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Topic (textbook pages, lesson number, unit). Time allotment. | Materials Needed| * Do not include standard classroom equipment (e. g. , chalkboard). * Include things such as books, colored pencils, PowerPoint presentation, handouts, etc. | Objectives| * District, state, and national standards (whatever is applicable at the school). * Long-term objectives (describe the lesson as part of a larger idea, such as a one-day lesson on Louis XIV that contributes to understanding the chapter concept on the growth of absolute monarchy). Short-term (lesson) objectives: Measurable and specific, phrased in terms of “the student will… “| Procedures| * Introduction:

Start with a hook (an attention-getter) to introduce the lesson. This should be understandable and relatable, and should activate prior knowledge. * Instruction: How will the goals of the lesson be reached? What will the students do to reach the objectives? Will the students complete a learning task in teams? Will the students take notes from a lecture? Closing: Students demonstrate that they followed the instructions. This includes anything from sharing teamwork results, to review questions over a lecture or PowerPoint. | Independent Work| * This includes follow-up work done in class or as homework. * Any work assigned should be an extension of the in-class lesson. Ideally, it simultaneously reinforces the lesson, builds upon it, and creates background knowledge for the next lesson. | Assessment| * Determine whether or not the goals of the lesson have been reached.

Types of assessment may vary. * Formal assessments include quizzes, tests, work (such as essays) evaluated according to a rubric, etc. * Informal assessments include looking over students’ completed assignments, question-and-answer sessions, etc. | Reflection| * This is done after the lesson as a self-reflection exercise. * What parts of this lesson worked well? How might these parts be made even better? * What parts of this lesson did not work? Why? Should these parts be altered, changed, or scrapped?



Description POS 2112: AMERICAN STATE/LOCAL GOVERNMENT FALL 2018  This paper requires you to compare the Bill of Rights in the U.S. Constitution (i.e., the first 10 Amendments to the U.S. Constitution) to the bill of rights in your state Constitution (for example, the Florida State Constitution, for students who originate from Florida or who call Florida their home state. Students who originate from other U.S. states should use their state’s Constitution. Students from abroad (or international countries) can use their countries’ Constitutions; however, if they do not contain articles similar in nature to the Bill of Rights in the U.S. Constitution, then such students must use the U.S Constitution. (You should refer to the part or section of Chapter 2 of the textbook that features a discussion on this theme, Section 2.2, page 32). The (a) part of the assignment requires you to simply enumerate the Amendment articles in the U.S. Constitution and similar articles in your own state’s Constitution. The (b) part requires you to address the following question: Does your state constitution extend the rights and liberties of citizens beyond those provided in the national Constitution? If so, identify and briefly discuss 3 ways that your state Constitution has extended citizens’ rights beyond the U.S. Constitution. If not, say so and identify and discuss briefly 3 similarities between the U.S. Constitution and your state Constitution. This assignment is worth 15% of the course grade. Length: no more than 4 double-spaced type-written pages. Due: Tuesday, November 20, 2018.

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