Category: Education & Teaching

Document requirements

– Word Format Only

– Add references (APA Style)

– Add a Table of content

– Add a Table of Figures

– Avoid Plagiarism

– Dont use AI

– Screenshot of the plagiarism checker

Final Project: Page limit: 15 pages

This Final Project includes three components: write a discourse/conversation analysis

paper, design a lesson plan, and give a short presentation.

a) You need to go to the Michigan Corpus of Academic English (MICASE)

http://quod.lib.umich.edu/m/micase/. (e.g., If you select ALL for all the criteria when

doing the search in Browse MICASE, you will find a long list of data sets; If you select

the criteria of All Near Native — Advising, you will find two data sets). You choose

one data set of your interest and conduct analysis (less than one hour transcript would be

sufficient). To do so, you must read the transcript multiple times, and then take advantage

of the sociolinguistic perspectives that you have learned from the readings and class

discussions and nail down aspects to conduct analyses in order to reveal communication

rules, patterns, speech act, linguistic features/usage/markers, or behaviors that are

relevant to certain social groups, contexts, speech communities. Based on the analysis,

you will write a report of the patterns and rules found from the data, exact examples to

show the patterns or rules or features are required, and then give evidence based relevant

interpretations and discussions. You need to cite at least 10 external resources or

references to support your analysis. 6-8 pages excluding the reference page and abstract

page will be required. Make sure you indicate the full data set name and criteria you

choose to withdraw the data set in your reference when you cite it.

b) Next, design a 50-minute lesson plan to teach one or two findings that you have

identified in the analysis conducted in a). Use the provided template to guide you to design

the lesson plan.

***Major transcription conventions are provided in the folder called: Final Project

Information

C) Finally, a five-slide presentation is part of this project, see Final Project Presentation

Scoring Rubric evaluation criteria.

Think back on lessons learned during Module 6. What is one aspect of communicative competence that sticks out to you or that has changed the way you view language and language development? How does this impact choices you will make in your future career? (Don’t forget to tell us what you plan to do!)

A full-point response will be two paragraphs in length. The first paragraph should include a summary of the aspect of communicative competence you choose to discuss. The second paragraph should focus on how this new information will impact your choices in your future career. Generative AI responses are not permitted on this assignment; please write your own thoughts!

My future career is an elementary education teacher

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

USER: 6510359

PASSWORD: Yiladisrodriguez14!

THIS IS THE CORRECT LOG IN FOLLOW INSTRUCTIONS WHEN LOGGING IN, I WILL HELP YOU

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)

you can do ANYTHING that has not been completed from weeks 1-15 try to prioritize POSTS OVER COMMENTS

complete as many of the yellowdig assignments as you can (need at least 3625 points) but most importantly complete a primary source and CRA

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

THIS IS A GROUP PROJECT, BELLOW I HAVE ATTACHED WHAT MY GROUPMATES HAVE DONE, YOU ARE ONLY DOING MY PART WHICH IS THE **ART CENTER**

Ms. Ramirez is a passionate entrepreneur who is opening “Bright Futures Academy,” a state-of-the-art early childhood center. She envisions a place where children can thrive academically, socially, and emotionally through play-based learning. However, she feels overwhelmed by the range of learning center options and how to design them effectively.

To bring her vision to life, she hires Play Consulting Group, a team of experts in early childhood education and play-based learning.

Purpose: Students will work in groups of 4-6 to design an environment that promotes play as a vehicle for learning and the development.

Directions

1. Choose Learning Centers
   Select a center from the list below to focus on:
   • Art Center
2. Conduct a Literature Review
   Research what experts say about the role of play and learning in the center you have selected. Write a short literature review (summary) for each center, citing at least three resources. Include the following considerations:
   • Learning Opportunities: What types of learning experiences does the center offer (cognitive, language)?
   • Social Development: How does this center encourage social interaction and development? Describe in detail
   • Interactions:
     • Between students?
     • Between teachers and students?
3. Design Your Ideal Learning Center
   Based on your research, create a design for the selected center that promotes play and supports social and cognitive development. Include the following:
   • Learning Materials:
     • Provide a list of at least 12-15 materials for each center.
     • Describe how these materials will be used to encourage the children’s development.
   • Invitations to Play:
     • Describe at least three hands-on, open-ended activities for each center to inspire playful exploration.
       • For each activity, write three specific, thought-provoking questions to encourage deeper thinking.
4. Reference Page
   • Include a properly formatted APA reference page citing all sources used.

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How to Submit

1. Format:
   • Submit your project as a PowerPoint, Google Slides, Canva or PDF.
   • Ensure all group members names are included on the title slide.
2. Content:
   • Address all required components from the project description, including:
     • Literature reviews for each centers.
     • Floor plans and center designs
     • Lists of materials and “invitations to play” for each center.
     • Thought-provoking questions for each activity.
3. Visual Appeal:
   • Use clear, high-quality images, diagrams, or illustrations to support your ideas.
   • Incorporate consistent design elements, such as matching fonts, color schemes, and layout styles.
   • Avoid clutter; ensure slides are clean and easy to read.
4. Spelling and Grammar:
   • Proofread for spelling, punctuation, and grammar errors.
   • Use professional, clear, and concise language throughout.
5. Uniformity:
   • Maintain a consistent format across all slides (e.g., title placement, text alignment).
   • All group members’ contributions should align in tone and style to create a cohesive presentation.
6. References: Include an APA-formatted reference slide citing all sources used in your research and project
7. Upload: Group leader will submit final project to Canvas for the group

Rubric

Ideal Place to Play

Ideal Place to Play

Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeLiterature Review	20 to >18.0 ptsExcellentSummaries of three credible sources per center; clearly address learning, social development, and interactions.18 to >17.0 ptsGoodSummaries include 3 credible sources and mostly address learning, social development, and interactions. 17 to >16.0 ptsAverageFewer than 3 sources or partial coverage of required elements.16 to >0.0 ptsNeeds ImprovementIncomplete, lacks credible sources, or misses key points.0 ptsNo MarksNo literature review or citations included.	20 pts
This criterion is linked to a Learning OutcomeLearning Materials	20 to >18.0 ptsExcellent12-15 materials listed with clear descriptions of developmental benefits.18 to >16.0 ptsGood10-12 materials with mostly clear descriptions. 16 to >14.0 ptsAverageBasic layout with minimal detail or rationale.14 to >0.0 ptsNeeds ImprovementDisorganized layout; does not support play-based learning.0 ptsNo MarksNo floor plan included.	20 pts
This criterion is linked to a Learning OutcomeInvitations to Play	20 to >18.0 ptsExcellentThree creative, open-ended activities with 3 thoughtful questions for each activity to encourage thinking.18 to >17.0 ptsGoodThree open-ended activities with 3 relevant but less creative questions for each activity. 17 to >16.0 ptsAverageFewer than 3 open-ended activities or fewer than 3 questions. Questions and activities are more generic.16 to >0.0 ptsNeeds ImprovementIncomplete or not aligned with play-based learning.0 ptsNo MarksNo literature review or citations included.	20 pts
This criterion is linked to a Learning OutcomeVisual Appeal & Uniformity	10 to >9.0 ptsExcellentProfessional visuals; clear, consistent design; easy to read and cohesive group effort9 to >8.0 ptsGoodMostly clear visuals with minor design issues and mostly consistent formatting. 8 to >7.0 ptsAverageBasic or inconsistent visuals; somewhat cluttered. Inconsistencies detract from overall product7 to >0.0 ptsNeeds ImprovementPoor design; cluttered, unclear and disjointed.0 ptsNo MarksNo visuals or effort in design. No collaboration evident	10 pts
This criterion is linked to a Learning OutcomeSpelling and Grammar	5 ptsExcellentNo errors; professional and concise language.4 ptsGoodFew minor errors; mostly professional language. 3 ptsAverageSome errors; language occasionally unclear.2 ptsNeeds ImprovementFrequent errors; unclear or unprofessional language.0 ptsNo MarksNumerous errors or no proofreading evident.	5 pts
This criterion is linked to a Learning OutcomeAPA References	5 ptsExcellentAccurate and properly formatted APA references.4 ptsGoodMostly accurate with minor errors. 3 ptsAverageIncomplete or several formatting issues.2 ptsNeeds ImprovementMinimal, inaccurate, or non-APA format.0 ptsNo MarksNo references included.	5 pts

Total Points: 100

Select two Florida school districts. Based on your reading about the school districts language education programs for ELL students and/or ESL/EAL/ESOL support programs, discuss the following:

• What model program(s) is/are offered to ELL students in these school districts?
• Based on what you have learned in this module, compare and contrast the two school districts programs. What is your opinion of these programs? I need 1 more to add, preferably Duval or St. Johns county in Florida.

• This is what I have so far:
• The increasing diversity in the student population necessitates school districts like Nassau County to implement ESOL programs that bridge the gap between native language and academic success. Nassau County achieves this through a Mainstream-Inclusion model that is focused on differentiated instruction and specialized ESOL support (Nassau County Schools, 2017). Nassau County Schools utilizes a mainstream-inclusion model or content-based programs that prioritize English-dominant instruction for all grade levels. The Countys ESOL program is structured around a Sheltered English framework that ensures ELL learners are integrated into general education classrooms, and at the same time receiving specific linguistic support (Nassau County Schools, 2017). More specifically, at the elementary level, the district provides specialized ESOL instruction delivered by trained teachers who focus on second language acquisition techniques aimed to enable students grasp foundational concepts. For high schoolers (9-12), the district emphasizes differentiated instruction. Teachers modify their lesson delivery and materials so that ELL can participate in the same grade-level content as their ENL speakers. Nassau Countys model is focused on inclusion. Some models adopt a dual-language approach where students learn in two languages; Nassaus model aims for rapid immersion into the English language to facilitate immediate participation. This policy ensures the students are not held back due to language barriers.Reflecting on the Nassau County ELL Plan, its reliance on English-dominant inclusion models has its strengths and limitations. On the plus side, the plan utilizes various staff to support ELL students, this includes bilingual paraprofessionals, teachers, counselors, and an ELL coach. Further, placement is determined by test scores, students prior academic history, interviews (in home language-Spanish to accommodate non-English speaking population), and social experiment. Some of its limitations include that the materials are provided in Spanish, but for other languages, a translator is provided only if available. Bilingual paraprofessional is prioritized for district schools where the ELL population is largest, possibly leaving students in smaller programs with minimal support (Nassau County, 2017). From the perspective of our textbook, Nassau Countys model is English-dominated. This means the goal is for students to become proficient in English. This is an efficient assimilation approach, but it misses the cognitive, linguistic, and social benefits of dual-language programs cited by proponents in Chapter 3 of Why Tesol? theories and issues in teaching English to speakers of other languages in K-12 classrooms. Overall, the various program models for dual language to transitional bilingual are beneficial in supporting language and literacy development; at the same time, they benefit teachers as they value the cultural identities of their students. ReferencesAriza, E., & Coady Bedard, M. (2024). Why Tesol? theories and issues in teaching English to speakers of other languages in K-12 classrooms.Nassau County Schools. (2017). District English Language Learners (ELL) plan. Florida Department of Education.

Can you please provide a turnit report for my lesson plans?

Imagine that your school is adopting a new initiative for the upcoming school year to ensure teachers in the district are maintaining positive, safe, and productive classroom environments. You have been asked to complete a classroom management planning template to share your ideas at an upcoming team meeting.

Complete the Classroom Management Planning describing how you will build a positive, safe, and productive learning environment for students.

Support your assignment with a minimum of two scholarly resources.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Grade Level: 4th Classroom setting: in person

Do the ways police work today make communities safer or not

Create a 10 powerpoint slide presentation on “School Safety” (a current topic affecting the field of education) in APA format. Gather sources and read about your topic. Select at least four different, credible sources, such as journal articles, books, textbooks, or websites. No more than two of your sources may be websites. You will need to cite the sources on each individual slide, as well as list all sources in the reference slide. For example,

Format for directly quoting on a slide: (Author, year, page number)

Example: (Sadker et al., 2022, p. 178)

Format for paraphrasing on a slide: (Author, year)

Example: (Sadker et al., 2022)

Format for reference slide: Author, A. A. (Year). Title of book. Publisher.

Example:

Sadker, D.M., Zittleman, K.R., & Koch, M. (2022). Teachers, schools, and society: A brief. Here’s how the slides should be:

Follow these guidelines to prepare your presentation.