7NE Lesson 15 plan
•Download as DOCX, PDF•
1 like•157 views
This lesson plan is for a 7th grade class on persuasive writing and radio advertisements. The learning goal is for students to discover the components of a successful radio ad and write their own. Students will design a radio ad using a product they previously created. Formative assessments include an anticipation-question check, teacher questioning, mind maps, and analyzing sample ads. Students will listen to ads and note techniques used. For the lesson, students will write their own radio ad using a model and checklist, with differentiated materials provided. Strategies include collaborative learning, where students discuss advertising ideas. Key terminology includes unique selling point and radio advert. Resources include a PowerPoint and differentiated materials. Homework is to research a TV ad.
Report
Share
Report
Share
Recommended
7NE Lesson 14 plan
This lesson plan is for a Year 7 class on persuasive writing and radio advertisements. The learning goal is for students to design a unique product and advertise it using a radio advert. Students will be asked to design their own product using provided questions to spark creativity. Formative assessments include asking students to define a USP, teacher questioning, and a mind map where students share ideas. Students will write up their product using the provided questions and peer assess each other's work. Strategies include collaborative learning where students analyze product advertisements and share ideas, as well as using a visual organizer to map out advertising elements. Homework involves researching a TV advert and answering questions.
7NE Lesson 18 plan
This lesson plan is for a Year 7 class and focuses on persuasive writing through designing TV advertisements. The learning objective is for students to produce a TV advert to persuade people to buy a product. Students will work in groups to brainstorm ideas for selling a sweet on their table. They will analyze features of sample TV ads and then design their own ad. Formative assessments include an anticipation guide, identifying features in ads, and sharing feedback on advertisement ideas. The lesson employs collaborative learning and questioning to scaffold students in developing their creative advertising concepts.
KEMP SAMPLE LESSON PLAN English 8
This lesson plan aims to teach 8th grade students about different types of propaganda techniques. It will begin with assessing students' prior knowledge of advertisements and propaganda. Students will then watch video examples that demonstrate techniques like bandwagon, testimonial, plain folks, repetition, emotional words, and loaded words. They will analyze the videos to identify each technique. As an activity, students will work in groups to create their own advertisement using the techniques. At the end, students will complete an individual assessment to test their understanding of what propaganda is and how to identify the different techniques. The lesson will be delivered through a PowerPoint presentation, video examples, and interactive group activities.
7NE Lesson 8 plan
This lesson plan is for a Year 7 class on persuasive writing. The learning goal is for students to understand errors they made in their previous assessment and learn how to identify spelling, punctuation, and grammar mistakes in their own writing. During the lesson, the teacher will give a presentation identifying common mistakes and ask questions. Students will then receive their assessments back and correct their own work. Peer and self-assessment will be used to formatively assess students.
7NE Hunger Games L13 Assessment
This lesson plan is for a 7th grade mixed ability English class on The Hunger Games. The learning goal is for students to write up their creative assessments in a neat format. All students will write up the draft assessments they created in the last lesson, adhering to writing targets posted at the front of the class. Formative assessment will involve students writing up their drafts while meeting writing conventions. Students will have to apply their descriptive writing skills from drafting their creative pieces to writing up the final versions neatly.
Open evening 2
The Creative Media program at York College provides students the opportunity to explore and develop their creative skills through stimulating and demanding qualifications. Students can start at Level 1 with fewer than four GCSEs above grade E, or Level 2 with fewer than four above grade D. Level 3 requires four GCSEs at grade C or above. Coursework includes real client briefs, audio and video production, print media, and a personal and major final project. Progression to Level 3 requires a merit average and GCSE grades of C or above in English and maths. Support services are available for learning difficulties, counseling, travel, and financial assistance.
Lesson 7 Pre instructional Skills
This document discusses preinstructional skills and objectives for teaching. It emphasizes establishing clear objectives that describe what will be taught, teaching towards achieving those objectives, and then evaluating if the objectives were met. If objectives are not achieved, the teacher should choose a different approach or alter the objectives. Goals are broader statements about the overall purpose of schooling or a course, while objectives are more specific. The document also provides examples of instructional tools like films and mock-ups that should be used for a specific teaching purpose and with students informed of what to look for. Key grammar and vocabulary are defined. As homework, students are asked to observe classroom instructional media use.
Unit 6 assignment brief pr1 research techniques in film (1)
This assignment brief outlines two tasks for a unit on digital graphics for computer games. Students must research techniques used by film producers to define audiences and how they target specific audiences. For task one, students need to create a report detailing different research techniques and include a survey monkey exit poll on a new film. For task two, students need to add to their report an analysis of at least one poster and trailer for a new film. They must also summarize the full marketing campaign and comment on the success of each method based on their exit poll findings. The report should comprehensively explain how producers reach audiences using subject-specific terminology and examples.
Recommended
7NE Lesson 14 plan
This lesson plan is for a Year 7 class on persuasive writing and radio advertisements. The learning goal is for students to design a unique product and advertise it using a radio advert. Students will be asked to design their own product using provided questions to spark creativity. Formative assessments include asking students to define a USP, teacher questioning, and a mind map where students share ideas. Students will write up their product using the provided questions and peer assess each other's work. Strategies include collaborative learning where students analyze product advertisements and share ideas, as well as using a visual organizer to map out advertising elements. Homework involves researching a TV advert and answering questions.
7NE Lesson 18 plan
This lesson plan is for a Year 7 class and focuses on persuasive writing through designing TV advertisements. The learning objective is for students to produce a TV advert to persuade people to buy a product. Students will work in groups to brainstorm ideas for selling a sweet on their table. They will analyze features of sample TV ads and then design their own ad. Formative assessments include an anticipation guide, identifying features in ads, and sharing feedback on advertisement ideas. The lesson employs collaborative learning and questioning to scaffold students in developing their creative advertising concepts.
KEMP SAMPLE LESSON PLAN English 8
This lesson plan aims to teach 8th grade students about different types of propaganda techniques. It will begin with assessing students' prior knowledge of advertisements and propaganda. Students will then watch video examples that demonstrate techniques like bandwagon, testimonial, plain folks, repetition, emotional words, and loaded words. They will analyze the videos to identify each technique. As an activity, students will work in groups to create their own advertisement using the techniques. At the end, students will complete an individual assessment to test their understanding of what propaganda is and how to identify the different techniques. The lesson will be delivered through a PowerPoint presentation, video examples, and interactive group activities.
7NE Lesson 8 plan
This lesson plan is for a Year 7 class on persuasive writing. The learning goal is for students to understand errors they made in their previous assessment and learn how to identify spelling, punctuation, and grammar mistakes in their own writing. During the lesson, the teacher will give a presentation identifying common mistakes and ask questions. Students will then receive their assessments back and correct their own work. Peer and self-assessment will be used to formatively assess students.
7NE Hunger Games L13 Assessment
This lesson plan is for a 7th grade mixed ability English class on The Hunger Games. The learning goal is for students to write up their creative assessments in a neat format. All students will write up the draft assessments they created in the last lesson, adhering to writing targets posted at the front of the class. Formative assessment will involve students writing up their drafts while meeting writing conventions. Students will have to apply their descriptive writing skills from drafting their creative pieces to writing up the final versions neatly.
Open evening 2
The Creative Media program at York College provides students the opportunity to explore and develop their creative skills through stimulating and demanding qualifications. Students can start at Level 1 with fewer than four GCSEs above grade E, or Level 2 with fewer than four above grade D. Level 3 requires four GCSEs at grade C or above. Coursework includes real client briefs, audio and video production, print media, and a personal and major final project. Progression to Level 3 requires a merit average and GCSE grades of C or above in English and maths. Support services are available for learning difficulties, counseling, travel, and financial assistance.
Lesson 7 Pre instructional Skills
This document discusses preinstructional skills and objectives for teaching. It emphasizes establishing clear objectives that describe what will be taught, teaching towards achieving those objectives, and then evaluating if the objectives were met. If objectives are not achieved, the teacher should choose a different approach or alter the objectives. Goals are broader statements about the overall purpose of schooling or a course, while objectives are more specific. The document also provides examples of instructional tools like films and mock-ups that should be used for a specific teaching purpose and with students informed of what to look for. Key grammar and vocabulary are defined. As homework, students are asked to observe classroom instructional media use.
Unit 6 assignment brief pr1 research techniques in film (1)
This assignment brief outlines two tasks for a unit on digital graphics for computer games. Students must research techniques used by film producers to define audiences and how they target specific audiences. For task one, students need to create a report detailing different research techniques and include a survey monkey exit poll on a new film. For task two, students need to add to their report an analysis of at least one poster and trailer for a new film. They must also summarize the full marketing campaign and comment on the success of each method based on their exit poll findings. The report should comprehensively explain how producers reach audiences using subject-specific terminology and examples.
Unit 6 assignment brief pr1 research techniques in film
This assignment brief outlines two tasks for a unit on digital graphics for computer games. Students must research techniques used by film producers to define audiences and target specific demographics. For the first task, they need to create a report detailing different research methods and include a survey monkey poll and analysis of the findings. The second task requires adding to the report with an analysis of a film poster, trailer, and marketing campaign to show how producers reached their intended audience based on the survey results. The assignment aims to demonstrate understanding of how producers define audiences and create products to appeal to specific target demographics through in-depth research.
Unit 6 assignment brief pr1 research techniques in film
This assignment brief outlines two tasks for a unit on digital graphics for computer games. Students must research techniques used by film producers to define audiences and target specific demographics. For task one, they need to create a report detailing various research methods and include a survey monkey poll and findings. For task two, students should analyze a film poster, trailer and marketing campaign to see how the producer targeted the intended audience based on the poll results. The assignment aims to demonstrate understanding of how producers define audiences and create products for specific demographic groups.
Unit 6 assignment brief pr1 research techniques in film
This assignment brief outlines two tasks for a unit on digital graphics for computer games. Students must research techniques used by film producers to define audiences and target specific demographics. For the first task, they need to create a report detailing different research methods and include a survey monkey poll and analysis of the findings. The second task requires adding to the report with an analysis of a film poster, trailer, and marketing campaign to show how producers reached their intended audience based on the survey results. The assignment aims to demonstrate understanding of how producers define audiences and create products to appeal to specific target demographics through in-depth research.
Section A media studies exam tips from AQA
This document provides guidance on the focus of the questions and tips for answering questions well in Section A of the GCE Media Studies exam. It explains that question 1 focuses on media concepts and should be answered using the two unseen exam products. Question 2 focuses on media issues and debates and candidates can refer to other media examples to support their answer. Question 3 focuses on wider contexts and candidates should refer to other media examples beyond just the two unseen products. It provides tips for candidates such as using the marks awarded as a guide to time spent on each answer and illustrating answers with references to the exam products. Higher level answers take a standpoint, back it up with wider examples, and show a sense of debate where relevant.
Pr1 assignment front sheet
This document provides an assignment brief for a BTEC Creative Media Production course. The assignment requires the student to research how media producers define and create products for audiences. It outlines five tasks for the student to complete, which will provide evidence for meeting three assessment criteria:
P1 and P2 require the student to describe audience definition and how media producers create products, using some appropriate terminology. M1 and M2 require explanation of these topics with detailed examples and generally correct terminology. D1 and D2 require a comprehensive explanation with elucidated examples and consistent use of terminology. The student must submit evidence of completing the tasks by providing links to a blog.
What Next? Media and Film Studies
The document provides information about media and film-related university courses and careers. It discusses both general media studies degrees and more specialized options like journalism, television and film production, photography, and animation. It also notes the strong job prospects and skills shortages in various media fields. The document gives recommendations for top UK universities for media and advice on gaining relevant experience through extracurricular activities, internships, and developing a portfolio.
How to answer film industries questions
The document provides guidance on answering questions about the role of the internet in the film industry. It explains that the question asks about how the internet has significantly impacted the marketing and distribution of media products in the film industry. It advises stating you have studied the film industry, discussing relevant case studies to show how the internet aids in production, distribution, exhibition and exchange. It should conclude by assessing how technology has overall helped the film industry and if further development is needed. The marking scheme emphasizes understanding the task, using accurate and up-to-date examples from case studies, industry terminology, and addressing all aspects of the question in a clear essay format.
Media brief
This document provides instructions for a preliminary exercise to design the front page of a new school magazine using DTP and image manipulation software, which must include a close-up student photo and appropriately formatted text and masthead. Candidates must also produce a mock contents page layout to demonstrate their DTP skills. The main task is to design the front cover, contents page, and a double page article spread for a new music magazine using a minimum of four original images and text.
5. evaluation
This document provides evaluation tips and guidance for creating a PowerPoint presentation to evaluate a media product. It includes advice such as keeping slides concise, using a consistent design, referring to research, and being prepared to answer questions. It also lists the key questions that must be answered in the evaluation, such as how the product represents social groups, what type of institution might distribute it, who the audience is, and how the audience is appealed to or addressed. Sample evaluation responses are provided as examples.
Representation Areas OCR AS Media
The document outlines learning objectives and tasks for a lesson on representation in television drama. Students will:
1) Work in pairs to produce a presentation on one of seven key areas of representation - gender, age, ethnicity, sexuality, class/status, physical ability/disability, or regional identity.
2) Include in their presentation stereotypes about their chosen group, explanations for the stereotypes and common genres, images focusing on how stereotypes are depicted visually, and their opinion on the fairness of the representation.
3) Consider the historical context of how representation has changed over time and include relevant theories on the ideologies behind the text.
Pr1 assignment front sheet
This document provides an assignment brief for a BTEC Creative Media Production unit on critical approaches to media. The assignment asks the student to complete 5 tasks analyzing how media producers define and create products for audiences. It lists the criteria and evidence required for a pass, merit, and distinction for each of the 2 learning outcomes. The student must describe audience definition and product creation for a pass, explain with examples for a merit, and comprehensively explain with elucidated examples and terminology for a distinction. The student will provide evidence of their tasks and analysis on their blog.
Pr1 assignment front sheet
This assignment brief outlines the tasks and criteria for a student to research techniques used by film producers to define and create products for audiences. The student must complete 5 tasks analyzing promotional materials for a film campaign and describing how producers define audiences and create products for specific audiences. The tasks will be assessed against criteria examining the appropriate use of terminology, examples provided, and explanations given to achieve pass, merit, or distinction level results. All evidence must be referenced and submitted before the deadline of October 17th.
Mest 2 evaluation
This document provides guidance for evaluating a media production campaign, asking the student to summarize their chosen brief and how each piece achieved the aims of the audience and platform conventions. It also asks the student to analyze their decision making based on research, identify strengths and weaknesses and opportunities for improvement, and discuss what they learned throughout the process regarding independent learning, time management, media text conventions, and new skills and technologies.
Project learning
This document outlines a trainer development course held in Belgrade in June 2015. It discusses using project-based learning, where students explore real-world problems in small collaborative groups, developing cross-curriculum skills. Examples of student-led project outputs include posters, presentations, videos, websites and crafts. Participants will learn to identify benefits of projects and apply previous knowledge to making projects.
Brief
This document outlines a design task to create the front page, contents page, and a double page spread for a new music magazine. Candidates must use their own original images and text, with a minimum of four images each. Additionally, they must complete a preliminary exercise to design the front page of a school magazine, featuring a student photo, text, and masthead to demonstrate their skills with desktop publishing and image editing software.
Mest2 course structure
The document discusses several key aspects of studying media including the industries that compose media, expectations for an A-Level media course, what makes a good media studies student, and details about the coursework component. It outlines that the coursework is worth 50% of the grade, involves creating two linked media productions across different platforms plus a 1500 word evaluation, and emphasizes the expectations for independent and autonomous work.
Pr1 assignment front sheet
This assignment brief outlines the tasks and criteria for a student to research techniques used by film producers to define and create products for audiences. The student must complete 5 tasks analyzing how film producers define audiences through research techniques like exit polls, and how they create promotional materials like posters and trailers for specific audiences. The tasks are linked to criteria for passing the assignment at different levels, from describing techniques to comprehensively explaining them. Upon completion, the student will submit their work and blog links serving as evidence for meeting the criteria.
Pr3 assignment front sheet
This document provides an assignment brief for a critical approaches to creative media production unit. It outlines the criteria that must be evidenced in the assignment, including presenting a descriptive response to a media product with appropriate terminology (P1), presenting a discussion with examples and correct terminology (M1), and presenting an analysis with arguments and examples using correct terminology (D1). It lists the task of completing a feature article or podcast analyzing genre, representation and narrative in the films Leon and Pulp Fiction, and provides a link to the submitted work. The learner declares the work as their own.
Brief
The document outlines tasks for producing mock pages for a new school magazine and music magazine. Candidates must create a font page for the school magazine with a student photograph and appropriately laid out text and masthead. They must also create a contents page layout. For the music magazine, candidates must produce the font page, contents page, and a double page article spread, using a minimum of four original images and text per candidate.
PR1 assignment front sheet
This assignment brief outlines the tasks and criteria for Stephen Buckley's unit on critical approaches to creative media. He must complete 5 tasks analyzing how media producers define and create products for audiences. The tasks include researching techniques used to define audiences, analyzing an exit poll, promotional materials for a film, and a summary of the success of a promotional campaign. For each task, Buckley must meet different criteria regarding his use of terminology, examples, and explanations to demonstrate his understanding of how media producers target specific audiences. All evidence for the tasks will be submitted on Buckley's blog by the deadline of October 17th.
Eng Lang Lit Spec
This document provides teaching resources for analyzing poetry for the LL1 section of the GCE English Language and Literature exam. It includes frameworks for analyzing single poems and comparing poems, as well as guidance on contextualizing poems and using grammar concepts like nouns and adjectives. Practical suggestions are given for structuring poetry lessons, such as having students analyze poems in groups and providing unseen texts to analyze. Sample activities include identifying parts of speech in poems and researching poets' biographical and historical contexts.
7NE Lesson 11 plan
The lesson plan aims to help students write persuasive PEE paragraphs with confidence by practicing incorporating connotation and denotation. All students will write their own PEE paragraph with scaffolding like writing frames and models. Formative assessments include questioning, annotating ads, and writing practice. Students will focus on writing PEE paragraphs about ads using presentational devices and focusing on connotation and denotation.
More Related Content
What's hot
Unit 6 assignment brief pr1 research techniques in film
This assignment brief outlines two tasks for a unit on digital graphics for computer games. Students must research techniques used by film producers to define audiences and target specific demographics. For the first task, they need to create a report detailing different research methods and include a survey monkey poll and analysis of the findings. The second task requires adding to the report with an analysis of a film poster, trailer, and marketing campaign to show how producers reached their intended audience based on the survey results. The assignment aims to demonstrate understanding of how producers define audiences and create products to appeal to specific target demographics through in-depth research.
Unit 6 assignment brief pr1 research techniques in film
This assignment brief outlines two tasks for a unit on digital graphics for computer games. Students must research techniques used by film producers to define audiences and target specific demographics. For task one, they need to create a report detailing various research methods and include a survey monkey poll and findings. For task two, students should analyze a film poster, trailer and marketing campaign to see how the producer targeted the intended audience based on the poll results. The assignment aims to demonstrate understanding of how producers define audiences and create products for specific demographic groups.
Unit 6 assignment brief pr1 research techniques in film
This assignment brief outlines two tasks for a unit on digital graphics for computer games. Students must research techniques used by film producers to define audiences and target specific demographics. For the first task, they need to create a report detailing different research methods and include a survey monkey poll and analysis of the findings. The second task requires adding to the report with an analysis of a film poster, trailer, and marketing campaign to show how producers reached their intended audience based on the survey results. The assignment aims to demonstrate understanding of how producers define audiences and create products to appeal to specific target demographics through in-depth research.
Section A media studies exam tips from AQA
This document provides guidance on the focus of the questions and tips for answering questions well in Section A of the GCE Media Studies exam. It explains that question 1 focuses on media concepts and should be answered using the two unseen exam products. Question 2 focuses on media issues and debates and candidates can refer to other media examples to support their answer. Question 3 focuses on wider contexts and candidates should refer to other media examples beyond just the two unseen products. It provides tips for candidates such as using the marks awarded as a guide to time spent on each answer and illustrating answers with references to the exam products. Higher level answers take a standpoint, back it up with wider examples, and show a sense of debate where relevant.
Pr1 assignment front sheet
This document provides an assignment brief for a BTEC Creative Media Production course. The assignment requires the student to research how media producers define and create products for audiences. It outlines five tasks for the student to complete, which will provide evidence for meeting three assessment criteria:
P1 and P2 require the student to describe audience definition and how media producers create products, using some appropriate terminology. M1 and M2 require explanation of these topics with detailed examples and generally correct terminology. D1 and D2 require a comprehensive explanation with elucidated examples and consistent use of terminology. The student must submit evidence of completing the tasks by providing links to a blog.
What Next? Media and Film Studies
The document provides information about media and film-related university courses and careers. It discusses both general media studies degrees and more specialized options like journalism, television and film production, photography, and animation. It also notes the strong job prospects and skills shortages in various media fields. The document gives recommendations for top UK universities for media and advice on gaining relevant experience through extracurricular activities, internships, and developing a portfolio.
How to answer film industries questions
The document provides guidance on answering questions about the role of the internet in the film industry. It explains that the question asks about how the internet has significantly impacted the marketing and distribution of media products in the film industry. It advises stating you have studied the film industry, discussing relevant case studies to show how the internet aids in production, distribution, exhibition and exchange. It should conclude by assessing how technology has overall helped the film industry and if further development is needed. The marking scheme emphasizes understanding the task, using accurate and up-to-date examples from case studies, industry terminology, and addressing all aspects of the question in a clear essay format.
Media brief
This document provides instructions for a preliminary exercise to design the front page of a new school magazine using DTP and image manipulation software, which must include a close-up student photo and appropriately formatted text and masthead. Candidates must also produce a mock contents page layout to demonstrate their DTP skills. The main task is to design the front cover, contents page, and a double page article spread for a new music magazine using a minimum of four original images and text.
5. evaluation
This document provides evaluation tips and guidance for creating a PowerPoint presentation to evaluate a media product. It includes advice such as keeping slides concise, using a consistent design, referring to research, and being prepared to answer questions. It also lists the key questions that must be answered in the evaluation, such as how the product represents social groups, what type of institution might distribute it, who the audience is, and how the audience is appealed to or addressed. Sample evaluation responses are provided as examples.
Representation Areas OCR AS Media
The document outlines learning objectives and tasks for a lesson on representation in television drama. Students will:
1) Work in pairs to produce a presentation on one of seven key areas of representation - gender, age, ethnicity, sexuality, class/status, physical ability/disability, or regional identity.
2) Include in their presentation stereotypes about their chosen group, explanations for the stereotypes and common genres, images focusing on how stereotypes are depicted visually, and their opinion on the fairness of the representation.
3) Consider the historical context of how representation has changed over time and include relevant theories on the ideologies behind the text.
Pr1 assignment front sheet
This document provides an assignment brief for a BTEC Creative Media Production unit on critical approaches to media. The assignment asks the student to complete 5 tasks analyzing how media producers define and create products for audiences. It lists the criteria and evidence required for a pass, merit, and distinction for each of the 2 learning outcomes. The student must describe audience definition and product creation for a pass, explain with examples for a merit, and comprehensively explain with elucidated examples and terminology for a distinction. The student will provide evidence of their tasks and analysis on their blog.
Pr1 assignment front sheet
This assignment brief outlines the tasks and criteria for a student to research techniques used by film producers to define and create products for audiences. The student must complete 5 tasks analyzing promotional materials for a film campaign and describing how producers define audiences and create products for specific audiences. The tasks will be assessed against criteria examining the appropriate use of terminology, examples provided, and explanations given to achieve pass, merit, or distinction level results. All evidence must be referenced and submitted before the deadline of October 17th.
Mest 2 evaluation
This document provides guidance for evaluating a media production campaign, asking the student to summarize their chosen brief and how each piece achieved the aims of the audience and platform conventions. It also asks the student to analyze their decision making based on research, identify strengths and weaknesses and opportunities for improvement, and discuss what they learned throughout the process regarding independent learning, time management, media text conventions, and new skills and technologies.
Project learning
This document outlines a trainer development course held in Belgrade in June 2015. It discusses using project-based learning, where students explore real-world problems in small collaborative groups, developing cross-curriculum skills. Examples of student-led project outputs include posters, presentations, videos, websites and crafts. Participants will learn to identify benefits of projects and apply previous knowledge to making projects.
Brief
This document outlines a design task to create the front page, contents page, and a double page spread for a new music magazine. Candidates must use their own original images and text, with a minimum of four images each. Additionally, they must complete a preliminary exercise to design the front page of a school magazine, featuring a student photo, text, and masthead to demonstrate their skills with desktop publishing and image editing software.
Mest2 course structure
The document discusses several key aspects of studying media including the industries that compose media, expectations for an A-Level media course, what makes a good media studies student, and details about the coursework component. It outlines that the coursework is worth 50% of the grade, involves creating two linked media productions across different platforms plus a 1500 word evaluation, and emphasizes the expectations for independent and autonomous work.
Pr1 assignment front sheet
This assignment brief outlines the tasks and criteria for a student to research techniques used by film producers to define and create products for audiences. The student must complete 5 tasks analyzing how film producers define audiences through research techniques like exit polls, and how they create promotional materials like posters and trailers for specific audiences. The tasks are linked to criteria for passing the assignment at different levels, from describing techniques to comprehensively explaining them. Upon completion, the student will submit their work and blog links serving as evidence for meeting the criteria.
Pr3 assignment front sheet
This document provides an assignment brief for a critical approaches to creative media production unit. It outlines the criteria that must be evidenced in the assignment, including presenting a descriptive response to a media product with appropriate terminology (P1), presenting a discussion with examples and correct terminology (M1), and presenting an analysis with arguments and examples using correct terminology (D1). It lists the task of completing a feature article or podcast analyzing genre, representation and narrative in the films Leon and Pulp Fiction, and provides a link to the submitted work. The learner declares the work as their own.
Brief
The document outlines tasks for producing mock pages for a new school magazine and music magazine. Candidates must create a font page for the school magazine with a student photograph and appropriately laid out text and masthead. They must also create a contents page layout. For the music magazine, candidates must produce the font page, contents page, and a double page article spread, using a minimum of four original images and text per candidate.
PR1 assignment front sheet
This assignment brief outlines the tasks and criteria for Stephen Buckley's unit on critical approaches to creative media. He must complete 5 tasks analyzing how media producers define and create products for audiences. The tasks include researching techniques used to define audiences, analyzing an exit poll, promotional materials for a film, and a summary of the success of a promotional campaign. For each task, Buckley must meet different criteria regarding his use of terminology, examples, and explanations to demonstrate his understanding of how media producers target specific audiences. All evidence for the tasks will be submitted on Buckley's blog by the deadline of October 17th.
What's hot (20)
Unit 6 assignment brief pr1 research techniques in film
Unit 6 assignment brief pr1 research techniques in film
Unit 6 assignment brief pr1 research techniques in film
Unit 6 assignment brief pr1 research techniques in film
Unit 6 assignment brief pr1 research techniques in film
Unit 6 assignment brief pr1 research techniques in film
Viewers also liked
Eng Lang Lit Spec
This document provides teaching resources for analyzing poetry for the LL1 section of the GCE English Language and Literature exam. It includes frameworks for analyzing single poems and comparing poems, as well as guidance on contextualizing poems and using grammar concepts like nouns and adjectives. Practical suggestions are given for structuring poetry lessons, such as having students analyze poems in groups and providing unseen texts to analyze. Sample activities include identifying parts of speech in poems and researching poets' biographical and historical contexts.
7NE Lesson 11 plan
The lesson plan aims to help students write persuasive PEE paragraphs with confidence by practicing incorporating connotation and denotation. All students will write their own PEE paragraph with scaffolding like writing frames and models. Formative assessments include questioning, annotating ads, and writing practice. Students will focus on writing PEE paragraphs about ads using presentational devices and focusing on connotation and denotation.
8NE Lesson 13 plan
This lesson plan is for a Year 8 mixed ability class on Romeo and Juliet. The learning objective is for students to understand Romeo and Juliet's thoughts and feelings during their first conversation. Students will analyze the religious imagery and body references in the sonnet they share. They will then write a diary entry from Romeo or Juliet's perspective using terms from the sonnet. The lesson involves analyzing the sonnet through questions, images, and watching a clip to understand the characters' emotions. Students will identify religious references, body parts, repetition, and rhyme scheme in the text.
9AS L4 opening scene plan
This lesson plan is for a Year 9 class studying An Inspector Calls. The learning goal is for students to gather perspectives on each character by extensively annotating the opening of the play. Various formative assessment opportunities are provided, including questioning, visual analysis, matching activities, and discussions to evaluate students' impressions of each character. Cognitive challenges involve asking students to continually consider which character they least favor based on initial impressions. Strategies like activating prior knowledge, reciprocal teaching, and feedback aim to deepen subject understanding and critical thinking.
7NE Lesson 13 plan
This lesson plan is for a 7th grade mixed ability English class. The students will write a PEE assessment on a Nando's advertisement analyzing presentational and language devices. All students will be able to produce 4 PEE paragraphs. Formative assessment includes an APK, teacher questioning, and student self-assessment. Students will have practiced similar skills analyzing a Cola advert to prepare them for independently writing their assessment. The lesson will use repetition and practice as the evidence-based teaching strategy.
8NE Lesson 9 Formal Observation - F Gilbert
The document provides observation notes and feedback on a lesson taught by student teacher Jeremy Tang on Romeo and Juliet. It summarizes the lesson activities, which included recapping the previous lesson, discussing ideas about marriage, analyzing a video clip of a scene, answering comprehension questions, and doing a roleplay activity to modernize the scene's dialogue. The observer notes strengths in Jeremy's planning, resources, and behavior management, and provides targets around allowing more time for activities, focusing on developing independent reading strategies, and incorporating more self and peer assessment. The overall judgment is that Jeremy is making the required progress at this stage of his teaching certification.
L5 Annotations and PEE practice PPT
Mr. Birling is portrayed as a self-interested businessman focused on profits and economic growth. He describes himself as a "hard-headed business man" who believes the country is entering a time of "steadily increasing prosperity." This suggests he prioritizes financial concerns over social issues.
7NE Lesson 12 plan
This lesson plan is for a Year 7 class on persuasive writing. The lesson will focus on preparing students for an assessment on persuasive writing by having them annotate an example advert and plan their own assessment. Students will work to understand the assessment objectives of identifying connotation and denotation, and will practice writing paragraphs using a Point, Evidence, Explain structure. Formative assessment such as questioning, annotating, and planning activities will help the teacher evaluate students' understanding.
8NE Lesson 12 plan
This lesson plan is for a mixed ability Year 8 class studying Romeo and Juliet. The learning objective is for students to understand how Shakespeare uses literary devices to show Romeo's lust for Juliet. Students will analyze Romeo's speech when he first sees Juliet and write their own PEE paragraph on it. Formative assessments include teacher questioning, reading strategies, prior knowledge activation, analysis of paragraphs, and peer assessment of PEE paragraphs. The lesson employs strategies such as collaborative learning, cognitive challenges, and building subject knowledge through discussion of key terminology and analysis of Romeo's imagery in Act 1 Scene 5.
L3 social, historical context and predictions
This document discusses the social and historical context surrounding J.B. Priestley's play An Inspector Calls. It explains that understanding this context is important for comprehending the play. Some key events from the time period are listed, along with a prediction activity and questions about how these events may have influenced Priestley's thinking and compelled him to write the play. Students are asked to consider what historical event had the biggest impact on Priestley and why he chose to set the play in 1912.
Advance organizer lesson plan
This document outlines a 45-50 minute lesson plan for first semester university students on compound and simple sentences. The objectives are for students to identify parts of simple and compound sentences and demonstrate understanding of sentence types. Materials include jumble sentence cards stored at the teacher's easel. Procedures include reviewing simple sentences, explaining sentence patterns, modeling text types, and a closure involving student comments. Assessment involves a 5 question test scored out of 5.
Advance Organizer ppt.
An advance organizer is an instructional tool used before direct instruction of a new topic to help students connect new information to prior knowledge. It provides an overview of key concepts and relationships between ideas. Advance organizers were proposed by educational psychologist David Ausubel to help students incorporate new knowledge into existing cognitive structures. There are different types of advance organizers like expository, comparative, and graphic organizers. The advance organizer model involves three phases: presenting the organizer, presenting new material and linking it to the organizer, and strengthening cognitive organization through application and discussion. Advance organizers can help improve comprehension and retention of new concepts.
8NE Lesson 7
1) Prince Escalus is tired of the three recent civil brawls between the Capulet and Montague families that have disturbed the streets of Verona.
2) He instructs Capulet and Montague to appear before him that afternoon to receive further punishment if the fighting continues, with the threat of death for any future disturbances.
3) The Prince views the fighting as rebellious, destructive, and beneath humanity.
Advanced Organiser Model - old
This document discusses David Ausubel's theory of meaningful verbal learning and advance organizers. It provides three key points:
1. David Ausubel developed the theory of meaningful verbal learning and advance organizers, which focuses on how knowledge is organized and how the mind processes new information.
2. An advance organizer presents abstract and general information before a learning task to facilitate the assimilation of new knowledge. It establishes a cognitive framework to anchor and clarify new concepts.
3. Using advance organizers can improve conceptual structures and meaningful assimilation of ideas. It also nurtures interests in inquiry and habits of precise thinking.
Laboratory Method Of Teaching
The document discusses the benefits of laboratory and inquiry-based teaching methods. It emphasizes that labs allow students to actively engage in science through hands-on activities rather than just listening to lectures. Effective lab instruction follows a learning cycle of engaging students, allowing them to explore concepts and learn skills, explaining questions generated, having students elaborate on their knowledge, and evaluating their understanding. Labs aim to teach observational and problem-solving skills while nurturing a constructive attitude.
Advance Organizer Model
The Advance Organizer Model proposed by David Ausubel focuses on meaningful learning through strengthening students' cognitive structures. It involves presenting introductory material called advance organizers before new content to explain and relate it to prior knowledge. There are two types of advance organizers - expository which provide overviews at a high level of abstraction, and comparative which differentiate new from old concepts. The model has implications for curriculum design through its principles of progressive differentiation and integrative reconciliation.
49085146 lesson-plan-science-grade-7
This lesson plan outlines a physics lesson for 7th grade students on measurement. It will cover distinguishing between fundamental and derived quantities and their units over three class periods. Students will learn to identify physical quantities in daily life, classify them as fundamental or derived, write the units for five basic quantities, and convert between units. They will read from their textbooks and worksheets, discuss in groups, and participate in direct instruction and assignments. Assessment will include identifying physical quantities on products and converting between units. The goal is for students to understand scientific measurement procedures.
9AS Act One summary Lesson plan
This lesson plan focuses on teaching students about fractions. The key learning goals are for students to understand fractions and fractional amounts. Expected learning outcomes are that all students will be able to write fractions to represent parts of a whole and compare the size of fractions. Formative assessment opportunities include checking students' work on practice problems and pages 22-26 of their textbooks. Cognitive challenges for all ability levels include collaborative learning and summarizing. Resources include worksheets and textbooks. As homework, students will complete additional practice problems and questions. The lesson will begin with an introduction to fractions, followed by an activity where students represent fractions using shapes. Students will then work through practice problems in their textbooks before finishing with a formative assessment of questions.
Hilda taba
Hilda Taba was a 20th century curriculum theorist and teacher educator known for her work developing inductive thinking strategies and concept-based approaches to curriculum design. She believed students learn best when they organize information into categories and generalizations rather than just memorizing facts. Taba developed a three stage approach to concept development where students make observations, categorize similar items, and name the categories. She also created an eight step process for curriculum design that emphasizes selecting and organizing content and experiences to meet learning objectives. Taba's work focused on helping students develop critical thinking skills through strategies like concept attainment and analyzing relationships between concepts.
Viewers also liked (20)
Similar to 7NE Lesson 15 plan
7NE Lesson 16 plan
Students will finish writing their own radio advertisements based on a persuasive writing unit about radio ads. All students will perform their radio ads for the class, and their performance will be graded as part of a speaking and listening assessment. Students will work collaboratively to develop their ads, using a model, checklist, and differentiated materials provided by the teacher. Sentence starters and suggestions on slides will also provide cognitive support.
Media Literacy Lesson Plan
This document outlines a media literacy lesson plan for 7th grade students. The lesson introduces students to different advertising techniques through a PowerPoint presentation. Students then create their own product advertisement using at least two techniques. Formative assessments include observing students during work time, collecting brainstorm worksheets and self-evaluation rubrics. The lesson accommodates a student with Usher syndrome by allowing additional time and use of multiple representation modes like computers or craft materials.
7NE Lesson 9 plan
This lesson plan is for a 7th grade class on persuasive writing. The goal is for students to learn about presentational devices used in advertisements and be able to describe them in a paragraph. Students will do matching, writing, and annotation activities to identify presentational devices. There will be differentiated support through modeling, frames, and questioning. The teacher will use collaborative learning and repetition to help all ability levels make progress in understanding and applying presentational device terminology in their own writing.
Opinion pieces Lesson Plan
This lesson plan is for a GCSE English Language class focusing on opinion pieces. The key learning goal is for students to learn about techniques used to persuade audiences in opinion pieces. All students will identify these techniques and apply them in writing an opening paragraph responding to a provided opinion piece. Formative assessment includes teacher questioning during the lesson, an anticipatory-knowledge probe, and having students write a response paragraph. Cognitive challenges include having students analyze paragraphs to discover techniques through guided discovery learning with teacher feedback. Cooperative learning strategies involve students working in pairs to analyze the provided text.
Year 9 Lesson-Graphics
This art lesson focused on advertising and graphics. The teacher aimed to teach 28 pupils how to change, alter, and manipulate images to create innovative billboard designs using color. By the end of the lesson, all pupils were expected to complete design drawings after making changes using provided materials, while most would add color and some would further manipulate and develop their drawings. Pupils began by reviewing the learning objectives through a PowerPoint, then worked practically on their designs with teacher monitoring before sharing feedback on each other's work.
"ICT Integration in Teaching" workshop for our First Joint Staff Training
iTEC is an pan European project developed by the European Comission.The teachers have learned how to apply iTEC in their respective teaching experiences.
I tec romania (1)
iTEC is a four-year European project focused on designing the future classroom. It involves 15 Ministries of Education, over 1,000 classrooms across 12 countries, and provides teachers with tools and learning activities to introduce innovation into their teaching practices. The project aims to develop more meaningful visions for the future classroom through user-centered testing and development of learning activities with teachers. It is hoped that direct involvement of Ministries of Education will help ensure results are adopted by policymakers. The learning activities guide students through a design-thinking process from exploring contexts and analyzing findings to creating prototypes, getting feedback, and collaborating with other students.
Tech outline touro_demo - PDF
This document outlines a 12-14 day lesson plan unit for a 7th grade language arts and media literacy class on how media impacts self-image. The unit goals are for students to analyze evidence in articles, summarize information, and recognize media's influence on self-image. Students will read articles, take notes, write summaries, and create presentations about how media portrays self-image. Formative assessments include analyzing note-taking and summaries, while summative assessment is through student presentations scored on a rubric. The lesson integrates technology, addresses standards, and provides accommodations for different learners.
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso
GCU College of Education
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 to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
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. Consider various learning preferences (movement, mus ...
EBM SPRING 2020Exercise #1 Individual Worksheet FormatAudien.docx
EBM SPRING 2020
Exercise #1 Individual Worksheet Format
Audience Contact Analysis
Student Name:
Date:
Name of Company/Brand:
Category:
Instructions: Please follow the instructions specified in Exercise 1 in the Assignment Tab on the Course Menu. Save this Worksheet to your desktop. Answer each question using the space you need. Upload your completed Worksheet to the Assignment Drop box by the due date.
Answer the following questions using this worksheet:
1. Specify and describe the company or brand that you have chosen for this exercise and provide a reason why for your choice.
2. Which contact tools (audience/consumer contact points) is the company/brand using? (List and Describe)
3. In your opinion, are the various contact tools integrated and presenting/sending a unified, consistent, image and message?
4. What is your overall assessment of the effectiveness of usage of the company/brand’s consumer contact points?
PAGE
1
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, s ...
Music works 10 week PSA production
This document outlines a 10-week plan for students to create public service announcements (PSAs). In the first few weeks, students brainstorm ideas, develop individual concepts, and collaborate in groups to develop a concept plan. They then storyboard their PSA and complete pre-production tasks. During weeks 6-7, students film their PSAs. The document provides learning objectives, materials, and detailed instructions for lessons. The overarching goals are for students to develop PSA concepts and skills in areas like creative thinking, collaboration, and video production.
STUDENT GUIDEBOOK AND CHECKLIST
This document provides instructions and guidance for learners completing an assignment on analysing media products and audiences. It includes:
- An introduction outlining the tasks to be completed in designing webpages for an online educational resource about the film industry.
- A scenario explaining that learners will research Disney and the film Star Wars: The Force Awakens (2015) to create the resource.
- Five tasks involving researching Disney Studios, analysing The Force Awakens trailer, profiling the film's audience, investigating the film's production/distribution/advertising, and examining legal/ethical issues.
- A checklist for learners to ensure they have completed all tasks and provided the required evidence in their
Unit 1 booklet finished
This document provides learners with tasks to complete an online educational resource analyzing Disney and the film The Force Awakens. The tasks include: 1) A case study of Disney Studios covering ownership, operating model, products, marketing position, and competitors. 2) An analytical film review of The Force Awakens trailer using media language and examples. 3) Audience research and profiling of the target audience for The Force Awakens including surveys. 4) A timeline of the production, distribution, and advertising of The Force Awakens. 5) A report on the legal, ethical, representation, and impact issues associated with the film. Learners will complete the tasks and present their findings and analyses on a Wix website.
Unit 1 Guidebook and Checklist
This document provides information and tasks for learners completing an assignment on analysing media products and audiences. It includes:
- General information on assignment requirements and guidelines.
- A scenario asking learners to create an online educational resource focusing on Disney and the film The Force Awakens (2015).
- Five tasks involving researching Disney Studios, analyzing a trailer for The Force Awakens, profiling the target audience, creating a timeline of the film's production/distribution/advertising, and exploring the legal/ethical issues.
03. unit 1 student guidebook and checklist
This document provides information and tasks for learners to complete an assignment analyzing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource about a media company and its films, including Disney and Star Wars: The Force Awakens.
- Five tasks involving a case study of Disney Studios, an analysis of the Force Awakens trailer, audience research and profiling of the film's target demographic, creating a timeline of the film's production/distribution/advertising, and a report on the legal, ethical and representation issues surrounding the film.
- Instructions for completing each task and guidance on presenting the work online or offline. The tasks assess learners' understanding of media
9AS Assessment feedback 3.5.2016
This lesson plan is for a Year 9 class studying An Inspector Calls. The learning goal is for students to understand feedback and write an improvements paragraph based on individual and group feedback. All students are expected to write an improvements paragraph incorporating the feedback. Formative assessment includes self-reflection, teacher questioning, and students writing an improvements paragraph. Students will have to focus on the feedback to write their paragraph, thinking about how to personally improve as well as feedback from peers and the teacher. A collaborative learning strategy of pair and sharing ideas will be used.
Unit 1 Student Guidebook and Checklist
This document provides information and tasks for a learner completing an OCR Level 3 Cambridge Technical in Media unit on analysing media products and audiences. It includes a scenario where the learner will create an online educational resource about a media company and its products. It outlines 5 tasks for the learner to complete: 1) a case study of Disney Studios, 2) an analytical film review of Star Wars: The Force Awakens, 3) audience research including profiling and surveys, 4) a timeline of the production, distribution and advertising of The Force Awakens, and 5) a report on the legal, ethical and regulatory issues associated with the film. It concludes with a checklist for the learner to ensure they have completed all tasks.
03. unit 1 student guidebook and checklist
This document provides learners with tasks to complete an online educational resource about media products and institutions. It includes 5 tasks:
1) A case study of Disney Studios covering its ownership, operating model, products, marketing position, and competitors.
2) An analytical film review of Star Wars: The Force Awakens trailer using media language and examples.
3) Audience research and profiling of the film's target demographic along with a survey of an audience group.
4) A timeline of the production, distribution, and advertising of The Force Awakens.
5) A report on the legal, ethical, and regulatory issues surrounding the film and its impact and representation. Learners must complete all
Redraft coursework
This document outlines assignments for a media studies course, including revising past work. It provides details on two assignments:
1) Analyzing advertisements and creating an original ad, focusing on audience and media language.
2) Choosing a previously completed assignment about film or music promotion to revise, analyzing cross-media representation and designing promotional materials.
Evaluation criteria focus on analyzing media texts, research and presentation skills. Deadlines are provided for revising assignments and taking an exam on action/adventure films.
CLINICAL SOURCEBOOK (PORTFOLIO) Each student will develop a
CLINICAL SOURCEBOOK (PORTFOLIO): Each student will develop a Clinical
Sourcebook of useful neurogenic diagnostic/therapy materials for each disorder, such as readings
for collecting language samples, good quality pictures to use in testing for prosopagnosia,
therapy techniques for cognitive rehabilitation, etc. This sourcebook is a major class requirement,
intended to serve as a professional tool for clinical activities in adult rehabilitation. As you move
through your disability’s courses, you will be adding to your sourcebook (e.g., motor speech,
voice, communication modalities). You are to find and develop your informational content based
on what works for you as a quick reference in preparation for Level 4.
So create a booklet with everything that that is Aphasia, including stroke, TbI, motor speech.
This needs to include conditions, definitions, pictures, treatments..and so on.
GCU College of Education
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 a ...
Similar to 7NE Lesson 15 plan (20)
"ICT Integration in Teaching" workshop for our First Joint Staff Training
"ICT Integration in Teaching" workshop for our First Joint Staff Training
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso
EBM SPRING 2020Exercise #1 Individual Worksheet FormatAudien.docx
EBM SPRING 2020Exercise #1 Individual Worksheet FormatAudien.docx
CLINICAL SOURCEBOOK (PORTFOLIO) Each student will develop a
CLINICAL SOURCEBOOK (PORTFOLIO) Each student will develop a
More from Jeremy Tang
Self-reflection on post-it notes
This document provides an overview of assessment objectives for GCSE English Language exams. It outlines four assessment objectives, including understanding how language works, summarizing and synthesizing ideas from a text, analyzing language use and structure, and evaluating different views expressed in a text. The document provides descriptors for candidates who partially or fully meet the objectives, noting abilities like recognizing language techniques, making references to language features, and conveying and justifying ideas about a text.
Hunger games Year 7 Nearpod report
This document is a post-session report from a presentation on "The Hunger Games" that included a quiz. It provides details on student participation, quiz scores, and responses to multiple choice and open-ended questions about events and characters in the first three chapters of the book. The report lists the 14 students who participated, their responses to 10 multiple choice questions, and one open-ended question asking why they felt most sympathy for a particular character. Overall student participation was high at 98% and the average quiz score was 88%.
Weekly lesson evaluations 23rd - 27th may
This document contains weekly lesson evaluations and reflections from a teacher. Key points include:
- The teacher felt a Year 7 lesson on monologues went well but realized they need to distinguish between stage and film monologues.
- A Year 8 assessment preparation lesson helped students plan responses, while a Year 9 reading of Act Three engaged students in discussion.
- The teacher recognized they need to provide clearer instructions and learning objectives in some lessons to improve student understanding.
- Overall reflections show an emphasis on continual improvement, such as balancing praise and feedback to motivate students.
Weekly lesson evaluations 16th - 20th may
This document contains a teacher's weekly lesson evaluations and reflections for lessons taught between the 16th and 20th of May 2016. The teacher targeted using more independent learning strategies and a more literary approach in lessons. For year 8, a "Quote Quest" game engaged students in identifying quotes from Shakespeare that matched different themes, and students learned to choose appropriate quotes for writing. However, a year 8 lesson on assessment feedback was disrupted by poor behavior, rushing the second half. Overall, most year 7-9 lessons focused on annotating texts were successful, while a year 10 library lesson had some disruption that was addressed.
Weekly lesson evaluations 2nd - 6th may
This document contains weekly lesson evaluations and reflections for Years 7-10 over the week of May 2nd-6th, 2016. Key points include:
- Lessons for Year 7 focused on comparing life in District 12 and the Capitol from the book being read and students were able to extract evidence and discuss differences.
- Feedback was provided to Year 8 students on their assessment drafts and a library lesson went smoothly.
- Year 9 received feedback on assessment questions and worked on improving their PEE paragraphs through analysis of vocabulary in a text.
- The formal observation of a Year 9 lesson on Mrs. Birling's character went well with feedback to incorporate more independent learning and role-playing activities.
Weekly lesson evaluations 25th - 29nd apr
This document contains weekly lesson evaluations and reflections for years 7, 8, and 9. For year 7, students compared Theseus and the Minotaur to Katniss Everdeen from The Hunger Games, engaging with historical implications. Students also designed their own tributes. In year 8, a lesson using a primary source newspaper article went well though there were some behavior issues. Providing an event sheet and model helped with understanding. For year 9, the teacher was absent but later used roleplaying to help students empathize with characters from Gerald & Sheila in preparation for an assessment.
Weekly lesson evaluations 9th - 13th May
The document contains weekly lesson evaluations and reflections from a teacher over the course of one week. The teacher taught multiple year groups and subjects. Some key reflections included needing more preparation when using new technology like Nearpod and ensuring clear expectations are set when using iPads. Setting ground rules and modeling appropriate discussion techniques could have improved a forum theatre lesson with one class. Overall, the teacher aimed to implement more independent learning and develop a more literary approach in future lessons.
A level questions for alex
This document contains linguistic terminology questions asking for definitions and examples of pre-modifying adjectives, implicature, discourse markers, orthography, sociolects, head words, register, third person possessive pronouns, exclamative utterances, and asydentic listing, as well as the difference between connotation and denotation.
9AS Responsibility Essay Katie
The document is a dense passage written in an unfamiliar language or code using unusual punctuation and symbols. It discusses various topics ranging from nature, technology, science, and philosophy. Specific people, places, events or overall meaning cannot be understood from the text alone due to the unconventional writing style and lack of context.
Scheme of Work - Hunger Games
This document provides an overview of a 7-week unit plan for teaching Suzanne Collins' novel The Hunger Games in a KS3 English class. Key elements of the unit include:
- Using the novel to spark discussions on morality and relationships through its dystopian themes.
- Developing reading comprehension through strategies like reciprocal reading and close analysis of quotes.
- Creative writing assignments like diary entries, monologues, and designing fictional tributes for the games.
- Comparing the novel's world to reality television and examining how tension is built in the opening paragraphs.
- Having students summarize chapters, compare characters to mythological heroes, and work to understand different perspectives.
The unit
Hunger Games PPT
Katniss volunteers as tribute to replace her sister Prim at the reaping. She is taken to the Capitol to prepare for the Hunger Games. Upon arriving, she is overwhelmed by the extreme differences between the impoverished District 12 and the excessively luxurious Capitol.
7NE Hunger Games L10
This lesson plan is for a 7th grade mixed-ability English class about The Hunger Games. The learning goals are for students to select relevant evidence from the text and analyze the text by comparing District 12 and the Capitol. Students will engage in starter, formative, and summative assessments including drawing a mockingjay, filling in a comparison table, and discussing similarities between the Capitol and modern society. The teacher provides scaffolding like a differentiated worksheet and plans for collaborative work. Students are expected to finish designing their own tribute for homework.
7NE Hunger Games L9 plan
This lesson plan is for a Year 7 class studying The Hunger Games. The objectives are for students to understand the start of Chapter 3 and empathize with the main characters. Students will listen to an audio recording of Chapter 3, participate in a hot-seating activity where they ask questions of characters Prim, Katniss, and their mother, and write a paragraph summarizing the characters' feelings and which one they empathize with most. The teacher will help students who have difficulty writing the summary paragraph.
8NE Newspaper article 5.5.2016
This lesson plan is for an 8th grade mixed ability English class on Romeo and Juliet. The learning objective is for students to write a draft of their newspaper article assessment on Romeo and Juliet. During the lesson, students will be given a sample article to analyze, asked questions to scaffold their understanding, and time to write a draft of their own assessment. The teacher will formatively assess students during these activities and provide feedback to support writing their drafts.
More from Jeremy Tang (20)
Recently uploaded
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdChapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"National Information Standards Organization (NISO)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
Recently uploaded (20)
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
B. Ed Syllabus for babasaheb ambedkar education university.pdf
B. Ed Syllabus for babasaheb ambedkar education university.pdf
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
7NE Lesson 15 plan
- 1. Lesson Plan pro forma Class: 7NE (mixed ability sets) indicate levels of attainment Date: 15/3/2016 Time: 08:40 – 09:45 No. of pupils: 30 Unit /SoW: Persuasive Writing Unit – Radio Adverts Key Learning Goals: ref. to exam board criteria/NC as appropriate … in pupil-friendly format: LO: to discover the components of a successful radio advertisement and write your own advertisement Expected Learning Outcomes: all pupils? some pupils? a few pupils? All pupils will be able to designtheir own radio advert using the product that they designed n the previous lesson. Opportunities for Assessment: Formative & summative APK – Students will be asked to think about what might be included in a radio advert Teacher questioning – teacher will constantly ask questions throughout the lesson, checking for student understanding Visual organiser – students will be thinking about what might be included in a radio advert Mindmap – students will share their ideas with the class and they will be boarded up so that it will invigorate the students’ imagination. Table of adverts – students will listen to 3 different adverts, and note down the techniques and the speaking devices used. Write their own radio advert – students will have to write their own radio advert, using the information that they have and differentiated materials Cognitive challenges: Desirable difficulties for all abilities; how will students progress? Writing their own radioadvert – students will be expected towrite their own radio advert, usingthe model that I will give students, as well asthe checklist that I expect them to cover. I will also have a range of differentiatedmaterials, such asslipsof paper which suggest whatgoesin eachparagraph. I will alsoput up sentence startersonthe board. EBT strategies: e.g. APK, reciprocal teaching, collaborative learning, advance & visual organisers, similarities and differences, goals, repetition and practice, meta-cognition, feedback, cognitive challenge, subject k nowledge, summaries and note-taking Collaborative learning – students will be working together to think about how a radio product is advertised, as well as sharing their own ideas about how to advertise their own product.
- 2. Key Terminology: USP (Uniquesellingpoint) Radio advert Product Resources: PPT Differentiatedslips(x10) Homework and practice: Research TVadverts – pick one TV advert that you have seen and answer the questions Due Wednesday 16th March