Didactict sequence Secundaria Inglés
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Ejemplo de planeación o secuencia didáctica, tiene los datos que pide la planeacion argumentada el campo formativo, tema, contenidos, estándar, aprendizajes esperados, competencias, estrategias didácticas, tiempos, recursos y evaluación. Espero y les sirva
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This document outlines the fifth didactic unit of a nine unit plan. The unit focuses on providing students information about different countries and touristic attractions around the world. It aims to develop students' oral and written comprehension and expression skills. The unit will involve oral interactions where students discuss greetings, countries, cities, and colors. It will also include reading texts about touristic places and writing sentences on the topic. The unit is designed for first grade secondary students and will be taught over two two-hour sessions involving activities like identifying purposes in communication, comprehending readings, and having conversations about various locations. Student progress will be evaluated based on oral expression of ideas, recognizing intentions, inferring meanings, and using proper grammar and vocabulary in
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GCU College of EducationLESSON UNIT PLAN TEMPLATE
GCU College of Education
LESSON
UNIT
PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Day 1:
Day 2:
Day 3:
Day 4:
Day 5:
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.
Day 1
Day 2
Day 3
Day 4
Day 5
National/State Learning
Standards
List specific grade-level standards that are the focus of the lesson being presented.
Specific Learning
Target(s)/Objectives
Based on state standards, identify what is intended to be measured in learning.
Academic Language
General academic vocabulary and content-specific vocabulary included in the unit.
Unit Resources, Materials, Equipment, and Technology
© 2021-2022. Grand Canyon University. All Rights Reserved.
List all resources, materials, equipment, and technology to be used in the unit.
Depth of Knowledge
Lesson Questions
What questions can be posed throughout the lesson to assess all levels of student understanding? • Level 1: Recall
· Level 2: Skill/Concepts
· Level 3: Strategic Thinking
· Level 4: Extended Thinking
Level 1:
Level 2:
Level 3:
Level 4:
Level 1:
Level 2:
Level 3:
Level 4:
Level 1:
Level 2:
Level 3:
Level 4:
Level 1:
Level 2:
Level 3:
Level 4:
Level 1:
Level 2:
Level 3:
Level 4:
Section 2: Instructional Planning
Day 1
Day 2
Day 3
Day 4
Day 5
Anticipatory Set
How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?
Presentation of Content
Multiple Means of
Representation
Describe how content will be presented in various ways to meet the needs of different learners.
Multiple Means of
Representation
Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted
abilities
· Early finishers (those who finish early and may need additional sources/support)
•
•
•
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
Application of Content
Multiple Means of
Engagement
How will students explore, practice, and apply the content?
Multiple Means of
Engagement
Differentiation
Explain how ma ...
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The document discusses communicative activities for English language learners. It describes a class survey activity where learners ask each other questions and record answers to gather information. This promotes interaction while building literacy skills. An example survey asks learners' native countries. The teacher models the activity, monitors learners as they complete the survey, and discusses results as a class. Communicative activities help turn the classroom into an enjoyable place for learners to build confidence and language skills through interaction.
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The English and the Spanish Education Systems 2
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Competences
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The similarities and differences between spanish and english
Language teachers must analyze these types of interference to teach according the students´ problems and needs.
Cuerpo humano
El documento presenta una serie de actividades interactivas para enseñar las partes del cuerpo a niños. Incluye identificar partes de la cara, aprender sus nombres, contar el número de partes mostradas, realizar sumas y restas con cantidades de partes del cuerpo, y resolver acertijos sobre partes específicas. El objetivo es que los niños aprendan de manera lúdica las principales partes de su cuerpo a través de imágenes y tareas sencillas.
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1) El documento trata sobre el universo y el sistema solar. Explica la evolución histórica de las ideas sobre el universo, desde las antiguas creencias mitológicas hasta los modelos geocéntrico y heliocéntrico. 2) Describe los componentes del universo como galaxias y estrellas, y sitúa nuestro sistema solar dentro de la Vía Láctea. 3) Explica conceptos como rotación, traslación, eclipses y fases de la luna, y describe objetos como planetas, asteroides
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The document discusses communicative competence and its importance in language teaching. It defines communicative competence as the knowledge needed to communicate effectively in a community. Communicative competence has five components: linguistic competence, sociolinguistic competence, discursive competence, strategic competence, and sociocultural competence. The document emphasizes that the goal of language teaching should be effective communication and emphasizes using authentic materials and meaningful, purposeful activities to develop students' communicative skills in the classroom.
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Developing oral English
The document discusses developing oral English skills in EFL classes. It describes how oral language differs from written language and challenges in teaching speaking. Effective oral activities motivate students, foster communication, have meaningful content, and feel authentic. Developing listening skills requires preparing students before listening, focusing them during listening, and following up after listening. Formative assessment of oral skills includes student self-assessment and rubrics to evaluate skills like participation in dialogues.
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Similar to Didactict sequence Secundaria Inglés
Lesley danford supervision instrument
This document contains 4 supervision instruments used to observe and evaluate teachers. Instrument 1 focuses on goal setting, student assessment, and instructional practices during a classroom observation. Instrument 2 evaluates supportive learning environment and quality of curriculum. Instrument 3 assesses preparation and response to learner needs, as well as evidence of differentiation. Instrument 4 is a phonics lesson form that provides guidelines for teaching phonics to grades K-3 and 4-5. The instruments are used to gather feedback on teaching strategies and student engagement.
TSL3143 Topic 3a Principles in Curriculum Design
The document discusses several principles of curriculum design including selection, grading, sequencing, staging, and recycling. It explains how educational objectives and content are chosen and organized from broad aims and goals down to specific learning outcomes. Examples are also provided to illustrate how these principles can be applied when designing lessons, such as by including different learning activities and forms of assessment that provide feedback to students.
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Hui ling 201512-professional competency-self_evaluation
This document contains sections for evaluating a teacher's competencies in various areas of teaching. The first section discusses competencies related to acting as a professional who interprets and critiques the subject being taught. It emphasizes situating benchmarks, adopting a critical approach, establishing links to student culture, and reflecting critically on one's own background.
The second section focuses on oral and written communication skills. It highlights using appropriate language, following grammar rules, taking positions and arguing ideas clearly, and correcting student errors.
The third section examines developing teaching/learning situations. It lists selecting content based on research, interpreting knowledge for the curriculum, planning instruction and evaluation, considering student factors, choosing varied approaches, anticipating obstacles, and planning
GCU College of EducationLESSON UNIT PLAN TEMPLATE
GCU College of Education
LESSON
UNIT
PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Day 1:
Day 2:
Day 3:
Day 4:
Day 5:
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.
Day 1
Day 2
Day 3
Day 4
Day 5
National/State Learning
Standards
List specific grade-level standards that are the focus of the lesson being presented.
Specific Learning
Target(s)/Objectives
Based on state standards, identify what is intended to be measured in learning.
Academic Language
General academic vocabulary and content-specific vocabulary included in the unit.
Unit Resources, Materials, Equipment, and Technology
© 2021-2022. Grand Canyon University. All Rights Reserved.
List all resources, materials, equipment, and technology to be used in the unit.
Depth of Knowledge
Lesson Questions
What questions can be posed throughout the lesson to assess all levels of student understanding? • Level 1: Recall
· Level 2: Skill/Concepts
· Level 3: Strategic Thinking
· Level 4: Extended Thinking
Level 1:
Level 2:
Level 3:
Level 4:
Level 1:
Level 2:
Level 3:
Level 4:
Level 1:
Level 2:
Level 3:
Level 4:
Level 1:
Level 2:
Level 3:
Level 4:
Level 1:
Level 2:
Level 3:
Level 4:
Section 2: Instructional Planning
Day 1
Day 2
Day 3
Day 4
Day 5
Anticipatory Set
How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?
Presentation of Content
Multiple Means of
Representation
Describe how content will be presented in various ways to meet the needs of different learners.
Multiple Means of
Representation
Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted
abilities
· Early finishers (those who finish early and may need additional sources/support)
•
•
•
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
Application of Content
Multiple Means of
Engagement
How will students explore, practice, and apply the content?
Multiple Means of
Engagement
Differentiation
Explain how ma ...
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Cohort 6 will discuss the InTASC Standards 1-4, and will talk about ways teachers can implement them into their classrooms.
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This document outlines the steps in designing an English language teaching course, including analyzing learner needs, establishing goals and objectives, planning the syllabus, designing course units, and evaluating the course. It discusses factors to consider such as learner age and interests, societal relevance, methodology, and class size. When planning lessons, the document recommends specifying goals and objectives, preparing materials, sequencing activities with variety and pacing, accounting for difficulty and individual differences, and balancing teacher and student talk. Guidelines are provided for adapting lessons to curricula, institutional constraints, and evaluating student understanding.
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The document discusses communicative activities for English language learners. It describes a class survey activity where learners ask each other questions and record answers to gather information. This promotes interaction while building literacy skills. An example survey asks learners' native countries. The teacher models the activity, monitors learners as they complete the survey, and discusses results as a class. Communicative activities help turn the classroom into an enjoyable place for learners to build confidence and language skills through interaction.
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Lesson planningguide
This document provides guidance on lesson planning for foreign language instruction. It discusses why lesson planning is important, noting that lessons shape student learning and impact their attitudes. It also explains that lesson planning allows teachers time to consider goals, objectives, student needs and instructional decisions. The document then outlines common elements of effective lesson planning, including setting purpose, backward design, research-based strategies, assessment, scaffolding and more. It emphasizes applying these elements and student characteristics in the planning process.
M1. lesson 1. concepts, nature & purposes of curriculum
This document outlines Lesson 1 of a curriculum planning course. It discusses key concepts of curriculum, including definitions of curriculum from traditional and progressive views. It also covers different models of curriculum development like Tyler's rationale and Taba's linear model. Additionally, it examines the foundations of curriculum, such as philosophical foundations highlighting different educational philosophies, historical foundations showing influential curriculum thinkers over time, psychological foundations based on behaviorist, cognitive, and humanistic learning theories, and social foundations recognizing society's influence on curriculum.
Interaction&communication
The document provides information on activities to promote interaction and communication for adult English language learners. It discusses the benefits of communicative activities, including helping learners feel more comfortable in social situations and reducing feelings of loneliness or low self-esteem. Sample communicative activities described are class surveys, conversation grids, and information gap activities. Tips are provided on implementing the activities effectively, such as minimizing teacher talk and ensuring activities are fun and promote independent learning. Challenges with getting learners accustomed to more interactive activities are also addressed.
T&l cycle
The document describes a Teaching and Learning Cycle (TLC) framework for systematically scaffolding students' language and literacy development. The TLC is based on Vygotsky's zone of proximal development and Bruner's concept of scaffolding. It involves a 4-step process: 1) Setting the context, 2) Modelling, 3) Joint construction, and 4) Independent construction. Teachers use this cycle to plan units where they build students' topic knowledge, explicitly teach text structures and language features, and provide support and feedback to help students independently construct texts in the target genre. The TLC provides a rationale and framework for sequencing teaching and learning activities to focus on language learning and scaffold students towards independence.
Ashford edu 692 week 5 discussion 1 decisions
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Author's Evidence and Support 2
1) The lesson plan is for a 5-day unit focusing on explaining how authors use reasons and evidence to support their ideas in texts about chocolate.
2) Each day focuses on a different text and vocabulary words while using a graphic organizer to explain the author's evidence.
3) Formative assessments are built into daily learning targets and centers, while the unit culminates in a summative assessment on the fifth day.
Opinion Writing
This lesson plan is for a 5-day unit teaching students how to write an opinion essay. The unit focuses on the standard of writing opinion pieces supported with reasons and information. Students will learn the components of an opinion essay using the "OREO" structure of Opinion, Reasons, Elaboration/Evidence, and Restate Opinion. Each day focuses on a different step of the planning and writing process, such as identifying opinions in texts, completing an E-Frame planning sheet, and using the E-Frame to draft the introduction, body paragraphs, and conclusion of an essay. Formative and summative assessments are included to monitor student learning.
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CfE Improving Learning - workshop 4 - Modern Languages
The document discusses exemplification, which is providing examples of student work to support teachers' understanding of learning standards and effective teaching practices. It provides examples of exemplification in modern languages and materials science. Exemplification materials could include case studies, student work, audio/video clips, and interactive online resources. Quality assurance and partnership with organizations will be important to develop high-quality exemplification. The document also prompts reflection on how exemplification might be implemented and supported through digital tools like GLOW.
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