Category: Education

Step 1
You will read five versions of the “Three Little Pigs” story, each offering a unique perspective on the classic tale. The goal is to examine how these different versions either uphold or disrupt the dominant narrative of the original story, and to consider the implications of these changes. You will then reflect on how narrative perspective can influence the reader’s understanding and perception of characters, events, and moral lessons.

https://www.youtube.com/watch?v=kaNbGQ2gOkc

Share your thoughts on the following questions in 1 paragraph:
How does each version change the roles or motivations of the characters (especially the wolf and the pigs)?
What new perspectives or voices are introduced in the alternative versions?
How do these changes disrupt the dominant narrative of the original tale?
Share your thoughts in one or 2 paragraphs about the following questions:
Reflect on the concept of dominant narratives in storytelling. How does the traditional “Three Little Pigs” story reinforce certain ideas about morality, power, and justice?
Discuss how narrative perspective influences the reader’s understanding and empathy. How does changing the point of view alter the moral of the story?
Finally answer the following questions in 1 paragraph:
Why or how do you think this assignment is relevant to your work as teachers of young children?
use your own words no AI

Make it free from turnitin. Needs to be 1000 words. We are allowed 10% +/- with the word count. Double check citation and reference list. I have attached a copy of my essay to help you with the rewriting. I am going to use my presentation to present my attached essay

Develop a mini-lesson for a reading or writing strategy that could be presented to the whole class. The lesson should relate to the theme or topic that you have selected for this unit of study and should be part of your Five-Day Workshop Schedule. The lesson should follow the format outlined on “Mini-Lesson Format” document (Form 10) from Teaching Reading in Middle School. This format should work for both reading and writing mini-lessons. The “Mini-Lesson Format” document can also be found in Appendix B.
Reading Assignments
o Chapters 4 (Robb, Teaching Reading in Middle School)
o Chapter 5 (Robb, Teaching Middle School Writers)
o Scriptures: Proverbs 4:20-22; Acts 17:11-12

You will create a unit plan . This unit plan will be centered around a specific topic and age group. The plan should involve the following:
LESSON PLAN SHOULD BE A SCIENCE LESSON FOR 8 YEAR OLDS
Identify an age level
Identify instructional goals.
Assessment to identify strengths and weaknesses.
A specific topic or theme based on need.
Instructional activities to improve skills
Texts to teach reading and writing
Various reading and writing activities.
Assessment to show growth within the unit and at the end of the unit.
The assessments may or may not be standardized, this choice is up to you.
You must include how you will differentiate for your lower level learners.
ATTACHMENT IS A SAMPLE ONLY. DO NOT DO THE UNIT PLAN BASED ON THE SAMPLE.

Assignment is 4 lesson plans, each should be one page. Lesson plan should be for a 1st grade classroom. Music lesson plans should be basic songs that children sing, such as “if you’re happy and you know it clap your hands”, and not from a specific band. Template is attached. Below is instructions from professor: There are two assignments involved, one regarding play and one music. There should be a total of 4 lessons. Students will design 2 art integrated lessons that are connected to a greater Unit (include a rationale to the connections). These lessons must be unique and your own idea. You may choose to use play, visual art, music, drama or dance as the key component to each lesson. Lesson Title: Content Standard Alignment: Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals) Outline the concept, knowledge, skill, or application students can demonstrate upon lesson completion. This may be the same as or very similar to the content standard; however, it could be narrower or perhaps broader. Objectives may be stated in the form of critical questions students should be able to answer. Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction) How does this lesson support the unit goals / enduring understandings? How does this lesson build on the previous lesson in this instructional sequence? How does this lesson support the next lesson in this instructional sequence? Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources) List all materials and resources required by teacher and/or students, include preparation or other special instructions; e.g. paper based materials such as text books, technology equipment, science equipment or supplies, art materials or equipment. Methods and Instructional Strategies (Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy) Anticipated Student Misconceptions: Concept Prerequisites: List all key concepts and terminology necessary for students to understand the concepts as well as meet the standards, goals and objectives of the lesson. Introduction: Anticipatory Set: Instructional Activities: Includes questioning techniques, grouping strategies, pedagogical approaches. Wrap Up: Synthesis/Closure: Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of Students) Address diverse student needs including students with an IEP or 504, cultural or linguistic needs. Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)

Assignment is 4 lesson plans, each should be one page. Lesson plan should be for a 1st grade classroom. Music lesson plans should be basic songs that children sing, such as “if you’re happy and you know it clap your hands”, and not from a specific band. Template is attached. Below is instructions from professor: There are two assignments involved, one regarding play and one music. There should be a total of 4 lessons. Students will design 2 art integrated lessons that are connected to a greater Unit (include a rationale to the connections). These lessons must be unique and your own idea. You may choose to use play, visual art, music, drama or dance as the key component to each lesson. Lesson Title: Content Standard Alignment: Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals) Outline the concept, knowledge, skill, or application students can demonstrate upon lesson completion. This may be the same as or very similar to the content standard; however, it could be narrower or perhaps broader. Objectives may be stated in the form of critical questions students should be able to answer. Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction) How does this lesson support the unit goals / enduring understandings? How does this lesson build on the previous lesson in this instructional sequence? How does this lesson support the next lesson in this instructional sequence? Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources) List all materials and resources required by teacher and/or students, include preparation or other special instructions; e.g. paper based materials such as text books, technology equipment, science equipment or supplies, art materials or equipment. Methods and Instructional Strategies (Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy) Anticipated Student Misconceptions: Concept Prerequisites: List all key concepts and terminology necessary for students to understand the concepts as well as meet the standards, goals and objectives of the lesson. Introduction: Anticipatory Set: Instructional Activities: Includes questioning techniques, grouping strategies, pedagogical approaches. Wrap Up: Synthesis/Closure: Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of Students) Address diverse student needs including students with an IEP or 504, cultural or linguistic needs. Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)

Develop a mini-lesson for a reading or writing strategy that could be presented to the whole class. The lesson should relate to the theme or topic that you have selected for this unit of study and should be part of your Five-Day Workshop Schedule. The lesson should follow the format outlined on “Mini-Lesson Format” document (Form 10) from Teaching Reading in Middle School. This format should work for both reading and writing mini-lessons. The “Mini-Lesson Format” document can also be found in Appendix B.
Reading Assignments
o Chapters 4 (Robb, Teaching Reading in Middle School)
o Chapter 5 (Robb, Teaching Middle School Writers)
o Scriptures: Proverbs 4:20-22; Acts 17:11-12

You will create a unit plan . This unit plan will be centered around a specific topic and age group. The plan should involve the following:
LESSON PLAN SHOULD BE A SCIENCE LESSON FOR 8 YEAR OLDS
Identify an age level
Identify instructional goals.
Assessment to identify strengths and weaknesses.
A specific topic or theme based on need.
Instructional activities to improve skills
Texts to teach reading and writing
Various reading and writing activities.
Assessment to show growth within the unit and at the end of the unit.
The assessments may or may not be standardized, this choice is up to you.
You must include how you will differentiate for your lower level learners.
ATTACHMENT IS A SAMPLE ONLY. DO NOT DO THE UNIT PLAN BASED ON THE SAMPLE.

Assignment is 4 lesson plans, each should be one page. Lesson plan should be for a 1st grade classroom. Music lesson plans should be basic songs that children sing, such as “if you’re happy and you know it clap your hands”, and not from a specific band. Template is attached. Below is instructions from professor: There are two assignments involved, one regarding play and one music. There should be a total of 4 lessons. Students will design 2 art integrated lessons that are connected to a greater Unit (include a rationale to the connections). These lessons must be unique and your own idea. You may choose to use play, visual art, music, drama or dance as the key component to each lesson. Lesson Title: Content Standard Alignment: Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals) Outline the concept, knowledge, skill, or application students can demonstrate upon lesson completion. This may be the same as or very similar to the content standard; however, it could be narrower or perhaps broader. Objectives may be stated in the form of critical questions students should be able to answer. Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction) How does this lesson support the unit goals / enduring understandings? How does this lesson build on the previous lesson in this instructional sequence? How does this lesson support the next lesson in this instructional sequence? Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources) List all materials and resources required by teacher and/or students, include preparation or other special instructions; e.g. paper based materials such as text books, technology equipment, science equipment or supplies, art materials or equipment. Methods and Instructional Strategies (Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy) Anticipated Student Misconceptions: Concept Prerequisites: List all key concepts and terminology necessary for students to understand the concepts as well as meet the standards, goals and objectives of the lesson. Introduction: Anticipatory Set: Instructional Activities: Includes questioning techniques, grouping strategies, pedagogical approaches. Wrap Up: Synthesis/Closure: Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of Students) Address diverse student needs including students with an IEP or 504, cultural or linguistic needs. Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)

Assignment is 4 lesson plans, each should be one page. Lesson plan should be for a 1st grade classroom. Music lesson plans should be basic songs that children sing, such as “if you’re happy and you know it clap your hands”, and not from a specific band. Template is attached. Below is instructions from professor: There are two assignments involved, one regarding play and one music. There should be a total of 4 lessons. Students will design 2 art integrated lessons that are connected to a greater Unit (include a rationale to the connections). These lessons must be unique and your own idea. You may choose to use play, visual art, music, drama or dance as the key component to each lesson. Lesson Title: Content Standard Alignment: Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals) Outline the concept, knowledge, skill, or application students can demonstrate upon lesson completion. This may be the same as or very similar to the content standard; however, it could be narrower or perhaps broader. Objectives may be stated in the form of critical questions students should be able to answer. Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction) How does this lesson support the unit goals / enduring understandings? How does this lesson build on the previous lesson in this instructional sequence? How does this lesson support the next lesson in this instructional sequence? Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources) List all materials and resources required by teacher and/or students, include preparation or other special instructions; e.g. paper based materials such as text books, technology equipment, science equipment or supplies, art materials or equipment. Methods and Instructional Strategies (Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy) Anticipated Student Misconceptions: Concept Prerequisites: List all key concepts and terminology necessary for students to understand the concepts as well as meet the standards, goals and objectives of the lesson. Introduction: Anticipatory Set: Instructional Activities: Includes questioning techniques, grouping strategies, pedagogical approaches. Wrap Up: Synthesis/Closure: Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of Students) Address diverse student needs including students with an IEP or 504, cultural or linguistic needs. Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)