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Essay Available:
Pages:
7 pages/≈1925 words
Sources:
1 Source
Style:
APA
Subject:
Education
Type:
Essay
Language:
English (U.S.)
Document:
MS Word
Date:
Total cost:
$ 27.72
Topic:

Why I would do this lesson

Essay Instructions:

This is what my professor wants I will upload the document and you will have to add on to the essay portion. If you have any question please contact me
Individual assignment: Design and explain one lesson plan. The lesson plan should include two objectives to help students acquire academic English in your discipline. This lesson and the group project, below, should be completely different.
Lesson plan
1. Develop your lesson plan. The final draft of the lesson should be about 300-600 words in length (about 1-2 pages).
a. Lessons should follow the format below rather than one from your discipline, and should include:
i. A description of the learners. Who are they? Describe their ages, language level, learning situation, cultural background, preferred learning styles & strategies.
ii. Curricular goals this lesson will meet. Use / adapt MN state standards for ELLs. [You are encouraged also to cite your content area standards. However, you only get credit for citing and applying the ELL standards.]
iii. Two observable objectives. What should the learners be able to do with the language by the end of the lesson? (The learner will be able to….)
1. One objective should help learners improve their receptive skills (listening or reading)
2. One objective should help learners improve their productive skills (speaking or writing).
iv. Evaluation. How will you observe that the student has met the two objectives? What qualities are you looking for?
v. A purpose for the lesson. How will meeting the goal help the learner?
vi. Suggested tasks, and class activities:
1. Lesson introduction
2. Middle
3. Conclusion
4. Homework to be assigned.
2. Provide examples of materials you are going to use. This is in addition to the lesson plan. Allow for 600-900 words beyond the lesson plan.
3. Write a formal essay explaining your lesson in terms of our class. Discuss what choices you made, and why, and ground these choices in the readings from our class. Cite a minimum of six reading selections from our class in your explanation. For your final draft, write 900-1200 words (3-4 pages).
PLEASE MAKE SURE THAT IT STAYS BETWEEN 900- 1200 WORDS
Also I am going to give you the book that we use in class and you have to take quotes from the book here is the information about how to get the book materials.
this essay is why I am doing the lesson that i want to do.
- I will upload an EXAMPLE of a essay that was done.(please follower the
example in format of the essay)
- in the essay it should included 6 quotes from the book to support my
lesson.
- I am e-mailing you a link that as a e-book. http://www(dot)coursesmart(dot)com
1. in top left corner it will say log in
2. log in here is the information
3. go to bookshelf and click. Then you will see only one book and that is
the book that you will need to use
4. you should use 9 or more quotes and make sure that you use different
quote in the paper
Also if you could make it sound like me that would be great and I will also upload materials of examples of lessons and essay from pass students that took his class that will help you see what the teacher is looking for.
Also keep with what I have and just add to it and make it more about the students and use the comment for the teacher to expand on it.
IF THIS IS TOO CONFUSING FOR YOU PLEASE LET ME KNOW

Essay Sample Content Preview:
Essay
This lesson covers the significance of the various Civil Rights Acts passed during the 60s and 70s in the United States. This lesson will be taught as part of a series of lessons discussing the American civil rights movement in general. In this lesson specifically, learners will understand in detail how the passage of the civil rights acts improved the legal rights of oppressed groups, making way for a more egalitarian society. This specific lesson includes a brief lecture, an in-class group discussion, and a written assignment to be handed in at a later date.
The learners for this lesson are high school juniors: most are native English speakers but six come from Spanish and Arabic speaking backgrounds. The lecture part of the lesson plan helps all learners develop listening skills. The in-class discussion involves social skills as learners must interact and work together. Students would be placed in groups that include native and non-native English speakers to allow them to interact socialize and help each other, especially in spoken English (Díaz-Rico & Weed, 2010, pp.3, 5 & 12) The lesson also exposes all the learners to the new terms such as the civil society, rights, infringement, movement, Acts, race, color, religion, or national origin, racial segregation, injunction, mass arrests, Disfranchisement and Freedom Rides. The written assignment is essential to helping learners develop clear written communication skills. "Several reform efforts have attempted to dismantle some of the tracking programs previously practiced in schools (Díaz-Rico & Weed 2010 pp 157).
During the in-class discussion, learners will be grouped strategically so that each group contains both native and non-native English speakers. Handouts would introduce them to key points about the Civil Rights Act of 1964, such as how it guaranteed equal rights to all people of all races and equal protection under the law, including voting rights. Students would also learn of subsequent legislation, such as the Civil Rights Act of 1968 (usually called the Fair Housing Act), which prohibited racial discrimination in housing. In this way, learners will gain an understanding of how these acts created a more egalitarian society. Throughout this lesson, learners will come to realize that even something as intrinsic to American society as equal right to education only became possible because of the Civil Rights Acts. "Standards work best when expectations are held constant for all groups of students at the same time that equal curricula and instruction are offered to all groups. This is not the case in most schools; students are tracked into classes of perceived high-, medium-, and low- instructional rigor." (Díaz-Rico & Weed 2010 pp 183). They will understand how the Civil Rights Acts allowed children from different racial and ethnic backgrounds...
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