Marymount University Transportation Systems Evaluation Questions I need someone to do a homework in TRANSPORTATION SYSTEMS EVALUATION with no copying or pl

Marymount University Transportation Systems Evaluation Questions I need someone to do a homework in TRANSPORTATION SYSTEMS EVALUATION with no copying or plagiarism please. Literature Lesson Plan
Theme __________________________
Date _____________________________________
Title ____________________________
Author ___________________________________
Publisher ________________________
Year of Publ. ______________________________
Concepts included: ______________________________________________________________
Objectives: At the end of the lesson, the students will…
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. Universal Design for Learning (UDL) – Including ALL Children
UDL Practice
Planning
Multiple means of
representation
(materials &
environment)
Multiple means of
engagement
(How I will draw
children in…)
Multiple means of
expression
(How children will
demonstrate
understanding of
learning…)
I will support the environment by…
Child who is a dual
language learner
I will support the child by…
Evaluation: At the conclusion, the children will be able to…
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Theme __________________________
Date _____________________________________
Title ____________________________
Author ___________________________________
Publisher ________________________
Year of Publ. ______________________________
Concepts included: ______________________________________________________________
Objectives: At the end of the lesson, the students will…
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. Universal Design for Learning (UDL) – Including ALL Children
UDL Practice
Planning
Multiple means of
representation
(materials &
environment)
Multiple means of
engagement
(How I will draw
children in…)
Multiple means of
expression
(How children will
demonstrate
understanding of
learning…)
I will support the environment by…
Child who is a dual
language learner
I will support the child by…
Evaluation: At the conclusion, the children will be able to…
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Theme __________________________
Date _____________________________________
Title ____________________________
Author ___________________________________
Publisher ________________________
Year of Publ. ______________________________
Concepts included: ______________________________________________________________
Objectives: At the end of the lesson, the students will…
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. Universal Design for Learning (UDL) – Including ALL Children
UDL Practice
Planning
Multiple means of
representation
(materials &
environment)
Multiple means of
engagement
(How I will draw
children in…)
Multiple means of
expression
(How children will
demonstrate
understanding of
learning…)
I will support the environment by…
Child who is a dual
language learner
I will support the child by…
Evaluation: At the conclusion, the children will be able to…
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Theme __________________________
Date _____________________________________
Title ____________________________
Author ___________________________________
Publisher ________________________
Year of Publ. ______________________________
Concepts included: ______________________________________________________________
Objectives: At the end of the lesson, the students will…
1.
___________________________________________________________________________
2.
___________________________________________________________________________
3. Universal Design for Learning (UDL) – Including ALL Children
UDL Practice
Planning
Multiple means of
representation
(materials &
environment)
Multiple means of
engagement
(How I will draw
children in…)
Multiple means of
expression
(How children will
demonstrate
understanding of
learning…)
I will support the environment by…
Child who is a dual
language learner
I will support the child by…
Evaluation: At the conclusion, the children will be able to…
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Theme __________________________
Date _____________________________________
Title ____________________________
Author ___________________________________
Publisher ________________________
Year of Publ. ______________________________
Concepts included: ______________________________________________________________
Objectives: At the end of the lesson, the students will…
1.
___________________________________________________________________________
2.
___________________________________________________________________________
3. Universal Design for Learning (UDL) – Including ALL Children
UDL Practice
Planning
Multiple means of
representation
(materials &
environment)
Multiple means of
engagement
(How I will draw
children in…)
Multiple means of
expression
(How children will
demonstrate
understanding of
learning…)
I will support the environment by…
Child who is a dual
language learner
I will support the child by…
Evaluation: At the conclusion, the children will be able to…
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Instructions Criteria for Inclusive Curriculum Plan Assignment
1) everyone will choose a theme and complete a weeklong (5day) lesson plan for any
age between 6 months and 5 years (your choice). the Inclusive Curriculum Final
Project is a 5 day school week so there should be 5 activities total one for each
day.
2) To aid you in completing this assignment, use the Literature Lesson Plan Template
uploaded on Canvas under Major Assignments Module.
3) For Part 1 of this assignment, students will write a one-page description of the
hypothetical inclusive preschool class that you are focusing on for this assignment.
Information should include how many children are in the class, the professionals
involved, where the preschool is located, etc. This class needs to include a variety of
children within it, including one child with a specific disability and one child that is a
dual language learner (DLL). You are encouraged to base these children on specific
children you have or are currently working with if applicable. Be specific within your
description, providing detail regarding the strengths and challenges of the classroom
dynamics. (15 points)
4) For Part 2 of this assignment, you will fill in all information in the template and
you will engage in planning utilizing universal design for learning (UDL). For each
day, you will detail (3-4 sentences) how you will plan to support all children’s
learning in the class regarding multiple means of representation, multiple means of
engagement, and multiple means of expression. These strategies can be focused on
specific activities within the day or for the day as a whole.
You will then identify two different curriculum modifications and adaptations that
you could implement specifically for a child who is a dual language learner. Identify
each using the Preschool English Learners resource that will be provided digitally
through PDF. Then describe briefly what you would do, ensuring that it relates to the
specific day of your theme. (70points)
Finally, you will write a one-page reflection about your experience working with a
high-quality curriculum and ensuring that all children could participate in activities.
(15 points)
Running head: UNIVERSAL DESIGN FOR LEARNING
Universal Design for Learning
By (Name)
Course
Professor
Institutional affiliation
Date
1
UNIVERSAL DESIGN FOR LEARNING
2
Part one
The Eden wood preschool is an inclusive school with a population of three hundred
children. It is located in North Carolina in a middle-class residential area, serving children
mostly within a 10-mile radius of the school. The preschool is inclusive as it admits children
with disabilities and those who are interested in dual languages. It offers quality education
because the school has various professionals working on teaching the children in all areas. The
professionals include; teachers with a degree in language, literature teachers, and linguistics, and
childhood education experts. The class has 20 children of ages 4-5 years. It has a variety of
children with various backgrounds, and there is a child with a hearing disability and one who is a
dual language learner, learning Spanish and English. The kids have multiple ways of learning
that work for them, some learn through observation, while others are imaginative and try to draw
what they learn while others learn better with touch (English, 2009), based on the kids I am
currently working.
This class has various challenges, and just like any other, it has its strengths. One of the
significant challenges is the different ways these children learn and so you have to use different
techniques in teaching and, at the same time, ensure that each child can understand every
concept. Some learn through observing their environment critically, and therefore, they relate a
new word that they know with what they see. A child with a hearing problem cannot learn
through sound, and consequently, you have to write or bring the item for them to see (KingSears, 2009). As a teacher, you have to pronounce words slowly and clearly so that he or she can
read your lips. The strengths are that the children are all learning for the first time and can help
each other in pronunciation and learning. As one person pronounces a word or understands a
theme, sharing it with the class allows the rest to understand and come up with different
UNIVERSAL DESIGN FOR LEARNING
3
explanations. The visual presentations help the children to understand fast as they can relate a
word with what they see (English, 2009). Making a model of a house helps to know how it looks
like and hence more memorable.
Part two
Literature Lesson Plan
Theme: Patience and hard work pay off
Date:
Title: The Three Little Pigs
Author: Patricia Seibert
Publisher: McGraw Hill Children’s Publishing
Year of Publishing: 2002
Concepts included: Time, Quantity, and Relationships.
Objectives: At the end of the lesson, the students will
1. Be able to identify who worked hard among the pigs in building the house.
2. Be able to identify the characters who were patient and how it paid off.
3. Universal Design for Learning (UDL) – Including ALL Children
UDL Practice
Planning
Multiple means of
I will use visual representations in the class; these include
representation
PowerPoint presentations, charts, and drawings. I will avail of
(materials &
building models of different houses made of other materials. I will
environment)
also provide props for acting out specific roles.
Multiple means of
I will divide the children into groups of five and ask each group to
engagement
make a peace corner in the class.they will draw cards of friends and
(How I will draw
family and write words such as peace, unity, and love in separate
children in)
cards. Each group will present what they have made and why they
UNIVERSAL DESIGN FOR LEARNING
4
chose the words that they have written. In their presentation, I will
ask them to suggest how the pigs’ houses would be if they worked
harmoniously.
Multiple means of
I will ask each child to build a house of their choice using a material
expression
that they like. Each child will show it to the class and the others why
(How children will
they think their model is good. I will make two houses, one of the
demonstrate an
artificial bricks and the other of plastic straws, and ask them which
understanding of
house they think is strong and which one took more time to build.
learning)
Children who select strong materials show that they have understood
the value of patience and hard work.
A child who is a dual
I will support the environment by asking the child to write words
language learner.
such as hard work, peace, unity, and patience in two sets of cards. I
will write ‘Spanish’on one stack and ‘English’ on the other. The kid
will write words in both languages and put them in the respective
group.
I will support the child by using the interdependence hypothesis by
translating the book written in English to Spanish to ensure
proficiency in their home language. I will apply the threshold
hypothesis by making the child tell how they have understood the
story in Spanish to help them learn English faster. I will make a chart
for the child to write words that he or she has learned from the book
in both languages.
UNIVERSAL DESIGN FOR LEARNING
5
Evaluation: At the conclusion, the children will know the importance of working hard and that it
pays off. They will learn the value of patience and that it is essential to wait rather than take short
cuts to accomplish a task like what the two pigs who built their houses on straws and the wolf
blew them away. They should be patient like the pig who used bricks to make, and his house was
strong when the wolf wanted to blow it out.
Utilizing universal design for learning (UDL) is a curriculum that ensures the
participation of every child in the classroom. It engages everyone on a level that they can
understand and seeks to provide quality education for all the children (Rose, 2002). The
curriculum factors in learners with disabilities provide ways through which they can participate
fully in the classroom. The lesson plan is comprehensive, ensuring that every lesson promotes
understanding in every learner in an efficient manner. It encourages proficiency in learning
literature and language by advancing theories through which learning is practical. It enables the
active participation of children and an exciting approach to learning a language.
This curriculum connects the first language of a child and the second language, therefore
offering a way through which a learner can appreciate both languages. It also supports diversity
by providing a forum for the interaction of children from different ethnic, economic, and
religious backgrounds (Rose, 2000). The exchanges help to facilitate faster learning of literature
and language because it relies on practical activities. Teachers create methods that enable them
to interact with the kids to offer a range of language components. The way it presents the
literature material makes it easy for learners to know the meaning of words because it is tailored
for people of young ages, an age bracket of 6 months to 5 years. It also offers a guide to help
learners to speak and listen at the same time. It also promotes the concept of print as learners
begin to acknowledge that print is readable, and they can show book-handling skills. The kids
UNIVERSAL DESIGN FOR LEARNING
6
can responsibly handle books because they know that they can read them. It enables matching of
words with the letters that are printed, an indication of learning, and they also realize that letters
have different sounds attached to them. It makes learning enjoyable, and they can do activities.
The curriculum is a high-quality system that helps to connect social life and academic literature.
UNIVERSAL DESIGN FOR LEARNING
7
References
English, C. D. (2009). Preschool English Learners: Principles and Practices to Promote
Language, Literacy, and Learning—A Resource Guide (Second Edition). California: CDE
Press.
King-Sears, M. (2009). Universal design for learning: Technology and pedagogy. Learning
Disability Quarterly, 32(4), 199-201.
Rose, D. (2000). Universal design for learning. Journal of Special Education Technology, 15(3),
45-49.
Rose, D. H. (2002). Teaching every student in the digital age: Universal design for learning.
Alexandria.

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