The document provides guidance on creating effective lesson plans. It recommends beginning with defining learning objectives and outcomes. The steps include developing key vocabulary, materials lists, and methods for introducing, teaching, practicing, and reviewing the content. Formative and summative assessments should also be included. Variations like warm-up activities, teacher-centered presentations, controlled exercises, and free discussion periods are suggested to keep lessons engaging. The overall goal is to design structured yet flexible plans that facilitate independent student learning.
An abridged book of different resources for the teachers of English as a foreign language. It covers areas where a novice teacher may get obstacles & needs support.
An abridged book of different resources for the teachers of English as a foreign language. It covers areas where a novice teacher may get obstacles & needs support.
A chapter on study skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi.
Teaching English Abroad is Fun, and you Get Paid to Travel The World!
In this free book The TEFL University provides a full 120 hour, Internationally recognised TEFL course (Teaching English As A Foreign Language). It covers all aspects of teaching EFL (English As A Foreign Language), in any environment.
Students are able to download the course FREE and can take their own time to study all of its modules. They can then take our 'online' TEFL Certification exam if they wish.
People can also download and study this course as a simple way to understanding what it is like and what is required of a TEFL trained teacher in the world today.
This course also includes following modules:
Grammar Awareness
Teaching English to Young Learners
Teaching Business English
Teaching with Limited Resources
Teaching Large Classes
We are sure that everyone downloading this free book will find it both useful and informational.
A complete presentation on 'Train the Trainer' including various aspects of preparing a Trainer to deliver effective training, certification criteria for the trainer and certificate templates for both trainees and trainer.
This PPT was used for the 2013 TaLK Program in South Korea for new teacher orientation. The content is specific to South Korea and the TaLK program but can be used and adapted to other circumstances.
A chapter on study skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi.
Teaching English Abroad is Fun, and you Get Paid to Travel The World!
In this free book The TEFL University provides a full 120 hour, Internationally recognised TEFL course (Teaching English As A Foreign Language). It covers all aspects of teaching EFL (English As A Foreign Language), in any environment.
Students are able to download the course FREE and can take their own time to study all of its modules. They can then take our 'online' TEFL Certification exam if they wish.
People can also download and study this course as a simple way to understanding what it is like and what is required of a TEFL trained teacher in the world today.
This course also includes following modules:
Grammar Awareness
Teaching English to Young Learners
Teaching Business English
Teaching with Limited Resources
Teaching Large Classes
We are sure that everyone downloading this free book will find it both useful and informational.
A complete presentation on 'Train the Trainer' including various aspects of preparing a Trainer to deliver effective training, certification criteria for the trainer and certificate templates for both trainees and trainer.
This PPT was used for the 2013 TaLK Program in South Korea for new teacher orientation. The content is specific to South Korea and the TaLK program but can be used and adapted to other circumstances.
Coping With the Crisis by Investing in User-Involvement and Quality? Some Les...FEANTSA
Presentation given by Maarten Davelaar, NL at the Ninth European Research Conference on Homelessness, "Homelessness in Times of Crisis", Warsaw, September 2014
http://feantsaresearch.org/spip.php?article222&lang=en
Difference between fiction and non-fiction
Forms of Fiction and Non-Fiction
Genres of Fiction and Non-Fiction
Elements of Fiction
Features of Non-Fiction
Course Descriptions of Language Subject Areas and Goals of Language Teaching
English Elementary
English Secondary
Filipino Elementarya
Filipino Sekondarya
EEL What Is EEIJust like our students, each teacher is differe.docxSALU18
EEL: What Is EEI?
Just like our students, each teacher is different in strengths and struggles. Finding a lesson plan template that works in all areas can take some time, but once you identify one that helps you plan your day, you'll likely stick with it. The EEI, or Essential Elements of Instruction Model, may just be that tool.
The EEI model focuses on components of teaching which are essential for every lesson. Based on the Madeline Hunter model, the EEI criteria are:
Title - You write the name your lesson here for easy identification along with any other pertinent information.
Materials - This section allows an area to list all necessary supplies that will be used in the lesson, including those for both you and your students.
Curriculum Standards - This is where you will write any standards used for the lesson.
Anticipatory Set - Often called the 'hook', this stage is meant to get students interested in the lesson, connect to prior knowledge, and set the stage for learning.
Objective - In this section, you will list performance and learning objectives your students will achieve. Be sure to use verbs from Bloom's taxonomy or other source. The terms must be measurable and shared with students.
Purpose - This states the reason for the lesson.
Instructional input - Here you will note the activities and methods you will use to teach, including direct instruction, etc.
Modeling - You will demonstrate the skill in this part of the lesson.
Check for Understanding - This focuses on methods you will use to determine if your students are catching on. You will use these strategies throughout the lesson.
Guided Practice - This marks the active learning time completed by your students with your support.
Closure - At the end of lesson, you summarize and share learning while connecting the lesson to future learning.
Extended/Independent Practice - To increase student understanding, here you will list methods of learning students will complete after the lesson, such as homework or projects.
Here the COE lesson plan : Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
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.
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 ...
The Appropriate Use Of The Lecture And Alternative Teaching Methodsnoblex1
The selection of teaching methods and strategies must be based, to some extent, on your own teaching preferences and unique style. Remember, however, that students learn in many different ways, and some research suggests that their learning preferences are substantively different from those of the faculty. For example, some students learn best when they have an opportunity for give-and-take with the teacher; others prefer to learn primarily through reading and lectures; and some students learn best on their own, by performing tasks related to the course material. There are many learning preferences and combinations of preferences, and the best teachers apply a variety of methods to tap the learning potential of a wide range of students. You can vary your class routine period by period, lecturing one day, holding discussions the next, showing a film the next, and so on, but varying methods within a class period is a better technique because it promotes greater interest and excitement.
There are many books on college teaching that provide detailed advice on a wide variety of teaching techniques. In this survey we will focus on the methods most widely used in higher education - lecture and discussion - and outline several other methods that you can explore on your own.
The traditional fifty-minute college lecture in which the teacher does all the talking is an ancient teaching method, but its survival attests more to its ease of use - and low expense -than to its effectiveness as a teaching tool. When they are done well, lectures can be informative and even inspirational, but when they are done poorly, confusion and boredom result. Since it is likely that the lecture will remain the dominant teaching method in higher education for the forseeable future, you should be aware of its advantages and limitations.
The traditional lecture format suffers from a variety of handicaps. First, higher-level objectives such as analysis or critical thinking, cannot be taught in a lecture. Students cannot learn these skills unless they have an opportunity to practice them; listening to a lecture about critical thinking or problem-solving is simply not sufficient.
Second, the average attention span of a passive listener is about fifteen minutes, so if you talk uninterruptedly for longer than fifteen minutes it is unlikely that your students will stay "tuned in." The only sure way to overcome this problem is to switch to some kind of activity in which students are directly involved.
Third, in the aural learning process students gradually transfer bits of information from short-term into long-term memory, a process that takes time and usually requires repetition of the material.
Source: https://ebookschoice.com/the-appropriate-use-of-the-lecture-and-alternative-teaching-methods/
If you have questions about the presentation or would like to receive more supplementary materials, please contact the Program Assistant, Katie kbeckman@lcnv.org. This presentation is used within the teacher training instruction. To register for the next LCNV teacher training or to refer a friend, contact the Director of Volunteers Belle at volunteers@lcnv.org
EDSP 410Unit Plan Differentiated Lesson Plan Assignment InstrEvonCanales257
EDSP 410
Unit Plan: Differentiated Lesson Plan Assignment Instructions
Overview
This is a continuation of the first part of your unit, the Unit Plan: Classroom, Goals, and Reading Assignment, developed in Module 4: Week 4. For this assignment, you are to fully develop your five lessons on the provided template, adding all materials you will be using to teach the entire five-day unit. Refer to the Unit Plan: Differentiated Lesson Plan Grading Rubric for more details on the expecations of this assignment. This is a Benchmark Assignment for your Developmental Portfolio.
The lesson plan is the key component to effective instruction in the classroom. Studies have shown that teachers who are well prepared with exciting and interesting lesson plans have to deal with far fewer behavior issues in their classrooms. That is why it is so important for you to learn the basics of designing a lesson plan. To begin, use the following list to choose a grade level and core content area for which you would like to develop a lesson plan. It would be wise to create your plan for the age level and content area you are currently teaching or planning to teach. You may not use a lesson plan you have created for another course for this assignment.
Instructions
Elementary (K–5)
Middle School (6–8)
High School (9–12)
Math
Math
Math
Science
Science
Science
Social Studies
Social Studies
Social Studies
Geography
Geography
Geography
History
History
History
Reading
Reading
Literature
Phonics/Grammar
Grammar
Grammar
Writing
Writing
Writing
After you have selected your grade level and subject area, you will need to consult the Virginia State Department of Education’s website to locate the state standards for your particular grade and subject area. You can access the website with the Virginia Standards of Learning link provided with this assignment. You will also need to locate the Common Core standard for your particular grade level and subject area. See the Common Core Standards link provided with this assignment.
Once you have located the standards for the grade level and subject area for your plan, choose one around which you want to develop your lesson plan. Keep in mind that this is a single lesson plan, not an entire unit, so you will have to narrow down your topic to one that can easily be taught in a single lesson. For example, if you want to cover addition for Kindergarten, you will narrow that to one specific concept of addition that is to be taught to kindergarteners.
Complete your lesson plan using the provided Unit Plan: Differentiated Lesson Plan Template document.
· Name: You must put your first and last name on the lesson plan so it can be easily identified by the instructor.
· Grade/Subject: You will identify what grade level and subject area is the focus for your lesson plan (e.g., 3rd grade science).
· Topic: You will choose a specific topic within your grade/subject area that your state standards require you to teach (e.g., addition in math, noun ...
The Impact of Artificial Intelligence on Modern Society.pdfssuser3e63fc
Just a game Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?
Exploring Career Paths in Cybersecurity for Technical CommunicatorsBen Woelk, CISSP, CPTC
Brief overview of career options in cybersecurity for technical communicators. Includes discussion of my career path, certification options, NICE and NIST resources.
This comprehensive program covers essential aspects of performance marketing, growth strategies, and tactics, such as search engine optimization (SEO), pay-per-click (PPC) advertising, content marketing, social media marketing, and more
135. Reviewer Certificate in Journal of Engineering
downloaded
1. Writing lesson plans does not have to be difficult. This is the time that a teacher can show their creativity. Here is
a how-to on how to create effective lesson plans that will help ensure success. You can use the Lesson Plan
Template as you work through creating your lesson plans.
Difficulty: Average
Time Required: 2-4 hours
Here's How:
Begin with the end in mind. What do you want the students to learn from this lesson? What state or national
standards are you meeting? What does the state or your district require? What age students are you trying to
reach? How are you going to assess that learning? Once you've determined this, write a quick description and list
out your objectives for the assignment.
Create a key vocabulary list that you will add to as you write out your lesson plan procedure. This will help
you remember terms that you need to make sure the students understand as they work through the lesson.
Ads
Printable english worksheets
www.esl-library.com/Worksheets
Exercises, Lesson Plans, Flashcards Ready To Print Materials, Join Now!
Tokyo Apartments
www.tokyoapartments.jp
All your housing needs made easy. Find short & long-term apartments
Cebu Pacific is Hiring
jobstreet.com/CebuPacific
Check Their Latest Job Openings, Apply Here!
Education City
Learning
Classroom
Colleges for Writing
Technology for Teaching
Create a materials list and add to this as you write your procedure so that you know exactly what you will
need including A/V equipment, number of copies, page numbers from books, etc.
Determine how you will introduce the lesson. For example, will you use a simple oral explanation for the
lesson, an introductory worksheet, or an interactivity of some sort.
Decide the method(s) you will use to teach the content of your lesson. For example, does it lend itself to
independent reading, lecture, or whole group discussion? Sometimes it is best to use a combination of these
methods, varying teaching techniques: beginning with a couple minutes of lecture, followed by a short whole
group discussion to ensure that the students understand what you have taught them.
Once you have determined how you will teach the content of the lesson, write out supporting information in
your notes.
Determine how you will have the students practice the skill/information you just taught them. For example, if
you have taught them about the laws of supply and demand in economics, how you will have them practice this
information to truly gain an understanding of the material. Will you have them complete independent practice,
use a whole group simulation, or allow students to work cooperatively on a project? These are just three
possibilities of how you can have them practice the information.
Ads
Math problems?
brainly.ph
Let us help you It is free
Your last memories
www.truewills.com
2. For your will or confessions and for any eventuality
Once you determine how students will practice the skills that you taught them, write out step by step
instructions.
Create an end of period review.
Complete details for any homework or assessments that you will be giving the students.
Decide on any accommodations you need to make for your class including accommodations for ESL and
special education.
Once you have completed your lesson plan, finish out the details including creating the assessments,
homework assignments, and any handouts.
Finally, make copies and collect materials for the lesson.
Tips:
Some teachers find that by writing the assessment first, they are better able to focus their lesson on what is
essential.
Try not to always rely solely on your textbook for lessons. At the same time make sure that you evaluate any
other source you might use like other books, teachers, written resources, and internet web pages.
Some school districts require standards to be listed on the lesson plans while others don't. Make sure that you
check with your school district.
Overplan, overplan, overplan. It is much easier to cut things out of a plan or continue it the next day than fill
up fifteen or twenty extra minutes.
If possible, connect homework to real life. This will help reinforce what the students should be learning.
Teaching English, like teaching any subject, requires lesson plans. Many books and curricula provide advice on
teaching English learning materials presented. However, most ESL teachers like to mix up there lesson plans by
including their own lesson plans. Sometimes, teachers are required to create their own lesson plans when
teaching ESL or EFL at international institutions that are scattered throughout the world. In order to help
teachers starting out, I've created a simple template to ESL lesson plans which can you can start with as you
begin to write your own ESL lesson plans for your classes.
Ads
Esl activities worksheets
www.esl-library.com/Worksheets
Exercises, Lesson Plans, Flashcards Ready To Print Materials, Join Now!
Compare Student Insurance
www.studyinsured.com
International student insurance - health & travel insurance in Canada
Learn languages free
busuu.com
Learn languages online and completely for free!
Advanced English Test
Practice English Speaking
Teaching Program
ESL Advanced Speaking
English Learning Center
3. There are many different approaches to teaching English. However, most of these plans tend to follow this
standard lesson plan format.
Warm-up - Use a warm up to get the brain thinking in the right direction.
Presentation - The presentation focus on the learning objectives for the lesson.
Controlled practice - Controlled practice allows for close observation that the learning objectives are
understood.
Free practice - Free practice allows students to "take control" of their own language learning.
Feedback - During the free practice section, take note of common mistakes. Use feedback to help everyone,
rather than focus on individual students.
This lesson plan format is popular for many reasons including:
Students have a number of chances to learn a concept through various means
Students have plenty of time to practice
Teachers can give detailed instruction, or students can deduce structures and learning points through practice
The standard lesson plan format provides structure
It provides for variation over the course of 60 - 90 minutes
This lesson plan format moves from teacher centered to student centered learning
Ads
Beautiful Apartments
www.ayosdito.ph/apartments
Great Deals on Apartment near you. Hurry & visit AyosDito.ph today!
Free IT Training
free-online-training-courses.com
Improve Your Computer Skills, Sign Up Now For Free Online Courses
Variations on the Lesson Plan Format Theme
In order to keep this standard lesson plan format from becoming boring, it is important to remember that there
are a number of variations that can be applied within the various segments of the lesson plan format.
Warm-up
Students might arrive late, tired, stressed or otherwise distracted to class. In order to get their attention, it's best
to open with a warm-up activity. The warm-up can be as simple as telling a short story or asking students
questions. The warm-up can also be a more thought-out activity such as playing a song in the background, or
drawing an elaborate picture on the board. While it's fine to start a lesson with a simple "How are you", it's much
better to tie your warm-up into the theme of the lesson.
Presentation
The presentation can take a variety of forms:
Reading selection
Soliciting students' knowledge about a specific point
Teacher centered explanation
Listening selection
4. Short video
Student presentation
The presentation should include the main "meat" of the lesson. For example: If you are working on phrasal
verbs, make the presentation by providing a short reading extract peppered with phrasal verbs.
Controlled practice
The controlled practice section of the lesson provides students direct feedback on their comprehension of the
task at hand. Generally, controlled practice involves some type of exercise. Remember that an exercise doesn't
necessarily mean dry, rote exercises, although these can be used as well. Controlled practice should help the
student focus on the main task and provide them with feedback - either by the teacher or other students.
Free practice
Free practice integrates the focus structure / vocabulary / functional language into students' overall language use.
Free practice exercises often encourage students to use the target language structures in:
Small group discussions
Written work (paragraphs and essays)
Longer listening comprehension practice
Games
The most important aspect of free practice is that students should be encouraged to integrate language learned
into larger structures. This requires more of a "stand-off" approach to teaching. It's often useful to circulate
around the room and take notes on common mistakes. In other words, students should be allowed to make more
mistakes during this part of the lesson.
Feedback
Feedback allows students to check their understanding of the lesson's topic. Feedback can be done quickly at the
end of class by asking students questions about the target structures. Another approach is to have students
discuss the target structures in small groups, once again giving students the chance to improve their
understanding on their own.
Lesson Plan Format: A Final Word
In general, I think it is important to use this lesson plan format to facilitate students' English learning on their
own. The more opportunity for student centered learning, the more students acquire language skills for
themselves.
5. A Semi- Detailed Lesson Plan in English IVI. ObjectivesAt the end of the lesson, the students should be able to;
A. give the meaning of idioms found in the text and
B. use it in sentence
C. specify statements in the text that tells how one can cope with crisis
D. write a paragraph telling about a crisis they experience and how they cope with the problem
II. Subject Matter
A.Focus: Coping with Crisis by Ann Landers
B.Materials: copy of the essay ³Coping with Crisis´ by Ann Landers, manila paper
C.Skill: reading, writing
III. Procedure
A.Pre- reading
1. MotivationWhat are the problems you have encountered and what did you do to solve it?
2. Vocabulary DevelopmentThe students will give the meaning of the idioms in the sentences below from
thecontextual clues given.
a. She was told that the food that was burnt to a crisp couldnt possibly be undone so it was useless
crying over spilled milk.
b.His doctor said he had only a year to live, so he decided to drain the cup to the dregs.
c.Keeping sorrow locked up inside his heart was very unhealthy. He must let go of his grief
or be broken down by stress.
d. For many years, she blamed herself for her husband's heart attack. She should realize her family has had
enough of this breast-beating.
e.He has had many upsets in all these yaers, but he successfully overcame them;expectedly, he will soon
touch the stars.After knowing the meaning, the students will use the idioms in sentence.
B.During- reading
1. The teacher will distribute the copy to the students. The students will read the essay
6. A Semi- Detailed Lesson Plan in English IVI. ObjectivesAt the end of the lesson, the students should be able to;
A. give the meaning of idioms found in the text and
B. use it in sentence
C. specify statements in the text that tells how one can cope with crisis
D. write a paragraph telling about a crisis they experience and how they cope with the problem
II. Subject Matter
A.Focus: Coping with Crisis by Ann Landers
B.Materials: copy of the essay ³Coping with Crisis´ by Ann Landers, manila paper
C.Skill: reading, writing
III. Procedure
A.Pre- reading
1. MotivationWhat are the problems you have encountered and what did you do to solve it?
2. Vocabulary DevelopmentThe students will give the meaning of the idioms in the sentences below from
thecontextual clues given.
a. She was told that the food that was burnt to a crisp couldnt possibly be undone so it was useless
crying over spilled milk.
b.His doctor said he had only a year to live, so he decided to drain the cup to the dregs.
c.Keeping sorrow locked up inside his heart was very unhealthy. He must let go of his grief
or be broken down by stress.
d. For many years, she blamed herself for her husband's heart attack. She should realize her family has had
enough of this breast-beating.
e.He has had many upsets in all these yaers, but he successfully overcame them;expectedly, he will soon
touch the stars.After knowing the meaning, the students will use the idioms in sentence.
B.During- reading
1. The teacher will distribute the copy to the students. The students will read the essay