abeerkh1
help please on 3 parts of this task only , the rest answers were…
help please on 3 parts of this task only , the rest answers were correct,
this the task
Note: You will be creating one website with multiple web pages. You will need to submit an accessible URL of your website (anyone at WGU can view it) to allow for evaluation of this task. If you do not have access to a web server for the publishing of website files, please choose a website development tool that will both create and host your website.
A. Create an original website that demonstrates the importance of educational technology for teaching and student learning, using a website authoring tool. Submit an accessible URL of the website. Adhere to the following requirements for the pages within your website:
1. Create a web page describing the purpose of the website and your personal philosophy for using educational technology to facilitate student learning. Address each of the following:
equitable use
ethical use
social responsibility
2. Create a web page about choosing educational technology that facilitates student learning by doing the following:
a. Describe three different resources and how they are used to research educational technology to facilitate student learning.
b. Describe two methods or strategies for integrating educational technology to facilitate student learning.
3. Create a web page with a sample learning activity demonstrating the integration of a technology resource or resources, including an explanation of how technology can be integrated into each of the following:
curricular resources that guide instructional design (e.g., standards)
formative assessment strategy
summative assessment strate
how student data would be used through technology for student learning outcomes
4. Create a web page that describes how educational and assistive technology fosters self-directedness and independent learning by doing the following:
a. Create a section within your page that provides two examples of educational technology tools an educator can use to foster or support goals of self-directedness and independent student learning. Explain how each of these tools supports these goals.
b. Create a section within your page that provides two examples of assistive technology, different than those used in part A4a. Describe how the technology meets individual student needs and learning in an educational setting.
B. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
C. Demonstrate professional communication in the content and presentation of your submission.
and this is the 3 questions that were wrong and the notes from my professor
b. Learning Objectives
Approaching Competence The structure of 1 or more of the objectives does not include an appropriate behavior, condition, or measurable criterion. Certain components of any of the learning objectives are not appropriate for the grade level and content of the lesson plan, or they do not align with the state or national academic standards identified in part A2a.
A3b. Technology
Approaching Competence1 or more of the identified technologies would not plausibly support teaching of the lesson plan. Or the submission does not logically explain how 1 or more of the chosen technologies supports student learning in the lesson.
7B1. Alignment to standards
Approaching Competence The submission does not accurately explain how the modified lesson is aligned to standards, or 1 or more relevant standards are not identified in the explanation. Or 1 or more of the standards identified are not relevant to the modified lesson. Or 1 or more of the standards identified in the explanation do not include the associated alphanumeric code or the full description.
https://wgu.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=7e58d4b7-9c94-43b7-857d-ff44ff25c1b8
here is what I did,
A Direct Instruction Lesson Plan Template
General Information
Lesson Title:
Exploring Characters in Storybooks
Subject(s): English Literature
Grade/Level/Setting: Grade 1, Classroom
Prerequisite Skills/Prior Knowledge:
What do your students already know or what do they need to know about the selected topic to successfully participate in the lesson?
Students should be able to identify and name common objects, recognize letters and sounds, and have basic reading comprehension skills.
Standards and Objectives
State/National Academic Standard(s):
Common Core State Standard: RL.1.3 – Describe characters, settings, and major events in a story, using key details.
Learning Objective(s):
Identify what students will accomplish by the end of the lesson; needs to align with the state or Common Core State Standards and needs to be measurable (condition, behavior, and criterion).
Students will be able to identify and describe characters in a story.
Behavior: Identify and describe.
Condition: In a story.
Measurable Criterion: Using key details
Materials Technology
What materials will the teacher and the students need in order to complete the lesson?
Storybooks with diverse characters (e.g., “The Lion and the Mouse,” “The Three Little Pigs,” “Cinderella”)
Chart paper or whiteboard
Markers or chalk
Sticky notes
How will you use technology to enhance teaching and learning? (Optional: Use the SAMR model to explain the technology integration strategies you plan to use.)
None required for this lesson
Language Demands
Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.
Identify characters in a story, setting
Language Function(s):
The content and language focus of the learning task represented by the active verbs within the learning outcomes. Common language functions include identifying main ideas and details; analyzing and interpreting characters or events; arguing a position or point of view; or predicting, recording, and evaluating data. Common language functions in math include predicting from models and data, recording multiple ways to solve problems, justifying conclusions, evaluating data and explaining how or why certain strategies work.
To discuss the beginning, middle and the end of the story.
Describe characters using key details
Vocabulary:
Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific meanings that differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline.
Characters, protagonist, antagonist, traits, physical appearance, personality.
Discourse and/or Syntax:
Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and participate in knowledge construction. Syntax refers to the set of conventions for organizing symbols, words, and phrases together into structures (e.g., sentences, graphs, tables).
Sentence structures: “In the story, the character _______ is _______ because
Planned Language Supports:
The scaffolds, representations, and pedagogical strategies teachers intentionally provide to help learners understand and use the concepts of language they need to learn within disciplines.
Sentence stems: “I see a character named _______. They are _______ because _______.”
Instructional Strategies and Learning Tasks
Anticipatory Set:
Activity Description/Teacher Student Actions
Anticipatory Set:
Show the cover of a storybook and ask students to share what they notice about the characters on the cover.
Discuss with the class the importance of characters in a story and how they contribute to the plot.
Independent Student Practice:
Provide individual or small group copies of storybooks.
Students independently read a storybook and identify and describe the characters using sticky notes.
Presentation Procedures for New Information and/or Modeling:
Activity Description/Teacher Student Actions
Presentation Procedures for New Information and/or Modeling:
Read a storybook aloud to the class, emphasizing the characters.
Point out key details about the characters’ physical appearance and personality traits.
Model how to identify and describe a character using key details.
Guided Practice:
Activity Description/Teacher Student Actions
Culminating or Closing Procedure/Activity.
Gather students together and have volunteers share their sticky notes, describing characters from their storybooks.
Review the importance of characters in a story and the use of key details to describe them.
Independent Student Practice:
Activity Description/Teacher Student Actions
Culminating or Closing Procedure/Activity:
Activity Description/Teacher Student Actions
Differentiated Instruction
Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs.
Gifted and Talented:
Provide additional challenging storybooks with complex characters or multiple protagonists/antagonists for advanced readers
EL: Offer bilingual storybooks or provide vocabulary support through visuals, gestures, and simplified language during explanations
Students with Other Special Needs:
Provide visual aids, such as picture cards, to support character identification and description.
Pair students with a partner who can provide additional support during the independent practice.
Assessment
Formative
Describe how you will monitor, support, and extend student thinking.
Observe students’ participation and understanding during class discussions and guided practice.
Check students’ sticky notes to assess their ability to identify and describe characters using key details.
Summative
(Quizzes, Tests, products)
Assign a simple worksheet where students are asked to draw a character from a storybook and write a short description using key details.
Explanation:
The lesson title, subject, grade/level/setting, and prerequisite skills are all filled out appropriately based on the provided information.
B. Standards and Objectives:
The Common Core State Standard RL.1.3 is identified as the relevant standard for the lesson.
The learning objective is stated clearly, aligning with the standard. It specifies what students will accomplish by the end of the lesson, and the behavior, condition, and measurable criterion are included.
C. Materials and Technology:
The necessary materials for teachers and students are listed, including storybooks, chart paper or whiteboard, markers or chalk, and sticky notes.
Since the lesson does not require any specific technology integration, the technology section is left blank.
D. Language Demands:
The language function is identified as “Identify characters in a story” and “Describe characters using key details,” aligning with the content and language focus of the learning task.
Key vocabulary terms are listed, including characters, protagonist, antagonist, traits, physical appearance, and personality.
The discourse and syntax are addressed by providing a sentence structure for describing characters.
Planned language supports are described through the use of sentence stems to scaffold students’ language production.
E. Instructional Strategies and Learning Tasks:
The anticipatory set engages students’ interest by discussing the importance of characters in a story and connecting to their prior knowledge.
The presentation procedures include reading a storybook aloud, modeling the identification and description of characters using key details.
The guided practice involves a shared reading activity where students actively participate in identifying and describing characters.
The independent student practice allows students to apply their learning by reading their own storybooks, identifying and describing characters independently using sticky notes.
The culminating or closing procedure/activity provides an opportunity for students to share their work and reinforce the lesson’s key concepts.
F. Differentiated Instruction:
Differentiation strategies are explained for gifted and talented students, English language learners (EL), and students with other special needs, ensuring that various learning needs are addressed.
G. Assessment:
Formative assessment is described through observation of students’ participation and understanding during discussions and checking their sticky notes.
Summative assessment is mentioned as a worksheet where students draw a character and write a description using key details.
By following this lesson plan, you can effectively teach Grade 1 students about identifying and describing characters in storybooks, aligning with the English Literature standards for that grade level.
References:
1. Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2021). Implications for educational practice of the science of learning and development. Applied Developmental Science, 25(2), 97-140.
2. Marzano, R. J. (2009). Designing & teaching learning goals & objectives. Solution Tree Press.
3.Tomlinson, C. A., & Allan, S. D. (2000). Leadership for differentiating schools & classrooms. Association for Supervision and Curriculum Development.
4. Wiggins, G. P., & McTighe, J. (2005). Understanding by design. ASCD.
5. National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical
