This document contains a daily lesson log for an English class from January 7-11, 2019. The objectives are for students to demonstrate understanding of useful literacy learning strategies and to independently use strategies to accomplish literacy tasks. Content covered includes naming words, using naming words in sentences, and asking who, what and where questions. Learning activities involve reading poems, answering questions, group work, and worksheets. The teacher reflects on strategies used, such as group collaboration and games, and difficulties encountered.
This document contains a daily lesson log for an English class covering April 3-5. It outlines the objectives, content, learning resources, procedures, and reflection for lessons on recognizing names of persons, places, things and animals. Activities included games to identify categories, group work filling out a table, and an evaluation. The teacher found strategies like group collaboration, games and differentiated instruction worked well due to students' eagerness to learn and availability of materials.
The document is a daily lesson log from a Grade 5 MAPEH (Music, Arts, Physical Education, and Health) class. It details the objectives, content, learning resources, procedures, notes, and evaluation of lessons for the week focusing on creating sounds from the environment using available materials. The lessons involved students identifying environmental materials that can create sounds, experimenting with creating sounds from those materials in groups, and performing songs using the sounds they created. The teacher evaluated students' mastery of the objectives and the effectiveness of different teaching strategies.
This document outlines a daily lesson log for a Grade 4 science class covering waste disposal. Over the course of a week, students will learn about sorting and properly disposing of waste according to material properties, proper waste disposal methods, and safety precautions. Lessons include classifying materials, demonstrations, discussions, and activities. The teacher evaluates students and provides remediation as needed. Strategies that worked well included group collaboration, discussions, and hands-on activities. The teacher notes areas where support may be needed like classroom management or access to materials.
This document discusses traditional versus modern approaches to mathematics curriculum, instruction, and assessment in Asian countries.
It outlines the traditional approaches, which focus on individual subjects taught from textbooks, teacher-centered instruction, and paper-based assessments. In comparison, modern approaches emphasize integrated subjects, student-centered active learning, and performance-based assessments.
The document also examines factors that influence student excellence in math, including curriculum, teacher preparation, parental support, and using multiple instructional methods to engage different learning styles. It provides examples of teaching addition of integers and direct variation to illustrate modern instructional approaches.
The document provides guidance for teachers on adapting their teaching practices and materials. It discusses using entry points, brain-based activities, cooperative learning, thinking routines, speaking frames, textbook supplementation, and more. The goal is to make lessons more engaging for students and promote classroom English.
This document contains a daily lesson log for grades 1-12 that outlines lessons taught from April 3-5, 2023 on the topic of reducing waste. The lessons focused on understanding the importance of reducing unnecessary items to decrease trash and save money. Students learned about reducing, reusing materials when possible, and recycling items that can't be reused. Formative assessments showed most students understood the concepts, while a few needed additional activities for reinforcement. The teacher found group activities and games particularly effective learning strategies.
This document is a daily lesson log from Dona Rosario Elementary School for an English class. It outlines the objectives, content, learning resources, procedures, evaluation, remarks and reflection from lessons taught throughout the week on different types of nouns. The teacher discusses the objectives of understanding mass nouns, count nouns, possessive nouns and collective nouns. Various activities are described, including stories, exercises and a test to reinforce these concepts. The results of the evaluations and feedback on teaching strategies are also summarized.
This is part of my working Strategies Notebook. Hardcopy papers from outside resources are printed or collected and then placed in the appropriate section for later reference.
This document contains a daily lesson log for an English class covering April 3-5. It outlines the objectives, content, learning resources, procedures, and reflection for lessons on recognizing names of persons, places, things and animals. Activities included games to identify categories, group work filling out a table, and an evaluation. The teacher found strategies like group collaboration, games and differentiated instruction worked well due to students' eagerness to learn and availability of materials.
The document is a daily lesson log from a Grade 5 MAPEH (Music, Arts, Physical Education, and Health) class. It details the objectives, content, learning resources, procedures, notes, and evaluation of lessons for the week focusing on creating sounds from the environment using available materials. The lessons involved students identifying environmental materials that can create sounds, experimenting with creating sounds from those materials in groups, and performing songs using the sounds they created. The teacher evaluated students' mastery of the objectives and the effectiveness of different teaching strategies.
This document outlines a daily lesson log for a Grade 4 science class covering waste disposal. Over the course of a week, students will learn about sorting and properly disposing of waste according to material properties, proper waste disposal methods, and safety precautions. Lessons include classifying materials, demonstrations, discussions, and activities. The teacher evaluates students and provides remediation as needed. Strategies that worked well included group collaboration, discussions, and hands-on activities. The teacher notes areas where support may be needed like classroom management or access to materials.
This document discusses traditional versus modern approaches to mathematics curriculum, instruction, and assessment in Asian countries.
It outlines the traditional approaches, which focus on individual subjects taught from textbooks, teacher-centered instruction, and paper-based assessments. In comparison, modern approaches emphasize integrated subjects, student-centered active learning, and performance-based assessments.
The document also examines factors that influence student excellence in math, including curriculum, teacher preparation, parental support, and using multiple instructional methods to engage different learning styles. It provides examples of teaching addition of integers and direct variation to illustrate modern instructional approaches.
The document provides guidance for teachers on adapting their teaching practices and materials. It discusses using entry points, brain-based activities, cooperative learning, thinking routines, speaking frames, textbook supplementation, and more. The goal is to make lessons more engaging for students and promote classroom English.
This document contains a daily lesson log for grades 1-12 that outlines lessons taught from April 3-5, 2023 on the topic of reducing waste. The lessons focused on understanding the importance of reducing unnecessary items to decrease trash and save money. Students learned about reducing, reusing materials when possible, and recycling items that can't be reused. Formative assessments showed most students understood the concepts, while a few needed additional activities for reinforcement. The teacher found group activities and games particularly effective learning strategies.
This document is a daily lesson log from Dona Rosario Elementary School for an English class. It outlines the objectives, content, learning resources, procedures, evaluation, remarks and reflection from lessons taught throughout the week on different types of nouns. The teacher discusses the objectives of understanding mass nouns, count nouns, possessive nouns and collective nouns. Various activities are described, including stories, exercises and a test to reinforce these concepts. The results of the evaluations and feedback on teaching strategies are also summarized.
This is part of my working Strategies Notebook. Hardcopy papers from outside resources are printed or collected and then placed in the appropriate section for later reference.
This program was created with both teachers and students in mind. It provides whole group instruction to introduce lessons and reading skills using stories brought to life by actors, plots and keywords. Students learn critical thinking skills like making predictions and comprehending what they read. Detailed center plans are provided for weekly lessons, allowing teachers to work with small groups on skills like fluency while students explore materials to build multiple literacy skills. The goal is to foster creative writing using Story Bird, where students create their own stories using the same pictures from the big books.
The daily lesson log summarizes lessons taught in Personal Development for 1st grade students over the course of a week. The objectives were to demonstrate understanding of self-worth, abilities, self-care, and being a good family member. Activities included group discussions, picture analysis, and role-playing family activities. Strategies that worked well included group collaboration, games, and think-pair-share. The lessons successfully taught that families are happiest when spending time together through activities like traveling, chores, and meals.
This action research aimed to improve pupils' reading comprehension skills and motivation to read. The researcher integrated manga/comics into reading lessons on the learning platform Quizziz. Results showed pupils improved at answering reasoning and description questions, and all pupils found the lessons more interesting. However, weaknesses remained in comprehending normal texts. Future studies could integrate pictures from textbooks to aid comprehension of assigned passages.
The document discusses various methods for teaching grammar in English language teaching (ELT), including the deductive and inductive methods. It also covers grammar presentation, practice, and exercises. Some key points made include: the deductive method can teach grammar in isolation while the inductive method has students discover rules through language use; grammar practice should involve mechanical and meaningful components; exercises should include recognition, drill, creative, and test activities; and form, meaning and use should all be considered when teaching grammar.
The document discusses principles of effective grading and assessment to drive instruction. It recommends that assessments should primarily be used for grading and feedback should be timely, specific, understandable, and allow students to act on it. Examples are given comparing two students' grades calculated in different ways, and the importance of setting achievable goals and high expectations for students is discussed.
This document contains a summary of a teacher's math project over 4 terms. It includes lessons on fractions, estimation, word problems, and grouping. Student results showed most improved their math skills, especially in using strategies like see, plan, do, check. Hands-on lessons with objects helped understanding. The teacher learned to ask open questions and guide students in investigations. Indigenous students gained confidence and liked solving challenges.
The document discusses key ingredients for an effective English language classroom. It identifies several essential elements, including:
1. Having an inspired and happy teacher who models reflective teaching.
2. Creating a student-centered classroom that lowers students' affective filters through needs analysis and a comfortable environment.
3. Incorporating fun, laughter, and activities that engage different learning styles like Nation's 25% rule on meaningful input and output.
4. Adapting lessons through supplemental materials, technologies, and cooperative learning strategies to maximize student engagement and interaction.
Jennifer Evans is the Assistant Director of ELA at St. Clair County RESA. She provides support for school improvement and instructional quality. Her document outlines a week-long protocol for explicitly teaching academic vocabulary words to students. It includes introducing words, modeling meanings, having students engage with the words through tasks like filling in sentences, acting them out, and identifying them in texts. The protocol aims to effectively incorporate vocabulary instruction into everyday lessons.
This document contains a daily lesson log for a Grade 3 science class. Over the course of a week, the teacher covers lessons about things found in the surroundings, living and non-living things, and different bodies of water. Each day includes the learning objectives, content covered, teaching procedures, activities, and assessments. Formative assessments are used to evaluate student understanding and identify those needing remedial lessons or additional activities. The teacher reflects on teaching strategies, innovations used, and ways administration can provide support.
This document provides guidance for textbook adaptation and supplementation for an English language classroom. It begins with an overview of 5 topics: motivation, classroom management, promoting classroom English, adapting textbooks, and supplementing textbooks. Various techniques and resources are then discussed under each topic, including using entry points, brain-based activities, thinking routines, and websites for videos, games and other materials. The document emphasizes adapting lessons to student multiple intelligences and creating an engaging classroom environment.
The document discusses key ingredients for an effective English language teaching methodology. It recommends (1) having an inspired and happy teacher, (2) creating a student-centered classroom, and (3) lowering students' affective filters through fun activities and adapting to their interests and learning styles. Specific techniques mentioned include using entry points, brain-based activities, cooperative learning, thinking routines, and speaking frames to engage students.
This portfolio belongs to Miss Sara Preston and contains artifacts from her work as a teacher. It includes sections on her teaching philosophy, classroom environment, instructional strategies, assessments and professional development activities. For example, one artifact shows how she uses interactive bulletin boards and student-driven learning centers to create an engaging classroom environment.
This document discusses approaches for teaching mathematics at the elementary level. It includes 13 approaches: discovery approach, inquiry teaching, demonstration approach, math-lab approach, practical work approach, individualized instruction using modules, brainstorming, problem-solving, cooperative learning, integrative technique, looking for clues and key words, making a chart or table, and finding a pattern. The document also provides examples and explanations of techniques for teaching mathematics like using dramatizations, children's bodies, play, toys, stories, natural creativity, problem-solving abilities, technology, and assessments. [END SUMMARY]
The document discusses whether teachers should teach students learning strategies. It argues that teaching learning strategies helps students become better, more autonomous learners who understand their own learning process. Some examples of metacognitive strategies that could be taught include organizing one's own learning, managing learning, monitoring progress, and evaluating one's learning. The document also notes challenges like students not being aware of learning strategies and teachers not suggesting tools to help students or explaining how to complete outside tasks.
Here are some key points to consider when adapting materials:
- Focus on meaning over form by using visuals, gestures, realia
- Simplify language but keep content meaningful
- Allow multiple entry points for different learners
- Build background knowledge before introducing new topics
- Scaffold tasks from easy to more difficult
- Encourage cooperative learning and peer support
- Check frequently for understanding and provide feedback
- Differentiate to meet a range of proficiency levels
- Make lessons relevant and connect to students' lives
- Assess using a variety of formats beyond tests
The core content can stay the same but how it's presented varies to suit different learners. The goal is to create an inclusive,
This document provides a summary of Miss Sara Preston's teaching portfolio, including sections on her philosophy of education, classroom environment, instructional strategies, professional development activities, and references. The portfolio utilizes various artifacts such as lesson plans, student work samples, assessments, newsletters and grant applications to demonstrate Miss Preston's effective approach to educating the whole child.
This document provides a detailed lesson plan for a 7th grade English class. The objectives are to teach students about sentence structure, types, and proper usage. The lesson plan outlines the content to be covered, learning resources, step-by-step procedures, activities, and assessments. It involves dividing students into groups to arrange words into sentences, identifying sentence parts and types, transforming sentences, reading sentences aloud, and evaluating comprehension through exercises identifying sentence function. The teacher assessed that 20 out of 25 students achieved the objectives, while 5 required remedial lessons which helped them catch up.
Ms. Bond taught a 5th grade literacy lesson on short and long vowel sounds. She began with a review of irregular spelling patterns, having students say the letter sounds. She then displayed segmented words for students to read aloud. Students then transitioned to guided reading groups, where Ms. Bond asked questions about a leveled text and had students read aloud, providing support when needed. Ms. Bond effectively managed student behavior and kept students engaged throughout the lesson, which met its objectives of practicing phonics skills and reading.
This document contains a daily lesson log for a teacher covering March 25-27, 2024. It includes sections for learning objectives, content, teaching materials, procedures, notes, and evaluation. The evaluation section notes the percentage of students who achieved 80% mastery on assessments, those needing remedial work, the effectiveness of teaching strategies, challenges faced and solutions, and materials to share with other teachers.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This program was created with both teachers and students in mind. It provides whole group instruction to introduce lessons and reading skills using stories brought to life by actors, plots and keywords. Students learn critical thinking skills like making predictions and comprehending what they read. Detailed center plans are provided for weekly lessons, allowing teachers to work with small groups on skills like fluency while students explore materials to build multiple literacy skills. The goal is to foster creative writing using Story Bird, where students create their own stories using the same pictures from the big books.
The daily lesson log summarizes lessons taught in Personal Development for 1st grade students over the course of a week. The objectives were to demonstrate understanding of self-worth, abilities, self-care, and being a good family member. Activities included group discussions, picture analysis, and role-playing family activities. Strategies that worked well included group collaboration, games, and think-pair-share. The lessons successfully taught that families are happiest when spending time together through activities like traveling, chores, and meals.
This action research aimed to improve pupils' reading comprehension skills and motivation to read. The researcher integrated manga/comics into reading lessons on the learning platform Quizziz. Results showed pupils improved at answering reasoning and description questions, and all pupils found the lessons more interesting. However, weaknesses remained in comprehending normal texts. Future studies could integrate pictures from textbooks to aid comprehension of assigned passages.
The document discusses various methods for teaching grammar in English language teaching (ELT), including the deductive and inductive methods. It also covers grammar presentation, practice, and exercises. Some key points made include: the deductive method can teach grammar in isolation while the inductive method has students discover rules through language use; grammar practice should involve mechanical and meaningful components; exercises should include recognition, drill, creative, and test activities; and form, meaning and use should all be considered when teaching grammar.
The document discusses principles of effective grading and assessment to drive instruction. It recommends that assessments should primarily be used for grading and feedback should be timely, specific, understandable, and allow students to act on it. Examples are given comparing two students' grades calculated in different ways, and the importance of setting achievable goals and high expectations for students is discussed.
This document contains a summary of a teacher's math project over 4 terms. It includes lessons on fractions, estimation, word problems, and grouping. Student results showed most improved their math skills, especially in using strategies like see, plan, do, check. Hands-on lessons with objects helped understanding. The teacher learned to ask open questions and guide students in investigations. Indigenous students gained confidence and liked solving challenges.
The document discusses key ingredients for an effective English language classroom. It identifies several essential elements, including:
1. Having an inspired and happy teacher who models reflective teaching.
2. Creating a student-centered classroom that lowers students' affective filters through needs analysis and a comfortable environment.
3. Incorporating fun, laughter, and activities that engage different learning styles like Nation's 25% rule on meaningful input and output.
4. Adapting lessons through supplemental materials, technologies, and cooperative learning strategies to maximize student engagement and interaction.
Jennifer Evans is the Assistant Director of ELA at St. Clair County RESA. She provides support for school improvement and instructional quality. Her document outlines a week-long protocol for explicitly teaching academic vocabulary words to students. It includes introducing words, modeling meanings, having students engage with the words through tasks like filling in sentences, acting them out, and identifying them in texts. The protocol aims to effectively incorporate vocabulary instruction into everyday lessons.
This document contains a daily lesson log for a Grade 3 science class. Over the course of a week, the teacher covers lessons about things found in the surroundings, living and non-living things, and different bodies of water. Each day includes the learning objectives, content covered, teaching procedures, activities, and assessments. Formative assessments are used to evaluate student understanding and identify those needing remedial lessons or additional activities. The teacher reflects on teaching strategies, innovations used, and ways administration can provide support.
This document provides guidance for textbook adaptation and supplementation for an English language classroom. It begins with an overview of 5 topics: motivation, classroom management, promoting classroom English, adapting textbooks, and supplementing textbooks. Various techniques and resources are then discussed under each topic, including using entry points, brain-based activities, thinking routines, and websites for videos, games and other materials. The document emphasizes adapting lessons to student multiple intelligences and creating an engaging classroom environment.
The document discusses key ingredients for an effective English language teaching methodology. It recommends (1) having an inspired and happy teacher, (2) creating a student-centered classroom, and (3) lowering students' affective filters through fun activities and adapting to their interests and learning styles. Specific techniques mentioned include using entry points, brain-based activities, cooperative learning, thinking routines, and speaking frames to engage students.
This portfolio belongs to Miss Sara Preston and contains artifacts from her work as a teacher. It includes sections on her teaching philosophy, classroom environment, instructional strategies, assessments and professional development activities. For example, one artifact shows how she uses interactive bulletin boards and student-driven learning centers to create an engaging classroom environment.
This document discusses approaches for teaching mathematics at the elementary level. It includes 13 approaches: discovery approach, inquiry teaching, demonstration approach, math-lab approach, practical work approach, individualized instruction using modules, brainstorming, problem-solving, cooperative learning, integrative technique, looking for clues and key words, making a chart or table, and finding a pattern. The document also provides examples and explanations of techniques for teaching mathematics like using dramatizations, children's bodies, play, toys, stories, natural creativity, problem-solving abilities, technology, and assessments. [END SUMMARY]
The document discusses whether teachers should teach students learning strategies. It argues that teaching learning strategies helps students become better, more autonomous learners who understand their own learning process. Some examples of metacognitive strategies that could be taught include organizing one's own learning, managing learning, monitoring progress, and evaluating one's learning. The document also notes challenges like students not being aware of learning strategies and teachers not suggesting tools to help students or explaining how to complete outside tasks.
Here are some key points to consider when adapting materials:
- Focus on meaning over form by using visuals, gestures, realia
- Simplify language but keep content meaningful
- Allow multiple entry points for different learners
- Build background knowledge before introducing new topics
- Scaffold tasks from easy to more difficult
- Encourage cooperative learning and peer support
- Check frequently for understanding and provide feedback
- Differentiate to meet a range of proficiency levels
- Make lessons relevant and connect to students' lives
- Assess using a variety of formats beyond tests
The core content can stay the same but how it's presented varies to suit different learners. The goal is to create an inclusive,
This document provides a summary of Miss Sara Preston's teaching portfolio, including sections on her philosophy of education, classroom environment, instructional strategies, professional development activities, and references. The portfolio utilizes various artifacts such as lesson plans, student work samples, assessments, newsletters and grant applications to demonstrate Miss Preston's effective approach to educating the whole child.
This document provides a detailed lesson plan for a 7th grade English class. The objectives are to teach students about sentence structure, types, and proper usage. The lesson plan outlines the content to be covered, learning resources, step-by-step procedures, activities, and assessments. It involves dividing students into groups to arrange words into sentences, identifying sentence parts and types, transforming sentences, reading sentences aloud, and evaluating comprehension through exercises identifying sentence function. The teacher assessed that 20 out of 25 students achieved the objectives, while 5 required remedial lessons which helped them catch up.
Ms. Bond taught a 5th grade literacy lesson on short and long vowel sounds. She began with a review of irregular spelling patterns, having students say the letter sounds. She then displayed segmented words for students to read aloud. Students then transitioned to guided reading groups, where Ms. Bond asked questions about a leveled text and had students read aloud, providing support when needed. Ms. Bond effectively managed student behavior and kept students engaged throughout the lesson, which met its objectives of practicing phonics skills and reading.
This document contains a daily lesson log for a teacher covering March 25-27, 2024. It includes sections for learning objectives, content, teaching materials, procedures, notes, and evaluation. The evaluation section notes the percentage of students who achieved 80% mastery on assessments, those needing remedial work, the effectiveness of teaching strategies, challenges faced and solutions, and materials to share with other teachers.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
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
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
1. GRADES 1 to 12
DAILY LESSON LOG
School: Grade Level: I
Teacher: Learning Area: ENGLISH
Teaching Dates and
Time: JANUARY 7 - 11, 2019 (WEEK 10) Quarter: 3RD QUARTER
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A. Content Standards
The learner…
demonstrates understanding of
useful strategies for purposeful
literacy learning
The learner…
demonstrates understanding of
useful strategies for purposeful
literacy learning
The learner…
demonstrates understanding of
useful strategies for purposeful
literacy learning
The learner…
demonstrates understanding of
useful strategies for purposeful
literacy learning
The learner…
demonstrates understanding of useful
strategies for purposeful literacy
learning
B. Performance Standards
The learner…
uses strategies independently in
accomplishing literacy-related
tasks
The learner…
uses strategies independently in
accomplishing literacy-related
tasks
The learner…
uses strategies independently in
accomplishing literacy-related
tasks
The learner…
uses strategies independently in
accomplishing literacy-related
tasks
The learner…
uses strategies independently in
accomplishing literacy-related tasks
C. Learning Competencies/
Objectives Write the LC for
each
EN1OL-IIIb-c 1.3.3
Talk about one’s personal
experiences pertaining to the
family, one’s pets, and personal
experiences
EN1OL-IIIb-c 1.3.3
Talk about one’s personal
experiences pertaining to the
family, one’s pets, and personal
experiences
EN1OL-IIIb-c 1.3.3
Talk about one’s personal
experiences pertaining to the
family, one’s pets, and personal
experiences
THIRD PERIODICAL TEST THIRD PERIODICAL TEST
II. CONTENT Naming words (places) Naming Words
Use naming words in sentences
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages 42-43 Pages 44 Pages 44
2. Learner’s Materials pages
3. Textbook pages
B. Other Learning Resources
Poem – “Who Has It?”, Short
story about the family
Worksheets – pictures, connect
the dots, coloring pages
Worksheets – pictures, connect
the dots, coloring pages
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
The pupils will read a poem to
the class
Who Has it?
The pupils will read a poem to the
class
Who Has it?
B. Establishing a purpose for The teacher will read a poem to The teacher will ask who The teacher will ask who questions
2. the lesson the class
Who Has it?
Gary has a green hat
Green so fine
Gary has a green hat
Just like mine.
Gab has a green hat
Green hat, green hat
Gab wears a green hat to the
farm.
Rey has a red shirt
Red shirt, red shirt
Rey wears a red shirt to the store.
Yeng has a yellow skirt
Yellow skirt, yellow skirt
Yeng wears a yellow skirt to the
park.
questions based on the
story/poem.
T: Who has the green hat
S: Gab has a green hat.
T: What does Gab have?
S: Gab has a green hat.
T: Where did Gab go?
S: Gab went to the farm.
based on the story/poem.
T: Who has the green hat
S: Gab has a green hat.
T: What does Gab have?
S: Gab has a green hat.
T: Where did Gab go?
S: Gab went to the farm.
C. Presenting
examples/instances of the
new lesson
Pupils will listen to the teacher
ask where questions.
T: Where did Gab go?
S: Gab went to the farm.
T: Where did Rey go?
S: Rey went to the store.
T: Where did Yeng go?
S: Yeng went to the park.
Sharing Activity
Students in Group B will take turns
in sharing a story about oneself.
Teacher can give sentence stems
to guide students in sharing.
Ex. My family went to the ______.
We saw a lot of __________.
Students will take turns in asking
who, what and where questions
about the story shared by others.
D. Discussing new concept
and practicing new skills #1
Pupils will listen to a short
story about where each
family went.
On Sunday, my family went
to grandfather’s house.
On Monday, my father went
to the market.
On Tuesday, my
grandmother went to the
park.
On Wednesday, my mother
went to the farm.
On Thursday, my brother
went to the basketball court.
On Friday, my sister went to
the library.
Divide the class into 2 groups.
Group A will participate in the
sharing activity.
Group B will accomplish
worksheets such as:
● Find the hidden pictures
●Connect the dots ●Coloring
pages
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Divide the class into 2 groups.
Group A will accomplish
worksheets such as:
●Find the pictures (mommy,
daddy reading a book, bicycle,
little boy with a cap, butterfly,
sleeping cat, ball, walking dog,
chair, umbrella, little girl in a
dress, and mat)
● Connect the dots ●Coloring
pages
3. On Saturday, I went to the
store. What a busy week!
A student will ask a where
question.
Ex: Where did the family go
on Sunday?
Another student will answer
the question.
Ex: On Sunday, the family
went to __________.
Students will continue asking
and answering where
questions based on the short
story listened to.
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (Leads
to formative assessment)
Pupils will participate in an
activity where in they will ask
where questions.
Pupils will participate in an
activity where in they will ask
who, what and where questions.
Students in Group B will take turns
in sharing a story about oneself.
Teacher can give sentence stems
to guide students in sharing.
Ex. My family went to the ______.
We saw a lot of __________.
Students will take turns in asking
who, what and where questions
about the story shared by others.
G. Finding
practical/
application of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
When we ask questions, we
usually use the questions Who,
What, and Where.
We use where to ask about a
place.
When we ask questions, we
usually use the questions Who,
What, and Where.
We use who to ask about a
person.
We use what to ask about a
thing.
We use where to ask about a
place.
When we ask questions, we
usually use the questions Who,
What, and Where.
We use who to ask about a person.
We use what to ask about a thing.
We use where to ask about a
place.
I.Evaluating Learning
4. J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A.No. of learners who earned
80% in the evaluation
B.No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
5. ___ Group member’s
Cooperation in
doing their tasks
___ Group member’s
Cooperation in
doing their tasks
___ Group member’s Cooperation
in
doing their tasks
___ Group member’s
Cooperation in
doing their tasks
___ Group member’s Cooperation in
doing their tasks
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
The lesson have successfully
delivered due to:
___ pupils’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
The lesson have successfully
delivered due to:
___ pupils’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
The lesson have successfully
delivered due to:
___ pupils’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
The lesson have successfully
delivered due to:
___ pupils’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
The lesson have successfully delivered
due to:
___ pupils’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
6. ___ Group member’s
Cooperation in
doing their tasks
___ Group member’s
Cooperation in
doing their tasks
___ Group member’s Cooperation
in
doing their tasks
___ Group member’s
Cooperation in
doing their tasks
___ Group member’s Cooperation in
doing their tasks