English webquest
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This document outlines a lesson plan where students will read and analyze characters from the play A Raisin in the Sun by Lorraine Hansberry. Students will break into small groups to discuss the characters after individually reading the play. Each student will then write a 500 word essay analyzing a character and present their analysis in a group powerpoint presentation to the class, who will discuss each character analysis. The teacher will review MLA format and essay writing techniques before students draft and peer review their essays. Students will use databases to research their characters and will present and discuss their differing perspectives on the play's characters.
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English webquest
Students will read A Raisin in the Sun and analyze characters by writing 500-word essays using MLA format. They will discuss characters in small groups and each choose a different character to focus on. After drafting and peer reviewing essays, students will present their analyses in PowerPoint presentations. The class will discuss each character analysis and the teacher will summarize perspectives on the play's characters. The project aims to develop students' critical analysis, writing, and communication skills.
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This 3-day lesson plan teaches 11th grade students about rhyme schemes through analyzing Edgar Allan Poe's poem "The Raven." Students will review Poe's background, learn vocabulary, and read the poem. They will then work in groups to identify and chart the rhyme schemes in their assigned stanzas. Formative assessments include vocabulary definitions, study guides, and group charts, while discussions allow students to share their analysis. The goal is for students to understand how rhyme schemes are used and have a deeper comprehension of the poem.
Communicative Reading Activities
This document discusses using a communicative approach for reading activities. It describes communicative language teaching as emphasizing interaction, authentic texts, focusing on the learning process, linking personal experiences to learning, and connecting classroom learning to outside activities. It provides examples of pre-reading, while-reading, and post-reading activities that engage students in communication, such as think-pair-share, surveys, jigsaw reading, cut-up texts, role play, and games. The goal is to increase student talk time, develop functional language skills, and foster team building through interactive reading exercises.
Lesson Plan
This lesson plan aims to have high school students analyze character interactions in the novel Chanda's Secrets through a RAFT writing activity and reflective essay. Students will choose a role, audience, format, and topic, then produce a creative writing piece that combines their choices while citing examples from the text. They will also write a reflective essay justifying their creative decisions. The plan provides instructional methods including direct instruction, modeling, guided practice, and independent practice to scaffold the activity. It also includes a rubric to assess student work.
EFL Practice
This document outlines an English lesson plan about reading comprehension and analyzing short stories. The lesson has three parts: 1) Activating prior knowledge about plot and character analysis, 2) Having students read and answer questions about the short story "The Story of an Hour" by Kate Chopin, 3) Working in pairs to discuss characters and their behaviors in the story. For homework, students will create an alternate ending and share it in the next class. The lesson aims to teach students how to infer plot structure, comprehend a reading, and describe characters' personalities.
Mini lesson samples
The document provides samples of 10 mini lessons focusing on different reading comprehension strategies. These strategies include analyzing character traits, comparing characters to oneself, creating plot diagrams, making predictions about texts, questioning the author's intent, and responding to literature beyond just restating plot points. Each mini lesson includes directions for teaching students how to apply the specific reading strategy using examples from novels. The mini lessons were created by Katherine S. McKnight and are intended for classroom use.
Mini lesson samples
The document provides samples of 10 mini lessons focusing on developing reading comprehension skills like character analysis, plot diagramming, making predictions, and questioning texts. Each mini lesson includes directions for an activity and is authored by Katherine S. McKnight and provides permission for classroom use.
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This document provides a template for planning programming Content and Language Integrated Learning (CLIL) units. The template includes sections for defining the learning outcomes, subject content, language content and skills, cognitive processes, activities, methodology, and evaluation. The language content section specifies vocabulary, grammar structures, language skills, and discourse types to be practiced. The methodology section addresses class organization, timing, resources, and basic competences. Examples of CLIL units and lessons are also provided.
Recommended
English webquest
Students will read A Raisin in the Sun and analyze characters by writing 500-word essays using MLA format. They will discuss characters in small groups and each choose a different character to focus on. After drafting and peer reviewing essays, students will present their analyses in PowerPoint presentations. The class will discuss each character analysis and the teacher will summarize perspectives on the play's characters. The project aims to develop students' critical analysis, writing, and communication skills.
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This 3-day lesson plan teaches 11th grade students about rhyme schemes through analyzing Edgar Allan Poe's poem "The Raven." Students will review Poe's background, learn vocabulary, and read the poem. They will then work in groups to identify and chart the rhyme schemes in their assigned stanzas. Formative assessments include vocabulary definitions, study guides, and group charts, while discussions allow students to share their analysis. The goal is for students to understand how rhyme schemes are used and have a deeper comprehension of the poem.
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This document discusses using a communicative approach for reading activities. It describes communicative language teaching as emphasizing interaction, authentic texts, focusing on the learning process, linking personal experiences to learning, and connecting classroom learning to outside activities. It provides examples of pre-reading, while-reading, and post-reading activities that engage students in communication, such as think-pair-share, surveys, jigsaw reading, cut-up texts, role play, and games. The goal is to increase student talk time, develop functional language skills, and foster team building through interactive reading exercises.
Lesson Plan
This lesson plan aims to have high school students analyze character interactions in the novel Chanda's Secrets through a RAFT writing activity and reflective essay. Students will choose a role, audience, format, and topic, then produce a creative writing piece that combines their choices while citing examples from the text. They will also write a reflective essay justifying their creative decisions. The plan provides instructional methods including direct instruction, modeling, guided practice, and independent practice to scaffold the activity. It also includes a rubric to assess student work.
EFL Practice
This document outlines an English lesson plan about reading comprehension and analyzing short stories. The lesson has three parts: 1) Activating prior knowledge about plot and character analysis, 2) Having students read and answer questions about the short story "The Story of an Hour" by Kate Chopin, 3) Working in pairs to discuss characters and their behaviors in the story. For homework, students will create an alternate ending and share it in the next class. The lesson aims to teach students how to infer plot structure, comprehend a reading, and describe characters' personalities.
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The document provides samples of 10 mini lessons focusing on different reading comprehension strategies. These strategies include analyzing character traits, comparing characters to oneself, creating plot diagrams, making predictions about texts, questioning the author's intent, and responding to literature beyond just restating plot points. Each mini lesson includes directions for teaching students how to apply the specific reading strategy using examples from novels. The mini lessons were created by Katherine S. McKnight and are intended for classroom use.
Mini lesson samples
The document provides samples of 10 mini lessons focusing on developing reading comprehension skills like character analysis, plot diagramming, making predictions, and questioning texts. Each mini lesson includes directions for an activity and is authored by Katherine S. McKnight and provides permission for classroom use.
Programming a clil unit
This document provides a template for planning programming Content and Language Integrated Learning (CLIL) units. The template includes sections for defining the learning outcomes, subject content, language content and skills, cognitive processes, activities, methodology, and evaluation. The language content section specifies vocabulary, grammar structures, language skills, and discourse types to be practiced. The methodology section addresses class organization, timing, resources, and basic competences. Examples of CLIL units and lessons are also provided.
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This document discusses making reading more communicative in language classes. It defines communicative language teaching and describes several pre-, during, and post-reading activities that integrate the four language skills. These include information transfer activities, opinion sharing, debates, role plays based on texts, and discussions about what was read. The goal is to make reading purposeful and engage students in meaningful interaction through and about texts.
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La Unión Europea ha acordado un embargo petrolero contra Rusia en respuesta a la invasión de Ucrania. El embargo prohibirá las importaciones marítimas de petróleo ruso a la UE y pondrá fin a las entregas a través de oleoductos dentro de seis meses. Esta medida forma parte de un sexto paquete de sanciones de la UE destinadas a aumentar la presión económica sobre el gobierno de Putin.
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Capitulo 14
La Unión Europea ha acordado un embargo petrolero contra Rusia en respuesta a la invasión de Ucrania. El embargo forma parte de un sexto paquete de sanciones y privará a Rusia de miles de millones de euros. Sin embargo, Hungría, Eslovaquia y la República Checa recibirán exenciones temporales debido a su dependencia del petróleo ruso.
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Capitulo 18
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Capitulo 16
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This document provides a 10-day calendar for a dystopian literature unit plan. Each day focuses on a different aspect of studying dystopian texts through literature circles. Students will be divided into literature circles based on their preferences of assigned dystopian books. Throughout the unit, students will participate in literature circle roles and discussions, lessons on philosophical concepts in the texts, debates, and a final group presentation on their assigned book. The goal is for students to gain an understanding of dystopian literature and analyze how the books relate to political concepts and issues.
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This document outlines a literature circle unit on fantasy novels for a 5th grade class. Students will be divided into small groups to read novels on different reading levels. Each group will have roles such as vocab visionary and discussion director. As a group, they will discuss vocabulary, summaries, and connections between the stories and real life. Daily lessons will build literacy skills. Assessment includes role logs, classwork, and a final group book report project. The goal is for students to practice skills through interest-based reading and discussion.
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La Unión Europea ha acordado un embargo petrolero contra Rusia en respuesta a la invasión de Ucrania. El embargo prohibirá las importaciones marítimas de petróleo ruso a la UE y pondrá fin a las entregas a través de oleoductos dentro de seis meses. Esta medida forma parte de un sexto paquete de sanciones de la UE destinadas a aumentar la presión económica sobre el gobierno de Putin.
Acb 2
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Capitulo 14
La Unión Europea ha acordado un embargo petrolero contra Rusia en respuesta a la invasión de Ucrania. El embargo forma parte de un sexto paquete de sanciones y privará a Rusia de miles de millones de euros. Sin embargo, Hungría, Eslovaquia y la República Checa recibirán exenciones temporales debido a su dependencia del petróleo ruso.
Proyecto1 090 012013
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La Unión Europea ha propuesto un nuevo paquete de sanciones contra Rusia que incluye un embargo al petróleo. El embargo prohibiría la importación de petróleo ruso a la UE y también impediría el acceso de buques rusos a puertos europeos. Sin embargo, Hungría se opone firmemente al embargo al petróleo y amenaza con vetar cualquier propuesta de sanciones de la UE a menos que se le concedan exenciones.
Capitulo 16
La Unión Europea ha propuesto un nuevo paquete de sanciones contra Rusia que incluye un embargo al petróleo. El embargo prohibiría las importaciones de petróleo ruso por mar y por oleoducto, aunque se concederían exenciones temporales a Hungría y Eslovaquia. El objetivo es aumentar la presión económica sobre Rusia para que ponga fin a su invasión de Ucrania.
Beyond poetry
The document discusses how technology can be integrated into poetry lessons to allow students to explore diverse forms of poetic expression beyond traditional text-based poems. It suggests students can create visual poems using tools like word processing software and art, gain experience with writing processes through technology, and that teachers can incorporate creativity into lessons through multi-modal texts and different media like visual art.
Bungalow architecture
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Mass and energy
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The atom and rutherford experiment
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Photon and energy levels
1. The document discusses the discovery of electrons and their behavior when accelerated by electric and magnetic fields, defining the electronvolt unit of energy.
2. Different gases emit different colored light due to their unique line emission spectra, which results from electrons dropping between distinct energy levels in atoms.
3. Photons are massless particles that carry electromagnetic energy in quantized amounts depending on their frequency or wavelength.
Photoelectric effect
- The document discusses the photoelectric effect where ultraviolet (UV) light causes a zinc plate to emit electrons called photoelectrons.
- It describes several experiments where changing the intensity and frequency of the UV light impacts the number and kinetic energy of the emitted photoelectrons.
- Key concepts explained include the work function, which is the minimum energy needed to remove an electron from a metal, and how it differs for different metals. The threshold frequency is the minimum frequency needed to cause photoemission for a given metal.
Classifying particles
The document discusses the classification and properties of fundamental particles. It explains that particles can be classified into three main categories: hadrons, which are made up of quarks; leptons, which are elementary particles not made of smaller particles; and quarks, which combine to form hadrons. The document also discusses the properties of quarks, including their relative charge, baryon number, and strangeness. It provides examples of how conservation laws, such as charge conservation, must be satisfied in particle interactions and decays.
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Energy levels and absorption spectra
1) Atoms have discrete energy levels that electrons can occupy. Electrons prefer the lowest energy level.
2) Excitation energy is the energy needed for an electron to jump to a higher energy level when absorbing a photon. Ionization energy is the energy needed for an electron to escape the atom.
3) Hydrogen emission spectra occur when electrons fall from excited states and emit photons of characteristic wavelengths, such as the Balmer series in visible light. Absorption spectra show dark lines where light is absorbed by electrons jumping to excited states.
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For this assignment, use the Topic 3 Case Study to complete the following: Create a student course experience questionnaire Professor Provoker can use to evaluate her course curriculum and teaching performance. The questionnaire should be a Likert type of scale and short answer essay questions that students will complete anonymously. Using the assigned textbook readings to assist you, in the space provided below, provide the following in the Likert scale questionnaire:
· Explain the purpose of the questionnaire.
· 10 prompts about the course that will provide enough information for Professor Provoker to know if her curriculum, assessments, teaching methods, and classroom environment benefitted her students.
· Two short-answer essay questions asking students to reflect on their learning experience.
Likert Scale Questionnaire:
Purpose of the questionnaire:
10 prompts about the course:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
2 Short-answer Essay Questions:
1.
2.
SOC-520
Topic 3 Case Study
Professor Paula Provoker loved to elicit emotional reactions from students to get them involved in sociological topics. She felt strongly that once students emotionally connect to a topic, learning accelerates. Soon after evaluating the data from the mid-term exam, Professor Provoker was pleased with the assessment data she had collected: 80% of her 30 students were mastering the concepts of the course so far.
The topic of the current week is civil disorder—more particularly, urban rioting. Wanting to show the history of civil disorder, and evoke student involvement, she decides to build the week around the showing and discussion of a film about the violent riots involving the police and demonstrators in Chicago during the 1968 Democratic Convention. After writing the learning objectives for that week on her white board, she explains the topic for the week and what students will be doing in class. She notices many students are excited about the topic.
Before each segment of the video, Professor Provoker provides historical context in a brief 5-minute lecture and has students go over sections 2 and 5 in the textbook, Our Social World, along with her as she reads. Next, she hands out worksheets for students to complete as they watch each video segment. The worksheets contain space for six short answers to the questions where students are asked to analyze, explain, and compare/contrast. After each segment of the video presentation is complet.
edTPA LP 1
This lesson plan is for a 9th grade Honors English class where students will analyze two articles and develop a central idea for one of the articles. The lesson goals are for students to analyze the articles, develop a central idea supported by evidence, analyze writing strategies, and create an organizer. Students will read one article silently, discuss possible central ideas and strategies in groups, and create an organizer. The instructor will provide guidance and answer questions. Students will be assessed based on their participation in class activities and their written central idea essay in the next lesson. The lesson is designed to provide practice for a future assessment based on social cognitive theory of learning from peers.
Practice Formal Lesson Reading (government cont.)
The lesson plan aims to teach 4th grade students how to make inferences when reading texts. Students will use a graphic organizer and engage in group discussions to combine their background knowledge with details from an article about political parties to draw inferences. The lesson begins with an opener to activate prior knowledge. Students will then read the article individually and in groups, noting details. They will use their graphic organizers to make at least two inferences with a partner. The lesson supports all learners through modeling, scaffolding, and differentiated discussions and assessments.
Lesson Plan 2 - Building Background Knowledge
This lesson plan aims to help students build background knowledge about viewpoints on segregation and racism during the Civil Rights Movement. Students will participate in a jigsaw activity where they read excerpts from texts representing different perspectives from the era. They will analyze the viewpoints and complete graphic organizers as they read individually. Then, students will discuss their texts in small groups, summarizing and comparing viewpoints. The teacher will assess students' reading comprehension, discussion skills, and analysis of perspectives through their graphic organizers, small group work, and whole class discussion.
My Spelling Book
This document outlines a lesson plan for 3rd grade students to create a storybook using past spelling words. Students will be put into groups of 3 and each create 3 pages of the storybook using at least 1 spelling word per page. They will collaborate on the storyline and a final concluding page. The students will write out their pages by hand first, then use a computer program to add illustrations and publish the full storybook online.
compare - contrast P1 essay
This document provides instructions for a class assignment to write a 6 paragraph compare-contrast essay on two selected movie genres. Students must choose between comparing drama-comedy films or musical-based films, research the genres, view related movies, and submit a 600-1000 word essay by September 19th following APA style guidelines. The essay will be graded based on its organization, structure, content, style, and overall presentation.
Reading and writing with fanfiction web
This document outlines a lesson plan for using fanfiction to teach reading and writing skills. The plan involves students reading fanfiction examples, writing their own one-page fanfiction stories based on media they enjoy, and providing peer feedback through beta reading. Students then apply these skills by writing a one-page fanfiction response to a novel read in class. The objectives are to introduce fanfiction concepts, improve literacy through fanfiction activities, and apply skills to a class text.
Elementary comprehension and analysis
This document outlines an agenda for a professional development workshop on comprehension and analysis of text in a foreign language. The workshop focuses on comprehension strategies, conceptualizing the reading process, and distinguishing abilities like deriving meaning and metacognition. It includes objectives, presentations on topics like the metacognitive view, making text connections, and text complexity. Group activities are also outlined to practice skills like comparing texts and choosing relevant information.
Reading and Writing with Fanfiction
This document outlines a lesson plan for using fanfiction to teach reading and writing skills to ESL students. The plan involves students reading examples of fanfiction, writing their own one-page fanfiction stories, reviewing peers' stories as beta readers, revising based on feedback, and writing additional fanfiction responses based on an assigned novel. The goals are for students to learn about the fanfiction process, improve literacy skills through creative writing and peer review, and apply these skills to analyzing and responding to literature.
Professional Development Project- study group
This document outlines the agenda and materials for a professional development study group about digital literacy. The study group will include a prezi presentation on digital literacy, readings from articles on embracing digital texts, philosophical chairs to debate replacing traditional texts, group readings with discussion, and a feedback survey. Teachers will learn about the importance of technology and digital literacy for 21st century skills and see classroom website examples.
Reading and Writing with Fanfiction
This document provides teaching materials for a lesson plan using fanfiction to teach reading and writing skills to ESL students. The lesson involves students reading examples of fanfiction, writing their own one-page fanfiction stories based on media they are familiar with, and reviewing each other's stories as "beta readers". Students then read a class novel and write a one-page fanfiction response to it, which they also beta read for each other. The goal is to improve students' reading, writing, and peer review skills through an engaging activity about fanfiction.
ENGLISH 2 - ASSIGNMENT BRIEF #1
This document outlines an assignment for a compare/contrast essay on selected movie genres for an English class. Students must choose between comparing James Bond films or horror/thriller films, research the genre, and write a 6 paragraph 600-1000 word essay comparing or contrasting two movies of the chosen genre. The essay is due as a digital submission by December 5th and will be graded based on formatting, structure, content, style, and presentation.
Lesson planning for technology
The lesson plan is for a small group of special education students focusing on author's point of view. Over several days, students will analyze point of view in stories, create their own stories from different character perspectives using technology, and present their stories for peer review. The teacher will assess student understanding through a rubric and survey to inform future lessons.
Digital unit plan template
This digital unit plan is for a 9th grade creative writing unit. The unit goals are for students to develop creative writing skills through short stories, journal entries, and essays. Assessments include a group PowerPoint presentation, online journal entries, and a final creative writing essay. The unit consists of 3 lessons: the first has students collaborating on a story PowerPoint, the second uses an online journaling site, and the third focuses on writing a narrative essay about the future of technology.
Book trailer lesson plan for ds
1) Students will create book trailers using digital storytelling software to practice their summarizing skills. They will summarize key details about books they have read like the title, author, characters, setting, and problem to hook other readers.
2) Students will storyboard their book trailers, then create them using Photostory 3 software by adding images, narration, and music.
3) Completed book trailers will be screened for the class as a reflective activity.
Conventions Plan
This document provides a lesson plan for teaching figurative language using the novel Before We Were Free by Julia Alvarez. The lesson plan is divided into 7 class periods. On the first day, students are introduced to similes and metaphors and divided into groups to find examples in assigned chapters. Each subsequent class involves a group presenting examples to the class. On the final day, students take a quiz and create their own similes/metaphors, which are shared and voted on. The goal is for students to understand and identify similes and metaphors, and use them effectively in their own writing.
Instructional Planning for Poetry Project
This document outlines a week-long instructional plan for a poetry project aimed at developing students' contextual knowledge of a literature's setting prior to reading. Students will research the setting of a novel or short story of their choice and create an "I Poem" using figurative language to describe the setting from the perspective of a character or aspect of the setting. Each student will present their poem on a shared Google Presentation slideshow. The plan provides details on daily activities such as an overview, independent research time, examples of I Poetry, a lesson on figurative language, work time, and a final presentation. Scaffolding techniques such as modeling, guided practice, and independent work are incorporated throughout the week.
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English webquest
- 1. IntroductionCritically Assess a Character from Lorraine Hansberry’s A Raisin in the Sun The project will involve 11th grade students reading A Raisin in the Sun by Lorraine Hansberry, forming into small groups and each writing a five hundred page essay on character analysis, using MLA format for references . The students will then present their differing analyses of each character for class discussion.
- 2. Task Students will first read A Raisin in the Sun individually over a period of two days. After each student has read the play, they will break up into small groups of three to discuss the story and exchange ideas about the characters. Students in each group will then each choose a character to write about. A first draft of the essay will be used for peer review within the group. After the peer review, the students will complete their final draft using MLA format and turn it in for grading purposes. After the final papers are returned, the students within each small group will work together on a power-point presentation in order to show their character theories to the rest of the class. The group will present their power-point to the rest of the class with each individual student explaining their own character analysis. There will be a class discussion regarding each student’s individual thoughts on the character that they analyzed. The instructor will summarize the importance of character analysis.
- 3. Process The teacher will review proper MLA guidelines and essay creation techniques before beginning the project. After reading the play, the students will have broken up into groups in order to discuss and decide which character they will each analyze. This will include the pre-writing stage and a rough draft stage. In groups the students will research their characters via the text-play or any external references (as long as they are properly cited). The students will use computer databases to add additional resources to their essays, such as peer reviewed journals. The students will then draft their essays individually and will conduct a group peer review before turning in their final copy with all of their drafts attached to the instructor for grading. After the papers have been graded, the students will be able to correct any mistakes before presenting their essays. As a group, the students will work on their presentation by using power-point. A variety of media can be used to present each character analysis to include movie clips, pictures, audio and text. The final step in the process will be a classroom discussion about the characters and the play.
- 4. Evaluation
- 5. Conclusion The project will conclude with the students showing their ability to communicate their thoughts and theories both on paper and in a group setting. The instructor will then summarize some of the different perspectives that the students presented of the characters in A Raisin in the Sun and provide active feedback.
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