Creating a Hook
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The document provides guidelines for developing hooks to engage students in learning. It suggests that hooks should be open-ended questions or statements that reference the unit's themes. Hooks can be used before, during, and after a unit to initially prompt students and check their understanding. At the start of a unit, hooks can inspire quick writes or discussions. During a unit, hooks should be prominently displayed to focus learning. At the end, students should deeply engage with the hook by synthesizing and showing their learning.
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Shaping Our Sustainable Future Syllabus April
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Ci350 assure method assignment
This document contains my ASSURE method lesson plan. I chose to do the lesson concerning teaching holiday traditions to 4th graders.
Homework Use textbook and other reliable sources to create a 3-5
Homework: Use textbook and other reliable sources to create a 3-5 slide
(plus title slide and reference slide) power point presentation with the following:
1. Identify how and why they are at risk
2. Determine priority health concerns & other issues
3. List strategies for prevention or nursing actions
4. Include an NCLEX-style question at the end of your presentation to quiz you audience on the content you just presented.
Note; please cite the textbook and any other source
Lesson Plan Template
Section 1: Lesson Preparation
Name:
Grade Level:
Date:
Content Area:
Geography Strand
Instructional Plan Title:
Lesson Objective(s)
In 2-3 sentences, summarize the lesson, identifying the purpose of the lesson based on the content and skills you are planning to teach.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics of the classroom)
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the MS Social Studies Standards that are the focus of the lesson being presented.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience?
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson.
In a bulleted list, describe the materials and activities you will use to open the lesson.
For example:
· I will use a visual of the Civil War and ask students to describe what general do they see.
Time Needed
Multiple Means of Representation
Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs ...
EAPP Quarter 2 – Module 1 Arguments in Manifestoes.pdf
Here are the answers:
1. N
2. N
3. A
4. A
5. N
6. A
The statements that provide claims and reasons to support them are considered arguments. Statements that are just stating facts or opinions are not arguments.
Communicating Scientific Information Syllabus
This document provides information about a course titled "A Scientist's Guide to Communicating Scientific Knowledge". The course aims to strengthen students' communication and critical thinking skills regarding the discussion and dissemination of scientific work. It will involve student presentations, discussions of scientific literature, and written assignments. Grades will be based on presentations, leading discussions, written feedback, and participation. The course follows a schedule of topics like grant writing, literature analysis, public speaking, and communicating with policymakers. It aims to leave students with improved communication abilities and understanding of scientific processes.
St. Thomas Aquinas College West Point Campus Histo.docx
St. Thomas Aquinas College
West Point Campus
History of The United States II
HIS 102 Spring Online March 28-May 6, 2016
Adjunct Professor : Susan J. Rucano
Email: [email protected]
I can be reached through email and Moodle. I frequently sign in to email and Moodle, and I will
generally answer student questions within 24-36 hours.
No textbook is required for this course. Readings from both primary and secondary sources will be
provided on Moodle.
Course Description
This course will examine major political, economic, social, cultural, and intellectual forces and
events from 1865 to the present; emphasis on selected topics to comprehend both their historical
and contemporary significance on American life and culture.
Course Objectives:
Understand the factors of Reconstruction & their impact on American politics
Understand the political, economic & technical changes & examine their impact on U.S.
history
Examine American political & intellectual developments and their long-term influence
Examine the rise of cities and their contributions to economic and social history
Analyze the ideas that influence U.S. politics and culture
Examine U.S. participation in world events of the 20
th
century
Examine primary sources to examine major events
College Core Objectives: Upon successful completion of this course, well prepared, engaged &
successful students will be able to:
Identify the ideas and politics that have influenced U.S. history since 1865
Analyze the processes of political, social & economic change in the U.S. since 1865
Determine how science and technological change have impacted U.S. development
Examine primary sources to understand major historical problems & debates
“The Social Science Division cultivates the student’s ability to reach logical conclusions, make
reasoned arguments, and communicate observations through speech and writing. It is essential to
the education of our students as citizens who are informed and therefore, valuable to their
communities.”
The Social Science Division Mission Statement
mailto:[email protected]
Course Methodology
This course is taught online via Moodle, and includes the presentation of an assortment of media.
Students are required to participate in all discussions and assignments for the successful completion of
this course. This course is divided into six modules, each with a discussion, videos, PowerPoints, and
assignments.
The grade breakdown will be as follows:
Discussion 25%
Discussion includes reading the assigned sources and making significant contributions to the
online discussion as it relates to the topic. Successful students are expected to have read the
assigned readings and to have viewed the required course materials. Students will be evaluated
on the following: how thoroughly they contribute to the discussion, the relevance of the
c ...
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Editor's Notes
- How did the significant national and international decisions of the WWII era impact the political and social order of the United States?