Lesson Plan By Michael Taylor

Lesson Plan By Michael Taylor
Lesson Plan Analysis
Alyssa Quatraro
Kaplan University
Ce330 – Unit 9 Assignment
5/14/15
The book I chose to do an integrated unit on was The Skin You Live In by Michael Taylor with
second grade students aged 7–8 years old. The big, colorful pages are vibrant and easy to absorb.
This book delivers an important message about acceptance to young readers. It also has a great
message that we are all different and the same and we should love ourselves for who we are. I have
developed three activities that introduce concept explorations and also challenge students to accept
all cultures. It is very beneficial to involve learning students cognitively, emotionally, and
physically. These lessons demonstrate learning experiences that are beneficial and relevant to
children all over the world (Davis, 2011). For the math activity, I chose an activity that came from
China, it is called Five–Up Dominos. The children will use their math skills and practice addition
and multiplication. For the science activity, the students will do an experiment called we are all the
same inside. This activity teaches students about diversity, and that no matter what color, religion or
culture another person is we are still the same and we should love ourselves no matter what. For the
social studies activity, the children will make a garland of flags based on a country they research.
This activity teacher unity. The math concepts taught in this lesson are teaching the students
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Lesson Plan Using The Very Hungry Caterpillar by Eric...
Book: The Very Hungry Caterpillar by Eric Carle
Grade: Kindergarten
Objective: After the story, The Very Hungry Caterpillar by Eric Carle has been read multiple times
to the students over multiple days (3 days), students will be able to identify key events and details of
the story and they will be able to retell the story, The Very Hungry Caterpillar.
Common Core Standard: RI2: With prompting and support, identify the main topic and retell key
details of a text.
Assessment: The students will make their own The Very Hungry Caterpillar book, including the
major events. Upon completion of the book, the students will share their book with a partner and
after finishing their books; the teacher will collect the books to see if the student ... Show more
content on Helpwriting.net ...
For students who have mastered the concept: If a student can easily, "identify the main topic and
retell key details of a text", then the teacher could incorporate another core standard, such as, "With
prompting and support, ask and answer questions about unknown words in a text". This core
standard could be a challenging aspect of the original core standard.
**For students who need more help: If students struggle with incorporating the key details of the
story, the teacher could provide cut out pictures of the main character and the main objects, which
the students who need more help can color and include the picture which they believe are key
details.
Technology: If the classroom has access to computers, the website http://www.starfall.com/ has lots
of useful tools for students who may be behind or for students who are ahead. There is something
for all students in large variety of subjects. http://www.starfall.com/ can be used before the lesson to
help students remember key words and important techniques for creating their books.
Other helpful website for teachers with SMARTBoards in the classroom is
http://exchange.smarttech.com/search.html?q=The%20Very%20Hungry%20Caterpillar this website
offers tools and activities available on the SMARTBoard.
Content: The teacher is teaching his or her students how identify the main topic and retell key details

of The Very Hungry Caterpillar. Understanding main topics and key details is a tool students will
need to

English Lesson Plan
Teaching Adjectives to Grade VI pupils (through poem) A DETAILED LESSON PLAN IN
ENGLISH FOR GRADE VI PUPILS (FOR 4th GRADING PERIOD) By: ESMAELA DIANN B.
MASCARDO I. OBJECTIVES: At the end of the discussion, pupils will be able to:  Build
vocabulary through pictures presented.  Practice proper way of reciting a poem.  Interpret
meaning of a poem through pictures.  Identify adjectives used in the poem.  Use adjectives in
describing their hometown. II. SUBJECT MATTER: Pointing out adjectives in the poem, "The
Town Where I Lived" by A. J. Gil A. REFERENCES:  PELC (Philippine Elementary Learning
Competency)  English For You and Me, Language Textbook for Grade Four, pages 147 – 158 B.
INSTRUCTIONAL MATERIALS:  Pictures of ... Show more content on Helpwriting.net ...
Now my heart aches all day for my town far away Where life is sweet and tidy and neat. (After the
teacher reads the poem, the whole class reads it, then reading by pair, then individual.) 6.
Comprehension Questions for Discussion What is the poem about? The poem is about a town. What
are the things you can see in the town where the speaker lives? Trees, ducks, geese, and stars are
seen in the speaker's hometown. To what does the speaker refer to when he/she says, "blazes, hot
and around, 'till the haze shimmers above the ground"? The speaker refers to the summer sun when
he/she says, "blazes, hot and around, 'till the haze shimmers above the ground. What are the words
that the speaker describe about life he/she has in the town where he/she lives? The speaker said that
his/her life in the town where she lives is sweet, tidy, and neat. How does the speaker describe
his/her hometown? There could be rainy and sunny days. What do you think is the kind of place
where the speaker lives? The speaker lives in a clean, peaceful place. How does the speaker feel or
thinks in the poem? The speaker misses his/her place. Where do you think is the speaker now? The
speaker is away from his/her place. What made you think that way? The speaker said that he's away
from his/her hometown in the line, "My heart aches all day,

Lesson Plans
Semi–Detailed Lesson Plan English–1 I– Objectives: At the end of 40 minutes 38 out of 42 First
year students of section Sampaguita will be able to: a.) define the exact meaning of verb, b.) identify
the verb with the help of cut out pictures, and c.) determine the kinds of verbs. II– Subject Matter:
Topic: Recognizing Verbs Reference: Smart English Book Author: Josefina G. San Miguel pages:
78–79 . Materials: cut out pictures Manila paper marker or chalk III– Procedure: A. Routinely
Matters 1. Prayer 2. Attendance ... Show more content on Helpwriting.net ...
One– syllable adjectives Two– or more–syllable Adjectives poor intelligent rich beautiful kind
expensive attractive delicious popular Give the comparative and superlative forms of the words
poor, rich, and kind.  Realization that –er and –est cannot be applied to show the comparative and
superlative form of adjectives with two or more syllables. Presentation of the Subject Matter. 5.
Discussion Giving a set of sentences. Sandra is beautiful. She is more beautiful than Amy. She is the
most beautiful girl in school.  Observing the first sentence. Determine the adjective and in what
form does it belong.  Observing the second sentence. Identify the words that are added to the
second sentence compared to the first sentence. Asking the pupils as to what form the adjective of
sentence # 2 does belongs.  The word more is added to adjectives with two or more syllables if it
is only comparing to two things.  Observing the third sentence. Identify the words that are added
to the

Ese 697 Week 2 Assignment Lesson Plan 2 Phonics or Oral...
ESE 697 Week 2 Assignment Lesson Plan 2 Phonics or Oral Language
To Buy This material Click below link http://www.uoptutors.com/ESE–697–ASH/ESE–697–Week–
2–Assignment–Lesson–Plan–2–Phonics–or–Oral–Language Lesson Plan #2:
Phonics or Oral Language. As you have learned this week, it is essential to understand how to plan
for effective instruction in phonics and oral language for students with disabilities. In the classroom,
it is important for all lesson plans to not only integrate effective strategies for instruction and
accommodations for students with disabilities, but to also align with Common Core State Standards
and the student's individualized needs. This lesson plan will focus on using effective, research–based
strategies for ... Show more content on Helpwriting.net ...
Include the type of disability, the student's individualized needs of the student, and any pertinent
information about the student(s).
d. Common Core State Standards and lesson objective: Provide a specific learning objective for the
lesson and the Common Core State Standard that the lesson plan will address.
e. Assessment: Describe how you will assess student learning of the lesson objective based on the
age/grade/ and needs documented.
f. Accommodations or modifications to be provided: Provide a detailed description of the
accommodations you will use throughout the lesson to address the individualized needs of each
student with a disability.
g. Teaching procedures: Provide a detailed description of the teaching procedures, including teacher
input and modeling, guided practice, independent practice, and closure. This section must include
strategies from the text and peer–reviewed articles related to effective strategies for teaching
students with disabilities. You must cite your sources to demonstrate your knowledge of effective
strategies.
h. Checks for understanding: Throughout the lesson, you will provide at least three ways that you
will check for understanding to ensure students are grasping pertinent and central concepts in your
lesson.
i. Reflection: This section will include a brief reflection on how assessment will help inform you of
your students' achievement of the learning objective, as well as how it will inform your future

How My Lesson Plan Incorporates Children 's Stories
Administrators and teachers need to recognize that not every student will find English interesting or
applicable. Children's books address this problem by combining relatability, students' interests as
well as connections to the text, and functionality, the ability for it to be used to fulfill standards. The
books offer a unique medium where everyone has an opinion or experience that connects in a
significant way to them. The relatability comes from the stories prevalence in culture. Up to this
point, however, we have failed as an institution to implement these stories as a prominent focal point
in classroom lessons. The lesson I am proposing is an attempt to fix this oversight. This paper will
explain how my lesson plan incorporates ... Show more content on Helpwriting.net ...
Yet, teachers are also using books students have no exposure to beforehand. Teachers must find a
way to get students to connect to the story, form complex ideas about the story's meaning, and show
them how to prove these ideas; A difficult task to complete with books that take weeks to read.
There is a need, therefore, to limit the quantity of tasks a teacher needs to complete to teach students
how to interpret the text. The lesson uses children's books to correct the problem by having
relatability established beforehand and, in many cases, getting students to interact with the material
in a critical way that is meaningful for them. Numerous studies have shown that using materials that
students relate to and care about increases retention and speeds up initial learning. Connections are
rarely formed, however, when students are forced to quickly and artificially connect with books that
they have not chosen because they are interested in it, but because someone is making them read the
story. Children's books get around this by offering an interesting multi–dimensional forum where
students already have personal experiences from popular culture references to the stories and their
own concerns, ranging from gender roles to morality, developed slowly over time rather than
demanded immediately. Most importantly, because children's stories were a part of students'
childhood and allowed them to naturally form new ideas and impressions about

Evaluation Of An Integrated Lesson Plan
Through the lesson plans that we developed, I've learned how to implement art that is
developmentally appropriate, meaningful, and challenging for students. The integration of art must
be meaningful to the lesson but also challenging for the students. The integrated lesson plan must
also consider a diverse classroom, allowing all students equal access to what is being taught. Most
importantly, art experiences must help each child meet challenging and achievable learning goals.
As teachers, we must observe and assess each individual student in order to design an integrated
lesson plan that is appropriate, meaningful, and challenging. (GPO2) Evaluation of individual child
's development and learning is essential for planning and implementing appropriate curriculum.
Teachers must continually engaging in observational assessment for the purpose of improving
teaching and learning. Designing integrated lessons lead to positive learning outcomes. By
integrating art, music, dance, and movement in lessons it leads to a positive learning environment
because it allows students to get out of their comfort zone. This can help boost children to be
confident and accepting of themselves and each other. Another plus of integrating the arts into
curriculum is that it can allow all students to learn in a way that may be more favorable to them.
Studies have proven that students learn in multiple ways. These learning styles include; visual,
auditory, and kinesthetic. By allowing the arts to be

My Lesson Plans : Learning Needs And Interests By Using...
My lesson plans demonstrate the knowledge I gained about their specific learning needs and
interests by using the information I obtained from CLIP step two. I was the first person to get ahold
of the writing pieces so they had yet to be corrected so I was able to see where the students needed
most help. Therefore, I based my lessons off of it. I chose to choose a mentor text that would spark
their interest. In a previous education class I witnessed the book being used with students and they
loved it. I knew that this book would also be a good teaching tool for me to rely on. I knew this book
would be beneficial for the lesson. I read the book in the front of the room so that they were all able
to see the pictures that the author was describing through the text. I would stop periodically to point
out great sentence fluency parts of the book. In the book, there are many repeating statements but all
said a different way. I would stop after we had heard the sentence more than once and ask the class
how saying the sentence differently made the writing more fluent. There were quite a few sentences
repeated in the text but they all had to do with different things and the students were able to point
this out without asking by the end of the reading. I made sure to ask good opinion based and open–
ended questions throughout the text. This book did a wonderful job keeping the students attention
and engaged. After observing the students interact with their teacher, I knew the

The Lesson Plan Is Centered Around The Students Learning...
The lesson plan is centered around the students learning more about animal adaptations. The lesson
begins with the teacher reviewing on what animal adaptation means and what some animal
adaptations are. After everyone understands what animal adaptations are, they begin a game. The
students are to name six creative adaptions along with the names of six real animals. After they have
on 12 items listed the students are to roll a dice twice and match the number with the adaptation the
first time, and the animal matched with the number of the second dice rolled. After Everyone has
played the game, they will draw a picture of their new animal and write a paragraph about the "new"
animal and how the adaptations help it. The lesson is learner–centered because there is not a lot of
direct instruction, the students are doing a lot of the learning with little bits of guidance. From the
Annotated list of teaching techniques, I would say that this game is in the category of "discovery
learning". The students have to rely on some of their prior knowledge to be successful in this
activity. During the activity, the students are leading the activity more than the teacher because
everyone should be actively involved in rolling the dice and creating animals with "new"
adaptations.
3. Critique
The first strength in this lesson is that the objectives are listed clearly and they fit nicely with the
entire lesson. None of the objectives seem out of place or placed to fill the objectives

The Lesson Plan On The United States Civil War
This lesson plan has been designed for an eleventh grade social studies class with the content of the
lesson plan focusing on the United States Civil War. The reason I chose to create this specific lesson
place was because I eventually want to be a social studies teacher in a high school. The lesson plan
has been constructed in a way that allows for the teacher to present the information students are
required to know with individual and group work, for a diverse learning experience. In order to
create the lesson plan, the objectives had to be planned first. As per the requirements for the course,
I based my learning objectives off of Bloom's taxonomy with my learning objectives falling under
the categories of remembering, understanding, ... Show more content on Helpwriting.net ...
Because it is the teacher's job to guide the students through the course, I thought it would make
sense that the teacher first allows students to learn what the content is through Bloom's levels of
remembering and understanding and then move onto evaluating and creating, where students can
learn even more and determine what is real and what is not. When it came time to determining what
topics would be covered in United States Civil War lesson plan, I found guidance from the Advance
Placement United States History: Themes & Notes, which I used in high school for an American
history class and the online version of The Americans textbook. Both have sections of information
on the United States Civil War and as I was creating the lesson plan, I went through both sources
and looked to see what topics and themes were in both sources. Whatever seemed essential became
the guide for each weeks plan and the handouts for each week. Some teachers may say a pre–test is
a waste of time and it not useful, but I believe differently. I included a pre–test in lesson plan
because I thought it would be useful for the students to understand what content they know and what
they need to work on, before the first graded assignment was given. If students understand their
strengths and weaknesses right from the start, they can create a better plan of how

Evaluation Of A Mini Reading Lesson Plan
Module 9 Reflection 3 In this reflection paper the student was asked to write a mini reading lesson
plan.
1. Name of Strategy: Teacher/Peer Modeling (Read Naturally Strategy, 2009)
2. Grade Level: Third Grade
3. Type of Disability: A student that needs this strategy to increase fluency would have trouble in
one of the following areas: identifying words, decoding unknown words, knowing the meaning of
words parts or proper use of phonics (Seder, n.d.).
4. Material/Reading Text:
I chose this book because it has many words that can look difficult to the student, but can be easily
sounded out as they read. This book would also fit into a theme of learning about "Frogs," or it
could be used while teaching a lesson on bullying, by having the students make the connection
between the characters in the story and which ones are the bullies and which ones are good friends.
The book: "Finklehopper Frog Cheers" by Irene Livingston (Livingston & Lies, 2005) See
Appendix A
Paper
Pencil
5. Arizona Career and College Ready Standard:
(3.RF.3) Know and apply grade‐level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multi–syllable words.
d. Read grade‐appropriate irregularly spelled (Arizona's College and Career Ready Standards
English Language Arts 3rd – 5th Grade," 2013, p. 16)
(3.W.3) Write narratives to develop real or

Lesson Plan Rationale Essay
As proposed by Dymoke and Harrison, good lesson planning is essential to successful teaching in so
far as stating, `It is often the case that poor teaching, classroom management and behaviour stem
from lack of explicit planning` (2008, p.122) It is suggested then, that thorough planning is
fundamental to the successful learning of pupils in many ways. Whilst allowing the teacher to
follow a process of thinking, providing a mental practice session if you like, the act of planning
therefore becomes an imperative aid for both student and teacher.
Throughout this rationale, the key elements and processes of meeting planning requirements will be
discussed with specific reference to a series of three progressive examples (see appendix). The ...
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The primary focus in this section is to be focussed on what the student is to learn and in this case
follow consistency in phrasing used throughout the school, WALT`s and WILF`s; a strategy
allowing for consistency in objectives and expectations alike. It is beneficial then to, as Pollards
suggests,
`write objectives as `Pupils should be able to...` statements, as this indicates, to some extent,
intended outcomes`. (2009, p.255)
The objective in lesson 1, we can see does not only broaden their understanding by introducing a
new word and its meaning, but also demonstrates how this can become a stimulus for dance
creation. As with lesson 2 they learn to use every day movements as a starting point for movement
design and this is continued in lesson 3
with the use of visual stimuli. So the objectives for each specific lesson work together over the unit
deepening pupils understand of the way dance composition works. Also, the same set warm–up is
purposely used over the span of the three lessons to allow pupils to the opportunity to improve and
although a shortened version is seen in lesson 2, pupils are asked to recall the previous weeks work
instead. The reason for the alteration in lesson 2 is setting a recall task will improve on their
movement memory skills but also keeping them moving and focussed (the sole purpose of the warm
up in this instance) without impinging on time. The movement phrase taught by the teacher in lesson
1 is intended to add to

Grammar Lesson Plan
Level of the students: Beginning +
Type of Lesson: Grammar: Knowing at what time to use irregular verbs lay and lie properly
Aims:
To introduce the use of "lay" and "lie" through the medium of verbal communication about setting
or placing something somewhere or to rest.
To equip students with a restrained and semi– restrained speaking exercise using lay and lie to
converse variances between the two irregular verbs in the different principal forms.
To allow students an chance to further review " lay" and " lie" irregular verb usage.
To provide students with certain reading and semi–composed writing practice.
Time: Approximately 60 minutes
Assumptions: Students ought
To be at ease with few regular and irregular verbs
To be mundane with a good amount of the terminology used in the presentation and practice stages.
Anticipated problems and solutions:
Students may discover it problematic to pronounce the "l" and "d". Hence, the sound needs be honed
with class, focusing to emphasize the ' l ' sound as it is stressed in standard communication.
Students might run into a conundrum to say "lay" rather than "lie". Figuring out when to
appropriately use "lie" and "lay" in the practice stage will play a hand in aiding students reinforce
proper usage.
Aids:
2or 3 short story paper reels, each displaying on PowerPoint the different forms of ' lay' and ' lie'
from present to past tense.
Handouts (individual reading and writing drill for students).
Several publication pictures or

A Lesson Plan For A Teacher
Every teacher is responsible for planning what will be taught to their students every week. Each day
the students will have certain activities and work that all comes together under the same category.
This is what is called lesson plans, and they are a very important part of keeping the class together
and also help the teacher stay organized. There are many different ways in which one can set up
their lesson plans, but it is very important to have them done the correct way rather than the wrong
way to get the full benefit from them. I was able to find two different lesson plans that represent the
correct way and also the wrong way. The correct one I was able to find on reading.org and the other
one I found on esltreasures.com. Each one was created for the beneficial knowledge of the student,
however they are very different and only one will help them obtain that knowledge. The first lesson
plan that I found on esltreasures.com was a very simple lesson plan, which appears to be more of an
agenda with different times with each activity. The lesson is supposed to be directed for a class of
"junior beginners" and is meant to cover a grammar lesson along with spelling and vocabulary.
However everything is done in unrealistic time frames. All the activities are between 5 to 20 minutes
each. Since the subject being taught is grammar and vocabulary, there is an assignment for a spelling
game, but it is only for 10 minutes. There is also a grammar point explanation that is only 2–3

Observation Of My Mentor Teacher's Math Lesson Plan
On September 25th, 2017, I observed my mentor teacher's math lesson plan. Since math is
scheduled from 12:00 to 1:05 in her classroom, this lesson was about 50 minutes to one hour long.
Being a first grade classroom with around 24 students in it, the Common Core math standard for this
lesson was 1.OA.B.4 – Understand subtraction as an unknown–addend problem. For example,
subtract 10 – 8 by finding the number that makes 10 when added to 8. Her learning object was Tell
put together with result unknown, add to with result unknown, and add to with change unknown
stories from equations. My mentor teacher did not have a student target for the lesson. However, I
believe that a student–friendly objective would be a great way to enhance the curriculum. It would
encourage communication between students and parents but most importantly, help the students
focus their thinking. My practicum classroom is not as goal–oriented as I would prefer and I think
an I can statement such as "I can use what I know about addition facts to help me answer subtraction
fact problems" would fit nicely into this lesson plan. To begin, my mentor began with an activity
called Ten and Tuck. Each student sat on the carpets in the front of the classroom as she explained
the activity. Each student began by holding up 10 fingers and would tuck fingers away determined
by what number my teacher said. Then, they would say the number sentence aloud every way
possible. From this activity that measured a previously

Essay on Lesson Plan
Lesson Plan
Keysha Starks
ESL 533N – SEI Advanced Methodologies of Structured English Immersion
January 16, 2013
Resource 2: SIOP Lesson Plan humbley Date: January 16, 2013 Grade/Class/Subject: Kindergarten/
math/ Unit/Theme: Shapes CT Standards: K.G.A.2 Student will be able to correctly name shapes
regardless of their orientations or overall size
Content Objective(s):
CT.K.3.1.1 Identify objects in the classroom that match examples of the Shapes located on the
Love2Learn Wall.
Language Objective(s): –
Student will be able to identify objects that are 2d located around the classroom to match the shapes
on the fun wall. Students will identify the following shapes ... Show more content on
Helpwriting.net ...
To show that they are ready each student will be sitting on assigned letter on the carpet with their
hands folded in their lap. Teacher will sit in front of them modeling the behavior. Once each student
is on the carpet sitting nicely teacher gives each child one of the laminated pictures of an item in the
classroom.The teacher then reads aloud the content and language content to the students so they
know what the lesson is. Then the teacher introduces the Velcro board and the names of six shapes
on the top as well as the picture of the shape. Teacher calls on each child with a 3x5 card and ask
them to place the picture in the correct category on the Velcro board. (for example: Kayla what do
you have a picture of "table" and it where do you think the "table" goes pointing to the six different
shapes on the Velcro board) Repeat until each child who had a card has gone. Teacher then tells the
students that at your desk you will find Yellow "Just shape me Journals". "Today we are going to use
what we just learned to make a book of shapes, look around the room and draw the item or items
that fit with the shape. Please focus on the smart board so you can see an example of what your
books should look like. Include a sentence with your picture: If you look at my book I choose a table
and placed it under a rectangle

Using Sei Strategies in a Siop Lesson Plan Essay
Using SEI Strategies in a SIOP Lesson Plan
Mandy Wynne
Grand Canyon University: ESL–434 Advanced Principles of SEI Instruction and Assessment Sep
24, 2012 (O101)
October 21, 2012
Using SEI Strategies in a SIOP Lesson Plan This lesson should be taught in a sixth grade class. The
students do not have to be English Language Learners, (ELL) in order to benefit from this lesson
and meet state standards. It is an interactive way to learn about different geographic regions of
students in the class. The lesson should first be introduced to the class through the vocabulary. This
gives the students the back ground on the words used to describe what the lesson is about, and
allows them to use the words in context with what they are doing. ... Show more content on
Helpwriting.net ...
The most important part of comprehensible input is making sure student can complete the
assignment, and understand what they are being taught as well as possible. They need to have time
modification or be given the necessary means to finish and complete tasks. That means possibly
providing them with material in their native language to help them be successful. They can look at
these at home possibly.
ESL 434 SIOP Lesson Plan
Date: 10–1–12 Grade/Class/Subject: 6th grade
Unit/Theme: Social Studies Standards:
Strand 4 Concept 4
PO 2. Describe the environmental, economic, cultural, and political effects of human migrations and
cultural diffusion on places and regions.
PO 5. Identify cultural norms that influence different social, political, and economic activities of
men and women.
ELL IV (Correlates to Grades 6–8) Standard: The student will express orally his or her own thinking
and ideas. Level Early intermediate:
PO 3 Contribute to classroom and academic discussions by giving suggestions, describing events,
expressing
PO 4 Issue multiple–step routine directions and instructions in a manner that the listener can follow
PO 6 Prepare and deliver a short oral report in a content area that effectively conveys the
information in

Content Objective(s): Students will create a travel brochure about their home town, and be

For My Social Studies Lesson Plan, I Taught My Lesson Based
For my social studies lesson plan, I taught my lesson based on the book, Alexander Graham Bell: A
Famous Inventor, by Justin McCory Martin. In this lesson, the students learned the biography of
Alexander Graham Bell, they read the text closely to determine what it said, make logical inferences
from it, participate in conversations and collaborations with partners, and describe the relationship
between illustrations and the text. In order to do this we completed a "My Facts Book about
Alexander Graham Bell" based on what they learned from the book. The book was read as a whole
group and then we brought the lesson to a learning center environment to re–read the story and
complete the booklet. For my lesson, I had twenty kindergarten ... Show more content on
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For my activity, I found one that was similar to another activity they liked in one of my other
lessons, a booklet that they created themselves. To start the activity as a center we would state at
least three things that Alexander Graham Bell invented, and the students would choose one of those
three inventions and make a sentence out of it. I guided the students and had a start to their sentence,
which was, "Alexander Graham Bell invented the..." Next, we did another sentence that talked about
his life, we stated that his mother was deaf and I guided them by asking, "What else did he do with
deaf people like his mother?" and we looked back in the text and found that he helped deaf people.
Therefore, I then helped them with a sentence starter that stated, "Alexander Graham Bell helped..."
Lastly, we completed one more sentence in our booklet and for this sentence, I let the students find a
page in the book and write a sentence about that page with no sentence starter. When reflecting on
my own awareness of my thoughts and feelings during my lesson concerning the students I was
nervous about if the students would really learn something from my social studies lesson. I was
worried because as stated before this was the first time the students had ever participated in a lesson
like the one I was presenting to them. I was

Lesson Plan
Detailed Lesson plan in Science and Health
Grade III
I. Objective
1) Classify foods according to the three basic food groups. 2) State that eating the right kind of
foods in the right amount is necessary for ones growth and development. 3) Maintain good health
habits.
II. Subject Matter
A. Topic: The Food You Eat Ref: T. M. Science and Health 3 pp. 47–49 T. X. Science and Health 3
pp. 56–59
B. Concept: Go, Grow and Glow foods are the basic food groups needed by children. Eating a
variety of nutritious food in the right amount is necessary for one growth and development.
C. Values:
Good Health habits
Learning the importance of nutritious foods D. Processes: Observing, Describing, Classifying
E. ... Show more content on Helpwriting.net ...
(Students will read the lecture) Go foods are the fat and carbohydrates rich food. These are the
starchy foods like bread, pasta, rice and potatoes. They give us energy which we can use for work
and play.
Teachers Activities
Jane, give another example of go foods.
Correct! Myrna, please stand up. How about oatmeal. Is it a kind of go foods?
Excellent!
Children, what does your mother cook if there's an occasion such as birthday?

Elsa, will you please answer the question?
Do you think it is a go food? Very good.
Is there any example? Okay Reggie, what is it?
Again, what is go foods? Everybody read.
Next kind of foods is grow foods. Let's find out if what foods belong to this kind of food. Everybody
read the meaning. Please make it clear and analyze because afterwards, you will give an example of
it. Everybody read.
Student Activities
Another example of go foods is cassava.
Yes ma'am. Oatmeal belongs to go foods because it's kind of cereal and it is more on carbohydrates.
Mother prepares to cook especially spaghetti and pancit.
Yes, because it's a pasta and it is starchy.
The cup cake or any other cake is another example of go foods because it is starchy
(Everybody will read the meaning of go foods).
Grow foods is also called protein–rich foods. They are good for the growth and development of our
body. They help our body grow and repair injuries. They are the meat poultry, fish, chesses, beans
and legumes and nuts.
Teacher Activities

Lesson Plan # 2: Nonfiction Text Guide
Unit Topic/Title: Early European Explorers
Lesson Plan Number & Title: Lesson plan #2: Nonfiction Text Features
Indiana Academic Standards:
English/Language Arts
5.RN.3.1 Apply knowledge of text features in multiple print and digital sources to locate
information, gain meaning from a text, or solve a problem.
Content Covered:
During this lesson, students will learn about the various text features found in nonfiction text.
Furthermore, students will apply those learned text features in order to understand the purpose of
each feature.
Lesson Objectives:
Students will understand the purpose for various nonfiction text features
Students will apply their knowledge of text features to understand a nonfiction passage
Students ... Show more content on Helpwriting.net ...
Conclusion: (7 minutes)
Whole Group:
What did you notice while completing this assignment?
How will you use text features to help with your research?
Tomorrow, we will begin our research. Each of you will be assigned an early European explorer.
Some of you will have the same explorer because you will eventually be group members. You will
first complete research independently. It's important to use the text features to help you understand
the nonfiction selections related to your explorer.
Follow–Up:
Students will use the knowledge gained in this guided lesson to complete research on an early

European explorer.
Materials:
Promethean Board
Computers
Internet
Video: Nonfiction Text Features! https://youtu.be/1wyI_n20–SU?list=PLlNw7m03QzCe799–
RgJrtaLlWfL18Eac5
Student textbook: The United States: Making a New Nation, by Houghton Mifflin Harcourt
Ferdinand Magellan source 1:
http://www.ducksters.com/biography/explorers/ferdinand_magellan.php
Ferdinand Magellan source 2:

Class Time Lesson Plan
Time Activities
Work arrangement Teacher Students
3 minutes
2 minutes 10 minutes
15–18 minutes 3 –5 minutes
 Warm–up: Game "guess my feelings"
– Teacher helps students to memorise the vocabulary about "feelings" with this game.
– Teacher asks students:
+ "How are you today?"
+ "We learnt about 'my feeings' in the previous lesson, so I want you to guess my feeling today".
– Teacher describes her feelings in action and then asks students to guess them:
+ "Look at me and guess my feeling today. Are you ready?"
+ Key:
1.I'm happy 2.I'm sad
3.I'm sleppy 4.I'm tired
– Teacher corrects the pronunciation for students if they have
 ... Show more content on Helpwriting.net ...
c) Learn the lyrics of the song
– Read each sentence in the song and ask students to repeat it.
– Corrects the pronunciation for students if they have
d) Listen and sing along with the tape
– Turn on the song again .
– Sing along with the tape and students.
e)Sing and act
– Sing and do follow the action of the song.
– Ask students to sing and act on the song.
– Call some students up on the board to sing and act
 Activity 3 (reserved activity): Game "sing and act"
– The game help student to memorise the vocabulary of the song with the sentence pattern: "I put on
my ..."

– Divide class into 2 groups.
– The rule of the game: Group A describe the word by the action and group B sing the sentence
containing the word in the song.
– Listen and answer the question
– Look and guess her feelings
– Look, listen and answer the questions
– Look and guess the name of clothes;
– Listen and repeat after teacher;
– Raise their hand to read the vocabulary.
– Listen to teacher
– Listen to teacher
– Listen to the song
– Work in groups to discuss and answer the question of teacher
– Listen again and corrects the answer.
– Listen and repeat after teacher
– Try to remember the lyrics of the song.
– Listen and sing along with the tape
– Try to remember the lyrics and the melody of the song
– Look, sing and imitate teacher's actions
– Sing and act together
– Work in groups to play game
– Students of group A

I Designed My Lesson Plan
a.) I designed my lesson plan to be used in first and second grade. This lesson plan was designed to
be a cross curriculum lesson about spiders that incorporates the following subject areas: Science,
Language Arts, and Visual/Performance Arts. This lesson will be taught during the month of
October after students have gained prior knowledge through an insect unit that was taught the month
before.
(b.) The content object that I used in this lesson was for students to be able to identify important
information about spiders. I think that providing students with background knowledge prior
(teaching a month long unit on insects) would assist students when it comes time to do a unit on
spiders. I think that the most challenging aspect for this lesson would be the vocabulary words. The
vocabulary list that I have complied varies in difficulty and I believe that some of the words would
be more challenging to some of the students. I would ensure that these words were taught previously
in the insect unit in order for students to become familiar with these words. I would also have prior
knowledge of my student's abilities and provide individualized word lists that match the student's
ability. In addition, I would stock the student library with a variety of books about spiders that
contain the vocabulary words, and utilize various center activities to reinforce the lesson objectives
for this unit. The content object that I created is both measureable and observable and the

Critique on a Lesson Plan
Diana Montano
LS 421: Deborah Meadows
May 25th, 2010
Lesson Plan Critique Overall the author of this art visual lesson did a great job. He followed the
curriculum and standards/goals were set. His objected for this lesson was to educate the students on
Ancient Egypt, and the properties/techniques of earth clay construction. His lesson plan goes into
great detail. He starts by stated around how long this lesson will take. Two days approximately, he
gives for each day extensive detail procedures. He says first day the teacher will introduce the topic
of Ancient Egypt and how earth clay cartouche was part of their culture. I will probably add
questions during this time frame to keep the students engage and wanting to learn more. I ... Show
more content on Helpwriting.net ...
After I will show them how to glaze, give them techniques tell them what it would make the plate
look good and what it wouldn't. (In art there is no right or wrong, but there should be a point of
expedience– is what you expect of the students). After teacher has demonstrated the glaze
procedure, he will let students choose the ceramic glaze color. So there is no fighting in the
classroom I think the teacher should set up the classroom in groups of five per

The Decision Of The Following Lesson Plan Essay
According to the Australian Curriculum, Years 3 and 4 students are to become independent readers
that are able to describe "complex sequences of events that extend over several pages and involve
unusual happenings within a framework of familiar experiences" through complex language
features. This includes varied sentence structures, unfamiliar vocabulary, significant high–frequency
sight words and decoding of words phonically, and a variety of punctuation conventions,
illustrations and diagrams (ACARA, 2016). The intention of the following lesson plan is to improve
the Year 3 students' comprehension skills through a guided reading – specifically to develop their
ability to understand and evaluate language through a teacher directed reading. By doing so,
students will be able to further develop their fluency for reading and understanding of how language
is used in text. Additionally, students would be able to develop the ability to infer from text, which
aligns with the content descriptors of the lesson plan, as well as the Australian Curriculum's level
description. The lesson plan was created for a group of six students with different, but not vast
difference, of literacy capabilities. The lesson plan has a structure of an introduction, body and a
concluding activity with a few differentiation considerations for Maya and Than, of which they are
classified as EAL students. The aboriginal English proficient students – Rada, Jean and Thomas –
are to be expected to learn

Comparing The Sheltered English Immersion Lessons Plan Vs....
When one is comparing the Sheltered English Immersion Lesson Plan vs. the SIOP Lesson Plan, it
is clear that there are a few variances. I started my comparison between these two templates by
reading a sample of a seventh grade English lesson that focused on figurative language such as
similes and metaphors. I chose this particular lesson to begin because I am currently a seventh grade
Language Arts teacher and one of the primary focuses this year was to further develop the students'
knowledge of literary devices and figurative language. Therefore, I am very familiar with teaching
lessons based on figurative language and I especially appreciate how creative the lesson was for the
SIOP sample. I am also very familiar with the state's current frameworks for ELA and enduring
understandings, essential questions, and objectives that my department established to support these
standards in the curriculum.
Beginning with the format of these two templates, it is quite clear that the SIOP format is essentially
more relaxed and broad. This allows for a lot of freedom within the lesson because if students do not
understand the information as it is being presented (a.k.a. as my colleagues like to say, "your lesson
is bombing"), then you can easily adjust to meet the needs of the students. However, the rigidity of
the SEI template appears to leave little room for flexibility without straying too far from the format
of the template. While I believe that the SIOP appears to be more flexible

Essay about Lesson Plans and Curriculum
Lesson Plans and Curriculum
Students often learn best when they can experience the interrelatedness of subjects within their
curriculum. This unit about the Food Guide Pyramid is designed to be taught to a class of third
grade students through several different disciplines within the school building. The students' goal is
to become familiar with the Food Guide Pyramid and to understand its importance in helping them
to eat healthy.
As the unit begins these third grade students will gather a working knowledge of the Food Guide
Pyramid in Health Class. They will then learn to plan a healthy menu by referring to the food guide
pyramid and local restaurant menus. The nutritional values of vegetables will be explored in Social
Studies ... Show more content on Helpwriting.net ...
F. Skinner in that the students responded to a teacher's questions and received positive reinforcement
when giving appropriate answers. As the lesson progresses, however, and the students work with
Microsoft Publisher to create their own menus, they experience a more constructivist approach.
Each group is encouraged to explore a variety of design options and choose one which will allow
them to work to their strengths. This provides a discovery approach to the design factor and allows
the group to learn through a collaborative exercise, emphasizing principles expressed by Brunner
and Vygotsky.
Another example can be seen in Lesson Plan 5 in which the students have been motivated to write
an original story after having heard The Very Hungry Caterpillar and after learning about the
author/illustrator Eric Carle.
These third grade authors are invited to create a story emphasizing good nutritional habits and are
encouraged to do so with no other stipulations. This freedom to capitalize on individual strengths
could produce stories written in prose, a dramatic reading, a musical rendition, or a bound book with
illustrations that have been hand drawn or created with a program such as Kid Pix. The variety of
options available emphasizes Gardner's premise to allow a student's innate abilities to shine.
This trend of the lesson beginning as behaviorist in nature and progressing toward a more
constructivist approach can be seen in the other

Lesson Plan for Health History
LESSON PLAN Health History WHAT YOU SAY AND WHAT STUDENT SAYS BACK TO YOU
WHAT YOU DO/WHAT STUDENT DOES WHAT YOU SAY AND WHAT STUDENT SAYS
BACK TO YOU WHAT YOU SAY AND WHAT STUDENT SAYS BACK TO YOU Skills to be
taught, equipment, objectives, delegation, safety concerns, safety nursing dx., evidenced based
practice CLINICAL MANIFESTATIONS INDICATING NEED FOR SKILL SKILLS TO
COMPLETE SKILL EXPECTED OUTCOMES UNEXPECTED OUTCOMES AND WHAT TO
DO ABOUT THEM A health history includes the patient subjective data of the past and present
health condition, and objective date that is observed. Equipment: Health history form, Pen
Objectives: Students will be able to state the reason why a health history is needs to be conducted.
Students will be able to identify the first step before conducted a health history interview. Students
will be able to identify the different elements include in a health history. Delegation: Health history
interview cannot be delegate to unlicensed assistive personnel. Safety Concerns: All information
discussed with patient about there health history should be private. Client information should not be
discussed in front of family members without their promising. Safety Nsg Dx: Evidenced Based
Practice Clients that communicate with their doctor showed improvements in a variety of outcome
(Smith, Duell, & Martin, 2012). Information gathers from the health history, the nurse group

Technology Integration Lesson Plan Template
Technology Integration Lesson Plan Template
Your name: Hayleigh Weldin
Date: August 25, 2016
Lesson Title: Story Telling Events of Saggy Baggy the Elephant
Grade Level: First Grade
Technology Standard (ISTE–S) Creativity and Innovation: A & B. Communication and
Collaboration: A. Research and Information Fluency: B. Critical Thinking, Problem–Solving: A &
B. Digital Citizenship: B. Technology Operations: A, B & D.
Universal Design for Learning (UDL) Options provided (list sections and subset #s) Strategies for
Engagement: Sustaining Effort and Persistence– 8.1, 8.3, 8.4. Self– Regulation– 9.1 & 9.3.
Strategies for Representation: Perception– 1.1. Language, mathematical expressions, and symbols–
2.1, 2.2, 2.4, & 2.5. Comprehension– 3.1, 3.2, 3.3. Strategies for Expression: Physical Action– 4.1 &
4.2. Expression and Communication– 5.1, 5.2, & 5.3. Executive Functions– 6.1, 6.2, 6.3 & 6.4.
Subject Area/Content Standard: Key Ideas and Details: CCSS.ELA–LITERACY. RL. 1.1,
CCSS.ELA–LITERACY.RL.1.2, CCSS.ELA–LITERACY.RL.1.3
Integration of Knowledge and Ideas: CCSS.ELA–LITERACY.RL.1.7, CCSS–ELA–
LITERACY.RL.1.9
Technology tools/software: Interactive Whiteboard, Chromebooks, Problem–Solving Software:
Reading Rocket Story Maps, Web–Based Tool: mystorybook.com, ELMO Camera, Projector
Preparation
Prerequisites: What do students need to know prior to this lesson?
Students will need to be familiar with typing on the Chromebooks, how to work collaboratively in a
group and

Popular Mechanics By Raymond Carver : Lesson Plan Of...
Madeline Hunter Lesson Plan of Questioning Objective The purpose of this lesson is to teach my
student to know what they supposed to be learning and why by using questioning strategies while
reading. Students learn more effectively when they know what they are presumed to be looking for
in the reading assignments. In addition, the student will develop the ability to follow a plot, to make
inferences on the action of the characters, and to draw conclusions on the text's events. Behavior
Standards and Expectations Goal: to elicit 100% of active student engagement Specific
expectations: Conversation about questioning Build confidence in reading skills Time to share the
student's ideas about what is questioning Anticipatory Set ... Show more content on Helpwriting.net
...
Then he went out to the living room. She stood in the doorway of the little kitchen, holding the baby.
I want the baby, he said. Are you crazy? No, but I want the baby. I'll get someone to come for his
things. You're not touching this baby, she said. The baby had begun to cry and she uncovered the
blanket from around his head. Oh, oh, she said, looking at the baby. He moved toward her. For God's
sake! she said. She took a step back into the kitchen. I want the baby. Get out of here! She turned
and tried to hold the baby over in a corner behind the stove. But he came up. He reached across the
stove and tightened his hands on the baby. Let go of him, he said. Get away, get away! she cried.
The baby was red–faced and screaming. In the scuffle, they knocked down a flowerpot that hung
behind the stove. He crowded her into the wall then, trying to break her grip. He held onto the baby
and pushed with all his weight. Let go of him, he said. Don't, she said. You're hurting the baby, she
said. I'm not hurting the baby, he said. The kitchen window gave no light. In the near dark he
worked on her fisted fingers with one hand and with the other hand he gripped the screaming baby
up under an arm near the shoulder. She felt her fingers being forced open. She felt the baby going
from her. No! she screamed just as her hands came loose. She would have it, this baby. She grabbed
for the baby's other arm. She caught the baby around the wrist and leaned back. But

Puppet Lesson Plan Essay
LESSON PLAN
Name: Summer Whitney
WGU Task Objective Number: 602.8
GENERAL INFORMATION 50min. |
Lesson Title & Subject(s): Using Puppets to demonstrate letters and sounds. Topic or Unit of
Study: Phonological and Phonemic Awareness
Grade/Level: K
Instructional Setting: Kindergarten classroom, 23 students will be sitting at desks for presentation of
new information on Phonemic Awareness. Then students will be put into groups of three by teacher
for independent practice to segment CVC words. Teacher will group student according to their level.
Lower students will be put with higher level students.
STANDARDS, GOALS AND OBJECTIVES |
Your State Core Curriculum/Student Achievement Standard(s): * ... Show more content on
Helpwriting.net ...
(10min)
5. Independent Student Practice: You Do 15min.
After the have finished their puppets the teacher will put them into their groups of 3.
The teacher will tell the students the order in which they will take turns.
The teacher will pass out the sets of CVC word cards.
The students will then take turns using their puppets to say the word cards in segments while the
The teacher will walk around to all the groups to make sure all students understand this concept.
This will be used for the formal assessment.
The Teacher assist struggling students during this time.
6. Culminating or Closing Procedure/Activity/Event: 10 min.
Students will return to their seats and as a class they will say the list CVC words in segment form
and then just the word.

Pedagogical Strategy (or Strategies):
Direct Teaching: Using the puppet to demonstrate how to speak in segments (breaking the words
apart to hear each letters sound).
Group work: Students will practice saying CVC words in segment form. This will help them to
manipulate the words in their head.
Differentiated Instruction: ELL –students will be given cards with a picture and the word on it, and
paired with a student that can help them if they need help.
Dyslexia– students will be given cards with a picture and the word on it; they will also be paired
with a student that can help them if they need help.
Gifted – students will be given CVCC and CCVC words to work with.

Multicultural Lesson Plan Analysis Essay
Multicultural Lesson Plan Analysis
Cyndi Frawley
EDU–230
Michelle Jervell
December 2, 2012
Questions/Answers:
1. Are the objectives aligned with academic standards? State how the lesson objectives support the
academic standards.
SIOP (Center for Applied Linguistics (CAL), 2012): Yes, this 1st grade lesson plan is aligned with
the Common Core State Standards (CCSS). What is a Dragonfly? Lesson Plan explains the four key
standards: Reading, Speaking and Listening, Writing, and Language that are taught in this lesson.
The lesson supports the standards by clearly stating that the students will be able to label the parts of
a dragonfly, identify important information about a dragonfly, listen to their partner's ideas, ... Show
more content on Helpwriting.net ...
The students will work in collaborative groups to write what was learned and provide a Venn
diagram to compare the cultural differences of the variants.
3. Are the learning experiences relevant to the objectives?
SIOP (Center for Applied Linguistics (CAL), 2012): Yes, the material and presentation of the lesson
are relevant to the objectives. The presentation and examples provided will guide the students
through the lesson.
EEI (Essential Elements of Instruction, ND): Yes, the resources and material provided will enable
the students to learn the objectives of the lesson. The teacher clearly states how the lesson will be
presented and how she will guide the students throughout the lesson.
4. Is instruction differentiated? How will ELL or special needs' students benefit from these lessons?
Name the activities of which support learning modalities, gender, or cultural groups.
SIOP (Center for Applied Linguistics (CAL), 2012): No, this lesson plan does not provide a
description of how instruction for ELL or special needs' students will be modified.

EEI (Essential Elements of Instruction, ND): Yes, this lesson plan provides differentiated material
and instruction for ELL and special needs' students. Oral reading or tape–recorded books will be
provided, as well as variants using other languages.
5. Are there frequent and multiple ways to check for understanding during instruction? List

Green Eggs And Ham Lesson Plan
Measurable objective: In six sentences, the student will use their own words to summarize the
beginning, middle, and end of the story Green Eggs & Ham by Dr. Seuss.
The lesson itself:
1. Introduction
Pre– assessment – Students will demonstrate their ability identify the beginning, middle, and end of
a story. Students will work in cooperatively in groups of four.
1. Students will read and identify the beginning, middle, and end of a mini story provided for them.
2. Students will select one group member to read and identify the beginning, middle, and end of the
mini story for the class.
3. Students will collectively give a thumbs up or down to each groups summary of the stories
beginning, middle, and end.
2. Instruction –
a. Hook ... Show more content on Helpwriting.net ...
Materials needed for the lesson:
5 The Very Hungry Caterpillar Books
Story Sequence Props
Crayons
Scissors
Detail Word Posture The lesson itself:
1. Introduction – include your pre–assessment (this is what they need to know for you to teach the
lesson)
1. Pre–assessment: Students will demonstrate prior knowledge of days of the week during four
corners activity.
The student will be given a notecard that has a day of the week written on it.
The student will wait for a corner number and day of the week to be called out.
When the student's their week day is announced, the student will stand in that corner.
The students will answer tricky questions like: I am the day of week that comes after Wednesday. If
you are this day of the week, please stand in corner number 3
I am the day of the week that come before Friday. If you are this day of the week, please stand in
corner 1. I am the days of the week that I don't go to school. If you are this day of the week, please
stand in corner number

The Lesson Of The Muhlenberg Lesson Plan
I will readily admit that I waited for the right lesson to compare to the Muhlenberg Lesson Plan.
Finding all the elements of the Muhlenberg Lesson Plan in lessons throughout all of my fieldwork
experiences would be difficult because for the most part teachers do not seem to do set induction or
closure. I chose to do my comparison on a Macbeth lesson in Mrs. Butterbaugh's tenth grade co–
taught class. This was strictly an observed lesson, as Mrs. Butterbaugh does not do formal lesson
plans. The unit title could be Renaissance Literature: Macbeth. It would work well as a comparison
to the former unit on Medieval literature focused on Oedipus Rex. In my future class, I would do
some activity to compare the two. The lesson title could be "Influencing Macbeth: Act I and Act II."
It was presented loosely as a two–part lesson, making connections in the second act to who is the
strongest influence over Macbeth and how his guilt begins to play a role in his downfall; this
knowledge base can be utilized throughout the rest of the play to scaffold the students toward
Macbeth's fatal flaw. The Pennsylvania State Standards and Common Core Standards cited would
probably be:
CC.1.3.9–10.B: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly, as well as inferences and conclusions based on an author's explicit assumptions and
beliefs about a subject.
CC.1.3.9–10.C: Analyze how complex characters develop over the course of a text, interact with

Lesson Plan
Narrative Report on Student Teaching In– Campus Practicum Off– Campus Practicum Presented to
the BSED Intern Supervisor Of Holy Child College of Davao Mrs. Miriam Capilitan In Partial
Fulfillment of the Requirement Professional Education 10 (Practice Teaching) Presented by: Ms.
Rogelyn P. Goboy BSED– IV March 02, 2013 Second Semester SY: 2012– 2013 TABLE OF
CONTENTS Acknowledgement ...................................................................
Dedication................................................................... Philosophy of
Education........................................................... Student Teacher's
Prayer........................................................... Chapter One– Cooperating School's Description
......................... Holy Child College of Davao................................................................... Sta. Ana
National High School........................................................ Davao Hymn "Tayo'y
Dabawenyo"......................................................... ... Show more content on Helpwriting.net ...
Dedication This book is dedicated to all student teachers and for those becoming student teachers
who believe that there are better and more effective ways of teaching and teaching is more fun and
challenging. Philosophy of education My philosophy of education can refer to either the academic
field of applied Philiosopher to one of any educational philosophies that promote a specific type or
vision of education, and which examine the definition, goals and meaning of education. As a student
teacher of this institution, I believe from the other philosophers who really helped me o lot on how
to be more effective teacher someday. I can be more effective if I am following some of the theories
of the Philosophers. The philosophy of education may be either the philosophy of the process of
education or the philosophy of the discipline of education. That is, it may be part of the discipline in
the sense of being concerned with the aims, forms, methods, or results of the process of educating or
being educated; or it may be multidisciplinary in the sense of being concerned with the concepts,
aims, and methods of the discipline. The multiple ways of conceiving education coupled with the
multiple fields and approaches of philosophy make philosophy of education not only a very diverse
field but also one that is not easily defined. Although there is overlap, philosophy of education
should not be conflated with educational theory, which is not defined specifically by the application

My Lesson Plan For Cycle One Students, Meaning Grade One...
My lesson plan would be targeted for cycle one students, meaning grade one and two students. It is a
lesson in English Language Arts about Alliteration. This lesson plan will target three different
competencies. Competency one focuses on using information. Students will be provided with new
information about what alliteration is and they must be able to use this information for the lesson. It
also involves competency four. This competency is about using creativity. Students must be creative
in thinking about an object to bring on their trip using the same onset sound. Creativity is involved
as well when they write and draw out their words on the worksheet that they will be provided with.
Lastly, this lesson plan targets competency 9. This is about communicating appropriately; this will
be evaluated while students participate in group discussion as well as the first activity.
The materials needed for this lesson plan are a board, my worksheet and the book "Dr. Seuss'
ABCs". In order to develop their understanding of alliterations, students will begin by sitting on the
carpet facing the teacher. They will look at the book "Dr. Seuss' ABCs" and the teacher will read the
book out loud. The students will be required to pay really close attention to the sounds the words in
the book make. Once the book is read, the students will be asked a series of questions such as "what
did you notice about the way the book was written?" and "did you hear anything that sounds alike?"
Once the

WGU Lesson Plan Format 0913 2ndPlan Essay
LESSON PLAN Name: Raymond Yarbrough WGU Task Objective Number: V1 UNDERGRAD–
0510 GENERAL INFORMATION Lesson Title & Subject(s): Phonemic Awareness/Reading Topic
or Unit of Study: Phonemic Awareness Grade/Level: 1st Grade Instructional Setting: This is a 1st
grade class made up of 12 first grade students. There are 7 Girls and 5 Boys. There is 1 male student
with general academic IEP that covers all subjects as well as 1 male and 1 female student that have
speech IEPs. The classroom is arranged in table seating with a large carpeted area in the front of the
classroom for group learning. This lesson will be taught in a group setting at the carpet.
STANDARDS AND OBJECTIVES Your State Core Curriculum/Student Achievement Standard(s):
... Show more content on Helpwriting.net ...
Identification of Student Prerequisite Skills Needed for Lesson: Students will know carpet time
behavior expectations (Attentive listening, hands to self, body positioning, etc....) Pre–requisite
skills as learned in previous like lesson plans. Students will have a basic understanding of the
alphabet and the sounds each letter makes. 2. Presentation of New Information or Modeling: ( 15
Minutes ) The teacher will begin by explaining to students that there are many ways to learn to read.
The way they will learn today is called the "whole word model." In this way of reading students will
look at the first sound and think about what word may fit based on the other words in the book.
Teacher will explain to student that by thinking about what word may be next, combined with
looking at the first letter or letters of a word they can begin to ascertain what the word may be. The
teacher will then use the flashcards and review each letter and what sounds it can make. 3. Guided
Practice: (10 Minutes) Students will be read parts of the first few pages, teacher will then pause at
words and say just the beginning sound and have students guess what the words mean. (Ex: Over in
the Ju____.) Students will then be expected to guess words that may fit the book and begin with the
letter Ju (Jungle). This practice will

Build A Boat Challenge : A Lesson Plan From Two Different...
Build a Boat Challenge: A Lesson Plan From Two Different Learning Theories
Introduction
This paper will investigate how the lesson: "Build a Boat Challenge", would be taught from the
view of Bruner and Vygotsky using their instructional "interactional" theories of learning. This paper
will also show how the same lesson would be approached using Gagne's model of instruction.
Audience and Context
This lesson is intended for 6th grade science students within the first week school, and is their first
"real" science content for the school year. Starting in 2015 this will be used in all 20 Howard County
Public Middle Schools as part of the PBIS science curriculum (see Appendix A for detailed HCPSS
demographic information) (Kolodner, Krajcik, Edelson, Reiser, & Starr, 2014). This lesson was
piloted in all Lake Elkhorn Middle School (LEMS) 6th grade classes at the start of the 2014–15
school year, with good success. The classes ranged from 18–30 students with close to an equal
mixture of boys and girls. Three of the classes were "gifted and talented", two were considered
"general education", and three classes were "inclusion" with many students having an IEP or 504
plan. Of the three "inclusion" classes, two were co–taught with an instructional assistant (see
Appendix B for detailed LEMS demographic information).
This multi–day lesson should take between 6–7 days to complete and is the first of three projects
that make up this "launcher series". The purpose of this lesson is

ELL Teaching Lesson Plan
Lesson plans are developed and used to guide the course of instruction given to the classroom by the
teacher. It will give information on state standards that will be covered during the lesson. Also
stating, the length of the lesson and the targeted goal for all students. The first lesson plan that will
be evaluated Nocturnal vs Diurnal Animals. As I begin to browse the lesson, the teacher has a very
detailed lesson. The grade and standards, along with objectives (content and language), the
strategies used to teach this lesson, and the key vocabulary words the students will need to
understand and be knowledgeable of as they move through the lesson. Not limited to, the teacher has
listed materials needed for the project pertaining to this lesson. In addition to, there is information
listed on how he or she will motivate them to learn the material at hand and the use of different
presentations. There is also information listed about application and the assessment process.
Of the SEI strategies and ELL teaching strategies researched this lesson plan addresses the
following. First, it states the language objective clearly states what the students will be to do during
the lesson. Secondly, it states, on the left hand side of the lesson plan ways to incorporate students'
background knowledge, and one the many ELL ... Show more content on Helpwriting.net ...
In other words, for students to understand the motivation questions, they must first understand
certain key vocabulary and have a clear prior knowledge linking. These questions and other methods
listed within the motivation portion of the lesson plan support the instruction of

Lesson Plan For Students ' Learning Capabilities Essay
Part B.
As the old proverb goes, a picture's worth a thousand words, however in education, information
speaks volume; statistics evaluation may deliver a photograph of precisely what a learner
comprehends, what they ought to know, plus what may be done to meet their educational
requirements. Through applicable breakdown and elucidation of information, educationalists may
compose cognizant determinations which supportively influence learner results. (Lewis, Madison–
Harris, Muoneke, & Times, n.d)
Washington States Mathematic Lesson Plans, termed Common Core Standards for Mathematics is
the sequences of topics and performances that is outlined in a body of mathematic standards for all
grades. As a ninth grade a math teacher of a diverse classroom the challenge of creating a lesson
plan to maximize each students' learning capabilities is a daunting process, but by dedicated
monitoring and adjustment to the guided and independent practice students can effectively learned
the skill or concept of the lesson.
Lesson Plan: Ninth Grade Geometry (Using the data given for right–angle triangle find the require
data for the other sides or angles.)
B1a.
During the guided practice phase of the lesson, I would employ Informal Member Checks
monitoring methods to capture the degree of learning across the entire class population. For learners
undergoing problems understanding the skill or concept I would initially create an informative
evaluation for the pupils to determine what particular

Lesson Plan By Michael Taylor

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