Monologue Script For Sixty Seconds Research Paper

Monologue Script For Sixty Seconds Research Paper
Memorize a monologue of between one and two minutes in length and record it. Post it for class comment, only positive comments are allowed. You may find a monologue in a play, a movie, a political speech, poetry, or an oral interpretation of a song. Verses from a religious text are acceptable, someone even did a monologue by a video game character. ‘Please, no Shakespeare or original monologues.‘  Be warned, if you do something like “Mary had a Little Lamb,” or “The Lord’s Prayer,” you will be asked to do the exercise again.
Example (It doesn’t need to be as formal as mine but it would help to say your name before you begin, there are two monologues on my audition tape from a few years back. I was offered a job at a Shakespeare Festival from this but was unable to accept it): Monologue Script For Sixty Seconds Research Paper.

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Perhaps this example of a master actor plying his craft may be helpful. I started this insane business because of the inspiration I found in the great “Method” performers of James Dean and Marlon Brando but I keep at because of craftspeople like Sir Anthony Hopkins. His amazing technique is analyzed in this clip.
 
Probably the most famous monologue is from The Tragedy of Hamlet, Prince of Denmark. What do you think it means? What does it mean to you?
To be, or not to be, that is the question,
Whether ’tis nobler in the mind to suffer
The slings and arrows of outrageous fortune,
Or to take arms against a sea of troubles,
And by opposing end them? To die: to sleep;
No more; and by a sleep to say we end
The heart-ache and the thousand natural shocks
That flesh is heir to, ’tis a consummation
Devoutly to be wish’d. To die, to sleep;
To sleep: perchance to dream: ay, there’s the rub;
For in that sleep of death what dreams may come
When we have shuffled off this mortal coil,
Must give us pause: there’s the respect
That makes calamity of so long life;
For who would bear the whips and scorns of time,
The oppressor’s wrong, the proud man’s contumely,
The pangs of despised love, the law’s delay,
The insolence of office and the spurns
That patient merit of the unworthy takes,
When he himself might his quietus make
With a bare bodkin? who would fardels bear,
To grunt and sweat under a weary life,
But that the dread of something after death,
The undiscover’d country from whose bourn
No traveller returns, puzzles the will
And makes us rather bear those ills we have
Than fly to others that we know not of? Monologue Script For Sixty Seconds Research Paper.
Thus conscience does make cowards of us all;
And thus the native hue of resolution
Is sicklied o’er with the pale cast of thought,
And enterprises of great pith and moment
With this regard their currents turn awry,
And lose the name of action.–Soft you now!
The fair Ophelia! Nymph, in thy orisons
Be all my sins remember’d.
If it helps, this is how the passage could “scan” in iambic pentameter. Be aware it’s not a sing-song rhythm. Shakespeare reverses the downbeat for emphasis, the trick is figuring out where he does it. He never makes the speech clumsy for the character, it always flows naturally. I ask you not to do Shakespeare for your monologue unless you understand the rhythm of scansion underneath the lines.
To be,/or not/ to be,/ that is/ the question,
Whether/ ’tis no/bler in/ the mind/ to suffer
The slings/ and ar/rows of/ outra/geous fortune,
Or to/ take arms/ against/ a sea/ of troubles,
And by/ oppo/sing end them?/ To die:/ to sleep;
No more;/ and by/ a sleep/ to say/ we end
The heart/-ache and/ the thou/sand nat/ural shocks
That flesh/ is heir/ to, ’tis/ a con/summation
Devout/ly to/ be wish’d./ To die,/ to sleep;
To sleep:/ perchance/ to dream:/ ay, there’s/ the rub;
For in/ that sleep/ of death/ what dreams/ may come
When we/ have shuf/fled off/ this mor/tal coil,
Must give/ us pause:/ /there’s the/ respect
That makes/ calam/ity /of so/ long life;
For who/ would bear/ the whips /and scorns/ of time,
The oppres/sor’s wrong,/ the proud/ man’s con/tumely,
The pangs/ of despis/ed love/, the law’s/ delay,
The in/solence/ of of/fice and/ the spurns
That pa/tient mer/it of/ the unwor/thy takes,
When he/ himself/ might his/ quiet/us make
With a/ bare bod/kin? who/ would far/dels bear,
To grunt/ and sweat/ under/ a wear/y life,
But that/ the dread/ of some/thing af/ter death,
The un/discov/er’d coun/try from/ whose bourn
No tra/veller/ returns/, puzzles/ the will
And makes/ us ra/ther bear/ those ills/ we have
Than fly/ to oth/ers that/ we know/ not of?
Thus con/science does/ make co/wards of/ us all;
And thus/ the na/tive hue/ of res/olution
Is sick/lied o’er/ with the/ pale cast/ of thought,
And ent/erpris/es of/ great pith/ and moment
With this/ regard/ their cur/rents turn/ awry,
And lose/ the name/ of ac/tion.–Soft/ you now!
The fair/ Ophel/ia! Nymph,/ in thy/ orisons
Be all/ my sins/ remem/ber’d.
It is interesting to think of how Shakespeare would have sounded at the time. He had a Warwickshire dialect, a country boy. The following are examples of Shakespeare’s language in an Elizabethan dialect. Monologue Script For Sixty Seconds Research Paper. 

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Rubric Exercise 5 (1)
Criteria
Memorized monologue
Memorize a monologue of between one and two minutes in length, memorize, film it and post it in the Discussion Board for the Exercise. Film yourself performing the monologue of at least 60 seconds in a 3/4 body shot and “on voice” (your outside voice). DOES HAVE THE SCRIPT WHERE YOU CAN SEE IT DURING THE PERFORMANCE!!! The monologue can be from a play, movie, political speech, poetry, or an oral interpretation of a song. Be warned, if you do something like “Mary had a Little Lamb,” or “The Lord’s Prayer,” what will be asked for on the second version will be difficult
7 pts
Exceeds expectations
The student filmed a memorized performance of a monologue with a minimum length of 60 seconds and posted the recording to the Discussion Board for the exercise. DOES HAVE THE SCRIPT WHERE YOU CAN SEE IT DURING YOUR PERFORMANCE!.  Monologue Script For Sixty Seconds Research Paper.

 
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The Tyranny of Diagnosis: Specific Entities and Individual Experience Paper

The Tyranny of Diagnosis: Specific Entities and Individual Experience Paper
Rosenberg, Charles 2007 Chapter 2 “The Tyranny of Diagnosis: Specific Entities and Individual Experience” of Our Present Complaint: American Medicine, Then and Now. Baltimore: Johns Hopkins University Press, pp. 13-37
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Kleinman, Arthur 1988 The Illness Narratives: Suffering, Healing, and the Human Condition. New York: Basic Books.
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What are the author’s main arguments? – What are the author’s key examples and evidence? – What are the structure and style of the text like, and how do these relate to the argument? – Who are the author’s key interlocutors? The Tyranny of Diagnosis: Specific Entities and Individual Experience Paper. – How does the text engage key aspects of anthropological theory (e.g., social structure, the nature of experience), and how do these aspects compare to concepts that we have read in other texts? As you are reading, you should be answering the above questions in your own notes. This will help you to write a synthetic commentary for your paper. This is your first attempt at bringing together the week’s material, and should be a springboard for class discussion. In your commentary, you might choose to consider the following types of responses.

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Discuss a passage that has you puzzled, and walk the class through the problem. That is, do not state only that you are confused, but rather point out the precise place in the text that you find confusing, why it is confusing, and its textual/conceptual antecedents. – Identify and explicate what you see to be a contradiction in the text. That is, do not state only that the author is contradicting herself, but rather explain the precise aspects of the passages/concepts/interpretations that seem contradictory to you. – Compare/contrast/relate some aspect of one author’s work to the work of another. While it is fine to occasionally refer to texts outside of this course, the bulk of discussion should focus on our common reading. When referring to outside texts, describe the text and its argument/evidence clearly and concisely so the rest can follow your comparison – Relate an event in the world to the text. – Follow up on/explicate an author’s citation of someone else. – Trace a pattern among key terms. Although it is a first attempt at synthesis, it should be well-written, proofread, and cited. Citations should follow AAA (Chicago) style. Because these papers are short, they must be concise. Make sure you are writing clearly and efficiently. The Tyranny of Diagnosis: Specific Entities and Individual Experience Paper.
Weekly reading synthesis: The weekly papers will consist of no more than three and no less than two full pages of analysis/synthesis of the week’s readings. The papers will allow students to concisely interrogate concepts or themes from the course. The goal of these papers is to summarize the most important points of the authors and to place them in dialogue with other readings from our course. The only way to get full credit for these papers is to demonstrate an understanding of the readings and how they connect with the each other and the course content as a whole. The lowest weekly summary grade will be dropped. Summary papers are due every Monday. Late submissions are strongly discouraged and may receive partial credit. The papers should have a logical structure and must have proper grammar and punctuation. They should be typed in MSWord, double-spaced, in a standard 12pt font, with all outside sources properly cited using AAA/Chicago Manual style. The Tyranny of Diagnosis: Specific Entities and Individual Experience Paper.

 
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Essay Assignment 1: Documented Literary Analysis

Essay Assignment 1: Documented Literary Analysis
Your literary analysis essay will be on the novel Sula by Toni Morrison. You can
choose from any of the topics listed below (recommended) or explore further topics
in the chapter on Sula, pp. X to Y in the book How to Write about Toni Morrison (linked
here for your convenience).
Your literary analysis should be between 2 ½ and 3 pages (600 to 750 words), not
including the Works Cited page, should be double spaced in Times New Roman 12-
point font and must include:
• A clearly articulated thesis that states, somewhere in your introduction, the
assertion (position, interpretation) that your paper will prove
• An introduction, a minimum of 3 body paragraphs, and a conclusion
• At least two quotes from the novel itself that are integrated into your
discussion
• At least two citations of outside sources (such as literary criticism on the novel,
preferably from articles from the MDC databases)
• Topic sentences that focus the discussion in the body paragraphs
• Examples, details, explanations in the body paragraphs that clearly support. Essay Assignment 1: Documented Literary Analysis.
your thesis
• Clear connections between ideas from paragraph to paragraph and within
paragraphs
• Proper MLA style format in the heading, in the in-text citations, and in the
Works Cited page (see the template for the heading and margins in this lesson)
• Works Cited page includes articles from two sources and from the novel for a
minimum of three total listed sources
• Standard usage, grammar, and mechanics
IMPORTANT INFORMATION:
➢ You will submit your final draft through the Turn-it-in drop box designated for
this purpose in the course. Please be aware, that although Turn-it-in does allow
for similarities for quotations up to 24% of your paper, any similarity above
24% is considered too high for an original paper and will be flagged as
plagiarism.
➢ You can get help with your paper at any of the campus writing centers (see the
link in the course with this information), and you can also receive online help
via SmartThinking, the online tutoring service provided by the College. This
service is available by clicking on SmartThinking in the left-hand menu bar of
the course under Tools & Resources.
Choose from the following topics:
1. Analyze the ending of the novel. What are the “circles of sorrow” that Nel
experiences? Is the ending pessimistic, optimistic, or something else altogether? Essay Assignment 1: Documented Literary Analysis.
2. Nel and Sula’s friendship is central in the novel. What role does this friendship
play in Nel and Sula’s lives and what point is Morrison making about the role
of life-long friendships in the formation of identity?
3. How do people who are intensely individualistic fare in the novel? Is it possible
to break away from the values of the community and to be one’s own person?

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Answer the question with reference to at least two of the novel’s characters.
4. How and by whom is love expressed in the novel? In what ways is the love in
the novel a ease the suffering of the characters? How is love not enough to
appease the characters in light of their suffering?
5. In what ways are the various characters in the novel alienated from the
community? How do they cope with their loneliness, their preoccupations, and
other after effects of feeling abandoned?
6. Compare and contrast the journey of self-discovery for two characters in the
book. Remember to take a position in your thesis that establishes the
significance of the comparison and contrast.
7. Contrast Nel’s relationship to her mother and Sula’s interaction with her
mother. Remember to take a position in your thesis that establishes the
significance of the contrast.
8. Trace the use of three symbols in the novel and explain their connection to a
theme in the novel.
9. What does Shadrack’s character teach us about the after effects of war and the
ways mentally ill people can be ostracized from a community?
10.Although no one has ever joined Shadrack on National Suicide Day, in the
chapter titled 1941, much of the town marches toward the tunnel where they
have not been able to get work and in their rage, the try to “kill, as best they
could, the tunnel they were forbidden to build” (160). What is the significance
of the event at the tunnel and the resulting deaths there? Essay Assignment 1: Documented Literary Analysis.

 
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Discrimination LGBT Essay

Discrimination LGBT Essay

  1. When did you first realize you were LGBT?
  • Alejandra Cruz realized she was LGBT when she was 18, a senior in High School.
  1. When did you begin to tell others?
  • Alejandra began to tell her friends at age 19 and her family around age 21.
  1. How was your experience when you first came out to your parents and friends?
  • Alejandra experienced anxiety and fear of rejection however, she knew deep inside that those who loved her would accept her. Discrimination LGBT Essay.
  1. Do you feel safe?
  • Alejandra states that NOW she feels safe at the age 27. NOW that her family and friends have accepted her and has a partner that loves her, she feels safe.
  1. Did people start treating you differently?
  • At the beginning of her coming out, she did feel differently because many people would question her sexuality.
  1. Should LGBT be taught in schools?
  • Alejandra agrees with LGBT being taught in schools. She states that the best time to educate students is during puberty so that they are aware of the fluidity of sexuality and gender identification.
  1.  Do you get hate crime often?
  • Alejandra till this day has not had hate crime to her knowledge.
  1. What are some challenges you had to overcome since becoming LGBT?
  • She had to recognize that not all people are knowledgeable on LGBT and some of the challenged she faced was to let go of people that did not accept her for who she was. Another challenge she faced was to ignore those who had negative comments and just the simple fact of her coming out to her parents was the biggest challenge so far.
  1. What future improvements would you like to see in the LGBT Community? Discrimination LGBT Essay.
  • Alejandra would like to see improvement of the LGBT Community by having schools educate LGBT and have community programs and awareness.
  1. What is the biggest challenge the LGBT Community is currently facing?

Interview Paper Prompt
Due: 3/25 before midnight
Please utilize the writing center by setting an appointment with a tutor if you need
further assistance in writing APA style.
Based on this assignment you must create a set of interview questions to ask your participant.
What questions you will ask your participant will be based on your chosen topic. Pick any section
from the book and any social justice issue, then find a participant (whom you know) that
is willing to provide their perspectives, experiences, and knowledge on the issue.
For example, you may choose the topic of LGBT and hate crime, then find a friend who
identifies as an LGBT member to ask them questions regarding the issue.
This paper must be 5 – 8 pages, double-spaced, and MUST include the set of interview questions
as an appendix after your reference page. Title page, reference page and appendix does not count
towards page limit.
Be sure to stay empirical and objective in the issue and use theories, models, and concepts from
your book to the paper. You may use additional research if necessary, but please do not plagiarize.
You must:
• Describe your interviewee (how you know them, length of relationship, etc.).
• Describe your chosen topic of social justice issue. Be thorough and describe objectively.
• Describe overall responses (summarize what you got out of them). Sparingly use direct
quotes from the interview session, I do not want a script of what they said verbatim. Discrimination LGBT Essay.  You
should synthesize, evaluate and think back on the readings and concepts discussed in class
as they manifest themselves outside of class, and how it affects someone in real life.
• Define 1 – 2 relevant theory/model/concepts to one or more of your interviewee’s answers!
• Conclude with connecting the interview session to the book and/or any other research
article related to your topic. Highlight on your experience as the interviewer, describe what
you learned from this interview.
• APA style citation and reference page required, please include your interview questions as
an Appendix after the reference page. Discrimination LGBT Essay.

 
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Sociocultural Theory Discussion Paper

Sociocultural Theory Discussion Paper
16. Vygotsky’s sociocultural theory talks about how joint activities and scaffolding are both important for cognitive development. Explain how these two components of Vygotsky’s theory relate to experience-expectant and experience-dependent development.
17. Using a dynamic systems perspective, explain how learning to (1) reach, (2) crawl, and (3) walk helps infants’ cognitive development. In your answer, make sure to mention all three of these motor skills (reaching, crawling, and walking).Sociocultural Theory Discussion Paper
18.  Explain how child-rearing using the goodness-of-fit model allows caregivers to help infants and toddlers develop emotional self-regulation. Be sure to mention temperament in your answer.

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19.  select one
Dr. Atagi spent part of her early childhood in Japan, which has a culture that values interdependence and social harmony. When she would play games with her cousins and win, she would often happily exclaim, “I win!” Based on this information, how do you think Dr. Atagi’s grandparents (who are Japanese) responded?
Group of answer choices
a.They told her to be proud of her personal accomplishment and celebrate.Sociocultural Theory Discussion Paper
b. They told her that she should be more modest and stop seeking so much individual attention.
c. They told her to feel incredibly ashamed for going against cultural norms.
d. They told her to feel bad for her cousins who lost the game while still being outwardly proud of her personal accomplishment.
20. Daria, age 6 months, and Alexis, age 9 years, are sisters. They both experienced a car crash that resulted in brain injury to the same area of their parietal lobes. Which sister has the better chance for full recovery from their brain injury?
Group of answer choices
a. Neither sister has a chance for full recovery
b. Alexis
c. Both Daria and Alexis are equally likely to fully recover
d. Daria
21. select answer in [.  ]
Although 30-month-old Lisa used to categorize cups made of glass and clear-plastic into one group and categorize cups made of ceramic and opaque-plastic into another group, she now categorizes all of these cups—as well as mugs, teacups, bowls, and other containers that can hold liquid—into one group. This description suggests that Lisa used to categorize based on                 [ Select ]                          [“shape”, “flexible”, “conceptual”, “perceptual”]            information, but now categorizes based on                 [ Select ]                          [“conceptual”, “flexible”, “shape”, “perceptual”]            information.
Sociocultural Theory Discussion Paper

 
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Theorists Graphic Organizer/I-Messages

Theorists Graphic Organizer/I-Messages
Introduction
This assignment gives students the opportunity to compare and contrast theories focusing on how children construct knowledge. Students will also practice giving I-Messages.
The Assignment
This is a two part assignment- you will use the provided link to complete both parts of the assignment.
*For the first part, you will click on the link, then you will use your text to complete the graphic organizer that compares and contrasts the theorists that emphasize how children construct knowledge. You will find the information needed to complete the graphic organizer on pages 32-43 of the text.
*The second part of the assignment will give you the opportunity to practice giving an I-Message. Practice sending an I-message by completing only one of the situations from figure 2.7 of the text on page 49. Make sure to use the format provided in the text and include which scenario you chose. You need to read pages 48-49 to get a good understanding of this communication strategy.

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Give data
State tangible effects
Say how you feel
Focus on change
Introduction
This assignment gives students the opportunity to compare and contrast theories focusing on how children construct knowledge. Students will also practice giving I-Messages.Theorists Graphic Organizer/I-Messages
The Assignment
This is a two part assignment- you will use the provided link to complete both parts of the assignment.
*For the first part, you will click on the link, then you will use your text to complete the graphic organizer that compares and contrasts the theorists that emphasize how children construct knowledge. You will find the information needed to complete the graphic organizer on pages 32-43 of the text.
*The second part of the assignment will give you the opportunity to practice giving an I-Message. Practice sending an I-message by completing only one of the situations from figure 2.7 of the text on page 49. Make sure to use the format provided in the text and include which scenario you chose. You need to read pages 48-49 to get a good understanding of this communication strategy.
Give data
State tangible effects
Say how you feel
Focus on change
Theorists Graphic Organizer/I-Messages

 
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information literacy discussion paper

information literacy discussion paper
Prior to beginning this assignment,

This week, you will develop a research question for your annotated bibliography:

  1. Choose a research topic ( Early childhood education).
  2. Explore your topic.
  3. Write your research question.information literacy discussion paper

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Choose a Research Topic
Choose a research topic related to your program or major ( Educational Studies). This topic will be used for all five weeks so choose one that interests you and for which two scholarly articles, one e-book , and two non-scholarly sources are available. Review the Possible Topics for Research handout if you need ideas. It is recommended that you review the GEN103 Week 1 Assignment example.
Provide a two to three sentence explanation of the research topic and how it is related to your major on the Week 1 Research Topic and Question worksheet.
Explore your Topic
On the Week 1 Assignment worksheet, fill in the KWHL chart to explore the research topic. Be sure to carefully follow the instructions on the worksheet. The 4 Easy Steps to Using the Ashford Library for Background Research is a helpful resource at this point.
Write Your Research Question
Write the first draft of your research question in the table at the bottom of the Week 1 Assignment worksheet. Your research question will help you focus your research by defining the information you are looking for as you research your topic.
Your research question must be:

  • Open-ended (should begin with “how,” “why” or “what”)
  • Clear
  • Concise
  • Detailed

The How to Ask an Open-Ended Question handout can help you formulate an open-ended question.information literacy discussion paper
 

 
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Challenging Behaviors: Proactive Approaches

Challenging Behaviors: Proactive Approaches

Misconceptions are prevalent regarding student misbehavior. It is important for teachers to understand the various causes of misbehavior and ways to target and improve behavior through a variety of strategies and systems of supports.
In an essay of 750-1,000 words, address the following:

  • Importance of designing a safe, culturally responsive learning environment that engages all students in meaningful learning and social interactions .
  • The link between challenging behavior and academics in consideration of student abilities, interests, culture, and learning environments .
  • How cultural and linguistic diversity should be considered when determining and implementing proactive preventative interventions.
  • Utilizing current theories and/or strategies, such as universal screening, school wide positive behavior supports, proactive management, and a multitiered approach to behavioral intervention .Challenging Behaviors: Proactive Approaches

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Support your findings with 2-3 scholarly resources.

Misconceptions are prevalent regarding student misbehavior. It is important for teachers to understand the various causes of misbehavior and ways to target and improve behavior through a variety of strategies and systems of supports.
In an essay of 750-1,000 words, address the following:

  • Importance of designing a safe, culturally responsive learning environment that engages all students in meaningful learning and social interactions .
  • The link between challenging behavior and academics in consideration of student abilities, interests, culture, and learning environments .
  • How cultural and linguistic diversity should be considered when determining and implementing proactive preventative interventions.
  • Utilizing current theories and/or strategies, such as universal screening, school wide positive behavior supports, proactive management, and a multitiered approach to behavioral intervention .

Support your findings with 2-3 scholarly resources.

Challenging Behaviors: Proactive Approaches
 

 
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Clinical Field Experience B: Science Lessons

Clinical Field Experience B: Science Lessons
Allocate at least 5 hours in the field to support this assignment.
While your mentor teacher is working with the rest of the class, engage with the small group of students identified in Topic 2 on a science lesson or activity. Use your differentiated and engagement strategies where you see fit.
After the science lesson or activity, in 250-500 words, summarize and reflect upon your experiences being sure to:

  • Describe your initial conversation with the mentor teacher, including how the small group was chosen.
  • Describe each differentiation and engagement strategy you planned, explaining your choices in relation to the needs of students within the small group.
  • Reflect upon your experience using the identified strategies with the small group during the science lesson or activity.
  • Explain how you will use your findings in your future professional practice Clinical Field Experience B: Science Lessons

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In addition to the above activity and reflection, speak with your mentor teacher about assisting during another upcoming lesson to help you prepare for the Topic 4 assignment. This lesson should be an engineering or STEM lesson or activity. With your mentor teacher, decide if you will target the same small group of students or select a new group of students who would benefit from differentiation and engagement strategies during the upcoming engineering or STEM lesson or activity.
Once you have identified the lesson and group you will be assisting, continue to work with your mentor teacher on the following:

  • Identify areas of strengths and potential improvement for the small group.
  • Identify which state standards and learning objectives the lesson focuses on.
  • Based on the lesson and the groups characteristics, develop and share with your mentor teacher two differentiation and engagement strategies to utilize during the upcoming lesson or activity, making adjustments where needed.
  • Prepare to utilize the identified strategies with the small group during the agreed upon science lesson or activity.

Spend any remaining field experience hours for this topic observing and/or assisting your mentor teacher with instructional tasks in the classroom.
APA format is not required, but solid academic writing is expected.
Clinical Field Experience B: Science Lessons
 

 
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