During this Unit IP, you will be required to create and conduct a 2–4-hour lesson for one or more adults in a classroom or online course. You may choose to create and conduct a lesson for any type of adult on any topic that you wish. However, you must plan your time so that the actual administration of the lesson is completed with enough time to be able to address the evaluative areas of the final IP requirements.
Please note: Your lesson must be created and conducted “in real time,” which means you must actually design and implement in a real setting within the 2-week time frame of this unit. The reality of your project is a critical component for success of this unit and for future analysis steps to follow.
Some examples of topics include the following:

• Starting a memoir
• Motivating volunteers for conservation projects in your community
• Pumping your own gasoline and paying for it at a convenience store where only English is spoken
• Symbols in modern poetry as symbols in your life
• Citizen-action groups of your city during World War II

You must consider the specific audience for your lesson. Some types of adult audiences include the following:

• First-year college students
• Beginning-level ESL learners
• Inmates in a penal institution
• Young adults in a GED program
• Middle-aged adults in a GED program
• Senior citizens in an Elderhostel program
• Senior citizens in a class at a community center
• Senior citizens in a class at a retirement home
• Adults in a basic education program
• Employees in a health care company

You are not restricted to the audiences or the topics in the above list.
To plan adequately and conduct your lesson on specific content for a specific audience, adhere to the following requirements:

• Identify the learners who will participate in your lesson. Describe the needs and characteristics of these adult learners.
• List the specific topic that the students will learn during your 2–4-hour lesson.
• Create and include 1–2 terminal performance objectives for the lesson.
• Objectives must be written in audience, behavior, condition, degree (ABCD) form and use Bloom’s Taxonomy with appropriate measurable verbs to align with specific Bloom’s cognitive level expectations.
• Ensure that your objectives include the following attributes:
  • Learner-centered
  • Measurable (no use of “Know”, “Understand”, “Demonstrate understanding”, or “Learn,” none of which can be measured)
  • Appropriate for your adult learners
  • Appropriate cognitive level verbs for your content
• Create and include 3 active learning activities.
• Ensure that your active learning activities are as follows:
  • In alignment with the verbs of your terminal performance objectives
  • Appropriate for your adult learners
  • Appropriate for your content
• If you plan to conduct your lesson for more than one learner, you may wish to include a pair or group activity.
• Explain your rationale for determining the order in which the activities occur.
• Using your plan for the active learning activities that you created, include the following:
  • Facilitate learning for one or more adult learners.
  • State the place that the lesson occurred and the exact time that the lesson began and ended.
• Correctly use grammar, punctuation, spelling, and other mechanics of the English language.

Deliverable Length:  4-6 pages

Wk 4 Team – Professional Learning Community Norms [due Mon]

Assignment Content

1. Develop a set of norms for a PLC which includes the following considerations (make each of these a title):
   • Time
   • Listening
   • Confidentiality
   • Decision Making
   • Participation
   • General expectations
   • Format the norms in a chart with their description.

CJ Budget
This assignment provides you with the opportunity to examine the importance of budgets in the criminal justice system. You will be creating a hypothetical budget for one of the following criminal justice agencies (select ONE)
 police department,  sheriff’s department,  jail,  prison,  probation department,  federal agency,  state agency,  child protective agency,  private security firm, or  private investigation agency.
After selecting a criminal justice agency, complete the budget detail worksheet by first downloading the worksheet (click here to download the worksheet) and then inserting the budgetary details in the worksheet, including the following items:
The purpose,  sections A through I (including the rationale), and  the budgetary summary.
On the last page of the worksheet, you will find the following questions. Use these questions as a guide before, during, and after preparing the budget. To wrap-up this assignment, provide a brief response to each question within the worksheet.
1. How large is your agency and the community you serve?
2. What responsibilities does your agency possess?
3. What material resources does your agency need? How will you prioritize these resources for the budget?
4. What creative sources can you use to increase your budget, or what types of strategies (and cost-saving measures) would you use to maximize your budget?
5. What issues do you foresee in implementing your budget (e.g., obtaining approval through a committee, legal implications, risks, weaknesses)? What types of consequences might exist for the agency and the community as a result of implementing your budget?
6. How can you mitigate any issues that may arise (e.g., a committee does not approve the budget—what will you do; consequences for the agency—how will you handle them; consequences for the community—how will you handle them)?
7. Why might it be advantageous to include excessive funds within your budget? In other words, why might it be helpful to conservatively estimate expenses within your budget?
8. What sort of challenges and problems could you face from having a deficit in your budge
Please Read, read and read.  Below I have downloaded the worksheet,  that you must use.
 
budgetworksheet_fromNCJRS1