- After reading the conflicting reports on the Paleolithic diet, What are the arguments against the paleo diet?
- What are the arguments and evidence to support the paleo diet?
- What are the environmental ramifications of the Paleo diet?
- What is the Engine 2 diet?
- Who has the strongest argument in your opinion (make sure you back your answer up with specific examples and facts).
terms of students understanding of syntax and discourse, most students demonstrated understanding of the requirements of this lesson. Students ability to use discourse was demonstrated throughout the entire learning segment: during the read aloud, turn and talk opportunities, higher order thinking questions, and small group work. During each of these activities, students had the opportunity to use the terms presented in the lesson and demonstrate and understanding of the discourse of the learning segment. When discussing the parts of the story in small group, all 3 focus students were able to give me an oral retell (oral discourse) of the events in the story, citing key details and correct vocabulary use. Focus Student 1 said, “You can always find the “first” part of the story at the beginning of the book.” Students were able to retell the order of events from the story and answer questions about the story. Students demonstrated an understanding of syntax as they generally used proper capitalization and punctuation when captioning their chosen scene from the book. Focus Student 2 demonstrated their knowledge of syntax in their writing through capitalizing the first word in the sentence, and using a period at the end of the sentence: “First Lisa wanted to buy Corduroy at the store.” Focus Student 3 demonstrated their knowledge of syntax in their writing by using an apostrophe in the word “couldn’t:” In the first part of the story lisa wanted to buy Corduroy but she couldn’t buy Corduroy at the toy store. Though Focus Student 3 properly punctuated their sentence, they did not capitalize the proper noun “Lisa.” I have no students with IEPS, and one student with a 504 plan. I have another student who is currently being screened for speech. When planning a learning segment, it is important to consider students’ prior knowledge, dispositions in the classroom, and academic areas that some students struggle with. My next steps for learning in the classroom would take into account the amount of information gathered from the learning segment. Since the majority of the class demonstrated mastery, I will scaffold instruction from here. I will work with struggling readers and writers in small groups to improve reading comprehension through reading and retelling and using visual aids. Students were generally able to define and explain how we find “who, where, when, and what” from the book, but about 1/3 of the class struggled with how to determine “when” an event occurred, as mentioned previously. I believe that these terms could have been elaborated on more from the teacher standpoint. The largest number of students struggled with vocabulary use, which is why I believe students need a reengagement lesson on the terms that were required of the learning segment.>GET ANSWER