This ESL lesson plan focuses on teaching 5th grade students about the Titanic. The theme is the 100th anniversary of the Titanic. The objectives are for students to recall facts, develop skills and concepts, think strategically, and think critically by extending their thinking. Materials include a textbook passage, charts, pictures and a crossword puzzle. Assessments include a KWL chart, graphic organizer, timeline, matching exercise and multiple choice questions. Teaching strategies incorporate total physical response, communicative approach and balanced literature approach. The plan aims to develop attitudes of risk-taking, knowledge-seeking and sharing knowledge with others.
This ESL lesson plan focuses on teaching 5th grade students about the Titanic using the story "Finding the Titanic" by Robert D. Ballard. The plan is organized into four sections: exploration, conceptualization, application, and resources. It lists objectives, standards, activities, materials, and assessments for each section. The exploration section involves introducing vocabulary and having students make predictions about the story. The conceptualization section consists of reading comprehension activities over four days. In the application section, students complete a test review and unit test. Finally, the resources section outlines areas of subject integration and instructional materials.
The document provides a thematic unit plan for a 5th grade ESL lesson on the Titanic. The unit spans 4 days and incorporates various activities and assessments. Objectives include recalling vocabulary, developing skills and strategies, and extended thinking. Materials include a textbook passage, charts, pictures and assessments like a KWL chart, crossword puzzle and unit test. Teaching strategies such as total physical response, communicative approach and balanced literacy are recommended. The plan aims to develop language skills while fostering attitudes of engagement, discipline and willingness to communicate in English.
The document provides sample questions and justifications for an online learning assessment. It includes questions targeting different cognitive levels - knowledge, comprehension, application, analysis, and evaluation. The questions are in Spanish and cover topics like vocabulary, passages, grammar, and assessing responses. Justifications explain why each question is at a particular cognitive level. The document aims to design online questions and reagents for blended learning assessments.
The document provides sample questions and responses for an online learning assessment organized by cognitive level (knowledge, comprehension, application, analysis, evaluation). At the knowledge level, it includes questions about the definitions of words. At the comprehension level, it includes questions that require interpreting short passages. At the application level, it includes questions about grammatical rules. At the analysis level, it includes questions about identifying errors and determining verb tenses. And at the evaluation level, it includes questions that require making judgments about the quality of a response or suggesting conclusions.
This document provides a lesson plan for an English 2 class at St. Louise de Marillac College of Sorsogon for the school year 2011-2012. The lesson plan covers various English grammar topics across 12 lessons, including tenses, passive voice, modifiers, and parts of speech. Each lesson lists objectives, activities, and exercises for students to practice the target grammar concepts.
This document provides sample questions and justifications for a b-learning assessment. It includes multiple choice and short answer questions targeting different cognitive levels including knowledge, comprehension, application, analysis, and evaluation. The questions are in Spanish and cover topics such as vocabulary, grammar, paragraph comprehension, and drawing conclusions.
This ESL lesson plan outlines a thematic unit on writing autobiographies. The theme is explored over 3 days through activities focused on conceptualization. On day 1, students will brainstorm the components of an autobiography and explore Gloria Estefan's biography. They will then complete a graphic organizer to facilitate searching for information to include in their own autobiography. On days 2-3, students will organize their information in the graphic organizer by sequence of events and elaborate on the details. The objectives are for students to identify autobiographical information, organize it sequentially, and develop each component with details. The standards addressed are recalling information, organizing ideas, and strategic and extended thinking.
The lesson plan aims to teach 1st grade students how to pronounce regular past tense verbs correctly. It includes activities like introducing new vocabulary words, practicing pronunciation through repetition, classifying verbs by their ending sounds, and an evaluation worksheet. The goal is for students to be able to describe past actions using regular past verbs and pronounce the three different endings accurately.
This ESL lesson plan focuses on teaching 5th grade students about the Titanic using the story "Finding the Titanic" by Robert D. Ballard. The plan is organized into four sections: exploration, conceptualization, application, and resources. It lists objectives, standards, activities, materials, and assessments for each section. The exploration section involves introducing vocabulary and having students make predictions about the story. The conceptualization section consists of reading comprehension activities over four days. In the application section, students complete a test review and unit test. Finally, the resources section outlines areas of subject integration and instructional materials.
The document provides a thematic unit plan for a 5th grade ESL lesson on the Titanic. The unit spans 4 days and incorporates various activities and assessments. Objectives include recalling vocabulary, developing skills and strategies, and extended thinking. Materials include a textbook passage, charts, pictures and assessments like a KWL chart, crossword puzzle and unit test. Teaching strategies such as total physical response, communicative approach and balanced literacy are recommended. The plan aims to develop language skills while fostering attitudes of engagement, discipline and willingness to communicate in English.
The document provides sample questions and justifications for an online learning assessment. It includes questions targeting different cognitive levels - knowledge, comprehension, application, analysis, and evaluation. The questions are in Spanish and cover topics like vocabulary, passages, grammar, and assessing responses. Justifications explain why each question is at a particular cognitive level. The document aims to design online questions and reagents for blended learning assessments.
The document provides sample questions and responses for an online learning assessment organized by cognitive level (knowledge, comprehension, application, analysis, evaluation). At the knowledge level, it includes questions about the definitions of words. At the comprehension level, it includes questions that require interpreting short passages. At the application level, it includes questions about grammatical rules. At the analysis level, it includes questions about identifying errors and determining verb tenses. And at the evaluation level, it includes questions that require making judgments about the quality of a response or suggesting conclusions.
This document provides a lesson plan for an English 2 class at St. Louise de Marillac College of Sorsogon for the school year 2011-2012. The lesson plan covers various English grammar topics across 12 lessons, including tenses, passive voice, modifiers, and parts of speech. Each lesson lists objectives, activities, and exercises for students to practice the target grammar concepts.
This document provides sample questions and justifications for a b-learning assessment. It includes multiple choice and short answer questions targeting different cognitive levels including knowledge, comprehension, application, analysis, and evaluation. The questions are in Spanish and cover topics such as vocabulary, grammar, paragraph comprehension, and drawing conclusions.
This ESL lesson plan outlines a thematic unit on writing autobiographies. The theme is explored over 3 days through activities focused on conceptualization. On day 1, students will brainstorm the components of an autobiography and explore Gloria Estefan's biography. They will then complete a graphic organizer to facilitate searching for information to include in their own autobiography. On days 2-3, students will organize their information in the graphic organizer by sequence of events and elaborate on the details. The objectives are for students to identify autobiographical information, organize it sequentially, and develop each component with details. The standards addressed are recalling information, organizing ideas, and strategic and extended thinking.
The lesson plan aims to teach 1st grade students how to pronounce regular past tense verbs correctly. It includes activities like introducing new vocabulary words, practicing pronunciation through repetition, classifying verbs by their ending sounds, and an evaluation worksheet. The goal is for students to be able to describe past actions using regular past verbs and pronounce the three different endings accurately.
1. The document outlines a 14-day thematic unit on music for an English listening and speaking class. It includes objectives, standards, activities, assessments, and a daily schedule.
2. Key activities include exploring different music genres, analyzing songs, discussing artists, and creating their own song. Assessments include reading comprehension questions, debates, reactions, and special homework assignments.
3. The unit aims to develop students' understanding of music vocabulary and concepts while practicing English listening and speaking skills through a variety of engaging activities centered around music.
This thematic unit focuses on reading comprehension using Edgar Allan Poe's short story "The Tell-Tale Heart." Over the course of 9-11 days, students will explore the suspense genre, learn about Poe as the author, identify vocabulary words, summarize and analyze the plot, characters, and setting. They will relate the story's themes to real life situations and debates. Assessment includes exams, reflections, discussions, and a pre-test and post-test to measure comprehension of the story. The goal is to develop skills in communication, creativity, leadership, diversity, and social transformation.
This document provides a thematic unit plan for teaching a short story by Edgar Allan Poe called "The Tell-Tale Heart". The unit spans 9-11 days and incorporates standards in literature, reading comprehension, and arts integration. It includes objectives, activities, assessments, and a methodology. The plan aims to develop skills in diversity, creativity, leadership, and social transformation through close analysis of the suspense genre and characters in the short story.
This document provides a thematic unit plan on listening and speaking through music. The theme is appreciation for music. Key objectives are for students to explore concepts of music, define related vocabulary, and express themselves through music. Activities include exploration of music topics, answering questions, playing music for expression, and designing an oral report on a favorite music element. Assessment includes group discussions, oral reports, and total unit time is estimated at 5 to 7 days.
The document contains a lesson plan for Mary Cecava for the week of 1/23/2012. It lists the daily schedule, goals, and activities for each subject. The schedule includes times for writing, math, science/social studies, and literacy stations. Activities include expository text lessons, math lessons on addition, patterns, and place value, a science lesson on the water cycle, and literacy rotations. Accommodations are noted for individual students.
Innovative ideas in literacy conference flyerJulie Warner
The Coastal Savannah Writing Project is hosting nationally renowned writer and teacher Barry Lane for a workshop event featuring breakout sessions on various writing and literacy topics. Attendees can choose from multiple 1-hour sessions on using mentor texts, two-voice poetry, wordless picture books, personification, argument writing, research skills, reluctant writers, writing in math class, and more. The event will also include a book sale and signing with Barry Lane. It is taking place on February 2, 2013 from 8:30-1:00 at the Armstrong Center. More information and registration forms can be found on their website and Facebook page.
The Coastal Savannah Writing Project is hosting nationally renowned writer and teacher Barry Lane for a workshop event on February 2nd, 2013. Participants can choose from a variety of 1-hour breakout sessions on topics related to literacy and writing instruction led by Barry Lane. The day will also include a book sale and author signing with Barry Lane. More information and registration forms can be found on the Coastal Savannah Writing Project website and Facebook page.
Diane Kreh's weekly lesson plan for her room 32 class includes the following subjects each day: reading and writing, English/language arts, spelling, math, and history/science. On Monday there is no school for Labor Day weekend. Tuesday activities include assessing reading levels, introducing English/language arts rules and procedures, and daily geography practice focusing on the interior of Earth. Thursday includes dictionary drills, decimal addition and subtraction math practice, and drawing parts of the Earth.
Innovative Ideas in Literacy Conference flyerLesley Roessing
Join us Feb 2 for innovative ideas for the new semester, featuring author Barry Lane and breakout sessions presented by CSWP Fellows Leigh Mesco, Barbara Grimm, Nicky Nolasco, Heidi Lamb, Donna Martin, Christina Aaron; Directors Julie Warner, Donna Loyd, and Lesley Roessing and guest presenter, Dr, Brenda Logan. Advance registration required; registration form available on Facebook.
Innovative Ideas in Literacy Conference flyerLesley Roessing
Join us on Feb 2 for innovative ideas for the new semester, featuring author Barry Lane and 12 breakout sessions by CSWP Fellows Leigh Mesco, Barbara Grimm, Heidi Lamb, Nicky Nolasco, Christina Aaron, Donna Martin, Leslie Walker, Vanessa Keener, Directors Julie Warner, Donna Loyd, and Lesley Roessing and guest Dr. Brenda Logan.
Innovative Ideas in Literacy Conference flyerLesley Roessing
Join us on Feb 2 for innovative ideas for the new semester, featuring author Barry Lane and 12 breakout sessions by CSWP Fellows Leigh Mesco, Barbara Grimm, Heidi Lamb, Nicky Nolasco, Christina Aaron, Donna Martin, Leslie Walker, Vanessa Keener, Directors Julie Warner, Donna Loyd, and Lesley Roessing and guest Dr. Brenda Logan.
Innovative Ideas in Literacy Conference flyerLesley Roessing
Join us Feb 2 for innovative ideas for the new semester, featuring Barry Lane & 12 Breakout Sessions by CSWP Fellows Leigh Mesco, Barbara Grimm, Heidi Lamb, Donna Martin, Nicky Nolasco, Christina Aaron, Vanessa Keener, Leslie Walker, and Directors Julie Warner, Donna Loyd, and Lesley Roessing plus guest presenter Dr. Brenda Logan.
The Coastal Savannah Writing Project is hosting an event on February 2nd featuring nationally known writer Barry Lane. The event will include breakfast and a choice of two 1-hour breakout sessions on topics related to literacy and writing instruction. Some example session topics include using mentor texts, scaffolded writing instruction, developing characters through drama, argument writing, research skills, and more. The event will also include a book sale and author signing with Barry Lane at the Armstrong Center.
The weekly lesson plan outlines activities for preschoolers focusing on the letter K and Chinese New Year. Each day includes a morning large group activity, small group activities, extras like books and songs, and an afternoon small group activity. Monday's activities explore the letter K and Polly visits. Tuesday features a story about Karamu House and musical chairs. Wednesday includes a paper plate snake craft and swimming. Thursday has a visit to the bird library and Chinese music. Friday celebrates Chinese New Year with noodles and rice experiences.
This document announces a literacy event featuring nationally known writer Barry Lane. Attendees can choose from breakout workshop sessions on bringing authors into the classroom, using poetry to increase comprehension, scaffolding writing instruction, and more. The event includes breakfast, presentations by Barry Lane, and workshop sessions. It will take place on February 2, 2013 at Armstrong Center and is sponsored by Coastal Savannah Writing Project.
This document outlines a thematic unit on writing workshops that focuses on developing students' essay writing skills. The unit spans 9-11 days and includes activities for students to explore sample essays, develop thesis statements, outline and draft paragraphs, and write a final essay. Key objectives are for students to recognize essay structure, arrange their own essays, and review and improve their writing. Students work through exploration, conceptualization, and application phases to synthesize lessons on essay components into a new work.
The Coastal Savannah Writing Project is hosting an event featuring nationally known writer Barry Lane. Attendees can choose between two 1-hour breakout sessions on bringing authors into the classroom or using personification in writing. The event also includes a book sale and author signing with Barry Lane. It will take place on February 2, 2013 from 8:30-1:00 at the Armstrong Center. More information and registration forms can be found on the Coastal Savannah Writing Project website or Facebook page.
Grade 3 ela cst standards alignment draft june 2010teamteach
This document provides a summary of the California Content Standards for 3rd grade English Language Arts. It outlines 6 main standards for reading with sub-standards listed below. For each sub-standard it indicates the number of test items, which test themes the items fall under, and what supplemental assessments may contain related questions. It aims to assess students' understanding of word analysis, vocabulary, and reading comprehension.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
1. The document outlines a 14-day thematic unit on music for an English listening and speaking class. It includes objectives, standards, activities, assessments, and a daily schedule.
2. Key activities include exploring different music genres, analyzing songs, discussing artists, and creating their own song. Assessments include reading comprehension questions, debates, reactions, and special homework assignments.
3. The unit aims to develop students' understanding of music vocabulary and concepts while practicing English listening and speaking skills through a variety of engaging activities centered around music.
This thematic unit focuses on reading comprehension using Edgar Allan Poe's short story "The Tell-Tale Heart." Over the course of 9-11 days, students will explore the suspense genre, learn about Poe as the author, identify vocabulary words, summarize and analyze the plot, characters, and setting. They will relate the story's themes to real life situations and debates. Assessment includes exams, reflections, discussions, and a pre-test and post-test to measure comprehension of the story. The goal is to develop skills in communication, creativity, leadership, diversity, and social transformation.
This document provides a thematic unit plan for teaching a short story by Edgar Allan Poe called "The Tell-Tale Heart". The unit spans 9-11 days and incorporates standards in literature, reading comprehension, and arts integration. It includes objectives, activities, assessments, and a methodology. The plan aims to develop skills in diversity, creativity, leadership, and social transformation through close analysis of the suspense genre and characters in the short story.
This document provides a thematic unit plan on listening and speaking through music. The theme is appreciation for music. Key objectives are for students to explore concepts of music, define related vocabulary, and express themselves through music. Activities include exploration of music topics, answering questions, playing music for expression, and designing an oral report on a favorite music element. Assessment includes group discussions, oral reports, and total unit time is estimated at 5 to 7 days.
The document contains a lesson plan for Mary Cecava for the week of 1/23/2012. It lists the daily schedule, goals, and activities for each subject. The schedule includes times for writing, math, science/social studies, and literacy stations. Activities include expository text lessons, math lessons on addition, patterns, and place value, a science lesson on the water cycle, and literacy rotations. Accommodations are noted for individual students.
Innovative ideas in literacy conference flyerJulie Warner
The Coastal Savannah Writing Project is hosting nationally renowned writer and teacher Barry Lane for a workshop event featuring breakout sessions on various writing and literacy topics. Attendees can choose from multiple 1-hour sessions on using mentor texts, two-voice poetry, wordless picture books, personification, argument writing, research skills, reluctant writers, writing in math class, and more. The event will also include a book sale and signing with Barry Lane. It is taking place on February 2, 2013 from 8:30-1:00 at the Armstrong Center. More information and registration forms can be found on their website and Facebook page.
The Coastal Savannah Writing Project is hosting nationally renowned writer and teacher Barry Lane for a workshop event on February 2nd, 2013. Participants can choose from a variety of 1-hour breakout sessions on topics related to literacy and writing instruction led by Barry Lane. The day will also include a book sale and author signing with Barry Lane. More information and registration forms can be found on the Coastal Savannah Writing Project website and Facebook page.
Diane Kreh's weekly lesson plan for her room 32 class includes the following subjects each day: reading and writing, English/language arts, spelling, math, and history/science. On Monday there is no school for Labor Day weekend. Tuesday activities include assessing reading levels, introducing English/language arts rules and procedures, and daily geography practice focusing on the interior of Earth. Thursday includes dictionary drills, decimal addition and subtraction math practice, and drawing parts of the Earth.
Innovative Ideas in Literacy Conference flyerLesley Roessing
Join us Feb 2 for innovative ideas for the new semester, featuring author Barry Lane and breakout sessions presented by CSWP Fellows Leigh Mesco, Barbara Grimm, Nicky Nolasco, Heidi Lamb, Donna Martin, Christina Aaron; Directors Julie Warner, Donna Loyd, and Lesley Roessing and guest presenter, Dr, Brenda Logan. Advance registration required; registration form available on Facebook.
Innovative Ideas in Literacy Conference flyerLesley Roessing
Join us on Feb 2 for innovative ideas for the new semester, featuring author Barry Lane and 12 breakout sessions by CSWP Fellows Leigh Mesco, Barbara Grimm, Heidi Lamb, Nicky Nolasco, Christina Aaron, Donna Martin, Leslie Walker, Vanessa Keener, Directors Julie Warner, Donna Loyd, and Lesley Roessing and guest Dr. Brenda Logan.
Innovative Ideas in Literacy Conference flyerLesley Roessing
Join us on Feb 2 for innovative ideas for the new semester, featuring author Barry Lane and 12 breakout sessions by CSWP Fellows Leigh Mesco, Barbara Grimm, Heidi Lamb, Nicky Nolasco, Christina Aaron, Donna Martin, Leslie Walker, Vanessa Keener, Directors Julie Warner, Donna Loyd, and Lesley Roessing and guest Dr. Brenda Logan.
Innovative Ideas in Literacy Conference flyerLesley Roessing
Join us Feb 2 for innovative ideas for the new semester, featuring Barry Lane & 12 Breakout Sessions by CSWP Fellows Leigh Mesco, Barbara Grimm, Heidi Lamb, Donna Martin, Nicky Nolasco, Christina Aaron, Vanessa Keener, Leslie Walker, and Directors Julie Warner, Donna Loyd, and Lesley Roessing plus guest presenter Dr. Brenda Logan.
The Coastal Savannah Writing Project is hosting an event on February 2nd featuring nationally known writer Barry Lane. The event will include breakfast and a choice of two 1-hour breakout sessions on topics related to literacy and writing instruction. Some example session topics include using mentor texts, scaffolded writing instruction, developing characters through drama, argument writing, research skills, and more. The event will also include a book sale and author signing with Barry Lane at the Armstrong Center.
The weekly lesson plan outlines activities for preschoolers focusing on the letter K and Chinese New Year. Each day includes a morning large group activity, small group activities, extras like books and songs, and an afternoon small group activity. Monday's activities explore the letter K and Polly visits. Tuesday features a story about Karamu House and musical chairs. Wednesday includes a paper plate snake craft and swimming. Thursday has a visit to the bird library and Chinese music. Friday celebrates Chinese New Year with noodles and rice experiences.
This document announces a literacy event featuring nationally known writer Barry Lane. Attendees can choose from breakout workshop sessions on bringing authors into the classroom, using poetry to increase comprehension, scaffolding writing instruction, and more. The event includes breakfast, presentations by Barry Lane, and workshop sessions. It will take place on February 2, 2013 at Armstrong Center and is sponsored by Coastal Savannah Writing Project.
This document outlines a thematic unit on writing workshops that focuses on developing students' essay writing skills. The unit spans 9-11 days and includes activities for students to explore sample essays, develop thesis statements, outline and draft paragraphs, and write a final essay. Key objectives are for students to recognize essay structure, arrange their own essays, and review and improve their writing. Students work through exploration, conceptualization, and application phases to synthesize lessons on essay components into a new work.
The Coastal Savannah Writing Project is hosting an event featuring nationally known writer Barry Lane. Attendees can choose between two 1-hour breakout sessions on bringing authors into the classroom or using personification in writing. The event also includes a book sale and author signing with Barry Lane. It will take place on February 2, 2013 from 8:30-1:00 at the Armstrong Center. More information and registration forms can be found on the Coastal Savannah Writing Project website or Facebook page.
Grade 3 ela cst standards alignment draft june 2010teamteach
This document provides a summary of the California Content Standards for 3rd grade English Language Arts. It outlines 6 main standards for reading with sub-standards listed below. For each sub-standard it indicates the number of test items, which test themes the items fall under, and what supplemental assessments may contain related questions. It aims to assess students' understanding of word analysis, vocabulary, and reading comprehension.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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1. ESL Lesson Planning
Thematic Unit
Teacher: Sherley M. Cordero López Grade: 5th
Theme/Topi Literatur Subject Objectives Standards/ Attitudes & Exploratio Materials Assessmen Teaching Date of Comments
c e Integratio Expectation Values n t Strategie Achievemen
Selection n s s t
Activities
□Spanish L1: Recall L/S: The students Routine: Teacher’s Students CA Vocabularywords
Titanic “Finding will express Guide will fill out 1 Day :
OA
100’s the □ History L2: 5.3 how the Greetings a KWL
anniversary Titanic” Skill/Concep activity helps Date Textbook Chart. TPR shipwreck
by Robert □ Social t them with the Attendance wreckage
FNA
D. Ballard Studies comprehension Song Blackboar Titanic survivors
from L3: Strategic of the words Last lesson d Crossword NA voyage
Reading: □ Science Thinking meaning. review puzzle unsinkable
BLA
Tradition Chalk iceberg
□ Arts L4: Willingness to Exploration: hull
Extended R: riskusing Pictures sted
□ Phys Ed. Thinking English The students bow
1
Revised by: Dr. Báez
2. 5.2 tocommunicate will observe KWL Chart stern
□ Music L1: Students . the word ship deck
will define that it will be Crossword steward
□ Math the Students will written on Puzzle
vocabulary show the board.
□ Others: words. engagement of They will Calendar
the activities mention
Students will W: by words that Weather
match participating come to their Chart
pictures with 5.1 actively. minds and the
the 5.2 teacher will Radio
vocabulary Discipline write each
words. word on the CD
board. The
Students will teacher will
identify the ask if they
vocabulary know any ship
words in a that has been
crossword very popular.
puzzle. When the
students
Students will guess the
state what topic of the
they know unit, they will
about the participate in
topic and the
what they vocabulary
want to words
know. activities.
Students will
L2: Students read Robert
will infer Ballard
what biography in
vocabulary the textbook.
word
correspond Vocabulary:
to each
picture. The students
will write the
Students will definitions of
use the the
vocabulary vocabulary
words in words. The
context. teacher will
show pictures
L3: Students to the
will make students.
predictions 2
Those
about the
pictures are
story by
related to the
observing
vocabulary
the
Revised by: Dr. Báez
3. textbook’s words. The
pictures. students have
to match each
L4: Students picture with
will create the words on
three the board.
sentences They will
using complete a
different crossword
vocabulary puzzle of the
words. vocabulary.
3
Thematic Unit
Teacher: Sherley M. Cordero López Grade: 5th
Revised by: Dr. Báez
4. Theme/Topic Literature Subject Objectives Standards/ Attitudes & Conceptualization Materials Assessment Teaching Date of Comments
Selection Integration Expectations Values Activities Strategies Achievement
□ Spanish L1: Recall L/S: Understanding Routine: Chart KWL Chart CA 4 days Special
Titanic “Finding thatreading is -Greetings Pictures Graphic accommodations
OA
100’s the □ History L2: 5.1 a means -Date Radio Organizer offered:
anniversary Titanic” Skill/Concept 5.5 ofincreasing -Attendance CD Summary TPR
by Robert □ Social knowledge -Review on the Practice Timeline -Enlarged text
FNA
D. Ballard Studies L3: Strategic and acquiring vocabulary words and Book Match and -Magnifying
from Thinking experience. summary of the pp.39 Multiple NA glasses
Reading: □ Science chapters Worksheet choice -sitting
BLA
Tradition L4: R: The students -Song Blackboard exercises arrangement
□ Arts Extended will share -Jokes Chalk -incline table
Thinking 5.1 their prior -Reflection Laptop -extra time
□ Phys Ed. 5.5 and acquired -extra
L1: The knowledge Day1: The students will examples
□ Music students will with their read silently chapter
identify the peers. one. After reading the
□ Math vocabulary first chapter, students
words and Desire to will answer questions
□ Others: its meanings share to check
in order to W: andlearn with comprehension. The
comprehend others. teacher will assign
the story. 5.2 students to read aloud
chapter two and three.
L1: Students The teacher will make
will identify corrections in grammar
the main when necessary.
idea and Students will answer
supporting comprehension
details. questions for chapters
two and three. The
L2: The students will complete
students will a graphic organizer in
summarize where they will state
the story the main idea and
“Finding the describe what the
Titanic”. pictures in the story
show.
L3: The
students will Day 2: The teacher will
formulate read chapter four with
their the oral cloze
opinions on technique. The teacher
the reading will assign students to
selection. read chapters five and
six. The students will 4
answer comprehension
question and complete
the organizational
outline.
Revised by: Dr. Báez
5. Day 3: The teacher will
identify important
dates of the story.The
students will identify
the events of the dates
given by the teacher.
Students will complete
the timeline with the
information provided.
The students will
complete the KWL
Chart.
Day 4: The students
will work with a match
and a multiple choice
exercise. The students
will write the exercise
in their notebooks. The
vocabulary words will
be assessed in the
match exercise. The
multiple choice
exercise is about
comprehension
questions.
5
Revised by: Dr. Báez
6. Thematic Unit
Teacher: Sherley M. Cordero López Grade: 5th
Theme/Topic Literature Subject Objectives Standards/ Attitudes & Application Materials Assessment Teaching Date of Comments
Selection Integration Expectations Values Activities Strategies Achievement
□ Spanish The students will L/S: Satisfaction and Routine: Oral Reading Unit Test CA 1 Day Special
Titanic “Finding answer pride Date Test Scoring accommodations
OA
100’s the □ History comprehension 5.3 inpreparingneat, Greetings Guide Oral offered:
anniversary Titanic” questions in well- Weather Reading TPR
by Robert □ Social complete developedwritten Review concepts Test Review Test -Enlarged text
FNA
D. Ballard Studies sentences. work. discussed in past -Magnifying
from classes. Unit Test NA glasses
Reading: □ Science The students will -sitting
BLA
Tradition complete a test Writing: arrangement
□ Arts review. The student s -incline table
R: will write the -extra time
□ Phys Ed. The students will answers to the -extra
complete a unit 5.1 comprehension examples
□ Music test on “Finding questions in
the Titanic”. complete
□ Math sentences.
□ Others: Grammar:
The students
will write their
W: answers
correctly
5.2 capitalized and
punctuated.
Oral:
The students
will take turns
reading the
story “Finding
the Titanic”
aloud.
The students
will read a short
selection about
the Titanic.
Pronunciation:
The students
will be 6
evaluated in an
oral reading test
after practicing
reading the
Revised by: Dr. Báez
7. actual story of
the unit.
Research:
Students will
look for
information on
the Titanic in
different
sources like
magazines,
newspapers,
local news and
other. The
students will
share the
information with
their peers at
the beginning of
the lesson.
7
Revised by: Dr. Báez
8. Subject
Science integration Arts
The students
will have the
opportunity to
draw.
Math Subject: English
Spanish
Topic:
Translation
Titanic 100’s Anniversary
“Finding the Titanic”
Social Studies
. Phys. Ed.
History of the
Titanic. Students will
do exercises
as a routine
activity.
Others
8
Revised by: Dr. Báez
9. ESL LESSON PLANNING RESOURCES
Instructional Assessment Teaching Strategies, Affective Domain
Materials, Techniques and Methods,
Resources, and Strategies Approaches, and
Technologies Techniques
Attitudes & Values
□ Textbook □ Checklists □ GTM □ Willingness to risk using English to communicate
□ Charts □ Rubrics □ SM □ Understanding that reading is a means of increasing knowledge and acquiring experience
□ Hand outs □ Projects □ DM □ Satisfaction and pride in preparing neat, well-developed written work
□ Organizers □ Tests □ RA □ Willingness to appreciate suggestions and feedback from teachers and classmates
□ Flash cards □ Quizzes □ ALM □ Desire to share and learn with others
□ Visuals □ Speeches □ CCL □ Relates cultural diversity to self
□ Technological devices □ Oral presentations □ CLL □ Using reading to relate to self and world
□ Audio devices □ Reports □ SW □ Awareness of the joy that literature connects us to other cultures as well as our own
□ Big Book □ Research □ Suggest.
□ Dictionaries □ Discussions Universal Moral Values
□ Coop. □ Respect for life □ Honesty
□ Booklets □ Group work □ LEA
□ Masks □ Writing tasks □ Dignity □ Objectivity
□ MI □ Solidarity □ Justice
□ Puppets □ Reading tasks □ E/S I
□ Authentic materials □ Scavenger hunts □ Autonomy □ Genuine
□ LA □ Excellency □ Inquiry
□ Realia □ Organizers
□ Research Based □ Love □ Argumentative
□ Word banks □ Questions/responses
□ Project Based □ Cooperation □ Organized
□ Wheels □ Team work
□ Games □ Logs □ Task Based □ Consciousness □ Fair, Equal
□ Fishing box □ Comic strips □ Inquiry Based □ Will □ Empathy
□ Treasure chest □ Brainstorm □ Computer Based □ Common Sense □ Respect
□ Slides □ PP □ Subject Based □ Pride □ Tolerance
□ Grids □ Portfolio □ Competency Based □ Self-Esteem □ Politeness
□ PP □ Journal □ Brain Based □ Integrity □ Loyalty
□ Internet □ Debates □ Problem Based □ Sense of Belonging □ Communicative
□ Calendar □ Anecdotal records □ Content Based □ Self-Fulfillment □ Social Interaction
□ Boards □ Reflections □ EIL □ Overcome □ Supportive, Helpful
□ Files □ Reactions □Other: □ Responsibility □ Generous
□ Markers/Chalk □ Drawings □ Courage □ Team Player
□ Coloring materials □ Observations □ Creativity □ Other:
□ Office supplies □ Cooperative Tasks
□ Roulette □ Oral tasks
□ Songs □ Listening tasks
□ Other: □ Self-evaluation
□ Peer evaluation
□ Minute paper
□ Miscue analysis
□ Conversational tasks
□ Conceptual maps
□ Dialogues
□ Monologues 9
□ Drama
□ Songs
□ Other:
Revised by: Dr. Báez
10. METHODS & TEACHING STRATEGIES ACRONISMS
NA Natural Approach
TPR Total Physical Response
CA Communicative Approach
OA Oral Approach
BLA Balance Literature Approach
FNA Functional/Notional Approach
SW Silent Way
SM Suggestopedia Method
CCL Cognitive Code Learning
LA Language Approach
BL Balance Literature
GTM Grammar Translation Method
RA Reading Approach
EIL English Independent Learning
CLL Community Language Learning
ALM Audio-lingual Method
DM Direct Method
MI Multiple Intelligences
E/SI English Situational Instruction
10
Revised by: Dr. Báez