Class   Given the global reach of Hollywood, is it almost a… necessity for cultures like Nigeria to have their own movie making industry?  An industry that will tell their stories, reflect their beliefs, their customs and traditions, and that will show a face like theirs as the hero?    I start this post with Hollywood’s global reach because Hollywood movies are everywhere, as such, they inevitably influence the cultures around the world; be this influence small or big.  With Hollywood being able to produce more movies per year than some countries can in a decade, its influence is pretty darn great.  And in some cases, the cultures of foreign countries cannot cope with the Hollywood onslaught.    So, with that in mind, is something like Nollywood a way for Nigerians to push back against Hollywood’s influence; a way for Nigerian to showcase its own culture and people?  To tell its own stories instead of having stories from America squashing their stories and in some cases, becoming their stories?   Ideas?  Thoughts? 150 words with reference     PART 2        150 words with reference Using a film of your choice, discuss Hollywood’s role in shaping culture. Think about how the films we watch inform our understanding of values, morals, and beliefs. Do you think Hollywood shapes or reflects, or both, values? Use specifics within your answer. Part 3 150 words  : A Vegetarian Diet Discuss the following in your initial post: What does a vegan eat? Why do people choose to become vegetarian? What are the right or wrong reasons? Is meat important in your culture? Why or why not? Would you ever consider going vegetarian or vegan? If you already are a vegetarian, what made you choose this lifestyle? How would your family react if you chose to eat vegetarian or vegan? If you are already a vegetarian, how did your family react to your choice? What nutritional concerns would you have for a growing teenager if they choose a vegetarian or vegan lifestyle?

Chapter Two Case Study Scenarios Each of the following scenarios presents a situation based on a real world teaching situation that you may encounter during your career as an educator. Please respond fully to four of the eight scenarios listed. Responses must be written in APA format, include critical thought, and address all aspects of the chosen scenarios. Students should include direct reference to the week’s chapter as well as relevant personal and professional experiences where appropriate. Your finished paper must include a title page and reference page and should be 4-5 pages not counting includingthe title page and ref. page. James is a first year English teacher in a low-income high school outside of a major metropolitan area. His students are of diverse backgrounds and equally diverse learning styles. As part of his opening unit, he is preparing to teach his class about the tools that authors use to make their writing more engaging. He decides to focus on symbolism, metaphor, and simile. He has already developed a vocabulary handout that defines each word and includes examples, but when he does an initial check for understanding he finds that most of his students are lost. Specifically, he finds that his students are having a hard time understanding what a comparison is. This makes the concepts of simile and metaphor impossible to comprehend. James decides to design a 45 minute lesson that clarifies for students what comparing is. How might James structure his 45-minute lesson to include elements of visual, auditory, and kinesthetic learning? What methods can James use to check for comprehension once the lesson is complete? How might he follow up in ensuing class periods as a continued check of comprehension and to remediate students who may still not understand? Sean teaches an art class in a public elementary school near Chicago. Many of his students come from difficult circumstances and he has worked hard to make his lessons engaging and accessible for a diverse group of learners. Still, he finds it is difficult sometimes to contain the boundless energy of 2nd and 3rd graders. Recently, he has been frustrated with off-task behavior such as talking, moving around the room, and horseplay. This is particularly a concern since his classroom has expensive and breakable art supplies. A colleague suggests to Sean that he try channeling the energy by including aspects of kinesthetic learning in his room. He decides to plan kinesthetic movement into his next unit which is focused on clay sculpting. Specifically, he wants students to be able to correctly sculpt a small human figure in the act of running. Describe a three lesson sequence that would allow Sean to include kinesthetic, visual, and auditory learning in his sculpting unit. How can he structure the kinesthetic elements of his lesson in a way that makes his expectations and guidelines for the exercise clear? Beyond the kinesthetic movement associated with sculpting, how might Sean use the energy and movement of his students to aid in student learning during the unit? Sarah is a 7th grade math teacher at a small middle school that serves a farming community. She has worked at the school for four years and has learned that it is a community that thrives on three things: family, farming, and football. Every boy growing up in town has aspirations of varsity football glory, but most will end up spending their lives working the family farm. Walking into her third period class on the first day of school, she finds herself faced by 18 rambunctious teenagers. Even scarier, 15 of them are boys. As she begins the year, Sarah wants to grab her students’ attention by providing an engaging introduction to the practical value of math. Her first unit of the year introduces the adding and subtracting of fractions and she wants to build on the knowledge her students already have acquired, both in and out of school. Give an example of a specific strategy that Sarah can use to activate the prior knowledge existing in her classroom and steps she can take to implement it. What other resources might Sarah use to gain a further understanding of the existing knowledge base of her students? How might she combine what she knows about her students and the community with her unit focus (fractions) in a way that immediately engages the class? Megan recently accepted a job as a first year kindergarten teacher in a community that is primarily Hispanic. A majority of her students are second language learners and many have parents who do not speak English. Megan has never spoken a second language, ignoring two years of high school French that left her conversational but not very confident. She is worried and anxious about how best to bridge the language gap in her classroom. As she prepares for her first year as a teacher, she wants to be sure she does as much as possible to help make the transition easier and to facilitate clear communication between her and her students/their parents. What initial steps can Megan take in order to determine what level of language capabilities her students have? What resources can she use to help her? What strategies can she use on the first day of class to help determine the interests of the students in her classroom? How can she include aspects of her students’ language and culture in her plans for the school year? Steve is in the middle of his tenth year as an honors high school social studies teacher. As part of a unit on the Vietnam War, he is having his students read The Things They Carried, a Vietnam-focused novel. His specific interest is in conveying to students the social, economic, and cultural influence that the war had on people at home. As a culminating assignment to the three-week unit, he asks students to create a portfolio comprised of a number of smaller assignments that are to be completed during the reading. The portfolio is to include a journal entry written as one of the book’s characters, a photograph of one scene from the book, a letter home written by one of the characters, and five reading logs completed at various points during the reading. Steve wants to ensure that his students stay on track during the assignment and that they are not allowed to procrastinate and finish the assignment at the last minute. How can Steve structure the assignment so as to ensure students are completing the elements of the portfolio throughout their reading of the book? What responsibilities does he have at the outset in order to ensure his expectations are clear to all students? How might Steve enlist the help of other teachers on campus and parental support at home to help students reach each checkpoint? Eunice teaches 10th grade English in a suburban high school. Her third unit of the school year is focused on the novel To Kill a Mockingbird. It’s a book that she has taught many times, but the last time she did she was less than pleased with the results. As an end of unit assessment, she had students write an essay discussing how one specific character in the novel changes. While she did receive one or two fantastic essays last time around, the majority of her students seemed unable to analyze with the amount of depth she had hoped for. Many of her students ended up with C’s or worse on the essay and in many cases it impacted their overall course grade. This time around, she is hoping to improve results by properly frontloading the assignment and making her expectations more clear. After collecting the essays, Eunice is pleased with the overall organization and the amount of insight provided by the students. Unfortunately, she finds that many students have issues with spelling and grammar that need correcting. In presenting the assignment, what can Eunice do to ensure that her students have a clear understanding of her expectations for the assignment? How can Eunice use targeted feedback and revision to help remediate those students who struggled most on the assignment? How can Eunice properly recognize those students who contributed exceptional work? Lindsay teaches 12th grade earth science in a large suburban high school in an affluent community near Los Angeles. Virtually all of her students are college-bound and many have taken or are taking AP courses in hopes of getting a head start. While Lindsay enjoys the drive and dedication displayed by her students, over the past few years she has begun to feel that some of them are too focused on their GPA and have started to lose focus on the bigger picture value of an education. For some time, she has wanted to plan a unit with a culminating project that will both give back to their community and encourage lifelong learning in her students. She would like it to find a way to tie it to the final unit of the year which has a focus on California geology and natural resources. Describe one hypothetical culminating project that Lindsay could have her students do and explain specifically how it will reach her goals of a) giving back to the community and b) opening her students to the value of lifelong learning. What resources might Lindsay pursue in order to augment her community service and learning objectives? What obstacles do you see in planning a large scale project in service to a community? Nancy teaches at a middle school near Baltimore. She has been working for several years as a substitute teacher and teacher’s aide, but this is her first go round as a full time teacher. Prior to the first day of school, Nancy receives a list of three students in her class with Individualized Education Programs. In all three cases, the students are allowed modifications which will allow them extra time on assignments. Nancy’s anxiety is that other students in class will notice and will begin to question why they are treated differently. She wants to avoid a mutiny but also does not want to single out those students who are on IEP’s for fear of embarrassing them. She is also concerned with how the student IEP’s will impact her scheduling and timing. As a first year teacher, what resources should Nancy consult in terms of how best to handle this situation? Nancy becomes concerned that one student with an IEP does not actually need the accommodations listed or needs additional accommodations. What is the process for reviewing or revising a student’s IEP? Suggest a way in which Nancy can inform the class of the accommodations in a way that does not alienate any of the students in the classroom  

APA format at least 300 words (excluding the reference page) at least 3 in text citations   Choosing one of the types of disabilities mentioned (physical, mental, or communicative), describe the advantages and disadvantages of inclusion in a regular classroom environment. How can inclusion be successful for your chosen group?

JOURNAL ASSIGNMENT   Chapter 5 – Critical Thinking  Directions: See Grading Rubric Below and Example Attached, please use the attached file as reference along with the video below. USE: https://www.youtube.com/watch?v=dItUGF8GdTw  Each chapter of this book will ask you to write reflectively about the material you have just read. What did I learn? What’s the most valuable thing(s) I learned? What doesn’t work for me? Why doesn’t it work and how can I make it work? This is another way to remember the content of the chapter, so you might try it with your other classes as well. Work in a Word Processor. Click on ‘Submit Assignment’ and Copy/paste the questions into the text box. Answer all the questions. Save on your computer before submitting to your instructor. Or, Attach your file to assignment.  Important! Be sure to use quotes/examples from the textbook and reference with page numbers for each question. You may also use the PowerPoint for reference. Please state the slide number. Use PowerPoint reference only occasionally per week and when appropriate. Your main reference source is the textbook. Put your reference numbers in parenthesis. Example: (pg. 10 or slide 11). You may also use web or module video reference which must be underlined.   1. How does college encourage critical thinking? Explain your answer.   2.  How do critical arguments differ from emotional arguments? Give an example.   3.  Based on the definitions in this chapter, do you believe you already are a critical thinker? If so, tell why. If not, tell how you plan to become more of one.   4. Some students will complain that “the teacher should have all the answers.”   They resent when a teacher says, “I’m not sure. What do you think about that?”   How would you characterize these students’ attitudes? 5.  Think about one or more careers you hope you wind up in. They don’t have to correlate with your academic major at this point, but they should be fields about which you have a passion. How might you use critical thinking in those fields? How would it help you do a better job?   6. Think of a time when you viewed a problem as having only a “right” or “wrong” solution. Upon reflection, do you still believe that there was only one clear-cut solution? How might things have turned out differently, if you had been willing to explore alternative solutions or to withhold judgment?   7.  What behaviors are you willing to change after reading this chapter? How might you go about changing them?   8. What did you learn from watching the video for chapter 5?  9.  Is there anything else on your mind this week that you’d like to share with your instructor? If so, add it to your journal entry.   Journal Grading Rubric Journal Grading Rubric Guidelines for Journal Chapters Full Points Credit – 50  ·  Thoroughly and Completely answers each question ·  Gives personal thought as to how chapter material applies to you ·  States examples from textbook and gives reference page numbers from textbook for each answer ·  Explains personal situations as related to the material Half Points Credit – 49 – 25 ·  Answers each question with one sentence ·  Shows little personal thought as to how chapter material applies to you ·  Gives some or no examples from textbook and some or no reference page numbers from textbook ·  Has no personal situations as related to the material Under Half Points Credit -24 – 0 ·  Does not answer each question ·  Use of yes/no answers with out explanation ·  Lacks any personal thought about the chapter material ·  Does not attempt the assignment