Liberty University Rapidly Changing Demographics of The United States HW

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tvey7frira7

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Reply to classmates within your discipline and evaluate their lesson plans, giving 3 pointers for lesson plan appropriateness, resources, and biblical integration. 150 word reply (reference is not included in word count) in APA format with biblical reference.

This lesson is important because of the rapidly changing demographics of the United States. As much as 25 percent of children under the age of 5 in this country are Hispanic. I think that it will facilitate acceptance if we teach American children about Latin America. If children receive a proper education about Latin America it may lead to empathy and understanding. By studying Latin America students will learn of the political and economic differences of some Latin American countries as compared to America. This will help students develop broader knowledge relating to why people would risk their lives in an attempt to reach the American Dream. If not one more Hispanic immigrant entered the United States either legally or illegally the Hispanic population is stilled poised to become larger than all other minority groups.

I think that it is vitally important to provide students with an education that not only examines the past but studies the present and offers a window into their future. The issue of immigration is extremely important in American political discourse. The children should study the places and people that are the source of such contention in America. The lesson aligns with the standards and it also examines current events. Social Studies class is the perfect venue to examine the political, economic, and social construct of selected Latin American countries.

References:

(n.d.). Retrieved from https://www.georgiastandards.org/Georgia-Standards/Pages/Social-Studies-Grade-6.aspx.

Manning, M. L., & Bucher, K. T. (2012). Teaching in the middle school. Boston: Pearson.

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EDUC 676 LESSON PLAN TEMPLATE Name: Stefanie Wilson Date: November 7, 2019 Subject and Grade Level: English 9 Topic: The Power of Listening STANDARDS A. State’s Standard of Learning: B. State’s Aligned Standards of Learning: Objectives: • Students will understand the power of active listening. • Students will learn and practice active learning techniques. • Students will discuss the power of listening to others. Materials: • SMART board and speakers • Active listener handout Technology Connection: • SMART Technology Character Education Principle: This lesson will help students become more aware of God’s intent for us to listen to one another exemplifying love and respect to all human kind. God’s will for us is to be quick listeners, slow to anger and slow to speak (James 1:19, NLT). Through reflecting on the power of listening, students will be able to develop stronger listenings skills and model listening to others and what it’s like to be listened too. Pre Assessment: Facilitate a short group discussing using the following prompt: Name a time when you had to listen to a lecture, speech, or directions? Was it easy or difficult to hear the message? Why do you think it might be have been easy/difficult to listen? Procedures • Set: The teacher explain that students will explore the power of listening to others, as well as being listended to. The teacher will play video on active listening and ask for volunteers to summarize the clip. The teacher will facilitate a short discussion using the following prompts: • How did Walker show Marisa that he was really listenting to her? • Why do you think it was powerful for John to listen to Frankie regardless of the caterpillar? • Developmental Activities 1. Instruction: • Instruction/Modeling: Students will be given necessary background information and participate in classroom discussion to describe the power of listening. 2. Guided Practice: • Guided Practice: The teacher will model the steps on how to demonstrate active listening EDUC 676 through response, body language, and engagement. 3. Independent Practice: • Independent Practice: Students will participate in group discussion to complete classroom anchor chart on how to be a powerful listener. Closure: The student will write a short paragraph on their philosophy on being a powerful listener to create a healthy classroom environment. Diversity / Differentiation for Exceptionalities Description of Class: • • • • Learning Styles (modalities / multiple intelligences) LEP LD, ED, ADD, ID – Multicultural Connections – Impact on Instructional Design: Evaluation: EDUC 676 LESSON PLAN TEMPLATE Name:Corey A. Reid Date: November 6, 2019 Subject and Grade Level: Social Studies 6th grade Topic: Latin Americann Geography STANDARDS A. State’s Standard of Learning: SS6G1 Locate selected features of Latin America a) Locate on a world and regional political-physical map: Amazon River, Amazon Rainforest, Caribbean Sea, Gulf of Mexico, Atlantic Ocean, Pacific Ocean, Panama Canal, Andes Mountains, Sierra Madre Mountains, and Atacama Desert. b) Locate on a world and regional political-physical map the countries of Brazil, Chile, Colombia, Cuba, Mexico, and Panama. B. State’s Aligned Standards of Learning: Providing access to grade-level content standards will be different for each student, based upon individual strengths and needs. Teachers may utilize different types of instructional materials to teach academic content (including pictures, symbols, tactile objects, adapted books, and assistive technology), and students may show understanding using different methods (including using Augmentative/Alternative Communication (AAC) devices to answer questions, matching symbols or tactile objects, using switches to make choices). Other skills important to the student, such as adapted behavior, self-help, communication and motor, will continue to be a part of each student’s IEP and instructional day.(Ga Standards.org) Objective: Given a word bank and a blank map of specific Latin American geography students will match the proper word with its proper place on the map with 85% accuracy. Materials: Map of Latin America Globe School Text Book Video detailing the plant, animal, and human inhabitants of the Amazon Rain Forest Outside Text) World Regions: The Americas: Student Edition 2012 (Holt McDougal, 2010) Power Point detailing each geographic location Interactive Panel Word Bank with definition and description of each word (each word coincides with a place on the regional map that we are studying) Technology Connection: Teacher will utilize slides with pictures of geographic locations highlighted and game clickers will be used in a team environment with point accumulation for competition. Videos chronicling the geography, animal, plant, and human life of the region of study. Character Education Principle: Thankfulness: The hope is that students will study the social construct of the people that inhabit this particular area of study. Students will identify with the inhabitants of the region of study. Students will contrast their lives and their access to natural resources and human necessities and understand the hardships that people in other EDUC 676 regions of the world struggle with on a daily basis. Pre Assessment: The student’s attention will be directed to the smart board. The map of the geographical areas of Latin America that the class will study will be on the smart board. I will access through discussion, question and answer, what level of understanding the students have regarding the areas of study Procedures a. Set: Student’s attention will be focused on the interactive panel. On the panel will be a blank map of the region of study. On the side of the map will be a word bank with words that coincide with places on the blank map. Students will be asked to volunteer and come up to the panel and write the word that coincide with the blank area of the map. Students will be informed that this region of the world will be the topic of study for the next assessment and that they will be required to match the names with their place on the map. b. Developmental Activities Instruction: • To provide context to the region students will view a video about the region of study. • Students will participate in class discussion paired with a power point presentation about each individual place or body of water. • Students will participate in read aloud from the text book World Regions: The Americas. • Using the interactive panel students will guide the discussion by asking questions about the region of study and researching the answers on the interactive panel for the class to view. 1. Guided Practice: The students will be broken up into groups and they will be given a blank map of the region. There will be a word bank on the side and the student groups will be asked to fill in the blank map within an allotted time frame. It will be structured as a game and the group that is most accurate will be the game winner. The teacher will walk around and listen to the students and analyze their discussions and identify areas that need further instruction. 2. Independent Practice: Student will be asked to use colored pencils and a blank sheet of white craft paper and draw the region of study. This drawing should be complete with the names of the land masses and the bodies of water that we are studying. Students are to strive for accuracy relating to the proximity of the land masses and bodies of water to each other. c. Closure: A few students will be called upon to display their drawings and again describe some of the places on the drawing. The teacher will again call on students to walk up to the interactive panel and match the words from the word bank with its place on the map. Diversity / Differentiation for Exceptionalities Description of Class: General education classroom that also includes students with disabilities as described in their IEP’s. The fictional class consist of a general education teacher and a special education co-teacher. • Learning Styles (modalities / multiple intelligences) – Auditory learners will benefit from listening to descriptions of specific geography and read aloud from the designated text. Visual learners will benefit EDUC 676 • • • from viewing maps and pictures of geography. Kinesthetic learners will benefit from standing and finding places on the map and also finding places on the globe. LEP - Classroom discussion about geographic vocabulary at the beginning of the unit is essential. The association of pictures of geographic locations with the names of the locations will benefit these students. LD, ED, ADD, ID – These students will benefit from more individual instruction. Regular feedback is necessary. Also, independent segmented practice given a few geographic locations at a time will be beneficial to these students Multicultural Connections – Pictures of the inhabitants of the geographic locations will be utilized. The attempt to compare the social construct of the inhabitants of the geographic locations with the lives of the students’ present day will be useful. Impact on Instructional Design: This lesson is designed with all students in mind. The objective for this lesson is very simple. The students will be asked to match the words from the word bank with its proper place on the map given. The hope is that the students will be inquisitive as to the areas of study and that their inquisitiveness will lead to meaningful discussion. Evaluation: Each student will be given the same blank map that we previously studied. There will be a word bank on the side of the map. The student will be asked to match the word from the word bank with its place on the map. For extra credit the student will be asked to pick two places on the map and describe a day in the life of an adult male or an adult female that inhabits the areas chosen. EDUC 676 DISCUSSION BOARD FORUM GRADING RUBRIC Criteria Content 70% Thread Replies Structure 30% Professional Writing Skills Advanced 24 to 25 points All major points of the prompt are addressed with thoughtful analysis (considering assumptions, analyzing implications, and comparing /contrasting concepts from Reading & Study materials) in at least 300 words. Levels of Achievement Proficient 22 to 23 points Most major points of the prompt are addressed with thoughtful analysis (considering assumptions, analyzing implications, and comparing/contrasting concepts from Reading & Study materials) in 250–299 words. 9 to 10 points 7 to 8 points Candidate responds to the thread of at Candidate responds to thread of at least 2 peers and includes least 2 peers and includes • At least 150 words in both posts • Fewer than 150 words in at least 1 post • Substantive comments (not just “agree” or “great post”) • Substantive comments (not just “agree” or “great post”) • Comments that further the discussion with cited insights • Comments that somewhat add from text or professional to the discussion without cited resources (in-text citations and insights from text or reference list at end of posts). professional resources. Advanced Proficient 14 to 15 points 13 points Between 1-3 errors in • Correct spelling and grammar • Spelling and grammar used • Correct sentence structure (no fragments, comma splices, or run• Sentence structure or run-on on sentences) sentence) • Correct APA format of in-text • APA format of in-text citations citations and reference list. and reference list. Developing 1 to 21 points Some of the major points of the prompt are addressed with thoughtful analysis (considering assumptions, analyzing implications, and comparing/contrasting concepts from Reading & Study materials) in fewer than 250 words. 1 to 6 points Candidate responds to thread of 1–2 peers and includes • Fewer than 150 words in at least 1 post • Comments are more personal in nature with weak substance • Comments that do not add to the discussion. Not present 0 points Major points of the prompt are not addressed with thoughtful analysis. Developing 1 to 12 points Between 4-6 errors in • Spelling and grammar used • Sentence structure • APA format of in-text citations and reference list. Not present 0 points More than 6 errors are present in spelling, grammar, sentence structure, or APA format. 0 points Candidate failed to respond to peers as required. Page 1 of 1
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I agree with you that indeed it is time we taught of teaching school-going children about
Latin Hispanic and also other minority groups. In doing this, we will equip them with the
necessary knowledge about the history of Latin America, and also the basis of immig...


Anonymous
Excellent resource! Really helped me get the gist of things.

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