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Tag: Homework Solution

  • [Solved] PM2LD4

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    In-depth study guidance and analytical solution covering PM2LD4.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Account for Management Decision Making- Week 1 Discussion Response

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    **Week 1 Discussion Response** **Response 1** **Maria Espenida** Inpatient Rehabilitation Facilities (IRFs) face unique strategic planning, budgeting, and forecasting challenges that directly impact the organization’s decision-making. Challenges such as reimbursement from the Center for Medicare and…

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    **Week 1 Discussion Response**
    **Response 1**
    **Maria Espenida**
    Inpatient Rehabilitation Facilities (IRFs) face unique strategic planning, budgeting, and forecasting challenges that directly impact the organization’s decision-making. Challenges such as reimbursement from the Center for Medicare and Medicaid Services vary under the Prospective Payment System (CMS, n.d.-a) that is tied to patient acuity and outcomes. Regulatory demands, particularly the Center for Medicare and Medicaid Services Inpatient Rehabilitation Facility (IRF) Quality Reporting Program (QRP), require consistent investment in tools, documentation systems, and staff training that can greatly affect budgeting. A two percent (2%) point reduction in Annual Increase Factor for the performance year if an IRF does not submit the required quality data (CMS, n.d.-b). These non-negotiable costs often limit flexibility in areas of the budget. In consideration of staffing, specialized personnel from nurses to therapists, there are rising costs associated with retention and overtime, which can further strain the budget. Technology integration, which is essential for improving workflows, particularly in documentation processes to meet compliance standards, requires significant capital and support from the hospital. Forecasting is also difficult due to fluctuating patient volumes and policy shifts, making long-term financial planning a challenge for the leadership team.
    Approximately one in three individuals will require rehabilitation services during their lifetime. The global demand for rehabilitation has increased by 66%, primarily due to an ageing population and a rise in non-communicable diseases (Bossuyt et al., 2023). After the pandemic, the demand for rehabilitation care has significantly increased due to the debilitating effects of COVID-19. Inpatient rehabilitation facilities have seen an increase in demand for beds to accommodate these patients. The facility is foreseeing expansion to meet the demands in rehabilitation. Being in a leadership role, I believe in extensive planning and budgeting, not just as a financial exercise but as a strategic tool to meet the demands of patients and, at the same time, improve employee performance, consistent with the mission, vision, policies, and goals of the facility. Aligning budgets with organizational goals, such as unit expansion, mentorship programs, technology integration and training, quality improvement programs, and development of performance metrics to measure results, is just part of the strategic planning that the management team should consider. It is also important to get the feedback of employees during strategic planning, implementation, and evaluation of the program. For a healthcare organization to thrive, the management, together with employees and stakeholders, must engage proactively in strategic planning that involves evaluating key drivers, implementing strategies, and measuring results (Aburmishan, J., & Baum, N., 2022).
    **References**
    Aburmishan, J., & Baum, N. (2022). Strategic Planning for Healthcare Organizations. _Physician Leadership Journal_, _9_(4), 40–43. [https://doi.org/10.55834/plj.6555794318Links to an external site.](https://doi.org/10.55834/plj.6555794318)
    Center for Medicare and Medicaid Services. (n.d.-a). Prospective Payment Systems – General Information. Retrieved from [https://www.cms.gov/medicare/payment/prospective-payment-systemsLinks to an external site.](https://www.cms.gov/medicare/payment/prospective-payment-systems)
    Center for Medicare and Medicaid Services. (n.d.-b). Inpatient Rehabilitation Facility (IRF) Quality Reporting Program (QRP). Retrieved from [https://www.cms.gov/medicare/quality/inpatient-rehabilitation-facilityLinks to an external site.](https://www.cms.gov/medicare/quality/inpatient-rehabilitation-facility)
    Fransiska M. Bossuyt, Yelena Bogdanova, Kristine T. Kingsley, Thomas F. Bergquist, Stephanie A. Kolakowsky-Hayner, Zaliha Binti Omar, Evguenia S. Popova, Mari Tobita, & Fofi Constantinidou. (2023). Evolution of rehabilitation services in response to a global pandemic: reflection on opportunities and challenges ahead. _Frontiers in Rehabilitation Sciences_, _4_. [https://doi.org/10.3389/fresc.2023.1173558Links to an external site.](https://doi.org/10.3389/fresc.2023.1173558)
    **Response 2**
    **Joshua David Bogusz**
    I work as the Head of Human Resources at a Veterinary Emergency Hospital, which I’ll call XYZ for the purpose of this post.  XYZ is a multi-location organization with four hospitals, over 300 employees, and about $30 million in annual revenue.  With being in business for over 50 years and having more than 180 private owners, transparency and financial discipline are essential.  In my role, I work closely with our CEO and CFO, which gives me direct visibility into how strategic planning, budgeting, and forecasting influence decision-making at the organizational level.
    **Strategic Planning, Budgeting, and Forecasting in Practice.**
    Strategic planning helps our hospital system chart its long-term course while keeping daily operations aligned with those goals.  Budgeting then translates those strategies into measurable financial plans, while forecasting helps predict likely outcomes based on trends and historical data.  As Shim, Siegel, and Shim (2012a) explain, planning must link short, intermediate, and long-term goals while factoring in external influences such as labor market conditions and competition.  For example, when we evaluate investing in new imaging equipment, we don’t just budget for the upfront costs; we forecast future caseload demand, staffing requirements, and potential revenue impact to confirm the investment fits our long-term strategy.
    **Budgets as Managerial Tools**
    For managers, a budget is more than a financial statement; it’s a performance management tool.  Budgets establish expectations, create benchmarks, and highlight variances between planned and actual results.  This allows us to spot both risks and opportunities.  Shim, Siegel, and Shim (2012b) emphasize that comparing actuals against budgets enables leaders to identify problems early and adjust operations accordingly.  For instance, if one of our ER hospitals exceeds budgeted overtime, it signals a staffing imbalance that may require scheduling changes or additional relief veterinarians.
    Budgets also guide resource allocation by ensuring that funds are directed toward priorities that align with the organization’s strategy.  Franklin, Graybeal, and Cooper (2019) highlight that budgeting is tied closely to planning, controlling, and evaluating performance, which builds accountability across responsibility centers.  This is especially important in our decentralized structure, where each hospital must be evaluated fairly on metrics such as efficiency, cost control, and patient outcomes.
    **Why It Matters**
    Finally, forecasting strengthens risk management by allowing us to run “what-if” scenarios, such as how revenue would be affected if caseloads drop or labor costs rise unexpectedly.  By combining forecasting with budgeting, leadership can anticipate challenges and communicate contingency plans to our owners, reinforcing transparency and trust (Shim et al., 2012b).
    In short, strategic planning, budgeting, and forecasting are not just financial processes at Veterinary Emergency Hospital XYZ; they are decision-making frameworks.  As a manager, I use them to measure performance, allocate resources effectively, and ensure that HR initiatives support the hospital’s long-term goals.
    **References:**
    Franklin, M., Graybeal, P., & Cooper, D. (2019). Why it matters. In _Principles of accounting, volume 2: Managerial accounting_. OpenStax. [https://openstax.org/books/principles-managerial-accounting/pages/9-why-it-mattersLinks to an external site.](https://openstax.org/books/principles-managerial-accounting/pages/9-why-it-matters)
    Shim, J. K., Siegel, J. G., & Shim, A. I. (2012a). Strategic planning and budgeting: Process, preparation, and control. In _Budgeting basics and beyond_ (4th ed.). John Wiley & Sons.
    Shim, J. K., Siegel, J. G., & Shim, A. I. (2012b). The What and Why of Budgeting. In _Budgeting basics and beyond_ (4th ed.). John Wiley & Sons.

  • [Solved] Lung Cancer

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    Please respond to the following: – You are planning a case-control study of lung cancer to test the hypothesis that vegetable consumption is protective against lung cancer. After reading the textbooks and reviewing research on the Internet, do you confer with the hypothesis? Why or why not? – Explai…

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    Please respond to the following:
    – You are planning a case-control study of lung cancer to test the hypothesis that vegetable consumption is protective against lung cancer. After reading the textbooks and reviewing research on the Internet, do you confer with the hypothesis? Why or why not?
    – Explain your rationale at arriving at your answer.
    – Be sure to respond to at least one of your classmates' posts.

  • [Solved] D8

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    – ## Instruction.docx **## Instruction.docx** ### Instructions For the assignment this week, three new sections will be _added_ to the team research paper submitted in Week 7. Don't submit a separate Week 8 paper. **Add the Week 8 material to the paper from Week 7.** · Analysis (Two pages) · Recomme…

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    – ## Instruction.docx

    **## Instruction.docx**

    ### Instructions

    For the assignment this week, three new sections will be
    _added_ to the team research paper submitted in Week 7. Don't submit a separate Week 8 paper.
    **Add the Week 8 material to the paper from Week 7.**

    · Analysis (Two pages)

    · Recommendations (Two pages)

    · Reflection (One page)

    · The sections from Week 7: Title page, Introduction, Problem Statement, and Literature Review. These sections are not graded for this week.

    · Update References — Combine with the Week 7 references

    For the assignment this week, address the following.

    1. Follow the guidelines for the research sources, paper formatting, tables and figures, and quotations and citations provided below.

    2. Review the grading rubric.

    [**Research Sources**](https://devryu.instructure.com/courses/125941/assignments/3991802)

    1. All papers must have a minimum of four scholarly sources (other than textbook) cited within the text of the paper and identified in the References section.

    2. All sources must be in two places: They need to be identified in the References section and must also have at least one corresponding citation within the body of the paper.

    3. All resources for the paper should come from scholarly or journal quality. Ask the librarians for assistance in accessing materials.

    4. Please note: Articles found online (consulting company websites, internet magazines, or other blogs) will not be considered acceptable scholarly resources. (Conduct your research through a library where you can be assured that the sources are of scholarly quality. For example, please do not use Wikipedia!)

    [**Paper Format**](https://devryu.instructure.com/courses/125941/assignments/3991802)

    1. All papers should be double-spaced and written in 12-point Times New Roman font, following the same formatting as the week 7 paper.

    2. The paper adds 5 more pages to the Week 7 paper, excluding the t page, reference pages, and appendices.

    3. Update the title page to reflect "Week 7 and Week 8 Team Paper”. Update the date and leave the other information the same as for week 7.

    4. Like in Week 7, follow APA style for general format and citations.

    5. Paper sections must adhere to the guidelines and each section must be labeled in the text. Contiknue to use APA top and 2nd level headings to organize your work.

    6. The language should be clear, concise, and precise.

    7. The tone should be professional, consistent, and not filled with jargon.

    8. Grammar and syntax (sentence structure) must be correct.

    9. The report must be free of misspellings and typos.

    [**Tables and Figures**](https://devryu.instructure.com/courses/125941/assignments/3991802)

    1. All figures and tables must be referred to in your text before they appear on the page.

    2. Figures and tables should appear on the same page as the text that refers to them or on the next page.

    3. All figures and tables need captions. Captions are placed below figures and above tables.

    [**Quotations and Citations**](https://devryu.instructure.com/courses/125941/assignments/3991802)

    1. Quotations and citations are crucial components of a research paper.

    2. Failure to properly cite research sources and borrowed ideas is plagiarism.

    3. Papers submitted without citations and references will be returned to the team with no grade.

    4. Refer to the APA style guide for assistance with properly citing quoted and/or borrowed materials and ideas.

    #### [Grading Rubric](https://devryu.instructure.com/courses/125941/assignments/3991802)

    | | | |
    | — | — | — |
    | Section | Description | Points |
    | Analysis<br>(Two pages) | Explore the problem in-depth and with scholarly rigor.<br>Provide an identification and description of the potential root causes of the problem or issue. Be sure to not address only the symptoms of your problem. Diagnose the problem and its origins as best as you can.<br>A critical element of this section is to apply the best practices of cost management and scheduling concepts and models from the textbook, class discussions, and researched sources.<br>Discuss the concepts, ideas, or insights that are most valuable in helping you make sense of the causes of the problem. Support your analysis with reference to appropriate research material.<br>Citations are a must! | 40 |
    | Recommendations<br>(Two pages) | Identify an initiative and recommended direction that you have chosen. Explain its relevance and significance in how it will address the cost management and scheduling issue(s) and reason(s) that you identified in the problem statement area.<br>Citations are a must!<br>Note: Please remember in this section you also need to touch on how you will be able to measure success. Think of the "lead-lag" indicator concepts from the course readings and lessons. | 40 |
    | Reflection<br>(One page) | In this section, you are to reflect on your learning from this assignment. Identify the areas that you found most interesting and also identify areas that you feel will assist you most in your career. | 10 |
    | References | You must use no fewer than four library resources outside of your textbook.<br>All references must be cited in two places: within the body of your paper and on a separate reference list. Choose references judiciously and cite them accurately. Cite all sources using APA format.<br>Please note: Citing an author's work within your text documents your research, identifies the source for readers, and enables readers to locate the source of information in the alphabetical reference list at the end of the paper.<br>To use the ideas or words of another person without crediting the source is plagiarism. Plagiarism in its purest form involves copying passages either verbatim or nearly verbatim, with no direct acknowledgment of the source. The most common form of plagiarism is to paraphrase information from your source material. Paraphrasing does not relieve you of the obligation to provide proper identification of source data.<br>The best way to avoid plagiarism is to make sure all quotes, ideas, or conclusions not your own are given proper acknowledgment in your text. A key thought to remember is "If you did not write it, cite it!" | 10 |
    | Total | | 100 |

    **## Instruction.docx**

    ### Instructions

    For the assignment this week, three new sections will be
    _added_ to the team research paper submitted in Week 7. Don't submit a separate Week 8 paper.
    **Add the Week 8 material to the paper from Week 7.**

    · Analysis (Two pages)

    · Recommendations (Two pages)

    · Reflection (One page)

    · The sections from Week 7: Title page, Introduction, Problem Statement, and Literature Review. These sections are not graded for this week.

    · Update References — Combine with the Week 7 references

    For the assignment this week, address the following.

    1. Follow the guidelines for the research sources, paper formatting, tables and figures, and quotations and citations provided below.

    2. Review the grading rubric.

    [**Research Sources**](https://devryu.instructure.com/courses/125941/assignments/3991802)

    1. All papers must have a minimum of four scholarly sources (other than textbook) cited within the text of the paper and identified in the References section.

    2. All sources must be in two places: They need to be identified in the References section and must also have at least one corresponding citation within the body of the paper.

    3. All resources for the paper should come from scholarly or journal quality. Ask the librarians for assistance in accessing materials.

    4. Please note: Articles found online (consulting company websites, internet magazines, or other blogs) will not be considered acceptable scholarly resources. (Conduct your research through a library where you can be assured that the sources are of scholarly quality. For example, please do not use Wikipedia!)

    [**Paper Format**](https://devryu.instructure.com/courses/125941/assignments/3991802)

    1. All papers should be double-spaced and written in 12-point Times New Roman font, following the same formatting as the week 7 paper.

    2. The paper adds 5 more pages to the Week 7 paper, excluding the t page, reference pages, and appendices.

    3. Update the title page to reflect "Week 7 and Week 8 Team Paper”. Update the date and leave the other information the same as for week 7.

    4. Like in Week 7, follow APA style for general format and citations.

    5. Paper sections must adhere to the guidelines and each section must be labeled in the text. Contiknue to use APA top and 2nd level headings to organize your work.

    6. The language should be clear, concise, and precise.

    7. The tone should be professional, consistent, and not filled with jargon.

    8. Grammar and syntax (sentence structure) must be correct.

    9. The report must be free of misspellings and typos.

    [**Tables and Figures**](https://devryu.instructure.com/courses/125941/assignments/3991802)

    1. All figures and tables must be referred to in your text before they appear on the page.

    2. Figures and tables should appear on the same page as the text that refers to them or on the next page.

    3. All figures and tables need captions. Captions are placed below figures and above tables.

    [**Quotations and Citations**](https://devryu.instructure.com/courses/125941/assignments/3991802)

    1. Quotations and citations are crucial components of a research paper.

    2. Failure to properly cite research sources and borrowed ideas is plagiarism.

    3. Papers submitted without citations and references will be returned to the team with no grade.

    4. Refer to the APA style guide for assistance with properly citing quoted and/or borrowed materials and ideas.

    #### [Grading Rubric](https://devryu.instructure.com/courses/125941/assignments/3991802)

    | | | |
    | — | — | — |
    | Section | Description | Points |
    | Analysis<br>(Two pages) | Explore the problem in-depth and with scholarly rigor.<br>Provide an identification and description of the potential root causes of the problem or issue. Be sure to not address only the symptoms of your problem. Diagnose the problem and its origins as best as you can.<br>A critical element of this section is to apply the best practices of cost management and scheduling concepts and models from the textbook, class discussions, and researched sources.<br>Discuss the concepts, ideas, or insights that are most valuable in helping you make sense of the causes of the problem. Support your analysis with reference to appropriate research material.<br>Citations are a must! | 40 |
    | Recommendations<br>(Two pages) | Identify an initiative and recommended direction that you have chosen. Explain its relevance and significance in how it will address the cost management and scheduling issue(s) and reason(s) that you identified in the problem statement area.<br>Citations are a must!<br>Note: Please remember in this section you also need to touch on how you will be able to measure success. Think of the "lead-lag" indicator concepts from the course readings and lessons. | 40 |
    | Reflection<br>(One page) | In this section, you are to reflect on your learning from this assignment. Identify the areas that you found most interesting and also identify areas that you feel will assist you most in your career. | 10 |
    | References | You must use no fewer than four library resources outside of your textbook.<br>All references must be cited in two places: within the body of your paper and on a separate reference list. Choose references judiciously and cite them accurately. Cite all sources using APA format.<br>Please note: Citing an author's work within your text documents your research, identifies the source for readers, and enables readers to locate the source of information in the alphabetical reference list at the end of the paper.<br>To use the ideas or words of another person without crediting the source is plagiarism. Plagiarism in its purest form involves copying passages either verbatim or nearly verbatim, with no direct acknowledgment of the source. The most common form of plagiarism is to paraphrase information from your source material. Paraphrasing does not relieve you of the obligation to provide proper identification of source data.<br>The best way to avoid plagiarism is to make sure all quotes, ideas, or conclusions not your own are given proper acknowledgment in your text. A key thought to remember is "If you did not write it, cite it!" | 10 |
    | Total | | 100 |

  • [Solved] DB3

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    1. – Discuss how management can control cash. Your discussion should include what tools management may use to control cash. – Using the same company and annual financial statements that you chose for your Week 1 (PEARSON PLC IF POSSIBLE) Reading and Using the Annual Report Case Study discussion for…

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    Assignment Prompt & Instructions

    1.
    – Discuss how management can control cash. Your discussion should include what tools management may use to control cash.
    – Using the same company and annual financial statements that you chose for your Week 1 (PEARSON PLC IF POSSIBLE) Reading and Using the Annual Report Case Study discussion forum, disclose the company’s cash balance, and discuss if you believe the company has too much or too little cash. Be sure to support your opinions with supporting facts from the financial statements.
    – Discuss management’s responsibility to establish overall basic internal controls. Provide a real-life example from a work situation where you saw basic internal controls in place.
    Your initial response should be a minimum of 200 words. one credible resource.
    2.
    You may consider using the same company and annual report that you chose for your Week 1 (PEARSON PLC IF POSSIBLE) discussion forum, Reading and Using the Annual Report Case Study. This choice will work only if the company is using the straight-line depreciation method. The company’s choice of depreciation method can be located in the notes to the financial statement in the annual report. If the company does not use this method or does not have long-term assets, you will need to choose another company. Select a company that a fellow student has not already posted.
    Using your selected company’s financial statement,
    – Calculate the average life, average age, and asset turnover ratios. Be sure to show your calculations. Discuss what each ratio tells you in the context of your chosen company.
    – Calculate the accounts receivable turnover ratio and convert that ratio into days. Be sure to show your calculations. Discuss what each ratio tells you in the context of your chosen company.
    Your initial response should be a minimum of 200 words.

  • [Solved] Education Unit 2 Reading Assignment and Discussion 1

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    ### Unit 2: Discussion Question 1 **Discussion Questions:** Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m. – **Discussion Question 1** _(10 points)_ – Prompt: How does fishing for men relate to following Chri…

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    ### Unit 2: Discussion Question 1
    **Discussion Questions:** Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.
    – **Discussion Question 1** _(10 points)_
    – Prompt: How does fishing for men relate to following Christ, and, furthermore, how does it relate to human resource management?
    – Requirements: Initial discussion question responses must be 250 – 300 words each. A response to a classmate must be at least 100 words. Three responses to classmates’ postings are required.
    ## Unit 2 Readings
    – _Human Resources for School Leaders: 11 Steps to Utilizing HR to Improve Student Learning_
    – Chapter 2 _,_ Economic Theory and Developing Human Resources
    – Scriptures
    – Matthew 7:5
    – Matthew 4:19-20

  • [Solved] Unit 2 Discussion 2

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    ## Unit 2: Discussion Question 2 **Discussion Questions:** Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m. – **Discussion Question 2** _(10 points)_ – Prompt: It is stated within the _Human Resources for Schoo…

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    ## Unit 2: Discussion Question 2
    **Discussion Questions:** Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.
    – **Discussion Question 2** _(10 points)_
    – Prompt: It is stated within the _Human Resources for School Leaders: 11 Steps to Utilizing HR to Improve Student Learning_ textbook, “Efficient teachers are able to improve the achievement of children.” Discuss the role of the school district’s human resource department AND the school-based administrator in creating circumstances that support teachers in affecting student performance.
    – Requirements: Initial discussion question responses must be 250 – 300 words each. A response to a classmate must be at least 100 words. Three responses to classmates’ postings are required.

  • [Solved] Education Unit 2 Writing Assignment

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    ## Unit 2: Writing Assignment – **Due** Saturday by 11:59pm – **Points** 30 – **Submitting** a file upload – **Available** after Aug 22 at 12am **Writing Assignment:** Submit by Saturday 11:59 p.m. – **Assignment** _(30 points)_ – Prompt: Complete the four questions at the end of Case Reflection 2 i…

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    Assignment Prompt & Instructions

    ## Unit 2: Writing Assignment
    – **Due** Saturday by 11:59pm
    – **Points** 30
    – **Submitting** a file upload
    – **Available** after Aug 22 at 12am
    **Writing Assignment:** Submit by Saturday 11:59 p.m.
    – **Assignment** _(30 points)_
    – Prompt: Complete the four questions at the end of Case Reflection 2 in the _Human Resources for School Leaders: 11 Steps to Utilizing HR to Improve Student Learning_
    – Requirements: 500 words; Justify your responses to questions 3 and 4 with at least one research citation other than your course textbook to support your contentions, and include those sources on a reference page with proper APA formatting.
    \
    Unit2rubric1.png](https://www.sweetstudy.com/files/unit2rubric1-png "Unit2rubric1.png")
    \
    Unit2Rubric2.png](https://www.sweetstudy.com/files/unit2rubric2-png "Unit2Rubric2.png")

  • [Solved] Peer review powerpoint slides

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    Hello! I need help with a 5 slide PowerPoint presentation for my drug development class.

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    Assignment Prompt & Instructions

    Hello!
    I need help with a 5 slide PowerPoint presentation for my drug development class.

  • [Solved] wk6

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    – ## wk6.docx – ## elm538_v2_summative_assessment_instructional_unit.docx – ## lesson_plan_template.docx **## wk6.docx** Educators are expected to plan instruction for their students. This includes many aspects, as you can see from the lesson plan template. In this assignment, you will practi…

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    – ## wk6.docx

    – ## elm538_v2_summative_assessment_instructional_unit.docx

    – ## lesson_plan_template.docx

    **## wk6.docx**

    Educators are expected to plan instruction for their students. This includes many aspects, as you can see from the lesson plan template. In this assignment, you will practice your skills in writing formal lesson plans and providing detailed information that pertains to your lesson plans and your instructional unit.

    **Complete** the
    [Summative Assessment: Instructional Unit](https://myresource.phoenix.edu/secure/resource/ELM538v2/elm538_v2_summative_assessment_instructional_unit.docx)*.

    Resource:
    [Lesson Plan Template](https://multimedia.phoenix.edu/cms/202229610)

    **Develop** an instructional unit using the Instructional Unit* directions as your guide.

    **## elm538_v2_summative_assessment_instructional_unit.docx**

    ELM/538 v2

    Summative Assessment: Instructional Unit

    ELM/538 v2

    Page 2 of 2

    ## Summative Assessment: Instructional Unit ![](https://www.sweetstudy.com/questions/wk6-20935373)

    **Construct** a developmentally appropriate one-week instructional unit in the math content area, focusing on one grade level from kindergarten through sixth grade. The math unit should consist of four sections: unit introduction, resources toolkit, lesson planning, and reflection. You will develop three lesson plans for this unit.

    1. Unit Introduction

    a. Include:

    1) Subject

    2) Lesson Segment Title

    3) Grade Level

    4) Central Focus

    5) Language Function

    b. Write a 1- to 2-paragraph narrative that summarizes:

    1) How the content of the unit is appropriate for the grade level chosen

    2) How specific learning needs will be addressed throughout the unit

    3) Current learning theories that influenced instructional decisions in your plan

    4) Strategies for student motivation and engagement that will be used in the unit

    5) A discussion or description of any learning tools you would utilize in your lesson plans

    6) How formative and summative assessment will be used to plan, evaluate, and strengthen instruction and promote continuous learning

    2. Resources Toolkit

    a. Compile a 5-source annotated bibliography that comprises books and resources that support your unit

    b. Books and resources should:

    1) Include two targeted for teacher use and three targeted for student and family use

    2) Be aligned with and support unit objectives

    3) Comprise at least three multimedia materials, including web-based resources

    4) Account for the diversity of your learners, including English language learners, varying math proficiency levels, and students with exceptional needs

    c. Annotated bibliography should:

    1) Begin with the resource reference

    2) Appear in alphabetical order

    3) Use block indentation and explicitly connect the selected book or resource to the unit in three to five sentences

    4) Follow APA formatting guidelines

    3. Lesson Planning

    a. Develop three lesson plans that are appropriate for the development- and grade-level of your unit, using the Lesson Plan Template.

    b. One of the three lesson plans must be a STEAM lesson. You will need to have at least math and one other component of STEAM (science, technology, engineering, art, and math).

    c. Ensure that state standards are covered in the unit

    d. All lesson plans must show evidence of differentiation for English language learners, varying math proficiency levels, and students with exceptional needs.

    e. Incorporate one formative assessment for each lesson and one summative assessment for the entire unit.

    4. Reflection

    a. Solicit feedback from a practicing teacher concerning the following areas of your unit (Option: Seek feedback during the required clinical experience for this course.):

    1) Appropriateness of the unit for the grade level

    2) Appropriateness of the lesson procedures (content and instructional strategies) for the grade level

    3) Effectiveness of the use of digital tools and resources

    4) Potential for the students to achieve the objectives and meet the content standards

    5) Advice for designing and delivering instructional units

    b. Write a 350-word reflection based on your feedback session that describes implications for professional development and growth.

    Copyright 2023 by University of Phoenix. All rights reserved.

    Copyright 2023 by University of Phoenix. All rights reserved.

    ## image1.png

    **## lesson_plan_template.docx**

    Lesson Plan Template

    Page 2 of 2

    ## ![](https://www.sweetstudy.com/questions/wk6-20935373)Lesson Plan Template

    ### General Information

    Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.

    | | |
    | — | — |
    | Lesson Plan Element | Your Plan |
    | **Lesson Focus/Subject Area**<br>What is the central focus of the lesson? What subject(s) will be covered in the lesson? | |
    | **Grade Level**<br>What grade level(s) will be targeted in the lesson? | |

    ### Standards and Objectives

    Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.

    | | |
    | — | — |
    | Lesson Plan Element | Your Plan |
    | **Content Standard(s)**<br>What state, national, or other required standards are being addressed (e.g., language, technology, etc.)? Include the coding and wording of the standards. | |
    | **Goals/Objectives**<br>What are the SMART goals/objectives that are aligned with the standards for the lesson? | |

    ### Resources and Technology

    Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.

    | | |
    | — | — |
    | Lesson Plan Element | Your Plan |
    | **Resources/Materials**<br>What materials and instructional resources are needed for the teacher and students? How will they support and enhance the lesson? | |
    | **Technology**<br>What technology devices, software, and/or web-based content resources will be incorporated into the lesson? How will they be used and how do they support student learning? | |

    ### Instruction and Activities

    Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.

    | | |
    | — | — |
    | Lesson Plan Element | Your Plan |
    | **Pre-Assessment**<br>How will you determine what prior knowledge, skills, and/or experiences related to the lesson topic students have had? | |
    | **Academic Language**<br>What content-specific vocabulary and/or language should students know or understand for the lesson? How will you incorporate the academic language into the lesson? | |
    | **Introduction/Anticipatory Set**<br>How will you introduce the lesson and grab the students’ attention? How will you “hook” them on this topic? | |
    | **Instruction (I do)**<br>What are the step-by-step procedures that you will model in the instructional portion of this lesson? How will you check for understanding at this point in the lesson? | |
    | **Guided Practice (We do)**<br>What learning activity will the students do in a group setting that allows them to practice and apply what they have learned? How will you check for understanding at this point in the lesson? | |
    | **Independent Practice (You do)**<br>What learning activity will the students do individually that allows them to practice and apply what they have learned? How will you check for understanding at this point in the lesson? | |

    ### Supports and Assessments

    Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.

    | | |
    | — | — |
    | Lesson Plan Element | Your Plan |
    | **Supports**<br>What supports will you provide based on individual and group needs? Include supports for the whole class, groups of students with similar needs, individual students, and students with exceptional learning needs (e.g., IEPs or 504 plans, gifted/talented). | |
    | **Lesson Closing**<br>How will you end the lesson and connect prior learning to new learning? Will you have a culminating activity, task, or homework assignment? | |
    | **Formative Assessment (Informal)**<br>What strategies/activities (e.g., questioning, observation, game, low-stakes quiz) will you implement during the instructional portion of the lesson to check for understanding? | |
    | **Summative Assessment (Formal)**<br>What type of assessment (e.g., test, written assignment, presentation, project) will you use to evaluate student learning toward the standards and goals/objectives of the lesson or unit? Describe the assessment and how it measures the student’s learning toward the standards and goals/objectives of the lesson or unit. | |
    | **Using Assessment to Inform Instruction**<br>Based on your formative and summative assessments, what information or data will you consider to inform instruction going forward? | |

    Copyright 2022 by University of Phoenix. All rights reserved.

    Copyright 2022 by University of Phoenix. All rights reserved.

    ## image1.png

    **## lesson_plan_template.docx**

    Lesson Plan Template

    Page 2 of 2

    ## ![](https://www.sweetstudy.com/questions/wk6-20935373)Lesson Plan Template

    ### General Information

    Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.

    | | |
    | — | — |
    | Lesson Plan Element | Your Plan |
    | **Lesson Focus/Subject Area**<br>What is the central focus of the lesson? What subject(s) will be covered in the lesson? | |
    | **Grade Level**<br>What grade level(s) will be targeted in the lesson? | |

    ### Standards and Objectives

    Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.

    | | |
    | — | — |
    | Lesson Plan Element | Your Plan |
    | **Content Standard(s)**<br>What state, national, or other required standards are being addressed (e.g., language, technology, etc.)? Include the coding and wording of the standards. | |
    | **Goals/Objectives**<br>What are the SMART goals/objectives that are aligned with the standards for the lesson? | |

    ### Resources and Technology

    Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.

    | | |
    | — | — |
    | Lesson Plan Element | Your Plan |
    | **Resources/Materials**<br>What materials and instructional resources are needed for the teacher and students? How will they support and enhance the lesson? | |
    | **Technology**<br>What technology devices, software, and/or web-based content resources will be incorporated into the lesson? How will they be used and how do they support student learning? | |

    ### Instruction and Activities

    Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.

    | | |
    | — | — |
    | Lesson Plan Element | Your Plan |
    | **Pre-Assessment**<br>How will you determine what prior knowledge, skills, and/or experiences related to the lesson topic students have had? | |
    | **Academic Language**<br>What content-specific vocabulary and/or language should students know or understand for the lesson? How will you incorporate the academic language into the lesson? | |
    | **Introduction/Anticipatory Set**<br>How will you introduce the lesson and grab the students’ attention? How will you “hook” them on this topic? | |
    | **Instruction (I do)**<br>What are the step-by-step procedures that you will model in the instructional portion of this lesson? How will you check for understanding at this point in the lesson? | |
    | **Guided Practice (We do)**<br>What learning activity will the students do in a group setting that allows them to practice and apply what they have learned? How will you check for understanding at this point in the lesson? | |
    | **Independent Practice (You do)**<br>What learning activity will the students do individually that allows them to practice and apply what they have learned? How will you check for understanding at this point in the lesson? | |

    ### Supports and Assessments

    Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.

    | | |
    | — | — |
    | Lesson Plan Element | Your Plan |
    | **Supports**<br>What supports will you provide based on individual and group needs? Include supports for the whole class, groups of students with similar needs, individual students, and students with exceptional learning needs (e.g., IEPs or 504 plans, gifted/talented). | |
    | **Lesson Closing**<br>How will you end the lesson and connect prior learning to new learning? Will you have a culminating activity, task, or homework assignment? | |
    | **Formative Assessment (Informal)**<br>What strategies/activities (e.g., questioning, observation, game, low-stakes quiz) will you implement during the instructional portion of the lesson to check for understanding? | |
    | **Summative Assessment (Formal)**<br>What type of assessment (e.g., test, written assignment, presentation, project) will you use to evaluate student learning toward the standards and goals/objectives of the lesson or unit? Describe the assessment and how it measures the student’s learning toward the standards and goals/objectives of the lesson or unit. | |
    | **Using Assessment to Inform Instruction**<br>Based on your formative and summative assessments, what information or data will you consider to inform instruction going forward? | |

    Copyright 2022 by University of Phoenix. All rights reserved.

    Copyright 2022 by University of Phoenix. All rights reserved.

    ## image1.png

    **## wk6.docx**

    Educators are expected to plan instruction for their students. This includes many aspects, as you can see from the lesson plan template. In this assignment, you will practice your skills in writing formal lesson plans and providing detailed information that pertains to your lesson plans and your instructional unit.

    **Complete** the
    [Summative Assessment: Instructional Unit](https://myresource.phoenix.edu/secure/resource/ELM538v2/elm538_v2_summative_assessment_instructional_unit.docx)*.

    Resource:
    [Lesson Plan Template](https://multimedia.phoenix.edu/cms/202229610)

    **Develop** an instructional unit using the Instructional Unit* directions as your guide.

    **## elm538_v2_summative_assessment_instructional_unit.docx**

    ELM/538 v2

    Summative Assessment: Instructional Unit

    ELM/538 v2

    Page 2 of 2

    ## Summative Assessment: Instructional Unit ![](https://www.sweetstudy.com/questions/wk6-20935373)

    **Construct** a developmentally appropriate one-week instructional unit in the math content area, focusing on one grade level from kindergarten through sixth grade. The math unit should consist of four sections: unit introduction, resources toolkit, lesson planning, and reflection. You will develop three lesson plans for this unit.

    1. Unit Introduction

    a. Include:

    1) Subject

    2) Lesson Segment Title

    3) Grade Level

    4) Central Focus

    5) Language Function

    b. Write a 1- to 2-paragraph narrative that summarizes:

    1) How the content of the unit is appropriate for the grade level chosen

    2) How specific learning needs will be addressed throughout the unit

    3) Current learning theories that influenced instructional decisions in your plan

    4) Strategies for student motivation and engagement that will be used in the unit

    5) A discussion or description of any learning tools you would utilize in your lesson plans

    6) How formative and summative assessment will be used to plan, evaluate, and strengthen instruction and promote continuous learning

    2. Resources Toolkit

    a. Compile a 5-source annotated bibliography that comprises books and resources that support your unit

    b. Books and resources should:

    1) Include two targeted for teacher use and three targeted for student and family use

    2) Be aligned with and support unit objectives

    3) Comprise at least three multimedia materials, including web-based resources

    4) Account for the diversity of your learners, including English language learners, varying math proficiency levels, and students with exceptional needs

    c. Annotated bibliography should:

    1) Begin with the resource reference

    2) Appear in alphabetical order

    3) Use block indentation and explicitly connect the selected book or resource to the unit in three to five sentences

    4) Follow APA formatting guidelines

    3. Lesson Planning

    a. Develop three lesson plans that are appropriate for the development- and grade-level of your unit, using the Lesson Plan Template.

    b. One of the three lesson plans must be a STEAM lesson. You will need to have at least math and one other component of STEAM (science, technology, engineering, art, and math).

    c. Ensure that state standards are covered in the unit

    d. All lesson plans must show evidence of differentiation for English language learners, varying math proficiency levels, and students with exceptional needs.

    e. Incorporate one formative assessment for each lesson and one summative assessment for the entire unit.

    4. Reflection

    a. Solicit feedback from a practicing teacher concerning the following areas of your unit (Option: Seek feedback during the required clinical experience for this course.):

    1) Appropriateness of the unit for the grade level

    2) Appropriateness of the lesson procedures (content and instructional strategies) for the grade level

    3) Effectiveness of the use of digital tools and resources

    4) Potential for the students to achieve the objectives and meet the content standards

    5) Advice for designing and delivering instructional units

    b. Write a 350-word reflection based on your feedback session that describes implications for professional development and growth.

    Copyright 2023 by University of Phoenix. All rights reserved.

    Copyright 2023 by University of Phoenix. All rights reserved.

    ## image1.png

    **## lesson_plan_template.docx**

    Lesson Plan Template

    Page 2 of 2

    ## ![](https://www.sweetstudy.com/questions/wk6-20935373)Lesson Plan Template

    ### General Information

    Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.

    | | |
    | — | — |
    | Lesson Plan Element | Your Plan |
    | **Lesson Focus/Subject Area**<br>What is the central focus of the lesson? What subject(s) will be covered in the lesson? | |
    | **Grade Level**<br>What grade level(s) will be targeted in the lesson? | |

    ### Standards and Objectives

    Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.

    | | |
    | — | — |
    | Lesson Plan Element | Your Plan |
    | **Content Standard(s)**<br>What state, national, or other required standards are being addressed (e.g., language, technology, etc.)? Include the coding and wording of the standards. | |
    | **Goals/Objectives**<br>What are the SMART goals/objectives that are aligned with the standards for the lesson? | |

    ### Resources and Technology

    Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.

    | | |
    | — | — |
    | Lesson Plan Element | Your Plan |
    | **Resources/Materials**<br>What materials and instructional resources are needed for the teacher and students? How will they support and enhance the lesson? | |
    | **Technology**<br>What technology devices, software, and/or web-based content resources will be incorporated into the lesson? How will they be used and how do they support student learning? | |

    ### Instruction and Activities

    Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.

    | | |
    | — | — |
    | Lesson Plan Element | Your Plan |
    | **Pre-Assessment**<br>How will you determine what prior knowledge, skills, and/or experiences related to the lesson topic students have had? | |
    | **Academic Language**<br>What content-specific vocabulary and/or language should students know or understand for the lesson? How will you incorporate the academic language into the lesson? | |
    | **Introduction/Anticipatory Set**<br>How will you introduce the lesson and grab the students’ attention? How will you “hook” them on this topic? | |
    | **Instruction (I do)**<br>What are the step-by-step procedures that you will model in the instructional portion of this lesson? How will you check for understanding at this point in the lesson? | |
    | **Guided Practice (We do)**<br>What learning activity will the students do in a group setting that allows them to practice and apply what they have learned? How will you check for understanding at this point in the lesson? | |
    | **Independent Practice (You do)**<br>What learning activity will the students do individually that allows them to practice and apply what they have learned? How will you check for understanding at this point in the lesson? | |

    ### Supports and Assessments

    Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.

    | | |
    | — | — |
    | Lesson Plan Element | Your Plan |
    | **Supports**<br>What supports will you provide based on individual and group needs? Include supports for the whole class, groups of students with similar needs, individual students, and students with exceptional learning needs (e.g., IEPs or 504 plans, gifted/talented). | |
    | **Lesson Closing**<br>How will you end the lesson and connect prior learning to new learning? Will you have a culminating activity, task, or homework assignment? | |
    | **Formative Assessment (Informal)**<br>What strategies/activities (e.g., questioning, observation, game, low-stakes quiz) will you implement during the instructional portion of the lesson to check for understanding? | |
    | **Summative Assessment (Formal)**<br>What type of assessment (e.g., test, written assignment, presentation, project) will you use to evaluate student learning toward the standards and goals/objectives of the lesson or unit? Describe the assessment and how it measures the student’s learning toward the standards and goals/objectives of the lesson or unit. | |
    | **Using Assessment to Inform Instruction**<br>Based on your formative and summative assessments, what information or data will you consider to inform instruction going forward? | |

    Copyright 2022 by University of Phoenix. All rights reserved.

    Copyright 2022 by University of Phoenix. All rights reserved.

    ## image1.png

    **## wk6.docx**

    Educators are expected to plan instruction for their students. This includes many aspects, as you can see from the lesson plan template. In this assignment, you will practice your skills in writing formal lesson plans and providing detailed information that pertains to your lesson plans and your instructional unit.

    **Complete** the
    [Summative Assessment: Instructional Unit](https://myresource.phoenix.edu/secure/resource/ELM538v2/elm538_v2_summative_assessment_instructional_unit.docx)*.

    Resource:
    [Lesson Plan Template](https://multimedia.phoenix.edu/cms/202229610)

    **Develop** an instructional unit using the Instructional Unit* directions as your guide.

    **## elm538_v2_summative_assessment_instructional_unit.docx**

    ELM/538 v2

    Summative Assessment: Instructional Unit

    ELM/538 v2

    Page 2 of 2

    ## Summative Assessment: Instructional Unit ![](https://www.sweetstudy.com/questions/wk6-20935373)

    **Construct** a developmentally appropriate one-week instructional unit in the math content area, focusing on one grade level from kindergarten through sixth grade. The math unit should consist of four sections: unit introduction, resources toolkit, lesson planning, and reflection. You will develop three lesson plans for this unit.

    1. Unit Introduction

    a. Include:

    1) Subject

    2) Lesson Segment Title

    3) Grade Level

    4) Central Focus

    5) Language Function

    b. Write a 1- to 2-paragraph narrative that summarizes:

    1) How the content of the unit is appropriate for the grade level chosen

    2) How specific learning needs will be addressed throughout the unit

    3) Current learning theories that influenced instructional decisions in your plan

    4) Strategies for student motivation and engagement that will be used in the unit

    5) A discussion or description of any learning tools you would utilize in your lesson plans

    6) How formative and summative assessment will be used to plan, evaluate, and strengthen instruction and promote continuous learning

    2. Resources Toolkit

    a. Compile a 5-source annotated bibliography that comprises books and resources that support your unit

    b. Books and resources should:

    1) Include two targeted for teacher use and three targeted for student and family use

    2) Be aligned with and support unit objectives

    3) Comprise at least three multimedia materials, including web-based resources

    4) Account for the diversity of your learners, including English language learners, varying math proficiency levels, and students with exceptional needs

    c. Annotated bibliography should:

    1) Begin with the resource reference

    2) Appear in alphabetical order

    3) Use block indentation and explicitly connect the selected book or resource to the unit in three to five sentences

    4) Follow APA formatting guidelines

    3. Lesson Planning

    a. Develop three lesson plans that are appropriate for the development- and grade-level of your unit, using the Lesson Plan Template.

    b. One of the three lesson plans must be a STEAM lesson. You will need to have at least math and one other component of STEAM (science, technology, engineering, art, and math).

    c. Ensure that state standards are covered in the unit

    d. All lesson plans must show evidence of differentiation for English language learners, varying math proficiency levels, and students with exceptional needs.

    e. Incorporate one formative assessment for each lesson and one summative assessment for the entire unit.

    4. Reflection

    a. Solicit feedback from a practicing teacher concerning the following areas of your unit (Option: Seek feedback during the required clinical experience for this course.):

    1) Appropriateness of the unit for the grade level

    2) Appropriateness of the lesson procedures (content and instructional strategies) for the grade level

    3) Effectiveness of the use of digital tools and resources

    4) Potential for the students to achieve the objectives and meet the content standards

    5) Advice for designing and delivering instructional units

    b. Write a 350-word reflection based on your feedback session that describes implications for professional development and growth.

    Copyright 2023 by University of Phoenix. All rights reserved.

    Copyright 2023 by University of Phoenix. All rights reserved.

    ## image1.png

    **## lesson_plan_template.docx**

    Lesson Plan Template

    Page 2 of 2

    ## ![](https://www.sweetstudy.com/questions/wk6-20935373)Lesson Plan Template

    ### General Information

    Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.

    | | |
    | — | — |
    | Lesson Plan Element | Your Plan |
    | **Lesson Focus/Subject Area**<br>What is the central focus of the lesson? What subject(s) will be covered in the lesson? | |
    | **Grade Level**<br>What grade level(s) will be targeted in the lesson? | |

    ### Standards and Objectives

    Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.

    | | |
    | — | — |
    | Lesson Plan Element | Your Plan |
    | **Content Standard(s)**<br>What state, national, or other required standards are being addressed (e.g., language, technology, etc.)? Include the coding and wording of the standards. | |
    | **Goals/Objectives**<br>What are the SMART goals/objectives that are aligned with the standards for the lesson? | |

    ### Resources and Technology

    Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.

    | | |
    | — | — |
    | Lesson Plan Element | Your Plan |
    | **Resources/Materials**<br>What materials and instructional resources are needed for the teacher and students? How will they support and enhance the lesson? | |
    | **Technology**<br>What technology devices, software, and/or web-based content resources will be incorporated into the lesson? How will they be used and how do they support student learning? | |

    ### Instruction and Activities

    Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.

    | | |
    | — | — |
    | Lesson Plan Element | Your Plan |
    | **Pre-Assessment**<br>How will you determine what prior knowledge, skills, and/or experiences related to the lesson topic students have had? | |
    | **Academic Language**<br>What content-specific vocabulary and/or language should students know or understand for the lesson? How will you incorporate the academic language into the lesson? | |
    | **Introduction/Anticipatory Set**<br>How will you introduce the lesson and grab the students’ attention? How will you “hook” them on this topic? | |
    | **Instruction (I do)**<br>What are the step-by-step procedures that you will model in the instructional portion of this lesson? How will you check for understanding at this point in the lesson? | |
    | **Guided Practice (We do)**<br>What learning activity will the students do in a group setting that allows them to practice and apply what they have learned? How will you check for understanding at this point in the lesson? | |
    | **Independent Practice (You do)**<br>What learning activity will the students do individually that allows them to practice and apply what they have learned? How will you check for understanding at this point in the lesson? | |

    ### Supports and Assessments

    Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.

    | | |
    | — | — |
    | Lesson Plan Element | Your Plan |
    | **Supports**<br>What supports will you provide based on individual and group needs? Include supports for the whole class, groups of students with similar needs, individual students, and students with exceptional learning needs (e.g., IEPs or 504 plans, gifted/talented). | |
    | **Lesson Closing**<br>How will you end the lesson and connect prior learning to new learning? Will you have a culminating activity, task, or homework assignment? | |
    | **Formative Assessment (Informal)**<br>What strategies/activities (e.g., questioning, observation, game, low-stakes quiz) will you implement during the instructional portion of the lesson to check for understanding? | |
    | **Summative Assessment (Formal)**<br>What type of assessment (e.g., test, written assignment, presentation, project) will you use to evaluate student learning toward the standards and goals/objectives of the lesson or unit? Describe the assessment and how it measures the student’s learning toward the standards and goals/objectives of the lesson or unit. | |
    | **Using Assessment to Inform Instruction**<br>Based on your formative and summative assessments, what information or data will you consider to inform instruction going forward? | |

    Copyright 2022 by University of Phoenix. All rights reserved.

    Copyright 2022 by University of Phoenix. All rights reserved.

    ## image1.png

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