Assignment 2: Engagement & Motivation Strategy Plan (Scenario-Based)

Major Assessment 65 Points
Total Length: 3 Pages (one page per part)

---

Purpose

The goal of this assignment is to demonstrate your ability to analyze a complex classroom scenario, select appropriate TLAC strategies, and design a concise engagement and motivation plan using intentional, high-leverage instructional moves.

To ensure clarity and focus, each part of your submission must be one page only.

---

Step 1 Choose ONE Scenario

(You keep the same Elementary, Middle, or High School scenarios previously created.)

Students will paste only the scenario number and title into their paper, not the full text.

---

Step 2 Choose ANY THREE TLAC Strategies

Students may select any 3 strategies from the Module 5 reading.

---

Step 3 Complete the Three Required Parts (ONE PAGE EACH)

---

PART 1 Strategy Rationale (One Page)

On one full page, students must:

1. Name the three TLAC strategies selected
2. For each strategy, explain:
   • Why it is appropriate for the chosen scenario
   • Which specific problems it addresses
   • How it increases engagement and/or motivation
3. Make explicit connections to:
   • Module 5 reading
   • At least one scholarly source with APA formatting

---

PART 2 Execution Plan (One Page)

This page describes exactly how the teacher will implement the three strategies in a 1015 minute instruction segment.

The one-page execution plan must include:

Mini-Lesson Context

• Grade level- high school
• Content area- Chemistry
• One learning objective

Step-by-Step Implementation

Written as a tight, efficient sequence showing:

• What the teacher says
• What students do
• When/how each TLAC strategy appears
• Correction or redirection language
• Quick checks for engagement

Integrated Use

All three strategies must be woven into one coherent instructional flow, not separate mini-segments.

This forces students to design with precision, not length.

---

PART 3 Anticipation & Reflection

(One Page )

This final page must address:

A. Anticipated student behaviors

Clearly identify likely challenges in the scenario (e.g., blurting, avoidance, silence, off-task behavior).

B. Teacher adjustments

Explain how the teacher will pivot in the moment to maintain engagement and motivation.

C. Instructional identity

Describe how the plan reflects:

• Beliefs about teaching
• Leadership principles
• Motivational theory
• Equity and student dignity

This page focuses on professional insight, not restating the scenario.

---

Submission Requirements

• ONE document (PDF or Word)
• 3 pages (one page per part), not including:
  • Title page
  • Scenario title
  • References page
• APA 7 formatting
• Must cite:
  • Module 5 reading
  • At least one additional scholarly source

---

Points Breakdown (65 points)

Part 1 Strategy Rationale (25 pts)

Evaluates alignment, depth, and use of research.

Part 2 Execution Plan (30 pts)

Evaluates clarity, precision, realism, integration of strategies.

Part 3 Anticipation & Reflection (10 pts)

Evaluates insight, analysis, and professional reasoning.

---

Standards Alignment

• InTASC 3 & 8
• CAEP Standard 1
• GSU Conceptual Framework
• LAER Domains 2 & 3

Assignment 2 Rubric

---

PART 1 Strategy Rationale (25 pts)

Score Range	Description
2522 (Exemplary)	Strategies strongly aligned to scenario; deep analysis; clear research connections (Whitfield + 1 scholarly source); excellent clarity; graduate-level writing.
2118 (Proficient)	Strategies appropriate; explanations mostly clear; some research connection; minor gaps in clarity or detail.
1712 (Developing)	Limited justification; vague reasoning; weak scenario alignment; missing or weak research support.
110 (Limited)	Minimal or incorrect analysis; no research; unclear writing; page limit not followed.

---

PART 2 Execution Plan (30 pts)

Score Range	Description
3026 (Exemplary)	Highly detailed, realistic step-by-step plan; strategies integrated smoothly; teacher/student language included; precise and actionable.
2520 (Proficient)	Logical plan; strategies implemented clearly but missing small details; mostly coherent flow.
1912 (Developing)	Plan lacks detail; strategies not integrated; generic descriptions; missing key teacher moves.
110 (Limited)	Not actionable; strategies misapplied; missing detail; page limit not followed.

---

PART 3 Anticipation & Reflection (10 pts)

Score Range	Description
109 (Exemplary)	Strong anticipation of behaviors; realistic teacher adjustments; meaningful reflection on instructional identity.
86 (Proficient)	Adequate identification of behaviors; basic teacher adjustments; some reflection.
53 (Developing)	Generic or unclear behavior anticipation; vague adjustments; minimal reflection.
20 (Limited)	Missing or off-topic reflection; no anticipation of student behaviors; page limit ignored.

---

APA & Professional Writing (Applied Across All Parts)

Category	Expectations
APA & Writing Quality	Points may be deducted for APA errors, unclear writing, lack of organization, or exceeding page limits.

using a slide deck, poster or infographic on the topic of mistaken behavior. Your presentation should include information the following:

• A definition of mistaken behavior
• A definition/description of all three levels of mistaken behavior
• Examples of all three levels of mistaken behavior
• A definition/description of all three relational patterns including their corresponding levels of mistaken behavior
• Examples of how you will use this information to develop guidance skills and/or support children in the classroom

Part 1) Respond each question for each group

Group A:

Group B:

1) What would say this article is more of a how article, a why article, or both? Remember that a how article emphasizes how something should be taught or learned and a why article emphasizes why something should be done.

2) What is the author’s main argument? Respond using this sentence starter: “In this article, the author argues that …” Please state the whole argument in your own words in 1-2 sentences total.In this article, the author argues ___________.

3) What evidence did the author use to support her argument? In other words

o Did the author collect data by observing an early literacy classrooms?

o Did the author use data previously collected by other researchers?

Give specific examples of the data and results

4)Why do you think the author chose to conduct this study?

part 2) Do File note # 5. Make sure to write the answer from a scribed grade classroom perspective.

Do research on this topic Strategies to help deal with learners with diverse learning abilities

Identify two models of leadership presented in chapter 6 and discuss:

1. Major theorists(s)
2. Characteristics of the model
3. Best context to use this model effectively
4. Advantages and disadvantages of this model

2. Compare and contrast the two models.

3. Discuss the value of these models to your day-to-day leadership practice.

4. Use at least three peer-reviewed references for this paper.

The paper should present your personal interpretation of the readings, which can be from the textbook(s) or from other blackboard materials. The reflection paper is not a simple summary; it is an analytic discussion of the material. The reflective paper should be thorough and be at least 5 to 6 pages excluding the title page and reference(s). You should approach this assignment as a formal academic writing

.Book: Scandura, T. A. (2022). Essentials of Organizational Behavior: An Evidence-Based Approach (3rd ed.). Sage.

PART 1

Directions:

This assignment uses the 3-2-1 Bridge Thinking Routine to help you explore your initial thoughts about play, connect these to new ideas, and reflect on how your understanding has shifted after learning more about the topic.

Phase 1: Before reading and watching

Write:

1. 3 ideas you currently have about play.
2. 2 questions you have about play.
3. 1 analogy you have about play. (e.g., play is like a canvas because it allows for creativity).

Note: Your initial thinking is not going to be right or wrong, it is just a starting point.

Phase 2: After reading and watching module resources

Write:

• 3 ideas you now have about play.
• 2 questions you still have about play.

1 new analogy you have about play.

Phase 3: Analysis and Discussion

1. a. Explain how and why your thinking about play shifted.

Resources for PART 1

https://www.communityplaythings.com/-/media/Files/CPUS/Library/Training-Resources/Booklets/Wisdom-Of-Play.ashx?rev=a44ba2a0bf404ce0ab2f8547c11f1896#:~:text=Enjoying%20themselves%20without%20needing%20to,ways%20to%20engage%20with%20them.

PART 2
Directions:

1. Prepare Your Materials:
   • Gather a selection of several open-ended materials available at home or work
     • (e.g., plastic cups, lids, egg cartons, shoelaces, clothes, pillows, stones, pinecones, yarn, cans, boxes, buttons, marbles, empty boxes, straws, post-it notes… anything you can imagine).
2. Engage in Solo Play:
   • Set the materials in a pile on the floor.
   • Sit comfortably in front of the materials. Consider playing background music to create a relaxed atmosphere.
   • Observe the materials closelylook at them, touch them, smell themwithout any specific purpose in mind. (You do not have to have a plan)
   • Begin to play with the materials, exploring creative and unconventional ways to use them.
3. Play with Others:
   • Invite one or more people to join you in playing with the materials.
4. Capture the Moment:
   • Take a picture of your materials and your play session to document your experience.
5. Reflect on Your Experience:
   Write a reflection addressing the following questions:
   • Creative Exploration: What ideas came to mind as you played with the materials?
   • Problem-Solving: What challenges did you encounter, and how did you overcome them?
   • Material Additions: Did you incorporate additional materials or wish you had certain items?
   • Personal Creativity: How did this activity help you explore your own creativity?
   • Solo vs. Group Play: What differences did you notice between playing alone and playing with others?
   • Application to Teaching: How might you create similar experiences for your students to encourage their creativity and exploration?

PART 3

1. Watch and Observe
   Carefully watch this and take detailed notes about what you see, hear, and notice. Focus on childrens behaviors, interactions, and problem-solving during play rather than summarizing the video.
2. Analyze and Reflect
   In your own words, respond to the following prompts:
   • Dispositions and Habits of Mind:
     What specific dispositions or habits of success do you notice in the childrens play (e.g., curiosity, persistence, empathy, collaboration)? Describe concrete examples from the video to support your response.
   • Teachers Role:
     How would you describe the teachers involvement during the play experience? Consider how the teachers actions (or inactions) guide, support, or extend childrens thinking.
   • Scaffolding and Extension:
     If you were the teacher, what steps would you take to scaffold or extend the childrens learning through this play experience? Provide at least one example connected to the video.
3. Connect to Course Readings
   Support your reflection with specific references to the module readings and concepts discussed in class. Be sure to explain how these ideas connect to what you observed in the video.

Resources for PART 3:

Humans cannot breathe in space without oxygen mainly because our bodies are built to live in an environment like Earths atmosphere. On Earth, the air contains oxygen, which our lungs take in when we breathe. This oxygen goes into our blood and is carried to all the cells in our body. The cells use it in a process called Cellular Respiration to turn food into energy that keeps the brain, muscles, and organs working. If there is no oxygen, the cells cannot produce enough energy, and important organs like the brain will stop functioning very quickly.

Another reason is that space is almost completely empty. Unlike Earth, it does not have an atmosphere. Earths air is held around the planet by gravity and forms what we call the atmosphere, which contains the oxygen we breathe. This is part of the system studied in Astronomy and planetary science. In outer space, there is essentially a vacuum, meaning there are almost no gas molecules at all, so there is no oxygen available for your lungs to take in.

Breathing also depends on air pressure. On Earth, the atmosphere creates pressure that helps oxygen move from the lungs into the bloodstream. In space there is almost no pressure, which means the lungs cannot work the way they normally do. This concept is related to Atmospheric Pressure. Without enough pressure, even if a small amount of oxygen were present, your body would not be able to absorb it properly.

Because of these reasons, astronauts cannot survive in space without special equipment. Space suits and spacecraft provide oxygen and maintain pressure so the human body can function normally. Organizations like NASA design these life-support systems so astronauts can breathe and stay safe while working in space.

EDPT 514 CBM Reading Fluency Probe

Running Record Assignment

Directions: Use the Northern Lights passage below to conduct a Running Record. Select an elementary student in Grades 3, 4, or 5 for this assignment. You need to make two copies of the Northern Lights passage. One copy is for the student to read from and the other copy is for you to do the recording of the miscues. Follow the highlighted directions below for recording the miscues. Please include the students age and grade level.

Steps for Conducting a Running Record

Use the Northern Lights passage below for conducting the Running Record. Make two copies of the passage. One copy is for the student to read from and the other copy is for your markings of the Running Record. Follow the highlighted directions below for marking the Running Record.

Students First and Last Initials:

Students Age:

Students Grade Level:

1. Mark every word read correctly with a check mark

2. Write the word substituted above the word in the text

3. Place a dash above the word left out

4. Insert the added word and place a dash below it

5. Write each attempt above the word in the text

6. Write R after the repeated word/phrase and draw an arrow back to the beginning of the repetition

7. Write A above the appealed word (asked for help)

8. Write T beside the word supplied for the reader

9. Write SC next to the self-corrected word

10. Write a reflection to explain the information that you garnered about the students reading strengths or weaknesses.

*3 5 minutes should be allotted for reading the passage.

*If a student takes more three seconds on a word, count it as an error.

Northern Lights

It looks like lights dancing in the sky or an amazing fireworks display. The night sky lights up in red, green, blue, and violet streaks of light. What is this crazy light show? Its called the Northern Lights. The Northern Lights can be seen from countries in the far north. They appear mostly in the sky in the Arctic region.

PART 1

Purpose: This assignment is designed to evaluate your understanding of the importance of pretend play in children’s development, your ability to act as a co-player, and your skills in observing and interpreting children’s ideas and emotions during pretend play.

1. Observe: Spend at least 10 minutes observing children engaged in pretend play. (This can be in a classroom, daycare, public playground or another setting where children play.)
2. Document:
   • Write a description of the play scenario (e.g., roles, props, and storyline).
   • Specific behaviors, language, or actions that indicate development in areas such as creativity, problem-solving, or social interaction.
3. Analyze: By answering these questions:
   • What developmental milestones or skills were demonstrated during the play?
   • What do you hypothesize the children were thinking or feeling?
   • How might you use this information to support their learning?
   • How could you contribute to the play without dominating it?
   • What strategies would you use to encourage creativity and engagement?
     

     ---

Submitting a Document (PDF)

• • Written explanation should be at least 300 -400 words
  • In your explanation include specific references to the module resources (For example, “In the article by J. Smith, it was stated that..”)

    PART 2

    Find a good/helpful video related to an aspect of chapter 7 (or you can make your own explaining some aspect of the material to the class) and include the link to the video in your post.

  • 1. Title your post with the subject of the video you are writing about.

  • 2. Embed the video in the post, or embed the hyperlink. In other words, the viewer should NOT have to copy and paste the link in a new window.

  • 3. Briefly summarize the video and bold term(s) from the chapter. Explain why you think it may be helpful to your fellow classmates while learning this material. The post should be at least 300 words.

  • CHAPTER 7 INFO LINKED BELOW

Log in to canvas (I will provide my credentials below) request the code via whatsapp and I will provide ut to you so that you can log in

USER: 6510359

PASSWORD: Yiladisrodriguez14!

Select the SYG3002 class

On the left hand side look for yellowdig and modules and assignments to see what needs to be completed

(modules will contain all the information you need to complete yellowdig assignments)

complete as many of the yellowdig assignments as you can (need at least 3200 points)

LET ME KNOW IF YOU HAVE ANY QUESTIONS I WILL BE HERE TO HELP