. Write an essay (suggested length of 2–4 pages) in which you describe the contextual factors in the observed classroom and discuss how these factors affect the teaching and learning process. In your essay: 1. Describe three of the following observed classroom factors: physical features, availability of technology equipment and resources, classroom rules and routines, grouping patterns, scheduling, and classroom arrangement. 2. Describe two student characteristics considered when designing instruction and assessing learning (e.g., age, gender, race/ethnicity, special needs, achievement/developmental levels, culture, language, interests, learning styles/modalities, or skill levels). 3. Discuss student skills and prior learning that may influence the development of each of the following three components: learning goals, instruction, and assessment. C. Contact the specific school staff member, teacher, or administrator at the location of your school placement who supervises your pre-clinical experience (PCE); arrange to teach a lesson that combines ideas, themes, and knowledge from social sciences and art during a 30–40 minute period with an elementary class. You will need to meet with the classroom teacher beforehand to determine the focus of this lesson. Note: Share the instructions for this task with the classroom teacher so the assistance provided will align with your requirements for this task. D. Determine learning goals and objectives for this lesson, which will later be incorporated into your lesson plan. Write an essay (suggested length of 1–2 pages) in which you: 1. List the learning goals that define what you expect students to know and be able to do by the end of the lesson. (These goals must align with learning goals and/or objectives the classroom teacher has established.) 2. Discuss how the goals are aligned with local (where available), state, and national standards. (If no local standards are available, discuss the lack of these standards.) E. Create an original assessment plan to monitor student progress toward learning goal(s) related to mastery of social science concepts. Your plan must include a written pre-assessment, a formative assessment, and a written post-assessment. Note: You will include the administration of a pre-assessment and a postassessment from your assessment plan with your lesson. 1. Provide blank copies of your pre- and post-assessments. 2. Write an essay (suggested length of 1–2 pages) in which you: a. Explain how your assessments align with the learning goal(s) and objective(s). b. Explain how your assessments authentically measure student learning. F. Using the attached lesson plan format, develop your original 30–40 minute lesson plan. You will need to incorporate specific strategies to increase student comprehension of the content you will be teaching. Submit this lesson plan as an attachment to this task. 1. Develop one of the following original lesson aids to include in your lesson plan: • An appropriate worksheet or practice sheet • An appropriate instructional game for 2–4 students (describe the game and its rules in 1–2 pages) • An appropriate 10-question quiz 2. Include one visual aid that complements and extends meaning in the context of your lesson. G. Meet with the classroom teacher again to discuss and evaluate the lesson plan and assessments you have developed. Make any necessary revisions to your lesson or assessments after consulting with the classroom teacher. H. Provide the classroom teacher with a copy of the lesson plan you developed in part F to review before you teach the lesson. Administer the pre-assessment to the elementary class, teach the lesson, and administer the post-assessment. The classroom teacher must observe your instruction and sign the Summary Task List. (Forms appropriate to your program are located under “Available LRs” for the EIT4/5 on your AAP. The Summary Task List form for the Special Education program is located under “Available Learning Resources” for the ELT4 on your AAP.) Once you have completed all Pre-clinical Tasks and received the signatures of the cooperating classroom teachers and principal, make a copy for your own records and submit the form to WGU Office of Field Experiences per the instructions on the Summary Task List. Give the students’ completed pre- and post-assessments to the classroom teacher. The classroom teacher should select a pre- and post-assessment from a single student, remove any identifying information, and give the assessments to you for analysis. Note: Privacy issues require that any identifying information be removed from any student papers prior to analysis by WGU candidates. 1. In a short essay (suggested length of 1 page), analyze the pre- and postassessment data for evidence of student learning. I. In a short essay (suggested length of 1 page), reflect on and evaluate your lesson presentation as it relates to the evidence of student learning you presented. J. Include all in-text citations and references in APA format. Note: Please save word-processing documents as *.rtf (Rich Text Format) or *.pdf (Portable Document Format) files. Note: For definitions of terms commonly used in the rubric, see the attached Rubric Terms. Note: When using outside sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project. Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from outside sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout Web link below. Checklist of components to submit as part of this task: Contextual factors essay Goals and objectives essay Pre-assessment Post-assessment Assessment plan essay Lesson plan Lesson aid Visual aid Data analysis essay Evaluation essay

. Write an essay (suggested length of 2–4 pages) in which you describe the contextual factors in the observed classroom and discuss how these factors affect the teaching and learning process. In your essay: 1. Describe three of the following observed classroom factors: physical features, availability of technology equipment and resources, classroom rules and routines, grouping patterns, scheduling, and classroom arrangement. 2. Describe two student characteristics considered when designing instruction and assessing learning (e.g., age, gender, race/ethnicity, special needs, achievement/developmental levels, culture, language, interests, learning styles/modalities, or skill levels). 3. Discuss student skills and prior learning that may influence the development of each of the following three components: learning goals, instruction, and assessment. C. Contact the specific school staff member, teacher, or administrator at the location of your school placement who supervises your pre-clinical experience (PCE); arrange to teach a lesson that combines ideas, themes, and knowledge from social sciences and art during a 30–40 minute period with an elementary class. You will need to meet with the classroom teacher beforehand to determine the focus of this lesson. Note: Share the instructions for this task with the classroom teacher so the assistance provided will align with your requirements for this task. D. Determine learning goals and objectives for this lesson, which will later be incorporated into your lesson plan. Write an essay (suggested length of 1–2 pages) in which you: 1. List the learning goals that define what you expect students to know and be able to do by the end of the lesson. (These goals must align with learning goals and/or objectives the classroom teacher has established.) 2. Discuss how the goals are aligned with local (where available), state, and national standards. (If no local standards are available, discuss the lack of these standards.) E. Create an original assessment plan to monitor student progress toward learning goal(s) related to mastery of social science concepts. Your plan must include a written pre-assessment, a formative assessment, and a written post-assessment. Note: You will include the administration of a pre-assessment and a postassessment from your assessment plan with your lesson. 1. Provide blank copies of your pre- and post-assessments. 2. Write an essay (suggested length of 1–2 pages) in which you: a. Explain how your assessments align with the learning goal(s) and objective(s). b. Explain how your assessments authentically measure student learning. F. Using the attached lesson plan format, develop your original 30–40 minute lesson plan. You will need to incorporate specific strategies to increase student comprehension of the content you will be teaching. Submit this lesson plan as an attachment to this task. 1. Develop one of the following original lesson aids to include in your lesson plan: • An appropriate worksheet or practice sheet • An appropriate instructional game for 2–4 students (describe the game and its rules in 1–2 pages) • An appropriate 10-question quiz 2. Include one visual aid that complements and extends meaning in the context of your lesson. G. Meet with the classroom teacher again to discuss and evaluate the lesson plan and assessments you have developed. Make any necessary revisions to your lesson or assessments after consulting with the classroom teacher. H. Provide the classroom teacher with a copy of the lesson plan you developed in part F to review before you teach the lesson. Administer the pre-assessment to the elementary class, teach the lesson, and administer the post-assessment. The classroom teacher must observe your instruction and sign the Summary Task List. (Forms appropriate to your program are located under “Available LRs” for the EIT4/5 on your AAP. The Summary Task List form for the Special Education program is located under “Available Learning Resources” for the ELT4 on your AAP.) Once you have completed all Pre-clinical Tasks and received the signatures of the cooperating classroom teachers and principal, make a copy for your own records and submit the form to WGU Office of Field Experiences per the instructions on the Summary Task List. Give the students’ completed pre- and post-assessments to the classroom teacher. The classroom teacher should select a pre- and post-assessment from a single student, remove any identifying information, and give the assessments to you for analysis. Note: Privacy issues require that any identifying information be removed from any student papers prior to analysis by WGU candidates. 1. In a short essay (suggested length of 1 page), analyze the pre- and postassessment data for evidence of student learning. I. In a short essay (suggested length of 1 page), reflect on and evaluate your lesson presentation as it relates to the evidence of student learning you presented. J. Include all in-text citations and references in APA format. Note: Please save word-processing documents as *.rtf (Rich Text Format) or *.pdf (Portable Document Format) files. Note: For definitions of terms commonly used in the rubric, see the attached Rubric Terms. Note: When using outside sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project. Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from outside sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout Web link below. Checklist of components to submit as part of this task: Contextual factors essay Goals and objectives essay Pre-assessment Post-assessment Assessment plan essay Lesson plan Lesson aid Visual aid Data analysis essay Evaluation essay