Developing an Indepth Lesson Plan               Developing a lesson plan involves many decisions.  Good teachers keep the following kinds of things in mind as they plan and guide their students’ learning.  Following the format below, develop an indepth lesson plan.  It is to be 6-10 pages, typed using 12 pt. Times New Roman font, double spaced with 1 inch margins.   I.               Lesson Data   a.      Lesson Title   b.     Scripture Text (reference only, version)   c.     Central Topic (three words or less)   d.     Aim Statement (following the formula)   e.     Memory Verse (written out with reference)   II.             Lesson Assumptions   In this section you will identify what you know and assume about your students (target audience) and the classroom in which you will be teaching (this can be either a real situation or one that is hypothetical and created by your imagination—but think of a real situation in which you might teach your lesson).  Include the following sections:   a.     Teaching Context  (Where are you teaching?)   Relevant information about the teaching context (e.g., weekend retreat, S.S. class, mid-week Bible study), kind of facilities and resources available (e.g., movable chairs or pews, available instructional equipment such as an overhead projector, chalk board, PowerPoint projection, atmosphere of the room), and any other relevant elements (e.g., time you will be meeting, room size and décor, will you have food there, etc.)   b.     Student Demographics   (Who are you teaching?)   Relevant information about your students (e.g., age range, ethnic heritage, gender, socioeconomic status, occupation, marital status, how many will be attending, Christian/non-Christians, involved/uninvolved in the church, etc.).  Be specific give either numerical values or percentages for each category.     c.     Major Assumptions (about our learners)   Major assumptions you are making about the entry characteristics of your students regarding the following areas (be specific, avoid general statements in this section):     1.     Motivation of the learners   What you assume about their motivation and reasons for attending your teaching session.   2.     Prior knowledge of the learners about the topic/Biblical text.   What you assume they already know about what you will be teaching them.   3.     Distractions for the learners.   What you assume may distract, hinder, or prevent them from fully comprehending and applying the material you will be teaching.     III.           Lesson Plan   a.     Classroom Preparation   List the physical equipment, teaching materials, supplies and any room arrangement you will need in order to actually teach the lesson.   b.     The Lesson   ·      Develop the lesson using HOOK, BOOK, LOOK, and TOOK as the major section headings. ·      Clearly manuscript each section of the lesson in a conversational tone (contractions allowed) as you would teach it (however, that does excuse improper grammar).  Write it in such a way that someone else could actually use the plan in a teaching situation—similar to a Teacher’s Manual.  Distinguish between dialogue with the learners and the directions given to the teacher. ·      Identify the transitional statements between each section (HOOK to BOOK, BOOK to LOOK, LOOK to TOOK) by underlining them. ·      If you use any group methods, explain how you will divide the groups and how you will appoint the group leader. ·      Remember to incorporate the major concepts from the class (e.g. Learning Cycle, age level characteristics, creative use of learning activities, varying methods, etc.) ·      Attach copies of any handouts, hard copies of any overhead transparencies, PowerPoint slide presentation, etc. ·      Summarize the lesson on the worksheet and attach it to the lesson plan. ·      Do not sermonize, but teach in such a way to provide maximum student involvement.     Revised 9/06

  Unit 1 DB Within the Discussion Board area, write 400–600 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas: Discuss a provider’s ability to influence patients—as consumers of health care—and their decisions. How are providers responsible for patient decision making? How do providers impact a facility’s ability to bring in revenue?  ______________________________________________________________________________________________ Unit 1 IP As a supervisor for the hospital pharmacy that uses an integrated delivery system (IDS), you are responsible for communicating with physicians about various topics such as policy changes, availability, and regulatory issues. You have been informed that a particular medication will be impacted by third-party payer reimbursement schemes. You will need to write a memorandum to prescribing physicians discussing the unavailability of certain pharmaceutical items because of third-party payer reimbursement schemes. Your memorandum should address the following anticipated physician questions. (1–2 pages (single spaced)   How would you approach the physician? What are the reasons for the unavailability of certain pharmaceutical items because of third-party payer reimbursement schemes? What is the impact to physicians? What is the impact to patients? What are the contingency plans for unavailable items?  

Hello,  Please see attached Portfolio Project Assignment’s instructions. I have also attached sample of APA format essay layout for your reference. Thanks,  Barb. 

A-Plus Writer 

Please read and follow the instructions for this assignment.