Deborah macdonald lesson
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This lesson plan introduces 4th grade students to child labor during the Industrial Revolution. Students will learn about the hardships faced by child laborers through primary source documents and images. They will internalize what they've learned by writing a journal entry comparing a child laborer's life to their own. The lesson involves a warm-up activity showing an image of child laborers, reading handouts in groups with discussion, and applying their new understanding through reflective writing assessed with a rubric. Differentiation suggestions include oral presentation of materials and adjusting length for different learner needs.
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English 3 tg quarter 1
This document is a teacher's guide for grade 3 English that provides the scope and sequence of integrating values, traits, and content areas like science, mathematics, and social studies into the lessons for each quarter. The guide outlines the themes, sample lesson titles, values to be infused, and content areas to be integrated for each week of each quarter. It also provides the grade level standards and articulates the learning competencies for English for each week of the quarters to guide lesson planning.
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When it comes to meeting the specific needs of each student, teachers frequently find themselves up against insurmountable obstacles. However, if we want these students to develop into self-sufficient individuals who continue to learn throughout their lives, we must do so. This is a significant break from the decades-old practice of "teaching to the exam," which can be characterized as radical. There is the potential for instructors and their pupils to have less conflict with one another if they adopt a more personal approach to teaching. Every class must adhere to a predetermined standard for arranging the classroom's furniture and accessories.
Each person needs to have a curriculum, knowledge of that curriculum, the ability to manage to learn, the desire to learn, and acceptance of the fact that individual circumstances will periodically disrupt the learning environment. All students that fall into these categories have variable levels of skill and need. These variances become more of a benefit than a problem when education moves toward a more customized model of delivery, which is the current trend. Students will be more motivated to learn and will remember what they have learned if their teachers can offer them some latitude in how they approach the lessons. Think of students as juries think of the accused: innocent (of understanding, skill, and so on) until proven guilty by a preponderance of evidence that is more than circumstantial (Wiggins & McTighe, 2005, p. 148).
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This lesson focuses on comparing the Great Depression and the current economic crisis through primary sources. Students will analyze photos, poems, songs and news articles from both time periods to understand how government, business and consumers are interdependent, and how unemployment impacts people's daily lives. By journaling about the hardships faced during each economic downturn, students will recognize the importance of a stable economy. This lesson builds upon prior lessons introducing the causes of the Depression and recession. Students will work in groups to research answers to a central question about economic weaknesses using provided materials and present their findings.
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Please respond to two peers by providing feedback on their mini-le.docx
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Is the objective of the mini-lesson clear and is the activity clearly aligned to Common Core State Standards? What are your suggestions in this area?
Does the strategy used in this mini-lesson effectively teach the concepts to be learned? Do you have suggestions for any alternative strategies?
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Do you have any suggestions for using assistive technology in this mini-lesson to assist the learner in accessing the content or environment?
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Loc lesson-template wissink
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Loc lesson-template wissink
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Please respond to two peers by providing feedback on their mini-le.docx
Please respond to two peers by providing feedback on their mini-lesson in at least two of the four following areas
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Is the objective of the mini-lesson clear and is the activity clearly aligned to Common Core State Standards? What are your suggestions in this area?
Does the strategy used in this mini-lesson effectively teach the concepts to be learned? Do you have suggestions for any alternative strategies?
What further accommodations or modifications would you use in this lesson and why?
Do you have any suggestions for using assistive technology in this mini-lesson to assist the learner in accessing the content or environment?
First one is
Joyce January
Mini-Lesson Format
Student Name: Grade: Kindergarten Disability Area: Autism, ADHD,
Learning disability (LD)
Characteristics/needs of the students with disabilities in the group: Adding to the above disability, these children have challenging behavior
Accommodations that need to be made: These students will be allow to use picture word bank, talking board, IPad, and computer for picture selections and word typing to write a letter to their best friends.
Title of Mini-Lesson: Dear friend,
Common Core State Standard: Writing Standards Text types and Purpose
CCSS.ELA-LITERACY.W.K.2
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.
Procedures (15 minute activity):
(Provide the steps of instruction or task analysis, based on an evidence-based strategy in the text or a peer-reviewed article of your choice)
Students will use a model letter to learn to write a reply letter to their friend. Who was it from? Why do we get letters? What do they say? It is essential that the IEP should address a student’s social and emotional needs as well as the student’s academic needs.
“Coaching helps a child/teen learn techniques for maintaining focus, stay on task, and improve time management and organizational skills. The development of these skills can contribute to smoother family life and improved school performance. These skills are also the building blocks
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Reflection:
1. How did you ensure that your mini-lesson addresses the needs of the individual learners in the group?
To address the needs of each particular student, the lesson will be expended through an entire week while student will add something particular about his or her friend daily utilizing pictures and words.
2. Why did you choose the strategy you used in this mini-lesson?
Referring to each disability characteristic and student’s IEP, sufficient time is required in an effort for these students deliver their ideas either through picture or in writing.
Second one is
Daniel Hickcox
Mini-Lesson Format
Student Name: Grade: Disability Area:
Jim, Joh.
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3. Temperature increase alone is not solely responsible for melting rocks. Other factors like presence of volatiles (water, carbon dioxide etc.) also aid in lowering the melting point of rocks.
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science10_q1_mod1_volcanoes-earthquakes-and-mountain-ranges_FINAL08082020.pdf
Here are the steps:
1. Cut out the maps of active volcanoes, earthquake epicenters, and major
mountain ranges from page 9.
2. Place the small world map on a flat surface with a bright light source above it.
3. Carefully place the cut-out maps on top of the world map one at a time. Observe
where they overlap.
4. On a separate sheet, draw a diagram showing the overlapping areas of the three
maps. Label the areas where they meet.
5. Write a short statement relating the distribution of the three features based on
your observation.
6. Return the cut-out maps to page 9 after use.
Let me know if you
9 26-2011 content of ss, objectives, mi, pbl (rev 9-25-2011)
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Final Report
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BYOD: Rigor and Relevance 2
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Loc lesson-template wissink
1) Students will participate in a Structured Academic Controversy to understand opposing viewpoints on the American Revolution by reading primary sources from King George and the Continental Congress.
2) Working in groups, students will be assigned a position and use the sources to summarize, question, and reach a consensus on whether the colonists were treated fairly by Britain.
3) The lesson aims to help students explain the causes of the American Revolution and articulate opposing perspectives using evidence from the historical documents.
Loc lesson-template wissink
1) Students will participate in a Structured Academic Controversy to understand opposing viewpoints on the American Revolution by reading primary sources from King George and the Continental Congress.
2) Working in groups, students will be assigned a position and use the sources to summarize, question, and reach a consensus on whether the colonists were treated fairly by Britain.
3) The lesson aims to help students explain the causes of the American Revolution and articulate opposing perspectives using evidence from the historical documents.
NCAGT Real World
The Real World:
Answering Real World Problems with Real World Solutions using Real World Technology
NCAGT - February 12, 2010
Dr. Brian Housand, Dr. Elizabeth Fogarty, Dr. Katie O'Connor
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Using Issues To Teach 21st Century Skills In Science
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9 26-2011 content of ss, objectives, mi, pbl (rev 9-25-2011)
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Immigration images
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Joanne hermes loc lesson
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Primary source lesson plan
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Underground railroad matrix
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Deborah macdonald lesson
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