CLINICAL C

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Grand Canyon University *

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516

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English

Date

Apr 3, 2024

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docx

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Running Head: <TITLE OF YOUR PAPER> CLINICAL EXPERIENCE C 1 Clinical Experience C: Lesson Plan Deli very <Title of Your Paper> Your Name Imarii Stevens-Sheppard Grand Canyon University: <Course Code> S EC-516 7/20/2021 Date

TITLE OF YOUR PAPER CLINICAL EXPERIENCE C 2 Clinical Experience C: Lesson Plan Delivery For my Clinical Experience C assig nment, I was unable to present my created lesson to an actual class. However, after viewing supplemental videos of teachers giving their own lessons, I was able to think of possible challenges and successes of my created lesson. The assignment I created was a digital media assignment where students would use video resources to teach students literary themes and vocabulary. I w ould create a Venn Diagram and as a class the students would brainstorm similarities and differences between literature and film. A few possible challenges that I could come across c ould be making sure that students stay on task when reading the novel and while viewing the video. If the lesson goes as planned than students would be successful in u nderstanding certain themes and ideas that are presented in the novel. <Title of Your Paper> For my reflection summary , I will be discussing a lesson that I viewed of a 12 th grade English Language Arts class learning about different archetypal theories in literature. Based on what I viewed while watching the lesson, I would say that the students understood the objective of the day which was being able to identify the “fool” and the “hero” characters in literature. In the beginning some students had difficulty naming accurate characters to fit these archetypal’s but by the end of the lesson they were able to name more accurate characters and give reason as to why they are. If taught the same lesson differently, I think the teacher s hould give aa character example of each archetypal so that students have a better example of what each archetypal is. Photo images of these characters can be u sed so that students can attach a visual to the archetypal as well. The general presentation of the lesson went well. Students were able to follow along and unders tand what was being presented to them and were active in their class discussion. The only areas of the lesson that I would improve upon is the aspect of classroom setup. The teacher had students discuss topics in small groups, however the seats are arranged in rows, and I think

TITLE OF YOUR PAPER CLINICAL EXPERIENCE C 3 arranging the students in small groups could make discussion go along a lot smoother. Student engagement was very high in this lesson. Students were active participants from the very beginning and were able to accurately answer questions and give feedback. If this were my classroom, I would arrange the students into groups and utilize more photo and video imagery to explain why characters would be representative of heir perspective archetypal. This experience was very eye opening as I found myself enjoying and following along in the lesson as well. The teacher was able to conduct her class in a way that got the idea and information across without a long lecture, and she made sure students were active participants in the lesson as well. This is something that I would love to implement in my future classroom as well to make sure that my students ar e understanding the learning concepts. This first paragraph is your introduction (Approximately 150 words) . Begin with a strong grabber/intro statement go get the reader’s attention, and end with a focused purpose statement for the paper. The Purpose Statement is similar to a thesis statement, only slightly different. The main ideas of the overall essay must be included in your introduction paragraph. From those main ideas, the Purpose Statement provides the purpose, scope, and direction of the paper. First Heading Begin this paragraph with a strong topic sentence. After your topic sentence, make your first claim. The following sentences will be scholarly information to support the claim you are making. Your next paragraph is your second claim, followed by scholarly supports of that claim. Continue this pattern until you have made the claims necessary for this one heading. Paragraphs are 4 to 6 sentences in length. Your concluding sentence should transition to your next heading and set of claims. Second Heading Begin this paragraph with a strong topic sentence picking up the transition from the paragraph above. Build your claims one sentence at a time using scholarly supports for each claim (same structure as your above paragraph) Paragraphs are 4 to 6 sentences in length. Continue with headings Continue building your paper in this manner. Use as many headings as needed to make your claim while supporting it with scholarly sources, using the sentence format and structure as noted. In many cases your headings can be directly related to the prompts in the assignment.

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