COMM120 WEEK 7 AssignmentInstructions
Goal: Demonstrate the ability to create a final project that uses
both research-based and personal content while using
presentation software to communicate with an intended
audience.
Description:
During the first six-weeks you formulated a project plan,
researched the content of the plan, and collected quality
academic and non-academic sources. For the week 7 Final
Project you will create a presentation (CO8) that builds upon
the week 2 Project Plan and the week 4 Location and Access
(Source Organization worksheet) that effectively communicates
the knowledge you have gained during COMM120.
Please consider the following:
· Presentation will include an introduction, body, conclusion,
and properly formatted reference/work cited slide in the citation
style of your degree program (APA, MLA, or Chicago).
· Clear evidence that the topic was researched and expanded
upon the week 2 Project Plan (CO2 & 5).
· Presentation provides audience with information to increase
their knowledge of the topic presented (CO1).
· Presentation engages the audience by using elements such as
images, graphs, and charts. Appropriate citations must be
included.
· Three (3) vetted credible sources. One (1) of the sources must
be scholarly and from the library.
· Appropriate length 7-9 slides.
If you have multimedia skills and want to add creative content
to your presentation, please do! Try to add any of the following
enhancements and as you do, think about how it will impact
your presentation and improve communication with the intended
audience.
· Voice narration, closed captioning, script.
· Appropriate background music (must be cited on reference

page).
· Creative use of slide animations and transitions.
After submitting your presentation, review your TurnItIn
Originality Report. (Note: Review the individual flags, decide
why that text is flagged, and make corrections as appropriate.).
Please see the attached rubric for grading guidelines.
Note: The Week 7 Final Project is a presentation and be tur ned
in as a PowerPoint, a Prezi, or a different type of presentation
software. If you chose something other than PowerPoint, you
have to do the following:
· Submit a link to the presentation such as for Prezi.
· Ensure that the faculty can open the presentation.
· turn in a document with the presentation material so it can go
through Turnitin.
· If you have a question, please contact your faculty member.
Attachments
Week 7 Project.pdf
(289.43 KB)
1
Field Experience Project Part 1
Context Information and Math Lesson Observation
Primary Goals:
● Communicating and collaborating with school personnel
● Practice reflective/analytic skills involved in instructional
decision-making

● Analyze critical aspects of lesson planning and teaching
The focus learner is preferably a student who: has been
identified
as having specific learning disability (SLD), or struggles with
mathematics and receives intervention support (Tier II or Tier
III).
Steps:
1. Before observing a math lesson, consult the teacher to
investigate the following
and include in your report:
a. A focus learner
i. Who is the focus learner? (Grade level & age; disability
status; existing
math level; areas of struggle; student achievement data; IEP
goals)
b. The classroom
i. Who are the other students in the class/instructional group?
(Grade level;
disability status; math skill levels; needs and strengths)
ii. Who are the teachers and paraprofessionals? What are their
roles?

c. The lesson
i. Lesson content/skill focus, lesson objective, lesson title, unit
title, where the
lesson fits in the unit, lesson time frame
ii. The focus of the previous lesson
iii. The focus of the next lesson
d. The teacher’s decision-making
i. use of assessments, instructional strategies, and planned
supports for
diverse learners in the lesson
ii. collaborations with other professionals
2
2. Observe the math lesson. Report on:
a. Essential components of the lesson (math learning standards,
opening,
instructional materials & strategies, steps, assessments, and
closing)

b. The extent to which the above components are aligned to one
another to help the
focus learner achieve the learning goal and provide the learner
with appropriate
support and challenge
c. What types of teacher feedback for students were noticeable
in this math lesson,
and for what purposes were they used? What opportunities
existed for the
student(s) to apply the teacher feedback? Try to include details
for the feedback
(e.g., context in the lesson where it was provided, the math
problem addressed by
the teacher feedback, what the teacher said or did, what the
student said or did in
response to feedback…). While answering this question, you
can refer to the
feedback feature guide as well as other learning resources on
feedback provided
in this course.
d. In what ways did the teacher encourage the students,
including your focus learner,
to engage in effortful thinking (e.g., analyze, justify, and
provide explanations) in
the lesson?
e. With teacher permission, take pictures of the math materials
relevant for this
lesson to include in the report (e.g., projected lesson objectives,
math work on the

board, student work samples, math posters on the walls)
3. Reflection
a. What additional insights did you gain from the observation
about teaching
mathematics to diverse learners?
b. Your critique of the math lesson (strengths of the lesson and
areas that can be
improved; The Do’s and Don’ts?) in light of what you’ve
learned about quality math
instruction. Cite theory and/or research sources to support your
critique.
c. What did you learn about providing effective teacher
feedback to students specific
to mathematics learning?
Final products
● Google docs or slides that are structured to address the above
questions.
● If using slides, do not squeeze too much text on each slide.
Use the speaker notes area
underneath the slides to expand what’s on the slides if
necessary.

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3
Field Experience Project Part 2
Math Assessments & Instructional Plan
Goals:
● Gain insights into the applications of mathematics
assessments.
● Pinpoint individual learner’s strengths and difficulties with
mathematics.
● Use data to generate meaningful learning goals and targeted

instructional plans.
Steps:
1. Select and administer two assessments from the list below to
your focus learner (one of
the assessments should be selected from the list provided in this
document).
2. Report the assessments results and your
analysis/interpretations.
3. Describe the next logical steps of math
instruction/intervention and implications for the
focus learner’s individualized education program goals.
***Note: You will find a list of math assessments on D2L.
Using your existing
knowledge about the focus learner, choose assessments that will
further your
understanding about the focus learner’s math difficulties and
strengths in various
math content/standards domain areas.
Directions:

Step 1: Assess the Focus Learner and Report the Results
1. Administer two assessments
a. Provide the basic information about the two assessments:
Source/publisher or
developer, year, length/time demand, format (online vs. paper &
pencil); alignment
to the CCSS-M/IL math standards
b. Describe the major features of each assessment
● Math content areas assessed
● Intended purposes and uses
● Accessibility/accommodation features
c. Rationale for choosing the two assessments (how they
complement each other)
d. Administer the assessments to the focus learner
● Choose an optimal time and location
● Describe the procedure used for administering & scoring the
assessments
● Explain use of any accessibility features/accommodations and
the benefits

4
Step 2: Report assessment results and interpretations
a. Assessment results
● Provide a succinct summary of the assessment results.
● Accompany results with visual display of data whenever
helpful (use table
or charts for enhancement)
● Describe your observations of student behavior during the
assessments
b. Assessment Interpretations
● How do these assessments provide you with a better
understanding of the
focus learner’s strengths and needs? What evidence clearly
indicates what
the student knows, understands and can do?
● What area of mathematics needs further investigation?
● In what ways do the results match your observations of the
student’s

learning and participation in the math lesson?
Step 3: Instructional Planning with Individualized Goals &
Objectives
Using the assessment results and teacher-provided student
achievement data, develop two IEP
goals or revise the existing goals for the focus learner, and lay
out the next logical steps for
mathematical instruction.
1. Revise two existing math learning goals set for the focus
learner or create two new
annual IEP math goals for the focus learner with three
corresponding short-term
benchmark objectives for each goal. The goals should reflect
the Illinois Learning
Standards:
(https://www.isbe.net/Documents/Math_common_core_standard
s.pdf).
2. Lay out a plan that represents the focus of the next logical
step math
instruction/intervention that should be provided for the focus
learner.

a. What are some of the particular skill areas to prioritize for
math instruction and
intervention? How would you sequence them for instruction?
b. What research-based math intervention programs and
instruction strategy(ies)
would be beneficial to the focus learner? Why? Provide
references and citations
for support. (Resources are available on D2L.)
c. What planned supports (accommodations, assistive &
instructional technologies,
UDL solutions, etc.) would promote math learning for the
chosen focus learner?
d. In what instructional setting(s) should this instruction be
delivered? Who would be
responsible? What might the professional collaboration look
like?
https://www.isbe.net/Documents/Math_common_core_standards
.pdf
5
Field Experience Project Part 3
Math Lesson Plan

Goals/Rationale:
● Apply knowledge about curriculum and research-based math
instruction to develop math
lessons based on the focus learner’s needs.
● Design accessible and differentiated math instruction.
Steps:
1. The lesson plan
a. You will create a math lesson plan with the focus learner’s
needs in mind.
b. Use what you’ve done and learned in part 1 and 2 of the field
experience to help
you identify an appropriate lesson focus.
c. The lesson goal should be clearly aligned with the focus
learner’s areas of struggle
in math, as well as the learner’s abilities and strengths.
d. Complete your lesson plan (use the lesson plan template that
is posted in D2L).
2. The lesson commentary

Answer the following questions about your lesson plan:
a. What would have been the focus of a previous-day lesson
plan? What about the
focus of the lesson the day after your lesson? What is the
decision based upon?
b. How do the lesson objective(s), learning tasks, materials,
and/or planned supports
aligned to provide appropriate challenge and support to your
focus learner?
c. Describe the key math instructional strategy used in your
lesson. Explain why it is
appropriate for the identified needs of the focus learner. Provide
justification for the
choice with principles from research and/or theory.
d. How do you plan to provide ongoing feedback to your focus
learner in the lesson?
Where in your lesson do you anticipate giving feedback and for
what purposes?
Cite feedback readings in this course to support your
statements.
e. What misconceptions about the math content in the lesson do
you anticipate your
focus learner would exhibit? How would you address them?

Final Products:
● The completed lesson plan and attachments of all key
instructional materials to be used
in the lesson
● Lesson commentary narrative
https://docs.google.com/document/d/1dK5jesOH3T4NAOdDOtt
Pzv5nfuKaokkxifUrdMrIqCY/edit?usp=sharing
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Math Lesson Plan Presentation & Micro-Teaching
Goals/Rationale:
● Communicate clearly what you’ve learned with peers.
● Practice teaching a segment of the plan (in class).

● Apply knowledge about effective teacher feedback by
practicing feedback in the lesson.
Description:
● Introduce your focus learner and math lesson plan.
● Teach a segment of your lesson.
● Your peers will act as the target students. One of them will be
the focus learner.
● Be sure to practice giving student feedback in the teaching.
Procedures:
● Roundtable (small groups of 3-4) in different rooms.
● Join the small-group breakout rooms on Zoom.
● Designate a person to record the teaching videos in the room.
● Within the small group, take turns to present and teach.
● Receive and provide peer and self-feedback.
● When Zoom meeting is over, the person in charge of
recording the small group’s
teaching will wait for the video to be converted, saved on local
computer, and share the

video with the instructor and the small group.
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THIS IS MY PREVIOUS WORK ON THIS
ASSIGNMENT/TOPIC. I JUST NEED THE PRESENTATION
DONE FOR WEEK 7
WEEK 2
Part I
Topic:
1. Choose a topic that is realistic and one that you want to learn
more about.
a. The topic that I have chosen is the pros and cons of the
COVID-19 vaccines. I chose this topic because I'm interested in
learning about the effectiveness and ineffectiveness of vaccines.
I want to be able to help explain why we as people should
receive the vaccines and also be able to defend the cons of
having the vaccines. I also chose this topic because recently at
work a woman asked why she was still being told to wear her
mask even though she's fully vaccinated. The only thing I could
respond and say was because she could still contract COVID
and pass it on to someone who isn't vaccinated. My answer
wasn't enough for her, so I would love to learn more about the
COVID-19 vaccines.
Scope and Value:

1. What is the scope of the topic and your research?
a. The scope is to be able to successfully convince or dissuade
others that having the COVID-19 vaccines could help them or
not be safe for them. Meanwhile the topic is being able to
successfully debate with others on the pros and cons with
vaccines, by having enough credible knowledge. My research
would come from credible sources like the CDC, medical news,
and articles based on both the Moderna and Pfizer-BioNTech
Vaccines.
2. What value does it bring to your life? To your professional
life?
a. The value it brings to both my professional and personal life
is being able to convince close friends, family and even
strangers to get the vaccine or shy away from it based on my
knowledge and evidence. Also it brings value when it comes to
debate. Being able to successfully debate and argue my
standpoint on the vaccine or any issue that comes my way based
on background information would be crucial to my career.
Communication Medium:
1. How are you going to communicate your project?
a. I will communicate my project through a powerpoint
presentation, using Prezi or Google Slides. I will include
graphs, pictures and bullet points to get my point across
2. How will you make your presentation different and unique?
a. I will make my presentation different and unique by using
different slide transitions and including videos, sounds, and
interesting credible sources that will keep my audience engaged.
Critical Thinking Questions:
1. Pose different questions that will help you with your research
and investigate your topic in more depth.
a. Does the possibility of death outweigh all of the good the
COVID vaccines may do?
b. How does the media and influencers in the media impact the
vaccine?
2. Post critical questions that will push you to improve.
a. How do we know that all the research that is being done is

factual?
Subtopics:
· Pros
· Cons
· Media/Influencer Impact
· Pfizer Ingredients
· Moderna Ingredients
· CDC Recommendations/Research
· Mask Requirements
· Misled Vaccine Information
· COVID-19 Booster Shots
· Summary
Brainstorming:
· Constant vulnerability
· Wearing a mask
· Allowed ages for vaccine
· Need for a booster shot
· Immunocompromised people
Part II
Researching the pros and cons of the COVID-19 vaccine I will
search for government and scholarly sources. I will read data
charts, graphs and read reports to give a conclusive and
unbiased presentation. I will research articles and fact check the
statistics they put out. I will assemble previous data, research
and statistics from different credible organizations to provide
the most accurate, reliable and current information about the
COVID-19 vaccine.
WEEK 4
Source Evaluation Worksheet
Part I: Topic

The topic that I have chosen is the pros and cons of the COVID-
19 vaccines. I chose this topic because I'm interested in learning
about the effectiveness and ineffectiveness of vaccines. I want
to be able to help explain why we as people should receive the
vaccines and also be able to defend the cons of having the
vaccines. I also chose this topic because recently at work a
woman asked why she was still being told to wear her mask
even though she's fully vaccinated. The only thing I could
respond and say was because she could still contract COVID
and pass it on to someone who isn't vaccinated. My answer
wasn't enough for her, so I would love to learn more about the
COVID-19 vaccines.
Part II: Source Evaluation
Article Title: Benefits of Getting a COVID-19 Vaccine
Article Author: CDC (Center for Disease Control and
prevention)
Retrieval Information (example website link): Benefits of
Getting a COVID-19 Vaccine | CDC
Source’s Publication Date: Aug. 16, 2021
Publishing Information: Content source: National Center for
Immunization and Respiratory Diseases (NCIRD), Division of
Viral Diseases
Source Summary: This article from the CDC talks about the
pros of the COVID-19 vaccine. They say that COVID-19
vaccines are safe, effective, and can keep you safe once fully
vaccinated. They speak about how they are still conducting
research on these vaccines as well.
Article Title: Should Vaccines Be Required For Children?
Article Author: ProCon.org
Retrieval Information: Vaccines - Pros & Cons - ProCon.org
Source’s Publication Date:10/4/2021
Publishing Information: Last updated on: 10/4/2021 | Author:

ProCon.org
Source Summary: This article from ProCon.org. Discusses the
history of vaccines and gives literal pros and cons of vaccines.
They don’t only speak about the COVID-19 vaccine, they speak
about vaccines in general.
Article Title: Early approval of COVID-19 vaccines: Pros and
cons
Article Author: Md Arifur Rahman a , b and Md Sayeedul Islam
c
Retrieval Information: Early approval of COVID-19 vaccines:
Pros and cons (nih.gov)
Source’s Publication Date: July 20, 2021
Publishing Information: Hum Vaccin Immunother. 2021; 17(10):
3288–3296. Published online 2021 Jul 20. doi:
10.1080/21645515.2021.1944742
Source Summary: This article talks about the development of
the COVID-19 Vaccine and the efficiency of the vaccine due to
the fast approval. It talks about previous vaccines and how
recent data of the COVID-19 vaccine would be premature.
Article Title: Current global vaccine and drug efforts against
COVID-19: Pros and cons of bypassing animal trials.
Article Author: Deb, Bijayeeta 1 ; Shah, Hemal; Goel, Suchi
Retrieval Information: APUS Library; Current global vaccine
and drug efforts against COVID-19: Pros and cons of bypassing
animal trials. - ProQuest
Source’s Publication Date: May 17 2021
Publishing Information: Deb, B., Shah, H., & Goel, S. (2020).
Current global vaccine and drug efforts against COVID-19: Pros
and cons of bypassing animal trials. Journal of Biosciences, 45
Retrieved from https://www.proquest.com/scholarly-
journals/current-global-vaccine-drug-efforts-against-
covid/docview/2415291030/se-2?accountid=8289

Source Summary: This article is about different things that are
being used as vaccines for COVID-19. It talks about how it's
hard to test out different vaccines without having the proper
animals with our exact immune system.
WEEK 7Instructions
Goal: Demonstrate the ability to create a final project that uses
both research-based and personal content while using
presentation software to communicate with an intended
audience.
Description:
During the first six-weeks you formulated a project plan,
researched the content of the plan, and collected quality
academic and non-academic sources. For the week 7 Final
Project you will create a presentation (CO8) that builds upon
the week 2 Project Plan and the week 4 Location and Access
(Source Organization worksheet) that effectively communicates
the knowledge you have gained during COMM120.
Please consider the following:
· Presentation will include an introduction, body, conclusion,
and properly formatted reference/work cited slide in the citation
style of your degree program (APA, MLA, or Chicago).
· Clear evidence that the topic was researched and expanded
upon the week 2 Project Plan (CO2 & 5).
· Presentation provides audience with information to increase
their knowledge of the topic presented (CO1).
· Presentation engages the audience by using elements such as
images, graphs, and charts. Appropriate citations must be
included.
· Three (3) vetted credible sources. One (1) of the sources must
be scholarly and from the library.
· Appropriate length 7-9 slides.
If you have multimedia skills and want to add creative content
to your presentation, please do! Try to add any of the following
enhancements and as you do, think about how it will impact
your presentation and improve communication with the intended
audience.

· Voice narration, closed captioning, script.
· Appropriate background music (must be cited on reference
page).
· Creative use of slide animations and transitions.
After submitting your presentation, review your TurnItIn
Originality Report. (Note: Review the individual flags, decide
why that text is flagged, and make corrections as appropriate.).
Please see the attached rubric for grading guidelines.
Note: The Week 7 Final Project is a presentation and be turned
in as a PowerPoint, a Prezi, or a different type of presentation
software. If you chose something other than PowerPoint, you
have to do the following:
· Submit a link to the presentation such as for Prezi.
· Ensure that the faculty can open the presentation.
· turn in a document with the presentation material so it can go
through Turnitin.
· If you have a question, please contact your faculty member.
Attachments
Week 7 Project.pdf
(289.43 KB)