Developing an Indepth Lesson PlanDeveloping a lesson plan in.docx

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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 thatsomeone else could actually use the plan in a teaching situation—similar to a Teacher’s Manual. Distingui.

Education

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 thatsomeone 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.

1. Choose a content area and specific learning objectives to focus the centers around. 2. Design 3-5 centers with hands-on activities that reinforce the objectives. Include visuals, organizers, and interactive elements. 3. Pilot the centers with a small group and collect feedback to refine the activities. Observe student engagement and understanding. 4. Once refined, implement the centers as a rotation for whole class and continue assessing student learning from the activities. Adjust as needed based on results.

Lesson Planning.ppt

antar8

This document discusses the components of an effective lesson plan, including objectives, presentation methods, practice activities, and assessment. It explains that a lesson plan should specify the learning objectives and how the teacher will help students achieve them. The main parts of a lesson plan are the introduction, lesson body, practice activities, closure, and assessment. The lesson body describes the teaching methods and activities used to deliver the content. Practice activities provide opportunities for students to reinforce their learning. Assessment checks whether the objectives were met. An effective lesson plan guides the teacher to help students progress toward the specified learning goals.

Lesson plan english 1

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This document provides a detailed lesson plan for a 7th grade English class. The plan outlines objectives, content standards, learning competencies, and procedures for a lesson about recalling ancestors' beliefs. The procedures span a week and include reviewing concepts, reading texts, discussing vocabulary, comparing scenarios, evaluating learning, and additional activities. The plan concludes with a reflection on student progress, effective teaching strategies, difficulties encountered, and innovations to share.

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This document provides suggestions for activities to build students' academic English skills, including writing, reading, speaking, and vocabulary. For writing, it recommends explicitly teaching the writing process, including brainstorming, outlining, drafting, revising. For reading, it suggests extensive reading of graded texts along with explicit instruction in reading strategies. For speaking, it advises raising students' awareness of differences between academic and conversational English through discussion and analysis of speeches. For vocabulary, it provides ideas for teaching vocabulary through definitions, visual representations, and using corpus tools to find example sentences and collocations. The overall document offers a variety of scaffolding techniques and strategies to develop students' academic language abilities.

Lesson planning

Montasser Mahmoud

The document discusses different approaches to lesson planning, including specifying aims versus objectives, factors to consider like learners and syllabus, and sample lesson plans from Rivers, Doff, and Greenwood. Rivers suggests 7 long-range objectives for language teaching including developing intellectual powers, understanding other cultures, increasing awareness of one's own language, teaching reading comprehension, expressing oneself in another language, understanding other people/ways of thinking, and enabling communication. The last 5 aims are most relevant today, as language teaching focuses on rapid communication, reading specialized information, and understanding other ways of thinking.

Lesson planning

Montasser Mahmoud

DLL-October-10-14-2022 - LESSON PLAN ENGLISH

MarvinGonowon4

The document provides a daily lesson log for a Grade 12 English class. It outlines the objectives, content, learning resources, and procedures for the week's lessons. The lessons focus on different text structures used in academic writing and include activities for students to practice identifying, organizing, and writing different types of academic texts. Formative assessments include individual writing assignments, group projects to create an infographic, poster, or jingle applying the lesson concepts.

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This daily lesson plan is for a 10th grade English Language Arts class. The lesson focuses on analyzing characters from the novel "In Cold Blood" by Truman Capote. Students will work in groups to create character profiles of major characters from the first 50 pages of the novel. They will then present their profiles to the class. For homework, students will continue journaling about their reading and will begin working on a body biography mini-project about one of the characters. Formative and summative assessments include the character profiles, journals, and body biography project. The lesson aims to help students understand the characters and vocabulary through class discussion, group work, and independent assignments.

The document discusses identifying and selecting lesson aims. It explains that main aims state what learners will be able to do, subsidiary aims are linked skills needed to achieve the main aim, and personal aims focus on an aspect the teacher wants to improve. Effective aims are learner-centered, specify the context and skills, and allow measuring learner achievement. Procedures should have stage aims describing the purpose of each section.

Elective powerpoint presentationaaaaaaaa

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The document discusses organizing the physical environment of a multi-grade classroom. It provides guidance on setting up different areas for group instruction, individual work, and a teacher work area. Additional areas could include reading, arts and crafts. General guidelines are given such as dividing the classroom into areas for different activities while considering age and size differences. Furniture should allow for collaborative work and easy movement between locations. The physical environment refers to the overall classroom design and layout to maximize learning opportunities. Students will complete assignments in groups and individually related to organizing a multi-grade classroom.

Write Five page Essay.Topic What do you think will be the m.docx

herbertwilson5999

Write Five page Essay. Topic: What do you think will be the most important debatable economic or social problem facing the field of Nursing in the United States 20 years from now? Choose the problem, define it, and defend your position using credible research. Choose five current, varied (by type), and credible sources to use in writing to support your topic which should result in a five page essay that persuades the reader that your perspective on a debatable topic is the correct position to take. Your APA paper should demonstrate your ability to engage the reader, provide a strong thesis with pattern for development, incorporate in-text citations as needed, and include a final reference page listing and using research resources as described above. LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Date: Unit/Subject: Instructional Plan Title: Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. Include the standards with the performance indicators and the standard language in its entirety. Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following: · Who is the audience · What action verb will be measured during instruction/assessment · What tools or conditions are being used to meet the learning What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are. For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names. Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need .

Getting Started with Research and Writing

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The document provides guidance on various aspects of the writing process, including choosing a topic, developing a thesis statement, creating an outline, incorporating sources, and revising and editing. It discusses prewriting strategies like freewriting and outlining. Various writing tips are presented such as using a consistent format, determining the purpose and audience, and including an introduction, body, and conclusion. Sample outlines and templates are also included to demonstrate how to structure a paper.

Tips on lesson planning

Irina K

This document provides tips and guidance on lesson planning for teaching English as a foreign language. It discusses two common approaches to lesson planning: objectives-first and backward design. The objectives-first approach involves determining learning objectives, outcomes, materials, content, and assessment. The backward design approach starts with the assessment and works backward to determine learning objectives and activities. The document provides examples and templates for developing lesson plans using these approaches. It emphasizes the importance of clear learning objectives, engaging instructional activities, and checking for student understanding. Overall, the document aims to help participants effectively organize and structure their lesson planning.

Hinckely EDMA624 2013

cathyisanti

This document summarizes an agenda for an education course. It includes: - An introduction welcoming students and providing sign-in instructions. - An overview of the day's agenda covering introductions, syllabus review, curriculum designs, learning styles, and assigned reading. - Essential questions for the session related to course expectations, how instruction fits into the program, using learning styles, and integrating curriculum designs. - Assignments including reading, surveys, lesson planning, and presentations to incorporate varied learning styles and curriculum designs.

Shared Reading FrameworkFollow this framework when viewing the v.docx

WilheminaRossi174

Shared Reading Framework Follow this framework when viewing the video lessons for Days 1,2, & 3 from Ms. Chan’s class. Compare and contrast Ms. Chan’s teaching to what is listed on this page. (Whole) Read aloud a shared or big book to the students. Label each step and clearly state how you will accomplish this. · Introduce the book: Explain what you will say to the students to introduce the book to them, if you choose to point out concepts of book, concepts of print, predicting, etc. · Picture Walk: Explain what you will do to provide a Picture Walk for the students, telling all that you will say to the students. · Read the book aloud: Explain how you will read the book aloud to the students, will you stop, on what pages, what will you say. · Students’ Responses: Develop a set of both literal and higher-order thinking questions to elicit student responses, use Bloom’s or Webb’s as a guide to questions. (PART) Direct Instruction (Name the reading skill and explain what it means) · Explain: (I do) Explain to the students what they will be learning and why they should learn it. Explain the skill they will be learning and explain “how it works” Summarize the skill in your own words. Teacher tells students everything you want them to learn (objectives). · Demonstrate : (I do) Show the students what you would like them to do. Demonstrate to them what they will be doing to help them learn the skill. You must explain what you will do to demonstrate the skill you will be teaching. PROVIDE EXAMPLES and link to your explain step. · Guide: (We do, more teacher responsibility, some student responsibility) Guide the students to discuss and/or attempt the skill you just demonstrated. Explain how you will guide the students to allow them opportunities to try to apply the skill. Give support and feedback. Teacher brings students into discussion about objective and gives guidance and feedback . (Feedback must be accurate, positive and encouraging, but also firm.) · Practice: (We do, more student responsibility) Explain specifically how you will guide the students to practice applying the skill by allowing them to work together with less teacher support but still feedback. (WHOLE) · Application: (You do) (Read the book again and this time ask the students to apply what they learned about the reading skill to the book you are rereading.) Explain what you will have the students do to apply the skill to the text. The students should demonstrate that they can meet objective in this step. · Students Reflect: (You do) Develop a set of 6 – 8 questions you would ask the students to reflect on what they learned about the reading skill and what they learned from the book you read to them. This is a good time to ask questions that would meet.

Content literacy strategies ppt

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This document provides an overview of strategies to support literacy in content area classes. It emphasizes that all teachers are responsible for teaching literacy skills and that content area teachers are best positioned to help students meet literacy challenges in their subjects. The document outlines strategies to use before, during, and after reading to improve comprehension, such as linking new concepts to prior knowledge, teaching vocabulary, using graphic organizers, and having students reflect on and apply what they've learned.

Homework Use textbook and other reliable sources to create a 3-5

PazSilviapm

Homework: Use textbook and other reliable sources to create a 3-5 slide (plus title slide and reference slide) power point presentation with the following: 1. Identify how and why they are at risk 2. Determine priority health concerns & other issues 3. List strategies for prevention or nursing actions 4. Include an NCLEX-style question at the end of your presentation to quiz you audience on the content you just presented. Note; please cite the textbook and any other source Lesson Plan Template Section 1: Lesson Preparation Name: Grade Level: Date: Content Area: Geography Strand Instructional Plan Title: Lesson Objective(s) In 2-3 sentences, summarize the lesson, identifying the purpose of the lesson based on the content and skills you are planning to teach. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics of the classroom) National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the MS Social Studies Standards that are the focus of the lesson being presented. Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following: · Who is the audience? · What action verb will be measured during instruction/assessment · What tools or conditions are being used to meet the learning What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are. For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names. Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. Section 2: Instructional Planning Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. For example: · I will use a visual of the Civil War and ask students to describe what general do they see. Time Needed Multiple Means of Representation Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs ...

Pink Illustration English Class Presentation.pdf

BejayCastaneto

The document discusses a lesson on the four types of speeches according to delivery: objective 1) distinguish the types of speeches, and objective 2) differentiate the four types of speeches according to delivery. It provides sections for objectives, concepts and definitions, examples and illustrations, activities, homework, additional resources, exercises, and includes templates to add content to each section to build out the lesson.

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Carlos Mayora

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Noor Mohammed

The document outlines six steps to creating a successful lesson plan: 1) outline learning objectives, 2) develop an introduction, 3) plan specific learning activities, 4) plan to check for understanding, 5) develop a conclusion and preview, and 6) create a realistic timeline. It emphasizes identifying objectives, engaging students, checking comprehension, summarizing key points, and building flexibility into the timeline. The goal is to design a lesson plan that effectively facilitates learning through a variety of activities and assessments.

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Penn State York

This document provides an overview of strategies to use before, during, and after reading to improve content area literacy. It discusses activating prior knowledge through anticipation guides and chapter walks before reading. During reading, it recommends strategies like note-taking, graphic organizers, and questioning to monitor comprehension. After reading, the document describes having students apply their new knowledge through activities like RAFTs, last word, and rating scales. The objective is to effectively use these strategies to accelerate and improve student learning.

Ps york institute

Penn State York

Engaging all learners with student centered activities

cbhuck

The document provides information about strategies for differentiated instruction to engage all learners, including English learners. It discusses Cubing, Think Dots, and Canned Questions strategies that can be used to provide differentiated small group activities based on content, Bloom's Taxonomy, and student needs. Examples are given for how each strategy can be implemented in various subject areas and at different cognitive levels to support higher order thinking. The strategies aim to meet the needs of diverse learners through student-centered learning and scaffolding.

EDSP 410Unit Plan Differentiated Lesson Plan Assignment Instr

EvonCanales257

EDSP 410 Unit Plan: Differentiated Lesson Plan Assignment Instructions Overview This is a continuation of the first part of your unit, the Unit Plan: Classroom, Goals, and Reading Assignment, developed in Module 4: Week 4. For this assignment, you are to fully develop your five lessons on the provided template, adding all materials you will be using to teach the entire five-day unit. Refer to the Unit Plan: Differentiated Lesson Plan Grading Rubric for more details on the expecations of this assignment. This is a Benchmark Assignment for your Developmental Portfolio. The lesson plan is the key component to effective instruction in the classroom. Studies have shown that teachers who are well prepared with exciting and interesting lesson plans have to deal with far fewer behavior issues in their classrooms. That is why it is so important for you to learn the basics of designing a lesson plan. To begin, use the following list to choose a grade level and core content area for which you would like to develop a lesson plan. It would be wise to create your plan for the age level and content area you are currently teaching or planning to teach. You may not use a lesson plan you have created for another course for this assignment. Instructions Elementary (K–5) Middle School (6–8) High School (9–12) Math Math Math Science Science Science Social Studies Social Studies Social Studies Geography Geography Geography History History History Reading Reading Literature Phonics/Grammar Grammar Grammar Writing Writing Writing After you have selected your grade level and subject area, you will need to consult the Virginia State Department of Education’s website to locate the state standards for your particular grade and subject area. You can access the website with the Virginia Standards of Learning link provided with this assignment. You will also need to locate the Common Core standard for your particular grade level and subject area. See the Common Core Standards link provided with this assignment. Once you have located the standards for the grade level and subject area for your plan, choose one around which you want to develop your lesson plan. Keep in mind that this is a single lesson plan, not an entire unit, so you will have to narrow down your topic to one that can easily be taught in a single lesson. For example, if you want to cover addition for Kindergarten, you will narrow that to one specific concept of addition that is to be taught to kindergarteners. Complete your lesson plan using the provided Unit Plan: Differentiated Lesson Plan Template document. · Name: You must put your first and last name on the lesson plan so it can be easily identified by the instructor. · Grade/Subject: You will identify what grade level and subject area is the focus for your lesson plan (e.g., 3rd grade science). · Topic: You will choose a specific topic within your grade/subject area that your state standards require you to teach (e.g., addition in math, noun ...

vdocuments.net_studying-how-did-you-learn-how-to-study.pptx

Ramorin

The document provides information on strategies and approaches to enhance student learning. It discusses successful test taking strategies for objective and essay tests. It also discusses how teachers can help students manage resources to prepare for tests. The document then describes various study skills and strategies like understanding learning styles, time management, organizing assignments, effective note taking, reviewing material, and assessing progress. Specific tips are provided for visual and linguistic learners. The conclusion emphasizes the importance of developing good study habits through daily review rather than last minute cramming.

Study Skills and Strategies

TRIO-SSS

This document provides guidance on effective study skills for college students. It discusses strategies for textbook reading such as scanning before reading, taking notes while reading, and reviewing after reading. It also covers note taking techniques like focusing on key information and creating questions. Additionally, it recommends using memory activities like processing information in multiple ways, reviewing in short frequent sessions, and studying without distraction to better retain information. The overall message is that studying can be accomplished by breaking tasks down, using resources wisely, committing to a schedule, and employing active learning strategies.

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Mawar Magenta

The chapter discusses various strategies for designing effective instructional messages, including pre-instructional strategies, message design for text, and use of pictures and graphics. It describes four pre-instructional strategies (pre-test, behavioral objectives, overviews, advance organizers) and their purpose, guidelines, and examples. It also discusses three essential elements of good text design (distinctive words/typography, coherence, matching content to learner background) and criteria for good text layout. Finally, it covers the five types and functions of pictures/graphics in instruction, as well as factors to consider in their usage.

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