1) This lesson plan is for a 4th grade classroom of 20 students from diverse backgrounds. It aims to teach students about holiday traditions they may be unfamiliar with.
2) Students will research a holiday of their choice and become an "expert" by presenting a project to the class about the holiday's origins, traditions, and culture.
3) The teacher will use a PowerPoint, computer lab, and craft materials. Students will work individually to research their topic and partner up to compare holidays. Their knowledge will be assessed through presentations and essays.
[AgileBr] GP & AN - As Disciplinas Renegadas do Ágil - LegendadoGiuliano Sposito
Não há Analista de Requisitos e nem Gerente de Projetos no mundo ágil? Esses papéis não existem e eles são de fato as “galinhas” da anedota “Pigs and Chickens”? Será que é possível conduzir um projeto de desenvolvimento de software com sucesso sem essas disciplinas? Nesta conversa pretendo passar pelas “duras” lições que aprendemos durante a nossa transição de um processo baseado em RUP/CMMI-5 para uma execução Ágil/Lean e como encaramos hoje essas responsabilidades dentro dos projetos ao mesmo tempo em que preservamos a agilidade dos times.
UDL Lesson Plan Subject EnglishGrade First Grade.docxouldparis
UDL Lesson Plan
Subject: English
Grade: First Grade
Common Core State Standard(s): Common Core State Standards
· Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
· With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
· Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
· Add drawings or other visual displays to descriptions as desired to provide additional detail.
Objective (*Three components are observable verb, learning outcome, and measurement. *Aligned to state standard and evidence of mastery):
· Students will learn comperhension by recalling details.
· Will correctly define 9/10 vocabulary words by writing the definition of each.
· Following along, reading, and summarizing simple stories with pictures
Teaching Procedures (to include introduction of the lesson, and step-by-step procedures for the activites to promote student inquiry and checking for students’ understanding over the course of the activites)
Gather the Corduroy books that I plan to use for the lesson (A Pocket for Corduroy by Don Freeman) along with a stuffed bear to use when students are ready to begin writing and piecing their own adventure stories together. This particular lesson will focus on the book, A Pocket for Corduroy. The students will attentively listen to the story and will be asked to create their own stories electronically. Corduroy will allow the students to gain a personal connection by having close interactions with a stuffed bear and develop their own adventures with Corduroy. I will also provide envelopes for children to use as pockets. Tell them to draw a picture of something to place in their pocket. On the outside of the envelope, children write clues about what is inside. The rest of the class reads the clues and tries to guess what the pocket contains.
UDL Technology Integration (describe one UDL component and explain how it will be integrated into the lesson):
In this particular lesson there is a flexibility and openness that is available to allow the students to demonstrate their knowledge and skills of the content. There are not any strict guidelines for how the student presents their electronic adventure, based on the Corduroy story.
The assignment is organized in multiple points for choice of presentation:
· Free choice of resource materials,
· Free choice of access (text, digital, audio),
· Free choice of response style.
Instructional Technology (describe one instructional technology device and explain how it will have class-wide incorporation into the lesson): .
I would also implement AAC devices. These devices will be particularly ...
GCU College of EducationLESSON PLAN TEMPLATESection 1 L.docxshericehewat
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Darius Washington
Grade Level:
8th grade
Date:
August, 15,2019
Unit/Subject:
ENGLISH
Instructional Plan Title:
Lesson plan for English learning for 8th graders
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
The lesson shall entail guiding students on the correct use of language structures, application of concepts and academic vocabulary. The lesson shall be very keen on paying attention on students’ abilities to understand and internalize specific academic vocabularies and structures.
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.
The classroom shall entail 5-6 students from varying abilities and races between the ages of 17 and 18 years. The group of students entails IEPs, ELLS and students with behavioral issues. These factors shall require an individualized instructional strategy based on cultural and learning abilities.
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.
The Common Core State standards for 8th grade require application of conventions of standard English, language knowledge, learning and use of vocabulary. These lessons’ learning objectives perfectly align with the standard’s initiatives and performance indicators.
The NCTE/IRA Standards require that students acquire language skills, literacy skills, innovation, creativity and of students through availing resources, opportunities and instruction to guide them. This lesson plan outlines the differentiated activities and materials which shall engage the students to improve their learning abilities, innovation and creativity.
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 learnin ...
Running Head DATA USE, COLLECTION, AND APPLICATION1DATA USE.docxhealdkathaleen
Running Head: DATA USE, COLLECTION, AND APPLICATION
1
DATA USE, COLLECTION, AND APPLICATION
2
Data Use, Collection, and Application
Jason Duesler
EDU 480
11-29-19
Professor Denny
Needs Assessment
1. Demographic profile of the school and student
John, a 6-year-old adolescent is a Hispanic student at Poinciana Elementary School, in Mrs. Vollrath’s classroom. Mrs. Vollrath communicated to me that the student uses English, but he cannot effectively communicate because of the stammering problem. Mrs. Vollrath also stated, John is raised up in a single-family since his father and mother had divorced forcing him to live with his mother alone. The mother is working at the nearby shop where she earns $400 monthly. John is currently having an Individual Education Program (GIS) to help him meet his communication goals. Moreover, John has also been recommended for speech therapy. He started stammering at the age of 6. Later, a psychology assessment established that John was suffering from a serious cognitive disorder. In most cases, he was sad and moody, and sometimes he could withdraw from social situations and become irritable even if no one had annoyed him (Morrison, 2009).
2. Use the chart below to assess the student’s English language arts skills. Check the appropriate box for the selected student.
Scale
Almost Always
Sometimes
Every once in a While
Rarely
Never
5
4
3
2
1
The student speaks with the teacher and fellow students with fluency.
·
The student speaks socially with fluency.
·
The student can fluently read grade-level texts.
·
The student can demonstrate comprehension of grade-level texts.
·
The student writes using grammar and punctuation expected of his or her grade level.
·
The student has clear handwriting.
·
The student has no major spelling issues.
·
The student writes without struggle.
·
The student listens to the teacher and peers with ease.
·
The student completes all tasks and homework as assigned.
·
3. My observations of the student regarding listening, speaking, writing and reading skills
John did not have any listening and writing difficulty as he was able to write using grammar and punctuation expected of his grade level. He was also able to write without struggle, listen to the teacher and peers with ease and complete all tasks and homework as assigned. Nonetheless, the main problem with John was speaking because of stammering. In this respect, John could hardly speak with the teacher and fellow students with fluency. He was also unable to can fluently read grade-level texts and could not demonstrate comprehension of grade-level texts as well.
Responding to the Needs Assessment Data
4. John’s short-term and long-term goals would include:
· To emphasize the commitment to speak and align words to the standards
· To engage the teacher and get the opportunity to pronounce words correctly
· To ensure that John learns speaking and readings skills in a manner that reflect ...
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
1. Hollie Keesee
CI 350 – 103
ASSURE Method Assignment- Final Wiki Posting
Original Assignment Date: 09/05/2013
ASSURE Assignment
A
nalyze Learners:
·
General Characteristics: This lesson is intended for a class of fourth grade students that
are between the ages of 8 and 10 years old. In this class resides a total of 20 students: 11
girls and 9 boys. This particular classroom consists of a somewhat diverse ethnic group
as it contains 2 Muslims students, 3 Jewish students and 2 African Americans students.
·
Entry Competencies: Since this class consists of a variety of different ethnic groups, the
knowledge of Holiday Traditions varies. While majority of the students are only familiar
with American Holiday traditions, there are others whom of which are only accustomed
with their own culture’s celebrations. Some students do not recognize that other
holiday’s other than their own exists, while others know of other holidays other than their
own, but are unsure as to how they are celebrated.
·
Learning Styles: This classroom contains a variety of learning styles. Most students have
difficulty paying attention to a lecture based lesson and become uninterested in what is
going on in class. Students learn best from activities they can participate in or from
interesting videos, movies, music, websites, games, internet, pictures, ect. Additionally,
students tend to work more efficiently in groups compared to individual work.
S
tate Objectives:
·
By the end of the lesson, each fourth-grade student of this class will be considered an
“expert” on one Holiday tradition they were once unfamiliar with. To become an expert,
students will conduct a thorough research on their Holiday of choice throughout the
course of the lesson. They will know facts about the culture that celebrates the holiday,
common traditions, and origins of the Holiday. In order to demonstrate their new-found
expertise on their Holiday, students will construct a final project of their choice and
present it to the classroom. This presentation must be at least 6 minutes and must not
2. exceed 15 minutes. After presentations, students will understand other Holiday
Traditions, aside from their own project based off of what they learned from their
classmates. In order to demonstrate this, students will write a short, informal essay on at
least three different Holiday’s, aside from their own, that will explain what they learned
about the Holiday and what they found interesting about it.
S
elect Methods, Media and Materials:
·
PC with Projection abilities: Teacher will need to show students a brief overview of
Holiday traditions which can be accomplished via PowerPoint so the students can decide
what unfamiliar Holiday tradition interests them. Depending on how the student wants to
present, students may use the PC for PowerPoint presentations, Prezi, digital story-telling
videos, podcasts, ect.
·
Computer lab: A computer lab will need to be offered so students can conduct their
research and if they choose to prepare their presentation with a computer based program,
they may do so.
·
Arts and Crafts materials: For students wishing to make a scrapbook, posterboard, ect,
they will need materials to do so with.
U
tilize Media and Materials:
·
Preview the Materials: Teacher will need to make sure PowerPoint presentation is
working as well as ensure that all technology is running and up to date. She will also need
to approve of any media brought in for presentations.
·
Prepare the Materials: Teacher will prepare note cards to stay on track. Teacher will need
to ensure a computer lab is open. She will also need to prepare the PowerPoint
presentation for the class to view.
3. ·
Prepare the Environment: The classroom will need to be arranged in such a way that it is
easy to work in groups. There will need to be a PC, Overhead Projector, Data projector
and a stand available for students to work with in the classroom for their presentation.
·
Prepare the Learners: To prepare the students for the project, the teacher will need to
present the objective of the lesson as well as a basic background of holiday traditions so
students can begin their work.
·
Provide the Learning Experience:
o PowerPoint: Make sure PowerPoint presentation text, links, videos are all visible
with audio working in the front of the classroom for students to view. Make sure
the lighting in the room is appropriate and seats are arranged so students can see
the screen.
R
equire Learner Participation:
·
Individual work: Students will work alone to collect information on their Holiday and to
prepare their presentation.
·
Pair Activity: Students will work with a partner to teach each other about their holiday
and discuss the differences and similarities. They will then work together to construct a
compare and contrast essay.
E
·
valuate and Revise:
Assessment of Learner Achievement
o The following rubric is designed to evaluate student’s final project presentation
and their compare and contrast essay.
‰ Presentation (50 Points)
o Correct Information (20 points)
o Presentation time (10 points)
o Presenting Style
(10 points)
o Citations
(10 points)
‰ Essay (50 points)
o Grammar and Punctuation (20 points)
4. o Information
(30 points)
·
Evaluation of Media and Methods
o Because students will have already learned how to use the Media and
Technology, the teacher will just ensure that students are continuing to use them
with accuracy and to the fullest capability.
·
Evaluation of Overall Instruction
o To evaluate how students have learned, the teacher will use their short, informal
essay, to see how successful her students were in learning about other Holiday’s.
She will evaluate the information provided by her students to determine this. In
case of there being a discrepancy in the student’s work, the teacher will revise her
lesson plan for future use to address the issues.