Category: Essays

n the next phase, ruminate on what you learned in your interview—especially anything that helped you to gain a deeper insight into the topics you studied in the course—and write a research and reflection paper in which you draw upon learning shared with your instructor and colleagues, your individual learning, and knowledge you have gained from the interview to demonstrate a more in-depth understanding of the foundational principles of management. In your paper, go beyond recitation of memorized facts or regurgitation of information; strive to synthesize the most important topics of management (i.e., leadership, personality, motivation, decision-making, communication, and the importance of good management to yourself and to society) into a hybrid research and reflection paper.

Your paper should integrate responses to each of the following questions in a well-organized and coherent paper:

What leadership precepts did your interviewee impart to you (or what can you glean on the topic as a result of your interview), and how do those dovetail with one or more of the modern theories of leadership?
How do the personalities of workers, colleagues, managers, and subordinates impact your performance in, and experience of, the workplace? How do they interact with one or more leadership models to create the most effective work environment?
In light of your interview, the leadership model(s) you’ve discussed, and your own personality, what one or two tenets of motivation theory have you taken away from the course?
How do your understandings of motivation theories impact your conceptions of the best practices when it comes to making decisions and communicating at work?
Based on your interview and on learning from this course, what does it take to be an effective employee, a successful manager, and an exemplary citizen of society?

Your well-written paper should meet the following requirements:

8-10 pages in length
Formatted according to the Apa requirement s

Cite at least three scholarly sources, at least one of which is not provided in, or linked from, the course, to support your assertions and strengthen your arguments

Case Study Analysis Paper

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Prepare a case study analysis of Case 2 “Ann Taylor: Survival in Specialty Retail” found in the Cases section of your digital book.

Closely adhere to the Case Study Analysis Template by clicking on the hyperlink. Please utilize this template format for this Assignment. Use titles and subtitles per the format for readability purposes.

Focus upon the idea of the company’s balanced scorecard and control systems to guide and monitor its strategy implementation in order to help move Ann Taylor competitively forward. Be sure to include the SWOT analysis as shown in the Appendix of your paper (after the References page).

Assignment Checklist:

Conduct a SWOT analysis on the case study company’s current lack of strategic control.
Create a case study analysis focusing on the company’s challenge relative to strategic control through a balanced scorecard and implementation

Every woman Matters

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Write a 3- to 5-page paper that includes the following

Summarize the Every Woman Matters program and how the issue of women’s preventive health care was approached. Analyze possible reasons the program was ineffective.

Summarize the characteristics at least two prevention programs that advocate for early screening, describing what made them successful.
If you were the nurse leader in charge of developing a follow-up to the Every Woman Matters program, what strategies would you propose for creating a more effective prevention program
To prepare:
Review the article “Improving Female Preventive Health Care Delivery Through Practice Change” found in this week’s Learning Resources. Consider why the Every Woman Matters program was not effective in meeting its goals.
Using the Walden Library and other credible websites, identify at least two successful advocacy programs for early cancer screening and evaluate the characteristics that made them effective based on the evidence presented in the article or website

improving Quality

Improving the quality of health care delivery and patient safety continues to be a political concern and has been at the heart of reform issues for many years. The American Nurses Association (ANA) and the Institute of Medicine (IOM) have increased awareness of health care quality and safety issues, as well as advocated for health care reform. The documents featured at the ANA and IOM websites listed in this week’s Learning Resources focus on many of the current issues surrounding quality and safety in the health care industry.

To prepare:

Review this week’s Learning Resources, focusing on the Six Aims for Improvement presented in the landmark report “Crossing the Quality Chasm: The IOM Health Care Quality Initiative.”
Consider these six aims with regard to your current organization, or one with which you are familiar. In what areas have you seen improvement? What areas still present challenges? As a nurse leader, how can you contribute to improving the organization’s achievement of these aims?
Select one specific quality or safety issue that is presenting a challenge in the organization. Consider at least one quality improvement strategy that could be used to address the issue, as well as which of the six aims for improvement would then be addressed.
Reflect on your professional practice and your experiences with inter-professional collaboration to improve quality and safety. How has inter-professional collaboration contributed to your organization’s efforts to realize the IOM’s six aims for improving health care? Where has inter-professional collaboration been lacking?

Post by Day 3 a description of the quality or safety issue you selected and a brief summary of the impact that this issue has on health care delivery. Describe at least one quality improvement strategy used to address this issue. Then explain which of the six “aims for improvement” are addressed by the strategy. Finally, explain how inter-professional collaboration helps improve quality in this area.

Required Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Readings

Knickman, J. R., & Kovner, A. R. (Eds.). (2015). Health care delivery in the united states (11th ed.). New York, NY: Springer Publishing.
Chapter 13, “High Quality Health Care” (pp. 273-295)
Chapter 2, “A Visual Overview of Health Care Delivery in the United States” (pp. 13-27)

These chapters discuss the current state of health care quality, as well as efforts to measure and improve quality.
Chapter 14, “Managing and Governing Health Care Organizations” (pp. 297-309)

This chapter details the vital importance of developing a better understanding of why and how heath care organizations are governed and managed in order to improve accountability.
Berwick, D. (2005). My right knee. Annals of Internal Medicine, 142(2), 121–125.

Retrieved from the Walden Library databases.

In this article, Donald Berwick describes five specific dimensions of “total quality” care he will need when his right knee is replaced; however, he feels no one health care institution can deliver all five dimensions.
Gardner, D. (2010). Health policy and politics. Expanding scope of practice: Inter-professional collaboration or conflict? Nursing Economic$, 28(4), 264–266.

Retrieved from the Walden Library databases.

This article summarizes the interdisciplinary conflict and collaboration likely to be promoted by the Patient Protection and Affordable Care Act. The text emphasizes the value of mediators in facilitating discussions between thought leaders from different disciplines.
Solomon, P. (2010). Inter-professional collaboration: Passing fad or way of the future? Physiotherapy Canada, 62(1), 47–55.

Retrieved from the Walden Library databases.

This lecture highlights challenges to collaborative practice in clinical settings. In addition, the author presents strategies for influencing an environment to be more collaborative.
Agency for Healthcare Research and Quality. (n.d.). Model public report elements: A sampler. Retrieved from http://www.ahrq.gov/professionals/quality-patient-safety/quality-resources/value/pubrptsampler/pubrptsampler.pdf

This web page defines the six domains that are important for health care quality. The goals of the six domains in health care to be safe, effective, patient-centered, timely, efficient, and equitable.

American Nurses Association. (n.d.) Expert policy analysis. Retrieved March 22, 2012, from http://www.nursingworld.org/MainMenuCategories/Policy-Advocacy/Positions-and-Resolutions/Issue-Briefs

This web page explores ANA’s Department of Nursing Practice and Policy efforts with internal policy decisions and nursing’s input on external policy.
American Nurses Association. (n.d.) Health care policy. Retrieved March 22, 2012, from http://www.nursingworld.org/MainMenuCategories/HealthcareandPolicyIssues.aspx

This web page informs about nurses’ firsthand experiences in effecting health care laws and regulations through ANA’s principles.
American Nurses Association. Health system reform. Retrieved March 22, 2012, from http://www.nursingworld.org/MainMenuCategories/Policy-Advocacy/HealthSystemReform

This web page details health reforms impact on health care delivery.
Berwick, D. (2002). Escape fire: Lessons for the future of health care. Retrieved from http://www.commonwealthfund.org/usr_doc/berwick_escapefire_563.pdf

This influential speech, given by Dr. Donald Berwick in 1999, uses the analogy of starting a fire to escape a fire as a way to detail the challenges the health care industry faces in improving the quality of care and safety.
Federal Register. (2011). Retrieved from http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=FR

This website houses the official daily publication of rules, proposed rules, and notices of federal agencies and organizations, including executive orders and presidential documents.
Institute of Medicine of the National Academies. (2012). Crossing the quality chasm: The IOM Health Care Quality Initiative. Retrieved from

http://www.iom.edu/Global/News%20Announcements/Crossing-the-Quality-Chasm-The-IOM-Health-Care-Quality-Initiative.aspx

The Institute of Medicine provides a Quality Initiative to document the seriousness of the quality problem and assesses the ongoing effort to improve the nation’s quality of care.
National Quality Forum (2007). Tracking NQF-endorsed consensus standards for nursing-sensitive care: A 15-month study. Washington, DC: National Quality Forum. Retrieved from http://www.qualityforum.org/Projects/s-z/Tracking_Nursing-Sensitive_Care_Consensus_Standards_%282007%29/Tracking_Nursing-Sensitive_Care_Consensus_Standards.aspx

This report provides full detail of the first comprehensive effort to evaluate the degree NQF-endorsed standards for nursing-sensitive care have been implemented.
National Quality Forum. (2012). Retrieved from http://www.qualityforum.org/Home.aspx

The National Quality Form project identifies outcome, process, and structural measures, as well as patient experience of care in order to specifically address quality improvement.

Media

Laureate Education, Inc. (Executive Producer). (2012i). Quality improvement and safety. Baltimore, MD: Author.

Note: The approximate length of this media piece is 14 minute

Due Week 2 and worth 95 points

Directions: Answer the following questions in a separate Microsoft Word or Excel document. Explain how you reached the answer or show your work if a mathematical calculation is needed, or both. Submit your assignment using the assignment link in Blackboard.

Exercises

E1-11. Two items are omitted from each of the following summaries of balance sheet and income statement data for two corporations for the year 2015, Plunkett Co. and Herring Enterprises.

Instructions

Determine the missing amounts.

E2-9. Selected transactions from the journal of Kati Tillman, investment broker, are presented below.

Instructions
a) Post the transactions to T-accounts.
b) Prepare a trial balance at August 31, 2015.

E2-11. Presented below is the ledger for Higgs Co.

Instructions
a) Reproduce the journal entries for the transactions that occurred on October 1, 10, and 20, and provide explanations for each.
b) Determine the October 31 balance for each of the accounts above, and prepare a trial balance at October 31, 2015.

E3-7. The ledger of Perez Rental Agency on March 31 of the current year includes the selected accounts, shown below, before quarterly adjusting entries have been prepared.

An analysis of the accounts shows the following.
1. The equipment depreciates $400 per month.
2. One-third of the unearned rent revenue was earned during the quarter.
3. Interest totaling $500 is accrued on the notes payable for the quarter.
4. Supplies on hand total $900.
5. Insurance expires at the rate of $200 per month.

Instructions

Prepare the adjusting entries at March 31, assuming that adjusting entries are made quarterly. Additional accounts are Depreciation Expense, Insurance Expense, Interest Payable, and Supplies Expense.

E3-11. A partial adjusted trial balance of GehringCompany at January 31, 2015, shows the following.

Instructions

Answer the following questions, assuming the year begins January 1.
a) If the amount in Supplies Expense is the January 31 adjusting entry, and $1,000 of supplies was purchased in January, what was the balance in Supplies on January 1?
b) If the amount in Insurance Expense is the January 31 adjusting entry, and the original insurance premium was for one year, what was the total premium and when was the policy purchased?
c) If $3,500 of salaries was paid in January, what was the balance in Salaries and Wages Payable at December 31, 2014?

Problems

P1-2A. On August 31, the balance sheet of La Brava Veterinary Clinic showed Cash $9,000, Accounts Receivable $1,700, Supplies $600, Equipment $6,000, Accounts Payable $3,600, Common Stock $13,000, and Retained Earnings $700. During September, the following transactions occurred.
1. Paid $2,900 cash for accounts payable due.
2. Collected $1,300 of accounts receivable.
3. Purchased additional equipment for $2,100, paying $800 in cash and the balance on account.
4. Recognized revenue of $7,300, of which $2,500 is collected in cash and the balanceis due in October.
5. Declared and paid a $400 cash dividend.
6. Paid salaries $1,700, rent for September $900, and advertising expense $200.
7. Incurred utilities expense for month on account $170.
8. Received $10,000 from Capital Bank on a 6-month note payable.

Instructions
a) Prepare a tabular analysis of the September transactions beginning with August 31 balances. The column headings should be as follows: Cash + Accounts Receivable + Supplies + Equipment = Notes Payable + Accounts Payable + Common Stock + Retained Earnings + Revenues – Expenses – Dividends.
b) Prepare an income statement for September, a retained earnings statement for September, and a balance sheet at September 30.

P2-2A. Julia Dumars is a licensed CPA. During the rst month of operations of her business, Julia Dumars, Inc., the following events and transactions occurred.

May 1 Stockholders invested $20,000 cash in exchange for common stock.

2 Hired a secretary-receptionist at a salary of $2,000 per month.

3 Purchased $1,500 of supplies on account from Vincent Supply Company.

7 Paid ofce rent of $900 cash for the month.

11 Completed a tax assignment and billed client $2,800 for services performed.

12 Received $3,500 advance on a management consulting engagement.

17 Received cash of $1,200 for services performed for Orville Co.

31 Paid secretary-receptionist $2,000 salary for the month.

31 Paid 40% of balance due Vincent Supply Company.

Julia uses the following chart of accounts: No. 101 Cash, No. 112 Accounts Receivable, No. 126 Supplies, No. 201 Accounts Payable, No. 209 Unearned Service Revenue, No. 311 Common Stock, No. 400 Service Revenue, No. 726 Salaries and Wages Expense, and No. 729 Rent Expense.

Instructions
a) Journalize the transactions.
b) Post to the ledger accounts.
c) Prepare a trial balance on May 31, 2015.

P3-1A. Deanna Nardelli started her own consulting rm, Nardelli Consulting, on May 1, 2015. The trial balance at May 31 is as follows.

In addition to those accounts listed on the trial balance, the chart of accounts for NardelliConsulting also contains the following accounts and account numbers: No. 150 Accumulated Depreciation—Equipment, No. 212 Salaries and Wages Payable, No. 631 Supplies Expense, No. 717 Depreciation Expense, No. 722 Insurance Expense, and No. 732 Utilities Expense.

Other data:
1. $900 of supplies have been used during the month.
2. Utilities expense incurred but not paid on May 31, 2015, $250.
3. The insurance policy is for 2 years.
4. $400 of the balance in the unearned service revenue account remains unearned at the end of the month.
5. May 31 is a Wednesday, and employees are paid on Fridays. Nardelli Consulting has two employees, who are paid $900 each for a 5-day work week.
6. The equipment has a 5-year life with no salvage value. It is being depreciated at $190 per month for 60 months.
7. Invoices representing $1,700 of services performed during the month have not been recorded as of May 31.

Instructions
a) Prepare the adjusting entries for the month of May. Use J4 as the page number for your journal.
b) Enter the totals from the trial balance as beginning account balances and place a check mark in the posting reference column. Post the adjusting entries to the ledger accounts.
c) Prepare an adjusted trial balance at May 31, 2015.

© 2015 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University

Unethical Situations in the Workplace” Please respond to the following:

•Recall a time when you experienced an unethical situation at a work place. What events led up to this situation? Do you think it could have been avoided? Did the company take the right action?

“Hacking Into Harvard” Please respond to the following:

•Read Case 2.1: Hacking into Harvard, located here or on page 71 in your textbook. As applicants began to defend themselves against the penalties handed out by the business schools, they appealed to both consequentialist and nonconsequentialist criteria to support their actions. Some responded by pointing out that their intentions were never malicious, while others argued they did not think checking their application statuses would cause any real harm. Review the case study and analyze the actions of the students from a Kantian perspective. Consider whether the actions taken by the hackers were permissible according the standard of universal acceptability.

( I WILL SEND YOU THE CASE)

322

“Individuals and Change” Please respond to the following:

•Give an example from your current place of employment or your previous place of employment when a change was implemented well versus when a change that was not implemented well. Explain the scenario in each example and why the implementation was either successful or not. Compare and contrast the differences between the implementation of the change.

“Manager’s Influence on Behavior” Please respond to the following:

•Examine the most common differences affecting employees with organizations and give two (2) specific examples of techniques that managers can use to effectively capitalize on the individual differences of their staff to accomplish the shared mission of the organization.

“Assessing Stakeholder Positions” Please respond to the following:

•Apple is about to release its latest technology. The company needs to develop a plan to communicate with key stakeholders about the release. You have been tasked with identifying those main stakeholders and selecting the method for communicating with each group. Summarize your plan in a two to three paragraph post.

Project Management

Many of you may believe that you have never worked in project management, but in reality, most of you have already at some point in your life. Think back to a time when you organized a key event (e.g., birthday parties, weddings, yard projects, house renovations, family vacations, projects at work) which meets the definition of a project.

oDescribe the event you planned.

summarize the things that went well and / or things that went wrong.

oBe sure to reference some of the key skills covered from the chapter

Week 3 – Discussion 1 (need it by 1/7/16)

Read Emotional disturbance. Define and discuss the characteristics of emotional/behavioral disabilities (EBD). Next, explain the educational implications and how IDEA plays a role in ensuring students are given the appropriate support in the classroom. Further, discuss any of your own personal insights and/or strategies for teaching students with EBD. What challenges have you typically found or would anticipate with teaching students with EBD? How can these challenges be mitigated?

Week 3 – Discussion 2 (Need it by 1/ 7/16)

Read ADD/ADHD NICHCY and Teaching children with attention deficit hyperactivity disorder: Instructional strategies and practices. Summarize the characteristics of ADD and ADHD and describe three practical accommodations for students with ADD and three practical accommodations for students with ADHD that you might need to use in your classroom. Explain why you chose the three and how you would implement the accommodations.

Organizational Structure Presentation

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10-15 Microsoft® PowerPoint® slides, in which you select an organization with which your Learning Team is familiar, and present the following items as they relate to that organization:

Describe the organizational structure of your selected organization. Compare and contrast that structure with two different organizational structures.
Evaluate how organizational functions influence and determine the organizational structure of your selected organization (MARKETING & HUMAN RESOURCES)
Evaluate how organizational functions influence and determine the organizational structure of your selected organization (FINANCE & OPERATIONS
Explain how organizational design (e.g., geographic, functional, customer-based, product, service, hybrid, matrix, marketing channels, and departmentalization) help to determine which structure best suits your selected organization’s needs.

Briefly discuss the economic, political, educational, family, and marital systems of a country of your choice. Include a response to the following questions in your discussion:

If your company was to do business in your chosen country, what kind of social hierarchies and social interactions should you be aware of?
What kind of management style would you use to be most effective given the cultural attributes of the country?
How would you overcome the barriers to communication?
Do you agree with the saying, “When in Rome, do as the Romans do” when it comes to doing business with another country?

Week 5 Journal

As an educator, a large portion of learning and growth comes from reflection and refinement.

For this week’s journal, use this self-reflection rubric to evaluate the effectiveness of your lesson plan from Week Four. Elaborate on the areas of strength in your lesson plan, as well as those areas in need of improvement. provide an evaluation of at least three of your classmates’ lesson plans that were uploaded to the Doc Sharing Tab last week. Using the rubric, provide justification and an explanation of how you scored their areas of strength and areas in need of improvement.

1. What was easy for me in planning the lesson? Why?

2. What components were difficult for me to complete when planning the lesson? Why?

3. What do I want to improve on when creating lesson plans?

4. How will this assignment help me in my future role?

Evaluate 3- peer’s Lesson plans

Evaluation of Peer’s Lesson Plan:

Strengths:

Areas of Reflection:

Evaluation of Peer’s Lesson Plan:

Strengths:

Areas of Reflection

Evaluation of Peer’s Lesson Plan:

Strengths:

Areas of Reflection

This is the three peers lesson plans, Listed below-

1)Lesson Plan Template –1 peer’s Name is Mirna Roman

For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please

view the Lesson Plan Handbook.

Lesson Plan Template – Overview

For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please

view the Lesson Plan Handbook.

Content Area or Developmental Focus:

Age/Grade of Children:

Length of Lesson:

Goal The goal is the purpose of the lesson.

Objective The objective is what students will be able to

know or do at the end of the lesson.

Standards Included

Standards are the knowledge or skills that

students will be expected to demonstrate.

Depending on the age of the children you are

working with, you will choose the appropriate

standard from the list below:

Birth to Age 3: Developmental Milestones.

Click HERE to locate a developmental

milestone checklist that includes

developmental standards.

Ages 3 to 5: Early Learning Guidelines.

Click HERE to locate the Early Learning

Guidelines for your state.

Head Start Framework: If you work in a

Head Start program, please click HERE to

choose a standard from the Head Start Early

Learning Framework.

K-3: Click HERE to locate the Kindergarten

through 3rd grade standards for your state.

Materials The materials section lists all items needed

throughout a lesson.

Introduction

The introduction is how you will introduce

the activity so your students are interested,

engaged, and have the opportunity to think

about any background knowledge/experience

that they may have.

Lesson Development:

The lesson development section includes the

steps that you will take to teach the lesson

including any modeling, direct instruction,

centers, etc. that will be utilized. Sometimes

this is also referred to as the “procedures”

section of the lesson plan.

Often times you will have students that you

will need to include modifications for when

Introduction

The introduction is how you will introduce

the activity so your students are interested,

engaged, and have the opportunity to think

about any background knowledge/experience

that they may have.

Lesson Development:

The lesson development section includes the

steps that you will take to teach the lesson

including any modeling, direct instruction,

centers, etc. that will be utilized. Sometimes

this is also referred to as the “procedures”

section of the lesson plan.

Differentiation

Often times you will have students that you

will need to include modifications for when

you are developing a lesson. In this section

you will need to explain how you could

modify your lesson to meet the needs of the

different children you are working with.

These modifications may apply to the lesson

development section, the practice/check for

understanding section, or both.

Assessment

(Practice/ Checking for

Understanding)

Students are given the opportunity to apply

what they have learned in a formal or

informal way. You will need to describe what

you will do to assess student learning. It can

be through guided practice and/or

independent practice. Guided practice allows

students to demonstrate their understanding of

the material while the teacher is present and

can provide needed assistance. Independent

practice might be group work, projects, or

homework.

Closing Here the ECE teacher/provider reviews the

highlights of the lesson and brings closure to

the activity.

Lesson Plan Template

Lesson Plan Template

Content Area or Developmental Focus: Science: Butterfly Life Cycle

Age/Grade of Children: Kindergarten- age 5-6

Length of Lesson:45 minutes.

Goal

To teach the lifecycle of a butterfly.

Objective

The students will be able to remember the life

cycle in stages of a butterfly wising a guided

life cycle stage map.

Standards Included

Developmental Checklist – 4 to 5 years.

Arizona’s College and Career Ready

Standards-English Language Arts- Speaking

and Listening Standards K-2- 1.SL.4-

Describe people, places, things and events

with relevant details, expressing ideas and

To teach the lifecycle of a butterfly.

Objective

The students will be able to remember the life

cycle in stages of a butterfly wising a guided

life cycle stage map.

Standards Included

Developmental Checklist – 4 to 5 years.

Arizona’s College and Career Ready

Standards-English Language Arts- Speaking

and Listening Standards K-2- 1.SL.4-

Describe people, places, things and events

with relevant details, expressing ideas and

feelings clearly (Zaur & Bodamer, 2015).

Materials

Materials used will be a sheet of the butterfly

life cycle for each students (black and white

so they can color in.), crayons, visual life

color pictures of the life cycle of a butterfly to

show students, a short clip on computer of the

process of the actual butterfly life cycle.

Introduction

“Hello class! Today we will be learning about

the amazing life cycle of a butterfly.” “Can

anybody tell what they know about

butterflies?” Waits for response. “Great

answers from all of you, I’m going to tell you

all about the stages that a butterfly goes

through in order to become a butterfly. From

how they start being a small little egg to a

beautiful flying butterfly. First we will start

by showing viewing a small clip of the live

process in a butterflies life cycle. Shows class

small clip. ”I’m going to pass out a work

sheet which shows you the stages in order and

you will color the cycle in as we go in order

together.” Then show pictures of: Stage 1-

Egg , Stage (Larve), 2- Caterpillar (Pupa),

Stage 3- Chrysalis (Pupa), Stage 4 – Butterfly.

Lesson Development

1- Show small clip of butterflies.

2-Gives students work sheet of butterfly life

cycle and crayons.

3- Shows picture to students of the stages in

order and talks a little about it while students

color in stage.

4- Ask the class in whole to repeat stages and

compliments students coloring.

Differentiation

Shows again pictures to each students who

needs extra help and help them with the

repeating of stages and helps them color by

letting them select the colors they prefer.

Assessment

(Practice/ Checking for

1- Show a picture of a certain stage to

students and ask them they remember the

name of the life cycle along with asking them

cycle and crayons.

3- Shows picture to students of the stages in

order and talks a little about it while students

color in stage.

4- Ask the class in whole to repeat stages and

compliments students coloring.

Differentiation

Shows again pictures to each students who

needs extra help and help them with the

repeating of stages and helps them color by

letting them select the colors they prefer.

Assessment

(Practice/ Checking for

Understanding)

1- Show a picture of a certain stage to

students and ask them they remember the

name of the life cycle along with asking them

if they can remember the life cycle process

while pointing at their color picture in order.

* I will be able to tell if students have

remembered and also check on their verbal

communication.

Closing

Tell students that they have done a great job

in their coloring pictures as well as praising

their memory skills and that I will be putting

their work up on our wall for the week. At the

end of the week students can take their work

home and show their families their work

along with telling them what they have

learned about the butterfly life cycle .

References

Center on Enhancing Early Learning Outcomes. (2014). State-By-State. Retrieved from

http://ceelo.org/state-information/state-map/.

Common Core State Standards Initiative. (2015). Standards by State. Retrieved from

Standards in Your State

Head Start. (2011). Head Start Child Development and Early Learning Framework.

Retrieved from: http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/Assessment/

Child%20Outcomes/HS_Revised_Child_Outcomes_Framework(rev-Sept2011).pdf .

National Center on Child Care Quality Improvement. (2014). State/Territory Early

Learning Guidelines. Retrieved from https://childcareta.acf.hhs.gov/sites/default/files/

state_elgs_web_final.pdf.

Office of Child Care (2015). State Early Learning Guidelines. Retrieved from https://

childcareta.acf.hhs.gov/resource/state-early-learning-guidelines.

The Early Childhood Direction Center. (2006). Developmental Checklists Birth to Five.

Retrieved from http://www.preschoollearningcenter.org/images/upload/

developmental_checklist.pdf

Zaur, J., & Bodamer, K., (2015). Early Childhood and Child Development: Lesson Plan Handbook. San Diego, CA;

Bridgepoint Education.

The Lifecycle of a Butterfly. (n.d.). Retrieved December 22, 2015, from http://

www3.canisius.edu/~grandem/butterflylifecycle/The

Second peer’s name is Lea Six Lesson plan is:

Content Area or Developmental Focus:

Age/Grade of Children:

Length of Lesson:

Goal The goal is the purpose of the lesson.

Objective The objective is what students will be able to know or do at the end of the

lesson.

Standards Included Standards are the knowledge or skills that students will be expected to

demonstrate. Depending on the age of the children you are working with, you

will choose the appropriate standard from the list below:

Birth to Age 3: Developmental Milestones. Click HERE to locate a

developmental milestone checklist that includes developmental standards.

Ages 3 to 5: Early Learning Guidelines. Click HERE to locate the Early

Learning Guidelines for your state.

Head Start Framework: If you work in a Head Start program, please click

HERE to choose a standard from the Head Start Early Learning Framework.

K-3: Click HERE to locate the Kindergarten through 3rd grade standards for

your state.

Materials The materials section lists all items needed throughout a lesson.

Introduction The introduction is how you will introduce the activity so your students are

interested, engaged, and have the opportunity to think about any background

knowledge/experience that they may have.

Lesson Development: The lesson development section includes the steps that you will take to teach

the lesson including any modeling, direct instruction, centers, etc. that will be

utilized. Sometimes this is also referred to as the “procedures” section of the

lesson plan.

Differentiation Often times you will have students that you will need to include modifications

for when you are developing a lesson. In this section you will need to explain

how you could modify your lesson to meet the needs of the different children

you are working with. These modifications may apply to the lesson

development section, the practice/check for understanding section, or both.

Assessment

(Practice/ Checking for

Understanding)

Students are given the opportunity to apply what they have learned in a formal

or informal way. You will need to describe what you will do to assess student

learning. It can be through guided practice and/or independent practice.

Guided practice allows students to demonstrate their understanding of the

material while the teacher is present and can provide needed assistance.

Independent practice might be group work, projects, or homework.

Closing Here the ECE teacher/provider reviews the highlights of the lesson and brings

closure to the activity.

Developed by Kristina Bodamer and Jennifer Zaur, Full-Time Faculty, College of Education, ECE/CD Department

Content Area or Developmental Focus: Language and Literacy

Age/Grade of Children: Preschool children 3-4 Year

Length of Lesson: About 15 to 20 Minutes

Goal For children to learn and develop the recognize the different animals. For them

to be able to listen to the story and know when it there turn to stand up when

its there turn.

Objective Is to have the children learn the different animals form the book Brown Bear

Brown Bear. They will also learn their listen skill as well.

Standards Included Recognizes and identifies almost all common objects and pictures.

Strangers can understand most of words.

Matches an object in hand or room to a picture in a book

Materials

Brown Bear Animals added 9-9-02 Submitted by: Kathey Chvostal

Before you read the story, place stuffed or paper animals from the story

into a bag or a feely box. Have the children pick an animal from the

story out. As you read the story have the children stand up when you

get to their animal. Have the children say the name of their animal and

the sound it makes.

Introduction Today we are going to read a book about Brown Bear Brown Bear. We have a

box every child will reach in a box and grab just one animal. After all children

has one animal we will sit down. LETS BEING BROWN BEAR BROWN

BEAR

Lesson Development I will have the book so the children can see the what going on. They will have

to watch and match there animal. There will be a box so the children will learn

the different kinds of animals. They will have to learn to listen so when they

hear there animal. I would have them add it to like have them act like the

animal. Like if they were a dog they can bark.

Differentiation I would have to change it were if a child need help. I would let them know Bob

would you stand you animal next. Or have number on the back of the animals.

But another thing is have them in order so the go down the line. The last thing

I would try is show them the paper before reading it so they can match up the

animal. I would say if your animal match the page please stand up.

Assessment

(Practice/ Checking for

Understanding)

I would have them the aid read the book. Then I would observe the children

and see what they have learn. Then I would have them in a work in a group

and have them match the animals. I would have them in different colors and

have them work together to match them up. Like a dog with a dog. But have

Developed by Kristina Bodamer and Jennifer Zaur, Full-Time Faculty, College of Education, ECE/CD Department

two different dogs.

Closing We are done with this book. Is there any question do you have? What was you

favorite part? What did you like to do next?

References

Center on Enhancing Early Learning Outcomes. (2014). State-By-State. Retrieved from

http://ceelo.org/state-information/state-map/.

Common Core State Standards Initiative. (2015). Standards by State. Retrieved from

Standards in Your State

Head Start. (2011). Head Start Child Development and Early Learning Framework. Retrieved

from: http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/Assessment/Child

%20Outcomes/HS_Revised_Child_Outcomes_Framework(rev-Sept2011).pdf .

National Center on Child Care Quality Improvement. (2014). State/Territory Early Learning

Guidelines. Retrieved from

https://childcareta.acf.hhs.gov/sites/default/files/state_elgs_web_final.pdf.

Office of Child Care (2015). State Early Learning Guidelines. Retrieved from

https://childcareta.acf.hhs.gov/resource/state-early-learning-guidelines.

The Early Childhood Direction Center. (2006). Developmental Checklists Birth to Five.

Retrieved from

http://www.preschoollearningcenter.org/images/upload/developmental_checklist.pdf

http://www.preschooleducation.com/ctbrownbear.shtml

Developed

Third lesson plan peer’s name is: Sarah Pritchett

Content Area or Developmental Focus: Sight Words

Age/Grade of Children: Four and five-year-old children / Kindergarten

Length of Lesson: One Hour

Goal

The goal of this lesson is for children to be able to recognize sight words that make up the majority of the words used in beginning children’s books. By recognizing sight words, children will be able to focus more on the meaning of the book rather than having to decode each word. (Piper, 2012)

Objective As a result of this instruction, the students will be able to recognize common sight words used, as well as how to pronounce them and how to put each sight word into a sentence that makes sense.

Standards Included

The standards that students will be expected to demonstrate include speaking sentences that contain more than five words. They should be able to produce and expand complete sentences when participating in language activities. (Core Standards, 2015) They should also be able to read common sight word that they probably see all the time in books and stories.

Materials

The materials needed for this activity include:

-23 popsicle sticks with sight word/smiley faces on them

-A plastic container for the popsicle sticks to go into

-Students

-Teacher

Introduction

“Good Morning Class! Today, we are going to practice sight words. Every student will draw a popsicle stick which contains a sight word on it and will read it out loud to the class when it is their turn. There will be three popsicle sticks which contain a smiley face on them. If you draw one of those sticks, you will draw a second popsicle stick out of the container, and make a sentence using that word. If you say the word or sentence correctly, you will put the popsicle stick in the center of the circle, but if you say it incorrectly, it will go back in the container for another child to get a turn to say it correctly.”

Lesson Development

The procedures are as followed:

1) Pick a popsicle stick out of the container.

2) Sit down in our “circle time” spot.

3) Say the word out loud when it is your turn in the circle.

4) If your popsicle stick has a smiley face on it, pick a second popsicle stick, and use that word in a sentence.

5) If you didn’t say the word correctly or didn’t use it correctly in the sentence, put the popsicle stick back in the container. If I tell you that you said it correctly, put the popsicle stick in the middle of the circle, and it will be the next persons turn to say their word.

Differentiation Modifications that I would include if necessary would be to help them sound out the word on their popsicle stick, and they can repeat the word after me. If they have to come up with a sentence, I will help them get started on their sentence and they can finish it themselves.

Assessment

(Practice/ Checking for

Understanding)

As soon as our activity is over, I will point on random children in the class to say out loud one sight word they learned today that wasn’t the sight word they had on their popsicle stick. This way, I will know who was paying attention and who wasn’t. If there are only a few sight words left when I get to one of the last children, and they can’t think of what was said and what wasn’t, I will have them start over and say a sight word that might have already been said, as long as it’s not theirs.

Closing

Here, I will go over everything we learned today in our activity. I will then ask the students if they have any questions over anything we went over involving the activity. I will end this activity by telling everyone what a great job they did, and if they are having any problems remembering the sight words, I will tell them a good activity to do at home is make flashcards with their parents with the sight words on them and have their parents go over them with them. That way, they will see them over and over again and be able to recognize them.

References

Core Standards. (2015). English Language Arts Standards. Retrieved from: http://www.corestandards.org/ELA-Literacy/L/K/

Early Childhood Direction Center. (2006). Developmental Checklists Birth to Five. Retrieved from: http://www.ou.edu/cwtraining/assets/pdf/handouts/2010/Developmental%20Checklists%20from%20syracuse%20university.pdf

Piper, T. (2012). Making meaning, making sense: Children’s early language learning. San Diego, CA: Bridgepoint Education