Posted: September 22nd, 2022

ENM2 — ENM2 TASK 2: LEARNING SEGMENT OVERVIEW

ENM2 — ENM2 TASK 2: LEARNING SEGMENT OVERVIEW
CHILDREN’S LITERATURE — C970
PRFA — ENM2
COMPETENCIES
152.three.four : Evaluating Youngsters’s Literature
The candidate recommends acceptable texts in kids’s literature that align with educational targets to
meet the person studying wants of scholars.
152.three.5 : Interacting with Youngsters’s Literature within the Classroom
The candidate creates cross-curricular studying experiences that Help, inspire, and interact college students
when interacting with kids’s literature.
INTRODUCTION
As a trainer, you can be utilizing kids’s literature in your classroom to serve many functions, equivalent to
educating specific content material, growing particular expertise, and addressing cross-curricular wants. For this activity,
assume broadly in regards to the position that kids’s literature performs in serving to college students respect how the literature
that they’re uncovered to can Help them perceive arithmetic, science, historical past, tradition, geography, and many others. in
other ways. You’ll current methods during which kids’s texts promote cross-curricular understanding and
appreciation. Your focus might be on how kids’s literature can be utilized to foster conversations and
connections for college kids within the classroom and what educating practices you should utilize and take ahead with you
into your individual classroom.
REQUIREMENTS
Your submission should be your unique work. Not more than a mixed complete of 30% of the submission and no
greater than a 10% match to anybody particular person supply may be straight quoted or carefully paraphrased from
sources, even when cited appropriately. The originality report that’s supplied while you submit your activity can be utilized
as a information.
You need to use the rubric to direct the creation of your submission as a result of it supplies detailed standards that
might be used to guage your work. Every requirement beneath could also be evaluated by multiple rubric
side. The rubric side titles might include hyperlinks to related parts of the course.
Duties is probably not submitted as cloud hyperlinks, equivalent to hyperlinks to Google Docs, Google Slides, OneDrive, and many others., except
specified within the activity necessities. All different submissions should be file varieties which can be uploaded and submitted
as attachments (e.g., .docx, .pdf, .ppt).
TASK OVERVIEW SUBMISSIONS Assessment REPORT
9/20/22, 6:18 PM WGU Efficiency Assessment
https://duties.wgu.edu/pupil/003783311/course/21060015/activity/2625/overview 2/5
A. Determine three kids’s books with one frequent central focus (i.e., a subject such because the photo voltaic system, life
cycles, the civil rights motion, and many others.). Cite the books in accordance with APA fashion. Every e book should meet the
following standards:
• be acceptable for an elementary or middle-level (grades Okay–eight) classroom
• not include non secular instruction
Notice: The youngsters’s books ought to have depth and breadth of content material which is able to allow you to
incorporate these books right into a studying section partially B.
B. Utilizing the connected “WGU Related Studying Phase Overview Template,” create a cross-curricular
studying section overview with three classes that does the next:
• be designed to Help college students when interacting with kids’s literature (e.g., inspire and interact
college students)
• incorporate all of the books from half A (a minimum of one e book per lesson)
• relate to 1 central focus
• be acceptable for elementary or middle-level college students
• include three completely different topics (i.e., math, social research, science)
1. Full the “Common Info” part of the connected template.
2. Full the “Lesson Info” sections for every of the three classes within the connected template.
Every lesson should incorporate a minimum of one e book recognized partially A.
three. Full the Reflection part of the connected template by explaining how the training section was
designed to Help college students (e.g., motivating and fascinating college students) when interacting with kids’s
literature. Use evidence-based analysis or sources in the middle of research to Help your
rationalization, and embrace any mandatory in-text citations.
C. Acknowledge sources, utilizing in-text citations and references, for content material that’s quoted, paraphrased, or
summarized.
D. Display skilled communication within the content material and presentation of your submission.
File Restrictions
File title might include solely letters, numbers, areas, and these symbols: ! -_. * ‘ ( )
File dimension restrict: 200 MB
File varieties allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg,
wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
GENERAL TEACHING DISPOSITIONS AS INDICATED IN THE WGU TEACHERS COLLEGE CODE OF ETHICS:
NOT EVIDENT
The submission demonstrates
persistently unprofessional or
unethical conduct or disposition as outlined within the WGU
Lecturers Faculty Code of Ethics.
APPROACHING
COMPETENCE
The submission demonstrates
conduct or disposition that conflicts with the skilled and
moral requirements outlined within the
COMPETENT
The submission demonstrates
conduct and disposition that
align with the skilled and
moral requirements outlined within the
9/20/22, 6:18 PM WGU Efficiency Assessment
https://duties.wgu.edu/pupil/003783311/course/21060015/activity/2625/overview three/5
A. CHILDREN’S BOOK:
B. CONNECTED LEARNING SEGMENT OVERVIEW: HOLISTIC:
B1. CONNECTED LEARNING SEGMENT OVERVIEW: GENERAL INFORMATION:
B2. CONNECTED LEARNING SEGMENT OVERVIEW: LESSON 1:
WGU Lecturers Faculty Code of
Ethics.
WGU Lecturers Faculty Code of
Ethics.
NOT EVIDENT
three kids’s books are usually not
recognized.
APPROACHING
COMPETENCE
The three kids’s books recognized
should not have 1 frequent central
focus, or 1 or extra of the books
don’t meet each of the given
standards.
COMPETENT
The three kids’s books recognized
have 1 frequent central focus,
and every e book meets each of the
given standards.
NOT EVIDENT
A cross-curricular linked
studying section overview is
not supplied.
APPROACHING
COMPETENCE
The cross-curricular linked
studying section overview does
not use the “Related Studying
Phase Overview Template” or
doesn’t adhere to 1 or extra of
the given standards. Or any a part of
overview is wrong.
COMPETENT
The cross-curricular linked
studying section overview makes use of
the “Related Studying Segment Overview Template” and
adheres to all of the given standards.
All components of the overview are
appropriate.
NOT EVIDENT
Not one of the parts within the
“Common Info” part of
the “WGU Related Studying
Phase Overview Template”
are recognized.
APPROACHING
COMPETENCE
1 or extra of the weather within the
“Common Info” part
are lacking, inaccurate, or inappropriate for the chosen be taughting section.
COMPETENT
Every of the weather within the “General Info” part is identified, and all parts are accucharge and acceptable for the chosen studying section.
NOT EVIDENT
Not one of the parts within the
“Lesson 1 Info” part
of the “WGU Related Be taughting Phase Overview Template” are recognized.
APPROACHING
COMPETENCE
1 or extra of the weather within the
“Lesson 1 Info” part
are usually not aligned or are lacking,
inaccurate, or inappropriate for
the chosen studying section. Or
COMPETENT
Every of the weather within the “Lesson 1 Info” part is
recognized, and all parts are
aligned, correct, acceptable for
the chosen studying section. The
lesson makes use of a minimum of 1 e book from
half A.
9/20/22, 6:18 PM WGU Efficiency Assessment
https://duties.wgu.edu/pupil/003783311/course/21060015/activity/2625/overview four/5
B2. CONNECTED LEARNING SEGMENT OVERVIEW: LESSON 2:
B2. CONNECTED LEARNING SEGMENT OVERVIEW: LESSON three:
B3. REFLECTION:
C. SOURCES:
the lesson doesn’t use a minimum of 1
e book from half A.
NOT EVIDENT
Not one of the parts within the
“Lesson 2 Info” part
of the “WGU Related Be taughting Phase Overview Template” are recognized.
APPROACHING
COMPETENCE
1 or extra of the weather within the
“Lesson 2 Info” part
are usually not aligned or are lacking,
inaccurate, or inappropriate for
the chosen studying section. Or
the lesson doesn’t use a minimum of 1
e book from half A.
COMPETENT
Every of the weather within the “Lesson 2 Info” part is
recognized, and all parts are
aligned, correct, and appropriate for the chosen studying segment. The lesson makes use of a minimum of 1
e book from half A.
NOT EVIDENT
Not one of the parts within the
“Lesson three Info” part
of the “WGU Related Be taughting Phase Overview Template” are recognized.
APPROACHING
COMPETENCE
1 or extra of the weather within the
“Lesson three Info” part
are usually not aligned or are lacking,
inaccurate, or inappropriate for
the chosen studying section. Or
the lesson doesn’t use a minimum of 1
e book from half A.
COMPETENT
Every of the weather within the “Lesson three Info” part is
recognized, and all parts are
aligned, correct, and appropriate for the chosen studying segment. The lesson makes use of a minimum of 1
e book from half A.
NOT EVIDENT
An evidence of how the be taughting section was designed to
Help, inspire, and interact
college students when interacting with
kids’s literature isn’t
supplied.
APPROACHING
COMPETENCE
The reason inaccurately or
incompletely addresses how the
studying section was designed
to Help college students when interappearing with kids’s literature.
Or the reason isn’t supported by evidence-based research or sources within the
course of research.
COMPETENT
The reason precisely and
fully addresses how the
studying section was designed
to Help college students when interappearing with kids’s literature.
The reason is supported by
evidence-based analysis or resources in the middle of research.
NOT EVIDENT APPROACHING
COMPETENCE
COMPETENT
9/20/22, 6:18 PM WGU Efficiency Assessment
https://duties.wgu.edu/pupil/003783311/course/21060015/activity/2625/overview 5/5
D. PROFESSIONAL COMMUNICATION:
SUPPORTING DOCUMENTS
WGU Related Studying Phase Overview Template Information.pdf
WGU Related Studying Phase Overview Template.docx
The submission doesn’t embrace
each in-text citations and a reference listing for sources which can be
quoted, paraphrased, or
summarized.
The submission consists of in-text
citations for sources which can be
quoted, paraphrased, or summarized and a reference listing; however, the citations or reference
listing is incomplete or inaccurate.
The submission consists of in-text
citations for sources which can be
correctly quoted, paraphrased, or
summarized and a reference listing
that precisely identifies the author, date, title, and supply location as accessible.
NOT EVIDENT
Content material is unstructured, is disjointed, or accommodates pervasive
errors in mechanics, utilization, or
grammar. Vocabulary or tone is
unprofessional or distracts from
the subject.
APPROACHING
COMPETENCE
Content material is poorly organized, is
tough to observe, or accommodates errors in mechanics, utilization, or
grammar that trigger confusion.
Terminology is misused or
ineffective.
COMPETENT
Content material displays consideration to detail, is organized, and focuses on
the principle concepts as prescribed in
the duty or chosen by the candidate. Terminology is pertinent, is
used appropriately, and successfully
conveys the supposed which means.
Mechanics, utilization, and grammar
promote correct interpretation
and understanding.
Common Info
Trainer Schooling Candidate Title: Date Developed:
Related Studying Phase Title:
Descriptive title to your linked studying section Interval/Time Estimate:
Grade Degree: Variety of College students:
Central Focus:
The central focus is a subject such because the photo voltaic system, life cycles, or the civil rights motion.
Lesson 1 Info
State/Nationwide Educational Normal:
Topic: Studying Goal(s):
(conduct, situation, standards) Overview of Methods and Studying Duties: Description of Formative and Summative Assessment:

Lesson 2 Info
State/Nationwide Educational Normal:
Topic: Studying Goal(s):
(conduct, situation, standards) Overview of Methods and Studying Duties: Description of Formative and Summative Assessment:

Lesson three Info
State/Nationwide Educational Normal:
Topic: Studying Goal(s):
(conduct, situation, standards) Overview of Methods and Studying Duties: Description of Formative and Summative Assessment:

Reflection
Clarify how the training section was designed to Help college students (e.g., motivating and fascinating college students) when interacting with kids’s literature.
Use evidence-based analysis or sources in the middle of research to Help your rationalization, and embrace any mandatory in-text citations.
APA References
(Embrace citations for any books, sources, or scholarly supply/textbook/course Help, and many others.)

Order | Check Discount

Tags: ENM2 — ENM2 TASK 2: LEARNING SEGMENT OVERVIEW