Educational Technology Webquest
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This webquest document outlines a lesson plan for teaching grade 5 students about resources. The lesson will begin with a poem recitation and discussion to introduce the topic. Students will then define resources and differentiate between human and physical resources by presenting speeches. An interactive activity will have students categorize word cards under headings of human, natural, and physical resources. To conclude, students will write a paragraph about the importance of resources and share their responses.
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1. Warm-up activities are used to energize or calm students and prepare them for learning. Some examples provided include the 5 minute interview, questioning games, and movement activities.
2. Lead-in activities are used to introduce new vocabulary or concepts. Suggestions involve using word clouds, matching words and photos, and brainstorming ideas in groups.
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GuidedGuided ResponseIn addition to responding to your instru.docx
Guided
Guided Response:
In addition to responding to your instructor’s comments and questions, respond to at least two of your peers. Ask questions to push your classmates to be more specific about their literacy planning.
Compare your routines to theirs. How are they similar? How are they different?
My work :
Routines for Literacy Learning ( so
Compare my routines to theirs. How are they similar? How are they different?)
Broad Instructional Goals:
Ø
To develop an interest and make sense of printed material
Ø
To learn letter to sound correspondence
Ø
To read words and identify sounds that makes words
Ø
Participate in a shared reading of the story,
The Gingerbread Man
Four Block Lesson Plan:
First Block:
Self-Selected Reading
Second Block:
Guided Reading
Third Block:
Working With Words
Fourth Block:
Writing
Time: 15Minutes
Time: 20 Minutes
Time: 25Minutes
Time: 30 Minutes
On the first lesson of self-selected reading, each pupil will try to study the tale “The Gingerbread Man”. They will study it for the primary 15 minutes. I will then permit them to respond to the events inside the tale and inspire them to chine in
I will then examine the tale once more loud to the whole class can even encourage the students to examine alongside me. I will then put up prepared sentence strips in a pocket chart. I might then examine the story through pointing to each word. I could tell them to pick out their preferred words and write them on a separate sheet
I will overview the story on the 0.33 time and ask the students to select their best preferred phrases from the tale. I will difficulty each with a marker(black) to jot down each word separate on paper I will tell them to attract interest on each word while writing’s will also take the scholars to a computer lab for them to do an online project of matching the begging letter sounds at the lowest of the laptop.
I will then allow the students to use the brand new discovered words to create a web story by means of operating on computers. They will then put up their work online
I will also make the students to also read Mustapha, M., & Maldonado-Colon, E. (2011). Whole-to-part phonics instruction: Building on what children know to help them know more.
The Reading Teacher
,
41
, 328–338
References
Alexander, G.J. (2011).
The Lesson Plan
. Hoodoo Mysteries.
Bowen, W. G., & McPherson, M. S. (2016).
Lesson Plan: An agenda for change in American higher education
.
By:
Ste By: Winscher
Goal:
Make students more aware of word meaning.
Option 1:
Select a grade level and create a Four Blocks lesson plan. Make sure to include all four blocks as identified on pp. 50-51. Design the Four Blocks around a specific text and/or topic.
The chart I have created is specified for my 4
th
grade English class particularly for my vocabulary/reading portion of class. The following are the 4 topics used in the four-block lesson plan:
Self
‐
selected
reading.
Guided
reading.
Working
with words.
Writi ...
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The document describes language learning resources used at a private bilingual school for second grade students. It outlines three tasks to help students improve their English skills in writing, reading comprehension, and speaking. The writing task has students write a letter describing an animal they found that needs a home. The reading task involves answering questions about a text on a veterinarian's work. For the speaking task, students research an animal and present information about it to the class with a poster. The results of these tasks were excellent, especially for speaking, with parental help.
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This document discusses organizing literacy instruction using thematic units and considerations for organizing the classroom. It begins by explaining that thematic units can motivate students by tapping into their natural curiosity around a topic. This provides direction for teachers in planning related lessons across subjects. The document then discusses steps for developing thematic units, including choosing a topic, gathering materials, assessing learning, and creating guiding questions. It provides examples of how to organize the classroom to support literacy, such as designating spaces for whole group, independent, and small group work. The key takeaways are that thematic units can integrate content areas while building background knowledge and that classroom organization should allow for various learning activities.
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Warm ups
This document discusses various warm-up activities and lead-in activities that can be used in the classroom:
1. Warm-up activities are used to energize or calm students and prepare them for learning. Some examples provided include the 5 minute interview, questioning games, and movement activities.
2. Lead-in activities are used to introduce new vocabulary or concepts. Suggestions involve using word clouds, matching words and photos, and brainstorming ideas in groups.
3. When resources are limited, alternative minimal resource activities can engage students through games involving vocabulary, speaking, and creative tasks.
4. Using games in the classroom is beneficial as they make learning enjoyable and provide authentic contexts for
activity
The lesson plan is for a grade 9 natural sciences class and focuses on the topic of energy and change, specifically series and parallel circuits. It will take place on September 13, 2017 from 09:15-10:00 am in the grade 12 science lab blocks. The lesson aims to teach students to differentiate between series and parallel circuits, draw models of each, and calculate effective resistance. To begin, the teacher will ask students about how electric bulbs in homes are connected to test their prior knowledge of series vs parallel circuits. New content will be introduced through explanation, drawing circuit diagrams, and working example problems. Students will participate by taking notes, drawing diagrams, and solving problems. The lesson will conclude with a question and answer session
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The document describes a lesson plan created by Shamin Wasim Khan for teaching 1st grade students about nouns, proper nouns, and common nouns. The lesson plan uses questioning techniques and the 5E instructional model (engage, explore, explain, elaborate, evaluate). Students will work in groups to sort pictures into boxes labeled "proper noun" and "common noun." They will then share their sorting with the class and individually write examples on the whiteboard. The goal is for students to understand that common nouns refer generally to people, places, or things, while proper nouns specifically name a person, place, or thing.
GuidedGuided ResponseIn addition to responding to your instru.docx
Guided
Guided Response:
In addition to responding to your instructor’s comments and questions, respond to at least two of your peers. Ask questions to push your classmates to be more specific about their literacy planning.
Compare your routines to theirs. How are they similar? How are they different?
My work :
Routines for Literacy Learning ( so
Compare my routines to theirs. How are they similar? How are they different?)
Broad Instructional Goals:
Ø
To develop an interest and make sense of printed material
Ø
To learn letter to sound correspondence
Ø
To read words and identify sounds that makes words
Ø
Participate in a shared reading of the story,
The Gingerbread Man
Four Block Lesson Plan:
First Block:
Self-Selected Reading
Second Block:
Guided Reading
Third Block:
Working With Words
Fourth Block:
Writing
Time: 15Minutes
Time: 20 Minutes
Time: 25Minutes
Time: 30 Minutes
On the first lesson of self-selected reading, each pupil will try to study the tale “The Gingerbread Man”. They will study it for the primary 15 minutes. I will then permit them to respond to the events inside the tale and inspire them to chine in
I will then examine the tale once more loud to the whole class can even encourage the students to examine alongside me. I will then put up prepared sentence strips in a pocket chart. I might then examine the story through pointing to each word. I could tell them to pick out their preferred words and write them on a separate sheet
I will overview the story on the 0.33 time and ask the students to select their best preferred phrases from the tale. I will difficulty each with a marker(black) to jot down each word separate on paper I will tell them to attract interest on each word while writing’s will also take the scholars to a computer lab for them to do an online project of matching the begging letter sounds at the lowest of the laptop.
I will then allow the students to use the brand new discovered words to create a web story by means of operating on computers. They will then put up their work online
I will also make the students to also read Mustapha, M., & Maldonado-Colon, E. (2011). Whole-to-part phonics instruction: Building on what children know to help them know more.
The Reading Teacher
,
41
, 328–338
References
Alexander, G.J. (2011).
The Lesson Plan
. Hoodoo Mysteries.
Bowen, W. G., & McPherson, M. S. (2016).
Lesson Plan: An agenda for change in American higher education
.
By:
Ste By: Winscher
Goal:
Make students more aware of word meaning.
Option 1:
Select a grade level and create a Four Blocks lesson plan. Make sure to include all four blocks as identified on pp. 50-51. Design the Four Blocks around a specific text and/or topic.
The chart I have created is specified for my 4
th
grade English class particularly for my vocabulary/reading portion of class. The following are the 4 topics used in the four-block lesson plan:
Self
‐
selected
reading.
Guided
reading.
Working
with words.
Writi ...
Innovative lesson plan
The document outlines an innovative English lesson plan about the short story "The Resignation" by Munshi Premchand. The plan involves using audiovisual aids and classroom activities to help students understand the story, which depicts the mistreatment of a clerk named Lala Fatehchand by his employer. Students will read the story individually and in groups, discuss difficult vocabulary, and answer questions about the plot and Fatehchand's character. They will also complete a writing assignment by composing profiles of Munshi Premchand and speeches about the dignity of labor. The goal is for students to critically analyze issues of human resource development and cultivate proper attitudes and skills.
Rajini
This document provides details of an innovative English lesson plan for 9th grade students focusing on the short story "The Resignation" by Munshi Premchand. The summary includes:
1) Background information on the lesson such as student and supervising teacher names, subject, unit name, time allotted, and issues addressed.
2) An overview of the content which is the story depicting the mistreatment of a clerk named Lala Fatehchand by his employer.
3) The classroom activities include introducing new vocabulary, discussing human resource development issues, analyzing the story, and writing a profile of Munshi Premchand.
App7 rathores 1
1) The document discusses strategies for creating a literate classroom environment, including getting to know students, assessing their reading levels, exposing them to print, reading aloud, and selecting materials based on student interests.
2) Examples are provided of selecting engaging texts at different levels, including considering factors like readability, length, visual support, and structure. Online texts and interactive lessons are also discussed.
3) Strategies are outlined for promoting interactive, critical, and response perspectives in literacy instruction, such as guided reading, book talks, and journal writing. Sample lesson plans integrating these perspectives are described.
Pascual tpd. secondary. lesson 4. passed
This document provides a lesson plan for an English class focusing on animals and their habitats. The plan outlines the aims of the lesson to revise grammar structures and vocabulary related to animals, and to develop reading, listening, speaking and writing skills. It includes a variety of activities such as reading a text and story in groups, asking and answering questions, and writing riddles. The plan assesses comprehension and provides structure to engage students through different phases including an opening routine, presentation, development activities, and closing activity.
Writing Strategies for Students with Learning Disabilities
The document introduces Marilú Acosta Vélez, an English teacher of 24 years who teaches at Miradero II Elementary School in Puerto Rico. She has a bachelor's degree in English with a minor in education and a master's degree in education. She teaches English to 4th, 5th and 6th grade students and integrates technology into her lessons. Her teaching philosophy draws from various approaches including essentialism, progressivism, humanism and constructivism. She provides strategies for teaching writing to students with disabilities, such as using visual outlines, shorter lesson segments, and computers for drafting.
First Narrative
The student teacher observed their first English lesson at School No. 4. The lesson focused on children's rights and had students write sentences expressing their rights using vocabulary provided. The teacher emphasized developing identity and used technology like blogs to promote collaboration and respect. Technology was integrated in a later lesson by having students complete sentences about rights using netbooks, with the teacher highlighting the Argentine origin of the software.
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- 3. This webquest is to teach students about resources. My reason for using the webquest is when a teacher uses it instead of regular teaching. This is a way of introducing technology in the classroom to enhance learning more interesting. The webquest is created for a grade five, catering to the different learning styles. This lesson is very interactive and interesting. Relax and enjoy the lesson for the day.
- 5. Define what are resources in at least one sentence. Differentiate between human - physical resources in at least two sentences. Accurately identify human, natural, - man- made resources. Express why resources are important in one sentence.
- 7. The teacher will introduce the lesson by reciting a poem entitle “Resources”. The teacher will issue out the handout with poem to the student and they will share it in pairs. The teacher and students will recite the poem together. After reciting the poem the teacher will ask the students what they think the topic for the day will be. The teacher will write the responds on the board. Teacher and students will go through the responds together to find out the closes answer to the topic and eliminate those that are not. The teacher will then tell the students the topic for the day is “Resources”. The teacher will ask the students what they think resources are in one sentence in their own words. The teacher will write the responds on the board. The teacher will then place a chart with the definition of resources. The teacher will read the definition to the student then the students will read the definition together. The teacher will compare the student’s answers with the definition they have and discuss if they are the same or not.
- 8. The teacher will ask two students to volunteer to come to the front of the class. The teacher will give both students a paper to read from pretending that one is the prime minister and the other the opposition leader. Both students will read about the two types of resources (human and physical). After the students have presented the speech, the teacher will ask the students to differentiate between human and physical resources in at least two sentences. The teacher will write the responds on the board. The teacher and students will have a discussion on the responds given and eliminate those that are not correct.
- 9. The teacher will place on interactive chart on the board entitle human, natural and physical resources. The teacher will place the class into three large groups. Each group will be given some word cards to analyze for two minutes that is to be place on the interactive chart. Each group will be asked to place the word cards under the appropriate heading on the chart. After teacher and students will discuss the answers and misconception will be cleared up.
- 10. Students will be given five minutes to write a short paragraph why they think resources are important. Teacher will volunteer students to read and express what they have written. Teacher and students will discuss on what each student have written and misconception will be cleared up.
- 12. A resource is: A. A place from which we get water. B. A machine that is used to make work easier. C. A piece of flat land. D. Materials that we make use of to satisfy our needs
- 15. Physical resources can be divided into two categories: A. Natural and Man-made B. Land and products C. Human and Natural D. Human and Man-made
- 18. Mr. Joseph is a farmer. He plants a variety of crops on his land. Which type of resource would the crops is classified under? A. People B. Man-made C. Natural D. Climate
- 21. The main source of heat and light for everything on earth is the sun. What type of resource is the sun? A. Natural B. Products C. Man-made D. Human
- 24. Ms. Roper is the Computer Science Teacher. Which word would apply to the work she does? A. Astrology B. Resource C. Technology D. Agricultural
- 29. You all have completed your lesson on resources today. You all were able to define what are resources in at least one sentence, differentiate between human and physical resources, accurately identify human, natural, and man-made resources and express why resources are important.