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the Work Itself Is On The Word Document That Is Attached

Instructionsthe Work Itself Is On The Word Document That Is Attached Instructionsthe Work Itself Is On The Word Document That Is Attached INSTRUCTIONS: the work itself is on the word document that is attached. You have to look for a famous person biography and this whole assigment is as if you were a teacher and you are teaching a class, what would you say what questions would you ask , and also complete the pyramid10:42 Use the packet below to guide you in completing the Instructional Plan. Also, you may click on the link for biographies to find texts you can use for this activity. You will need to create an account to see the texts. Please use this activity with your group of students that you are with for field hours. Add an artifact from that experience. Please read through the instructions. RED 4325 Bio-Pyramid Instructional Packet .docx Actions Biographies Links to an external site. B.E.S.T. for Reading Links to an external site. ESE Accommodations List for Lesson Plans.pdf Actions Accommodations for ELL students.doc Actions What to upload (you may upload everything in one doc, or upload it as separate documents): 1. BioPyramid Instructional Plan with Cover Page 2. Student Artifact(s)- at least one is required 3. Three Level Reflection

Paper For Above instruction

The assignment requires developing an instructional plan centered around a biography of a famous person, which involves imagining oneself as an educator delivering a lesson. The core task involves selecting a biography suitable for classroom use, preparing questions to engage students, and designing a Pyramid 10:42 activity to deepen comprehension. Additionally, the plan must incorporate an artifact from the teaching experience and reflect on the process at three different cognitive levels.

To begin, selecting a compelling biography of a notable figure is essential. The biography should be age-appropriate and engaging, capable of fostering meaningful classroom discussion. For example, a biography of Nelson Mandela or Marie Curie could serve as effective texts because of their historical significance and inspiring stories. Once the biography is chosen, the next step is to craft questions that stimulate critical thinking and comprehension. These should range from basic factual queries to higher-order questions that analyze motivations, impacts, or ethical dilemmas faced by the subject.

The Pyramid 10:42 model is a structured instructional strategy that encourages layered understanding. It typically involves progressing from foundational knowledge at the base of the pyramid to more complex analysis and evaluation at the top. Incorporating this into the lesson plan enables students to build their understanding step-by-step, starting with basic facts, then moving to interpretation, and culminating in personal or ethical reflection. An example activity could involve students summarizing key facts, analyzing the person’s contributions, and debating the implications of their actions in a broader societal context.

Embedding an artifact from the teaching experience adds authenticity and self-assessment to the assignment. This could be a photograph of the classroom activity, student responses, or a recorded discussion. The reflection component requires examining the effectiveness of the lesson at three cognitive levels—remembering, understanding, and analyzing—highlighting growth areas and insights for future instruction. Additionally, the plan must align with specific accommodations for diverse learners, such as English Language Learners (ELLs) and students with special needs, as outlined in the provided documents.

Finally, the completed assignment should include all components in a comprehensive document: the instructional plan with a cover page, the artifact, and the three-level reflection. These elements collectively demonstrate understanding of instructional design, differentiation, and reflective practice, fulfilling the core educational objectives of this task.

References

• Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. Jossey-Bass.
• National Council of Teachers of English. (2013). NCTE guide on integrating literacy strategies. NCTE.
• Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
• Gagne, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of Instructional Design. Wadsworth Publishing.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Longman.
• Marzano, R. J., & Marzano, J. S. (2003). The Key to Classroom Management. Educational Leadership.
• Stiggins, R. (2005). From Formative Assessment to Assessment FOR Learning: A Path to Success in Standards-Based Schools. Phi Delta Kappa.
• Heacox, D. (2012). Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3-12. Free Spirit Publishing.
• Slavin, R. E. (2009). Educational Psychology: Theory and Practice. Pearson Education.