Media anylsis Essay Example | Topics and Well Written Essays - 1000 words

Media anylsis - Essay Example To drive analysis magazine actually published. Through very careful fact, the form of the deduction of exact data about the assembly for who it is intended. Once you've wise periodical, a thesis and compose 750-word term paper founded on your results. Cosmopolitan entails "having broad worldwide complexity." In supplement, the well liked drink made well renowned by HBO Sex in the City. Each month, distinct hegemonic pieces are offered to the goal assembly of Cosmopolitan as a entails to persuade their yearns to discover about sex, latest tendency and attractiveness, while extending to reinforce automatically diverging notions that women are defectives, and should change yourself to be more gladly acknowledged the men and remainder of society. Cosmopolitan drive all items and advertisements to exact goal markets. Readers of the magazine encompass the first lone, white, peak men of the middle class and women elderly 18 to 70 years. Cosmo encompasses forms of other nationalities, but fo cuses on employers in the Caucasus. There are two kinds of readers who will purchase Cosmopolitan: one that delicacies he like his Bible and one that loves to joke and have joy monthly magazine provides. Each propel kind has distinct goals, anxieties and interests. True to the magazine-lover mindfully read the items from starting to end with the aim of discovering the newest latest tendency tips and attitudes from fervent sex that she "should trial it out tonight!" This is a book reader of his very well liked topics, possibly, "Real Life Reads" and wants "Love and Lust" and had increased this month. The casual book reader, although, did not the identical expectations (Ken 2010). Some of the reasons of a publication can be to encourage a political or lesson reason, to announce, to deal goods, and to entertain. In my attitude, Cosmopolitan, has what it takes to be called one of the large-scale snowboard magazines on the market. It is in converses with riders from all distinct nations, and informative items that notify us "losers" as is "an astonishing way to move." Especially manage not overlook to "buy" photographs, where they brag of their young individual travellers' Red Destruction "(a period utilised to interpret numerous snowboarders travelling the large-scale snow). Interview in this magazine actually stand out. The interviewer does become very individual and it makes the book reader seem as if they were in the room with the man. What actually got to me was a little consideration with Risto Scott. I read the starting of this interview, and was hooked. There were four parts of the column. The first, deserving "Inspiration", created of five parts intermediate enterprises on how to make your first magazine of achievement and how to endure in a world of writing. In the pillar of the next part, "business" and focus solely on announcing and the distinct procedures that can be utilised to get published. In the third part pillar called "technical" and comprises f our short items on distinct procedures of composing that may be helpful to writers of diverse genres. In the last pillar of the part titled "FYI" and was about to compose, and imminent events (Thompson 2007). Selected items from this magazine were

Assessment on Communication Skills in the Area of Speaking and Writing Essay Example for Free

Assessment on Communication Skills in the Area of Speaking and Writing Essay People talk face to face, and they listen to each other. They write emails and reports and read the documents that are sent to them Human beings are communicating. In both decoding and encoding messages, people spend almost 70% of communication time as speakers. (Jaime Gutierrez-Ang 2009). Communication is two way process by which information is exchanged between or among individuals through a common system of symbols, science and behavior (Martinez 1) Being a two way process, communication occurs in a orderly and systematic sequence wherein human beings are able to see and hear what transpires in their environment. As a process, communication is dynamic, adaptive and continuous. Being a survival mechanism, communication helps us develop to be unique persons, relating and cooperating with others. It satisfies our physical, ego, social and practical needs. It is indeed essential in life. (Mely M. Padilla et.al 2003) Speaking and writing are skills that have similarities. Both require the use of language symbols to express needs and feelings, they are both governed by the rules of semantics and syntax. Both are also expected to achieve communicative purpose- a degree of understanding, common knowledge and shared expectations. In speech, we monitor what we say by listening to the revised or connected ideas, while in writing, we monitor what we write by reading and rereading. Furthermore, the speaker and the writer should be able to determine how simple or complex and formal the statements should be. But there are differences in speaking and writing too. Writing differs in speech in several ways. According to Vygotsky ,e.f Hughey 1983, composing a written discourse is a â€Å"separate linguistic function differing from oral speech in both structure and mode of functioning. Even its minimal development requires a high level of abstraction†. Writing is significantly different from speaking because writing requires a more complex and difficult discourse. (Saymo, 2004.) In reflecting upon and surfing out communication skills, then think of communication as ways and means of gathering and relying information, and think of information as what there is to be gathered by any means that is consider the widest range of writing and speaking as you consider your communication skills. In relevance to the Department of College of Education, Communication skills of the students have to be enhanced. The researchers encouraged the department that through Speech Laboratory to measure the speaking skills of the students as well as the writing skills where in the teachers can identify where the strength of the students and of the their weaknesses are in the components communication skills in the area of speaking and writing. It is also an instrument to detect students’ potential in speech so that it can be developed and can be a product of the department in the area of speaking and writing. The researchers look forward for the program that can be developed based on the results of the study. It will be a universal program for the teachers to have the better and effective instructional materials. The researchers foresee the unbiased treatment of the teachers towards the students through the help of universal program. STATEMENT OF THE PROBLEM This study aims to determine the levels of communication skills of BEED Gen.Ed freshmen students of Carlos Hilado Memorial State College for the first semester academic year 2013-2014 as Basis for Program Development. Specifically, it will aim to answer the following specific questions. 1. What are the levels of Communication Skills of BEED Gen. Ed freshmen students in the area of speaking and writing when they are grouped according to: a) School Graduated b) Mental Ability c) Parents’ Educational Attainment 2. What are the difficulties in the components of Communication Skills of BEED Gen. Ed freshmen students when they are grouped according to: a) School Graduated b) Mental Ability c) Parents’ Educational Attainment 3. Is there a significant difference on the level of communication skills in the area of speaking and writing when they are compared according to: a) School Graduated b) Mental Ability c) Parents’ Educational Attainment 4. Based on the results, what program should be developed? HYPOTHESIS There is no significant difference on the level of communication skills of BEED Gen. Ed. freshmen students in the area of speaking and writing when they compared according to where school they graduated, mental ability and what their parents’ educational attainment. THEORETICAL FRAMEWORK Communication is the way to learn the person. If he is to be deprived of the chance to communicate with others, he should have sense of identity. It is through communication that one gets the chance for affirmation of self-concept and sharing of views about a variety of things among others. People relate socially with each other through communication. Personal communication is essential for a person’s well-being. Sufficiency or absence of communication has a bearing on one’s state of physical health. For one, stress is heightened or dissipated depending on communication or lack of it and the nature of its content. So as being a two-way process, communication occurs in an orderly and systematic sequence where in human beings are able to see and hear transpires in their environment (William Schutz). These statements emphasize the importance of communication in different area of human needs. Communication is very essential because human being develops their capability to speak through interaction with others. Especially the children ages 1-5, they are great imitators. They observe the actions of their parents, brother and sister, playmates and others. They tend to discover the words by their own through observation. According to George T. Wilkins Speech is the most important of all means of communication. In the great government politics, and in the expression of our own democratic rights, speech is also most important. Good speech is essential to participate in democracy. As to the students, speech can help express their feelings. It can help through participating in classroom discussions, reciting in classroom activities and reporting assigned tasks. Effectiveness in speaking is a climb to a ladder of seven steps (Eugine E. White and Claire K. Neudelider). The quote stated that the speaker should first analyze and know the audience that will listen. In connection to the communication skills assessment, the students that have difficulties in speaking will assess by the recommendations and develop program that this study aims to achieve. For further information, communication is the KEY which unlocks all the doors to a successful and fulfilling school life experience, to getting cooperation with your students, that allows us to feel understood, for resolving conflicts between teachers and students, to let students know what your needs are and how best to meet those needs, to fewer conflicts in the classroom and in the playground, to building self-confidence and self-esteem, to feeling listened to by your students, mutual respect in the classroom, to less resistance and more cooperation, to everyone feeling safe to be themselves and to have more fun in the classroom. (http://sydney.edu.au/science/uniserve_science/projects/skills/jantrial/communication/communication.htm) . These only prove that communication is really very important in life especially in the teaching and learning process. It is the key to open the teacher and student mind and their capabilities to speak and write well. C

saint Nicolas :: essays research papers

Ceremonial Speech SPS: To praise Saint Nicholas. CIS: We all know who Santa Claus is and Saint Nicholas the man responsible for all the wonderful things we know him for such as: selflessness, unsurpassed generosity, popularity we can all learn and apply his wonderful deeds to our own lives. Introduction: I. I know that all of you have heard of Santa Claus but how many of you actually know the history behind him? Saint Nicholas was the wonderful man that the legend of Santa Claus derived from. II. Saint Nicholas is known by many names such as: Kriss Kringle, Father Christmas, Santa Claus and the patron saint of young people to name a few. III. I would dare to say that most of you in here today do not know the true story behind the legend of Santa Claus but after today you should understand why Saint Nicholas is undoughtably worthy of praise. IV. We all know who Santa Claus is and Saint Nicholas the man responsible for all the wonderful things we know him for such as: selflessness, unsurpassed generosity and popularity we can all learn and apply his wonderful deeds to our own life. {Transition: Now that we know what Saint Nicholas is known as lets look at what made him worthy of praise.} Body I. Saint Nicholas had the most amazing trait of selflessness. A. Saint Nicholas often went out and distributed presents to the poverty stricken people especially children. B. Saint Nicholas wore a disguise so that no one would notice him because he did not want to receive credit for his good deeds. {Transition: In addition too selflessness Saint Nicholas also displayed unbelievable acts of generosity.} II. Saint Nicholas displayed true generosity in the story of the noblemen and his three daughters. A. The noblemen had no money for his daughter’s dowries; and in those days, a daughter with no dowry had little chance of marriage. 1. Saint Nicholas decided to remedy this by throwing a bag of gold through the window. (All About Christmas, pg.26) 2.Saint Nicholas did this again when the second daughter was to be married. (The Christmas Story, pg.43) B. When the third daughter was to be married Saint Nicholas had to crawl up on the roof and throw the gold down the chimney. {Transition: Now let us look at Saint Nicholas’ unique popularity.} III. Saint Nicholas has proven to be one of the most popular and influential people to have ever lived. A. Saint Nicholas was born hundreds and hundreds of years ago but is still popular today.

History of Mauritius

Mauritius was discovered by the Portuguese in 1507 and was later occupied by the Dutch, from 1598 up until 1710. In 1715, it came into the possession of the East India Company and in 1767, that of the King of France, who christened it ‘Ile de France'. Captured by the British in 1810 and then acknowledged by the Treaty of Paris in 1814, the British allowed the French settlers to use their language and their civil code. Many of the settlers remained and made up a group of Franco-Mauritian important property owners and businessmen. The sugar cane cultivations first developed with the African and Malagasy slaves. Following the abolition of slavery in 1835, the important landowners turned their attention to an influx of indentured Indian labourers, a large number of whom settled on the island. The island remained a British colony until its independence on 12th March 1968, under the presidency of Dr Seewoosagur Ramgoolam. The Dutch period~ The Dutch first arrived on the island in 1516, but was unable to colonise it as the slaves that had been brought over from Africa ran away into the mountains upon their arrival. They were the first fugitive slaves in Mauritius. In 1641, the Dutch developed the slave trade, with slaves from Madagascar, in the hope of securing a return on their installation in Mauritius. In spite of this, only a few Malagasy slaves were brought to Mauritius during the Dutch occupation. In 1598, a Dutch squadron landed on the island under the orders of the Admiral Wybrand Van Warwick. It was then that the island was named Mauritius, after the Prince Mauritius Van Nassau of Holland. Instead of expanding the colony, the Dutch contented themselves with devastating the fauna (which led to the extinction of the dodo) and the flora that caused the extinction of ebony wood. However, they introduced sugar cane and imported Java deer. They left the island along with their slaves in 1710, following severe droughts and devastation caused by the cyclones. The French colonisation~ Abandoned by the Dutch, Mauritius became a French colony when, in 1715, Guillaume Dufresne d'Arsel landed on its shores and named it â€Å"Ile de France. † The first pioneers arrived in 1721, when the island was administered by the East India Company (1722 to 1767). This Company was founded by Louis XIV and Colbert to compete with the other European countries. In the hope of earning money, he was granted a trade monopoly cross the Indian Ocean for 50 years. About a hundred slaves from Senegal and Guinea arrived in Ile de France at the beginning of the colonisation period, notably between 1721 and1735. Following the request of Colbert, the kingdom's state adviser, slavery was legalized on the 28th August 1670 in France. In the West Indies, slavery quickly ensured the economic prosperity of its regions. The famous black code was proclaimed in March 1685, under the order of Louis XIV. It was aimed to develop and ease the slavery system and specified the duties of the masters and the slaves. However, the black code, established in all of the West Indies and in French Guinea, was seldom respected by the owners. In 1723, the Mascarene Islands adopted the famous black code and the letters of patent of Louis XIV in the form of an edict. They were recorded in the town of Saint-Paul in Ile Bourbon (Reunion Island) on the 18th September 1724, by the supreme adviser. As of 1725, this led to the arrival of thousands of slaves, mainly from Madagascar and East Africa, to cultivate the coffee and spice plantations. This labour seemed necessary in order to allow the East India Company to pursue the economic expansion of the Indian Ocean.

Learning Plan Essay

The learning plan described in this paper is to have students debate a topic related to the Civil War. The debate topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons?† The main concept of this learning plan is to have students work collaboratively to research facts, and recall and use facts from the Civil War unit to incorporate into their arguments. (It should be noted that the learning plan described in this paper will take several classes to complete, however the learning plan procedures will only address the class where the debate will occur.) It is assumed that debate skills were taught in a previous class. The learning theory certainly incorporates constructivist aspects. They are constructing knowledge rather than absorbing it. This is constructivist approach is illustrated through the collaborative nature of the assignment, as well as through the research that students’ must produce. In terms of the use of technology and media; the students will be instructed to research one source of information, from the internet, related to their argument. They must submit a one-page analysis of the information in which they found along with a references page. This must be submitted to the teacher a week before the scheduled debate. The teacher will assess the content of the paper, but the references page will also be important. Teacher must evaluate the kinds of internet sources that the students have used. The credibility of the internet source, and the strength of student’s research will be analyzed by the teacher. The purpose is to assess student’s traditional literacy and critical analytical skills (assessed when evaluating the content), and information literacy/interpretation skills of online material (assessed by reviewing the reference page). Finally, the teacher will hand back papers to the students, and he/she will instruct each group to use at least two of their group members’ papers into their group’s arguments. Media and technology will also be incorporated with the use of social media. The teacher will tell students that their debates will be recorded and submitted to youtube or a private school website (if issues of privacy are raised). Others will be allowed to view th e video to evaluate the strength of each team’s arguments. Based on the comments of public viewers, a winner will be chosen (by popular vote). This popular vote will be incorporated as a small percentage into the assessment. This is being done as to allow students to  participate in new media opportunities within an educational context. Learning Plan Context Setting The high needs school will be a High School in the Bay Area, either in San Francisco or Oakland. There will be 25-30 students in an individual classroom.  The lesson will take place the week after the Civil War unit is finished. It is anticipated that the unit will last about two weeks, therefore the debate class will occur during the third week. The actual debate class will take up one class period. The content area is US History/Politics. The grade level is Juniors (11th grade). In sum, the curriculum unit is 11th grade, US History/Politics, Civil War unit. Standards According to California standards for literacy in History/Social Studies in 6-12th grades. A student must be able to demonstrate analysis of primary and secondary sources, and connect these insights to the understanding of the whole text. This ability will be addressed and assessed when students must incorporate information learned from the textbook with information gained from the internet, and use both sources of information, into their debate. The student’s ability to undertake this task will be evaluated by the teacher with the submission of student’s sources, and also during the debate. (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.) Also according to California standards, students must be able to evaluate various explanations for events and actions. This standard is illustrated in the nature of the activity. A debate, in itself, evaluates different explanations for one event, which makes it an ideal means of addressing this standard (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.)  Finally, according to California standards, students must be able to evaluate differing points of view on the same historical issue. Once again, this standard is illustrated within the nature of a debate. It is also illustrated when students submit their own analysis of internet research (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.) Learning Objective Students will be able to collaboratively demonstrate their knowledge of Civil War policy, events and information, from the textbook and from online sources, by formulating arguments to be presented within a debate. Learning Theory Applications Constructivism is certainly at play in this lesson plan: The activity allows knowledge to be organized into schemas, concepts, and worldviews. This activity is emphasizing the use of authentic activities by constructing knowledge through interaction with the environments (internet and peers), and applying it to real-life situations (debate). The collaborative component certainly illustrates constuctivism; learners will help each other create conceptual connections. Finally, students are working autonomously with the help of the teacher as facilitator, supporter, and model (Ormrod, 2006). Learning Accommodations: Individualized Education Plan for Special Accomodations: In each team, all students will be assigned a role. For example, â€Å"speaker†, â€Å"writer†, â€Å"time-keeper†. A student’s IEP will be taken into consideration when assigning roles. A student with an IEP, will be assigned a role that best fits their IEP. For example, a student with ADD, may be best suited to be a time-keeper since their attention span is not as focused. They may be anxious to change the pace of the group’s discussions, and therefore they may be eager to keep track of the time. Language Development needs: When assigning the internet-based research; the teacher will give ELL students a website to navigate to, instead of having the students navigate the internet themselves. Teacher will give explicit instructions as to where to look on the website so students do not feel too overwhelmed with the English language. Teacher will ask the students to try to comprehend some of the information, however if this proves too difficult, then the teacher will ask the students to find 15-20 words from the website that the student did not understand. The student will then find the meanings of these words in their own language. They must write at least a paragraph about the Civil War unit incorporating five of the words that they found on the internet. Also,  at least two of these words must be incorporated into the arguments of their team. Gifted and Talented needs: This is a challenging component to consider because a gifted/talented student does not necessarily mean an academic-rigorous student. To really tailor the lesson to address the interests of a gifted/talented student, then the teacher will have to be familiar with the personality of that particular student. However, some situations will be addressed here. First of all, from the research, the lesson itself befits that of a gifted/talented student. Competition, which characterizes a debate, usually suits the nature of gifted/talented students. (http://www.teachersfirst.com/gifted_strategies.cfm) The first situation to consider is a student who is gifted/talented, but not academically rigorous. This student will be given a leadership role within his/her team. He/she may be assigned to organize/manage all the ideas of the students. He/she is the one who will be given the rubric for what the teacher is assessing when observing the team’s discussions and arguments. He/she is the manager, and he/she will be assessed on their ability to keep his/her team on task. In this way, this student isn’t necessarily doing more â€Å"academic† work, but he/she is being challenged in a rather difficult manner. A second situation to consider is to have a gifted/talented student who is academically rigorous. The teacher will give this student a second component to add to his/her research paper. The student must connect textbook material and internet material to the US politics of today. This is increasing the cognitive process from analyze (which all students must do with their research papers) to evaluate (Anderson and Krathwol, 2001). The student can choose to incorporate this extra component into their team’s arguments. Resource Accommodations: Low tech: There are no computers, projector, or internet access in the classroom. If this is the case, teacher may have to allocate time in different lessons to use school facilities where computers are available. Computers must be used so that the teacher can show students the kinds of websites that are credible, as well as to use sites, like youtube, to show students examples of debates. Computer use is necessary so teacher may have to take time before or after school to meet with students (who are willing) to show them the above-mentioned websites. Mid tech: One computer connected  to a projector is available in the classroom. The teacher can use this computer to show examples of credible websites, as well as to show examples of debates online. High tech: Class is equipped with several computers. Teams can go online themselves to view videos of debates and start research for their paper. In this way, the collaborative nature of the lesson will start even earlier (in the pre-plan ning stage). Content-Based Literacy Skills In terms of text-based literacy; students must incorporate information from their textbook into their arguments Critical thinking, reflective thought, and text-supported thinking will be illustrated when students must draw connections between internet-based information and textbook information while doing their analysis/research paper. This connection will be evaluated when student’s cute their sources within their paper. (This explanation will also illustrate students’ information literacy.) New Media Literacy Skills Performance: This skill is illustrated when students view sample debates on the internet and use this as models of performance in their own debates. Collective Intelligence: This skill is done when students are within their respective teams and they must draw upon their own and others ideas, research, and knowledge to formulate strong arguments. Judgement: This skill is illustrated when students must judge which websites and information are to be included in their research/analysis paper. Networking: Once again, this skill is illustrated when students must search, connect, and analyze information on the internet for the purpose of their research/analysis paper (Jenkins, 2001). Learning Material: Textbook: Learners will need textbook so that they can recall information. Paper, pen: Leaners will need so that they can write down information. Rubric: Both the learner and teacher needs. Learners need it so that they are aware of what’s expected of them while working in teams and formulating their arguments. Teacher needs it so that he/she can refer to it when assessing the team’s progress. Notes: Learners will need them as a reference when formulating arguments. Stopwatch/watch: This will be given to the student whose job is timekeeper. Video Camera: Used to record the debate Learning Plan Procedures Phase I: Motivation Activity Teacher will show a short clip of a very powerful, interesting debate. Possibly a presidential debate. The clip will only show the most poignant part (according to the teacher) of the debate. Hopefully the clip will be no longer than 5 minutes long. (if there’s no computer available, then teacher must bring in her/his own computer.) In a class of 30 chair/table. There will be 15 chairs/ tables on each side of the room. They will be facing eachother. Learners will enter the classroom and sit down immediately with their team. The teacher will then show the video as soon as the class is seated and quiet. This activity is being done to motivate, encourage, and remind students of what a good debate looks like so that the output of the students’ debates can match skills such as speaking (clear and concise) and eye-contact of the debaters within the video. Phase II: Input (Teacher Driven) Activity: During this class, the teacher will, serve only as facilitator, therefore not much activity will be driven by the teacher. However, after the video, the teacher will remind students of the rubric that was given to them, and tell students that she/he is only their to assist in the logistics of the debate (time, flow, managing emotions if this becomes a problem). The teacher will also instruct students to take notes on each other’s arguments because this assignment will be important for their homework assignment. She/he will also remind student that they will be recorded. Teacher will tell all students to take out their rubrics. She/He will go over some key point from the rubric as it relates to the debate. The teacher will tell students to make sure that they keep these key points in mind because these points will be assessed during the debate. The teacher will instruct students to have their rubrics out for the entire class so they can monitor their team’s progress by themselves. Teacher will formally go over key questions from the rubric that he/she hopes the teams have incorporated into the nature of the debate (clear speech, eye contact,  concise points, respectful behavior) as well as into the content of the debate. In term of the nature of the debate, questions might look like â€Å"Is my team being quiet/respectful as the other team presents their arguments?†, â€Å"Are my responses to the other’s teams arguments not insulting?† etc. In terms of the content of the debate, questions may look like, â€Å"Did my team incorporate facts from the textbook?†, â€Å"Did my team use at least two credible internet sources within the argument?†, â€Å"Did my team follow special instructions assigned by the teacher (e.g. incorporating ideas from IEP students, ELL student, gifted students)?.† This activity and these questions serve to remind students of the importance of the collaborative nature of the learning objective. They also serve to remind students that they must be able to demonstrate their understanding of the Civil War unit, as well as their understanding of outside sources within the context of an argument. Phase III: Output (Learner Driven) Activity Students will take part in a debate. The topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons?† This activity will illustrate the learning objective in several ways. First, the collaborative nature of the previous classes will finally be demonstrated. Second, the students must illustrate their knowledge of Civil War policies within their arguments. Third, both sides’ arguments must include information from outside sources. The teacher will select one team to present their arguments first. Recording will begin The speaker of that team will stand up and come to the front of the class. They will present their team’s argument. In the argument they must mention the sources in which they got their information. For example, if they got a particular piece of data from the textbook, then they must state â€Å"As is presented in the textbook†¦Ã¢â‚¬ . If they got a particular piece of data from the internet then they must state, â€Å"As is presented on so-called website, or by so-called author†¦Ã¢â‚¬  They must also explicitly state how they used the â€Å"special instructions† from the teacher. For example, â€Å"(ELL’s student’s name) found that ‘compromise’ was not a possible solution of the Civil War.† In this example, it is assumed that compromise was on a list of words that an ELL student did not understand. He/she presented these list of words to  his/her team. The team reviewed the list, and chose to use the word compromise as part of their argument. The student will finish the presentation of his/her argument. The teacher will tell the next team to present its argument. The team will follow the same procedure as above. The teacher will then stop recording of the debate. This debate will naturally lead to questions, comments from both the teacher and the students. Phase IV: Culmination.  The teacher will ask the groups to clear up any misunderstandings or misinformation the teams may have had within their argument. This is to give other team members a chance to speak about the argument, which reinforces the collaborative effort of the lesson. The teacher will also ask students how their team’s or the other team’s information and debate skills differed and how these things were similar to the debate presented in the beginning of the class. As a smaller activity, the teacher will instruct all the students to come up with one question, comment, critique of the other team’s argument. This assignment will illustrate each student’s understanding of the Civil War Unit because it challenges students to relate, connect, or counter-argue their own knowledge of the unit. This question will be submitted to the teacher. Phase V: Exte nsion For homework, students will write a one-page analysis of the opposing teams arguments. The student will address the opposing side’s arguments. He/she will evaluate the argument’s weaknesses, strengths; and why he/she disagreed or agreed with the points that were made. Learning Plan Analysis Formative assessments will include analyzing the collaborative efforts of the team, the behavior of each team during the presentation of the opposing team’s arguments, how well each team member took on their role within their team, and how well the team incorporated textbook information, outside information, and ‘†special instructions† from the teacher into their argument. A summative assessment will include the teacher’s evaluation of the internet analysis/research paper, the one-page analysis of opposing team’s argument, teacher’s evaluations of the strength of the arguments, and finally the â€Å"popular vote† (the results of youtube or school-based website). Weaknesses of this lesson plan include time constraints, and the many assessments involved. It may be difficult to accurately assess how well each team members took on their roles. Some students may still be taking on more work than others. Also, incorporating ELL/IEP students proved to be a difficult task.. Strength of the lesson is it fosters team work, analytical skills, and gives students more power in the direction and implementation of a lesson. The teacher will implement these varied assessments in its first year, and then will evaluate the effectiveness of these assessments for future classes. The learning theories applied in the first phase was Vygotzky’s Cognitive Process. Students are witnessing two adults debating and they are expected to try to learn/imitate the behaviors of those adults. In the second phase, social cognitive theory is at play. The teacher both models desired behaviors/outcomes, as well as emphasizes self-efficacy and self-regulation. In the third phase, constructivism is illustrated. The debate is student-driven because the students are demonstrating their constructed knowledge within the debate. The assessments have a behaviorist component. Negative reinforcement (decrease a behavior) is illustrated when the teacher warns students that if they are not respectful or a team member does not contribute meaningfully, then they may be marked down (Ormrod, 2008). References Anderson, L. W. , & Krathwol, D. R. (2001) . A Taxonomy for Learning, Teaching, and Assessing, 28-31. California Department of Education. (2013) California Common Core State Standards. http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., and Weigel, M. (2006). â€Å"Confronting the Challenges of Participatory Culture: Media Education for the 21st Century.† Chicago, IL: MacArthur Foundation. Ormrod, J. E. (2008). Educational Psychology Developing Learners, 8. 25-36. Teachers First. (2014) http://www.teachersfirst.com/gifted_strategies.cfm