500 word
    paper, =/- 10 %)

    Due 3/12/2025

    Review and reflect on the curriculum in your organization's setting. (Public school) (Please remember, we are broadly defining the word curriculum)

    Section 1:  Using the information in readings, describe the perspectives of curriculum in your organization.

    Section 2:  What problems do you identify with curriculum in your organization's setting? What would you change? Why?

    Section 3:  Of the problems cited in readings, analyze why they are or are not a problem in your organization.

    Citations from the assigned readings are expected to support your statements and comments.

    GRADING CRITERIA

    A. 500 words =/- 10%

    B. Perspectives of curriculum in the organization (you define perspectives)

    C. Problems and proposed changes

    D. Are general problems also relevant to your situation/organization

    E. Inclusion of citations (according to APA) to support statements

    **## WhattoTeach.pdf**

    English, F. W. (2010). Deciding what to teach and test: Developing, aligning and leading the curriculum (3rd ed.). Thousand
    Oaks, CA: Corwin.

    **## WhattoTeach.pdf**

    English, F. W. (2010). Deciding what to teach and test: Developing, aligning and leading the curriculum (3rd ed.). Thousand
    Oaks, CA: Corwin.

    **## Assignment1.docx**

    **Assignment 1:** The Function of Curriculum in training organizations, schools, and other institutions (500 word
    paper, =/- 10 %)

    Due 3/12/2025

    Review and reflect on the curriculum in your organization's setting. (Public school) (Please remember, we are broadly defining the word curriculum)

    Section 1:  Using the information in readings, describe the perspectives of curriculum in your organization.

    Section 2:  What problems do you identify with curriculum in your organization's setting? What would you change? Why?

    Section 3:  Of the problems cited in readings, analyze why they are or are not a problem in your organization.

    Citations from the assigned readings are expected to support your statements and comments.

    GRADING CRITERIA

    A. 500 words =/- 10%

    B. Perspectives of curriculum in the organization (you define perspectives)

    C. Problems and proposed changes

    D. Are general problems also relevant to your situation/organization

    E. Inclusion of citations (according to APA) to support statements

    **## WhattoTeach.pdf**

    English, F. W. (2010). Deciding what to teach and test: Developing, aligning and leading the curriculum (3rd ed.). Thousand
    Oaks, CA: Corwin.

    **## Assignment1.docx**

    **Assignment 1:** The Function of Curriculum in training organizations, schools, and other institutions (500 word
    paper, =/- 10 %)

    Due 3/12/2025

    Review and reflect on the curriculum in your organization's setting. (Public school) (Please remember, we are broadly defining the word curriculum)

    Section 1:  Using the information in readings, describe the perspectives of curriculum in your organization.

    Section 2:  What problems do you identify with curriculum in your organization's setting? What would you change? Why?

    Section 3:  Of the problems cited in readings, analyze why they are or are not a problem in your organization.

    Citations from the assigned readings are expected to support your statements and comments.

    GRADING CRITERIA

    A. 500 words =/- 10%

    B. Perspectives of curriculum in the organization (you define perspectives)

    C. Problems and proposed changes

    D. Are general problems also relevant to your situation/organization

    E. Inclusion of citations (according to APA) to support statements

    **## WhattoTeach.pdf**

    English, F. W. (2010). Deciding what to teach and test: Developing, aligning and leading the curriculum (3rd ed.). Thousand
    Oaks, CA: Corwin.

  • [Solved] Discussion 1 707

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    – 2 years ago **files (2)** – ## DiscussionOne.docx – ## Chapter1.pdf **## DiscussionOne.docx** Discussion One: Using the information in the Fullan’s text, write a summary of each of the following bullets. Be sure that you use the reading to support your argument: • Your view of educational change •…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (2)**

    – ## DiscussionOne.docx

    – ## Chapter1.pdf

    **## DiscussionOne.docx**

    Discussion One:  Using the information in the Fullan’s text, write a summary of each of the following bullets. Be sure that you use the reading to support your argument:

    • Your view of educational change

    • Problems involving educational change

    • What is successful educational change

    150 words (+/- 10%)

    Due 3/12/2025

    **## Chapter1.pdf**

    Fullan, M. (2016). The new meaning of educational change (5th ed.). New York, NY: Teachers College Press.

    **## Chapter1.pdf**

    Fullan, M. (2016). The new meaning of educational change (5th ed.). New York, NY: Teachers College Press.

    **## DiscussionOne.docx**

    Discussion One:  Using the information in the Fullan’s text, write a summary of each of the following bullets. Be sure that you use the reading to support your argument:

    • Your view of educational change

    • Problems involving educational change

    • What is successful educational change

    150 words (+/- 10%)

    Due 3/12/2025

    **## Chapter1.pdf**

    Fullan, M. (2016). The new meaning of educational change (5th ed.). New York, NY: Teachers College Press.

    **## DiscussionOne.docx**

    Discussion One:  Using the information in the Fullan’s text, write a summary of each of the following bullets. Be sure that you use the reading to support your argument:

    • Your view of educational change

    • Problems involving educational change

    • What is successful educational change

    150 words (+/- 10%)

    Due 3/12/2025

    **## Chapter1.pdf**

    Fullan, M. (2016). The new meaning of educational change (5th ed.). New York, NY: Teachers College Press.

  • [Solved] midterm des

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    Midterm Southern Literature You will need to answer the questions with a topic sentence, provide a quote from the text, and analyze how the evidence supports your topic sentence. You will be graded on your topic sentence and analysis of the evidence. You should have 4-5 sentences of analysis for eac…

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    Assignment Prompt & Instructions

    Midterm Southern Literature

    You will need to answer the questions with a topic sentence, provide a quote from the text, and analyze

    how the evidence supports your topic sentence. You will be graded on your topic sentence and analysis

    of the evidence. You should have 4-5 sentences of analysis for each quote. Your answers should be

    derived from my lecture notes.

    1. Discuss how family dynamics or alienation affect Clytie’s mental stability and eventual suicide in

    Clytie.

    2. Discuss how isolation affects the characterization of Emily in Rose for Emily.

    3. Discuss how Frank or Cee is haunted by their past in Home

    4. Discuss how Frank was haunted by his war experience in Home.

    5. Discuss how black women's medical exploitation is depicted in the novel Home.

    6. Discuss how O'Connor uses the Misfit to critique the criminal justice system. This is discussed in

    my lecture notes.

    7. Discuss how the grandmother’s epiphany at the end relates to the idea of grace. This is

    discussed in my lecture notes

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    – 2 years ago

  • [Solved] OSH VIII Journal

    ✓ Verified Academic Solution Available

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    Please view the attachment. – 2 years ago **files (1)** – ## OSH4303UnitVIIIJournal.docx **## OSH4303UnitVIIIJournal.docx** Choose an operation for a workplace where you once worked or with which you are familiar where either chemical hazards or noise exposures were present. If you have never worked…

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    Assignment Prompt & Instructions

    Please view the attachment.

    – 2 years ago

    **files (1)**

    – ## OSH4303UnitVIIIJournal.docx

    **## OSH4303UnitVIIIJournal.docx**

    Choose an operation for a workplace where you once worked or with which you are familiar where either chemical hazards or noise exposures were present. If you have never worked in a location where chemical hazards or noise are present, read about some examples on OSHA’s website, and choose one that interests you. Then, write an essay completing the following tasks:

    1. Summarize how the passage of the OSHAct of 1970 changed the way health hazards were evaluated and controlled in such an environment.

    2. Summarize the steps you would take to perform a hazard assessment of your chosen operation. Make sure you list the chemical hazards or noise hazards that are present using the example hazard assessment from OSHA’s website or one with which you are already familiar.

    3. Discuss how OSHA PELs and ACGIH TLVs are used in evaluating risks in the environment. Include a statement about which exposure limits are legally binding and why you might choose to use one type of occupational exposure limit over another type (i.e., PEL, TLV, REL).

    4. Discuss the use of personal protective equipment (PPE) for controlling occupational hazards versus the use of other control methods in relation to the operation you chose.

    5. Choose one hazard that you identified. The hazard can be a chemical or noise hazard. Summarize how you would evaluate employee exposures to the hazard. Include information about any sampling method you would use, how many samples you would collect, the types of samples you would collect (e.g., personal or area, TWA or short-term), and to which standards you would apply the results.

    6. Evaluate industrial hygiene management practices to implement in this case.

    Your essay must be a minimum of one page in length. You must format it using APA Style and include at least two sources, at least one of which must be from the CSU Online Library.

    **## OSH4303UnitVIIIJournal.docx**

    Choose an operation for a workplace where you once worked or with which you are familiar where either chemical hazards or noise exposures were present. If you have never worked in a location where chemical hazards or noise are present, read about some examples on OSHA’s website, and choose one that interests you. Then, write an essay completing the following tasks:

    1. Summarize how the passage of the OSHAct of 1970 changed the way health hazards were evaluated and controlled in such an environment.

    2. Summarize the steps you would take to perform a hazard assessment of your chosen operation. Make sure you list the chemical hazards or noise hazards that are present using the example hazard assessment from OSHA’s website or one with which you are already familiar.

    3. Discuss how OSHA PELs and ACGIH TLVs are used in evaluating risks in the environment. Include a statement about which exposure limits are legally binding and why you might choose to use one type of occupational exposure limit over another type (i.e., PEL, TLV, REL).

    4. Discuss the use of personal protective equipment (PPE) for controlling occupational hazards versus the use of other control methods in relation to the operation you chose.

    5. Choose one hazard that you identified. The hazard can be a chemical or noise hazard. Summarize how you would evaluate employee exposures to the hazard. Include information about any sampling method you would use, how many samples you would collect, the types of samples you would collect (e.g., personal or area, TWA or short-term), and to which standards you would apply the results.

    6. Evaluate industrial hygiene management practices to implement in this case.

    Your essay must be a minimum of one page in length. You must format it using APA Style and include at least two sources, at least one of which must be from the CSU Online Library.

  • [Solved] question assigment

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    – 2 years ago **files (1)** – ## Module9DiscussionThe5EInstructionalModelDraft.docx **## Module9DiscussionThe5EInstructionalModelDraft.docx** **5E Model** 1. **B.S respond** **Grade**- Pre K **Topic**- Animals and their habitats **Engage**: Teacher will begin by showing pictures of different anim…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## Module9DiscussionThe5EInstructionalModelDraft.docx

    **## Module9DiscussionThe5EInstructionalModelDraft.docx**

    **5E Model**

    1.
    **B.S respond**

    **Grade**- Pre K

    **Topic**- Animals and their habitats

    **Engage**:

    Teacher will begin by showing pictures of different animals ( like a bear, lion, fish , bird) . The teacher will then ask the students “ Where do you think these animals live?” Teacher will encourage the children to share their ideas by saying “Do you think lions live in the water or in the jungle” ?

    **Explore**:

    The teacher will set up a matching activity that has pictures of animals and their habitats. For example ( bird with a tree, a bear with a forest, a fish with an ocean etc) The teacher will allow the children to work in a small group to match the picture cards. The teacher will walk around and give help as needed.

    **Explain**:

    Teacher will then have the students come back to the carpet. The teacher will show the children the pictures again one at a time and explain where each of the animals live and why they live there.  For example ( The bear lives in the forest because it needs space to look around and find food etc) The teacher will reinforce key words here like animals, habitats and needs

    **Elaborate**:

    The teacher will now give each child a piece of paper with some crayons. The teacher will have the children draw their favorite animal and the habitat that it lives in. For example ( a fish in the ocean) As the children are doing this the teacher will walk around and ask WH questions. “ What does your animal need to live there? “ etc.

    **Evaluate:**

    Teacher will show a few of the pictures from the matching game again and have the children point to the animals' correct habitat. The teacher will ask them questions like “where does the fish live? “ What does the bear need to live in the forest ? “ The teacher will also encourage the children to share their drawings with the class and talk about it.

    References

    Vigeant, F. (2017, May 14).
    _What is the 5E Instructional Model?_. Know Atom.

    2. K.L

    3. 5E Lesson plans

    4. 2nd Grade

    5. 2L4b – Determine the meaning of the new word formed when a prefix is added to a known word (e.g., happy/unhappy, tell/retell).

    6.

    7. This 5E  lesson is designed for 2nd-grade students who are beginning to explore how prefixes change word meanings.

    8. 1. Engage

    9. Display the words "happy" and "unhappy" on the board.

    10. Ask students “What do you notice about these two words? What is different?”

    11. Show a quick emoji activity, place one happy face next to “happy" and one sad face next to "unhappy."

    12. Discuss with students “What do you think ‘un-’ does to the word?"

    13. Invite students to Turn & Talk, the  students will discuss with a partner what they think the "un-" prefix means.

    14. 2. Explore

    15. Play a Sorting Game, Provide word cards (e.g., do/undo, kind/unkind, tie/untie). Have students sort words into two groups.

    16. (The two groups)

    17.   1. Words with prefixes

    18.   2. Words without prefixes

    19. Give students blank index cards. Let them write base words (e.g., "happy," "kind") and then attach a sticky note with a prefix to create a new word (e.g., "unhappy," "unkind").

    20. Invite students to act out word meanings (e.g., "tie" vs. "untie" with a shoelace).

    21. 3. Explain

    22. Introduce to the students a chart showing common prefixes (un-, re-, pre-, dis-) and their meanings.

    23. Show examples on the board in a fun interactive powerpoint

    24.   -un- = not (e.g., "unhappy" = not happy)

    25.   – re- = again (e.g., "retell" = tell again)

    26. Model to the students how to break down words and determine meaning:

    27.   Ask students, "If I know 'tell' means to say something, then 'retell' must mean…?"

    28. Have students participate in a Think-Pair-Share, Students explain their understanding to a partner.

    29. 4. Elaborate

    30. Student will; participate in a Prefix Story Challenge.

    31. Provide a simple sentence (e.g., “I will tell a story.”)

    32. Ask students,  "How can we add a prefix to change the meaning?"

    33.   – Example response: "I will retell a story."

    34. Students will become Prefix Detectives. Students search through books or classroom materials for words with prefixes.

    35.   Once students find them they will write them down and explain their meanings in a journal or on. a worksheet.

    36. 5. Evaluate

    37. Students will complete an Exit Ticket

    38. Provide students with a list of words (like, read, write, do*). Students add prefixes to create new words and define them.

    39. Example:  "If I add **re-** to ‘write,’ what do I get? What does ‘rewrite’ mean?"

    40. another options is a Mini Quiz where students can match prefixes to meanings.

    41.

    42. (For any students who need differentiation the use of visuals, acting out word meanings, and providing a prefix reference chart will be helpful.)

    **## Module9DiscussionThe5EInstructionalModelDraft.docx**

    **5E Model**

    1.
    **B.S respond**

    **Grade**- Pre K

    **Topic**- Animals and their habitats

    **Engage**:

    Teacher will begin by showing pictures of different animals ( like a bear, lion, fish , bird) . The teacher will then ask the students “ Where do you think these animals live?” Teacher will encourage the children to share their ideas by saying “Do you think lions live in the water or in the jungle” ?

    **Explore**:

    The teacher will set up a matching activity that has pictures of animals and their habitats. For example ( bird with a tree, a bear with a forest, a fish with an ocean etc) The teacher will allow the children to work in a small group to match the picture cards. The teacher will walk around and give help as needed.

    **Explain**:

    Teacher will then have the students come back to the carpet. The teacher will show the children the pictures again one at a time and explain where each of the animals live and why they live there.  For example ( The bear lives in the forest because it needs space to look around and find food etc) The teacher will reinforce key words here like animals, habitats and needs

    **Elaborate**:

    The teacher will now give each child a piece of paper with some crayons. The teacher will have the children draw their favorite animal and the habitat that it lives in. For example ( a fish in the ocean) As the children are doing this the teacher will walk around and ask WH questions. “ What does your animal need to live there? “ etc.

    **Evaluate:**

    Teacher will show a few of the pictures from the matching game again and have the children point to the animals' correct habitat. The teacher will ask them questions like “where does the fish live? “ What does the bear need to live in the forest ? “ The teacher will also encourage the children to share their drawings with the class and talk about it.

    References

    Vigeant, F. (2017, May 14).
    _What is the 5E Instructional Model?_. Know Atom.

    2. K.L

    3. 5E Lesson plans

    4. 2nd Grade

    5. 2L4b – Determine the meaning of the new word formed when a prefix is added to a known word (e.g., happy/unhappy, tell/retell).

    6.

    7. This 5E  lesson is designed for 2nd-grade students who are beginning to explore how prefixes change word meanings.

    8. 1. Engage

    9. Display the words "happy" and "unhappy" on the board.

    10. Ask students “What do you notice about these two words? What is different?”

    11. Show a quick emoji activity, place one happy face next to “happy" and one sad face next to "unhappy."

    12. Discuss with students “What do you think ‘un-’ does to the word?"

    13. Invite students to Turn & Talk, the  students will discuss with a partner what they think the "un-" prefix means.

    14. 2. Explore

    15. Play a Sorting Game, Provide word cards (e.g., do/undo, kind/unkind, tie/untie). Have students sort words into two groups.

    16. (The two groups)

    17.   1. Words with prefixes

    18.   2. Words without prefixes

    19. Give students blank index cards. Let them write base words (e.g., "happy," "kind") and then attach a sticky note with a prefix to create a new word (e.g., "unhappy," "unkind").

    20. Invite students to act out word meanings (e.g., "tie" vs. "untie" with a shoelace).

    21. 3. Explain

    22. Introduce to the students a chart showing common prefixes (un-, re-, pre-, dis-) and their meanings.

    23. Show examples on the board in a fun interactive powerpoint

    24.   -un- = not (e.g., "unhappy" = not happy)

    25.   – re- = again (e.g., "retell" = tell again)

    26. Model to the students how to break down words and determine meaning:

    27.   Ask students, "If I know 'tell' means to say something, then 'retell' must mean…?"

    28. Have students participate in a Think-Pair-Share, Students explain their understanding to a partner.

    29. 4. Elaborate

    30. Student will; participate in a Prefix Story Challenge.

    31. Provide a simple sentence (e.g., “I will tell a story.”)

    32. Ask students,  "How can we add a prefix to change the meaning?"

    33.   – Example response: "I will retell a story."

    34. Students will become Prefix Detectives. Students search through books or classroom materials for words with prefixes.

    35.   Once students find them they will write them down and explain their meanings in a journal or on. a worksheet.

    36. 5. Evaluate

    37. Students will complete an Exit Ticket

    38. Provide students with a list of words (like, read, write, do*). Students add prefixes to create new words and define them.

    39. Example:  "If I add **re-** to ‘write,’ what do I get? What does ‘rewrite’ mean?"

    40. another options is a Mini Quiz where students can match prefixes to meanings.

    41.

    42. (For any students who need differentiation the use of visuals, acting out word meanings, and providing a prefix reference chart will be helpful.)

  • [Solved] white 2

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    Executive Solution Overview

    You are the public information officer (PIO) for a small company, responsible for communicating and distributing information for your organization. ## Prompt In this scenario, an unexpected incident has occurred within your local community, impacting the safety of employees returning to the office f…

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    Assignment Prompt & Instructions

    You are the public information  officer (PIO) for a small company, responsible for communicating and  distributing information for your organization.

    ## Prompt

    In this scenario, an unexpected incident has occurred within your  local community, impacting the safety of employees returning to the  office for ANY reason for the foreseeable future. Your task is to **record an AUDIO message**  1-3 minutes in length that will be used to communicate this emergency.  This audio message will be sent to all employees immediately. The audio  message should convey the (a)situation, (b)the transition to remote work  after the message, and (c)include a brief example from your research of  another company experiencing unexpected closure.

    **First,** **Choose the incident** -  be creative with your incident description. Choose one of the following disasters as the basis for your message:

    – **A technological incident** – examples include power  outages, dam failures, chemical incidents, nuclear events, industrial  pollution, and transportation accidents.
    – **A man-made incident**– examples include civil disorder, terrorism, crime, arson, and chemical spills.
    – **A natural disaster incident**– examples include hurricanes, weather incidents, avalanches, droughts, landslides, flooding, and earthquakes.

    **Second,** **Write the Script**

    Write the script message you will convey in a voicemail distributed  to all employees addressing the office closure without inducing panic.

    Elaborate on the transition to remote work. No need to detail remote  work instructions, your task is to inform of the transition.

    _\*\* Make the assumption all employees are familiar with remote procedures._

    _**This portion of your recording must be 1-3 minutes._

    **Third,** **Research an Example**

    Research a real-world example of a company that faced an unexpected closure **similar to YOUR incident**  (if your incident is technological, this example must be technological,  if your incident is man-made, your real-world example must be man-made;  if your  incident is natural, your real-world example must also be a  natural disaster), share how the real-world company communicated to  their employees and stakeholders of the office closure. Share your  findings **after/at the end** of your audio message (after the scenario voicemail).

    **Fourth,** **Record your Message** – In a 1-3 minute audio message, the following elements must be present:

    – Convey the immediate office closure without causing panic.
    – Elaborate the immediate transition process for remote work to employees.
    – You must convey they are NOT to come to the building.
    – AFTER the message
    – Include an example from the research you conducted of a company  unexpectedly closing and how employees were communicated to keep  employees from returning to work. This researched example is **NOT due to fiscal or store closure**; the example must be disaster-related and **NOT COVID-related**. Finally, how did this real-world example of a company that faced unexpected closure communicate to employees and stakeholders?
    – Your script AND the Reference for your Example MUST be submitted with the audio recording.

    _**Your script is where the Reference used for the example should be located._

    – 2 years ago

  • [Solved] S.T.E.M. Unit PLAN

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    Executive Solution Overview

    This is what a sample day should look like in your unit plan. Note the length and level of detail and color coding. Your unit should include 5-10 days of lessons. Candidates create a thematic unit that integrates STEM experiences with literacy, math, or social studies for a grade level of the candid…

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    Assignment Prompt & Instructions

    This is what a sample day should look like in your unit plan.  Note the length and level of detail and color coding. Your unit should include 5-10 days of lessons.

    Candidates create a thematic unit that integrates STEM experiences with literacy, math, or social studies for a grade level of the candidate's choice. Regardless of the relative emphasis of STEM, literacy, math, or social studies within the unit, appropriate STEM methodologies should be explicitly included (e.g. vocabulary instruction, how/why questioning emphasis, inquiry/discovery learning, science and engineering practices/cross-cutting concepts, etc.).  Social justice and equity should also be explicit within the plan (e.g. including phenomena with social justice implications, discussing social justice implications, equitable discourse, historical bias in how scientific discoveries are described, etc.)

    – [\
    \
    CityUUnitPlanTemplate2020-20212.doc](https://www.sweetstudy.com/files/cityuunitplantemplate2020-20212-doc "CityUUnitPlanTemplate2020-20212.doc")
    – [\
    \
    STEMUnitPlanExample1.pdf](https://www.sweetstudy.com/files/stemunitplanexample1-pdf "STEMUnitPlanExample1.pdf")

    – 2 years ago