SEMI-DETAILED LESSON PLAN IN GRADE 12 HUMSS
I. Objectives:
At the end of the lesson the students are expected to:
a. Explain the effects of The Mass Media and Society.
b. Distinguish the important effects of The Mass Media and Society.
c. Perform the effects of The Mass Media and Society.
II. Subject Matter:
Topic: The Mass Media and Society
Materials: Power-point, Projector, Laptop/Net book, Manila paper
References: Understanding Culture, Society, and Politics
Gerry M. Lanuza
Sarah S. Raymundo
III. Procedure:
A. PRELIMINARY ACTIVITY
Prayer
Greetings
Arranging of chairs
Checking of attendance
Checking of Rules
Review of the past lesson
(The teacher will call student/s to recap the past lesson.)
B. MOTIVATION
Let the student read about what happens daily thru mass media.
C. ACTIVITIES
Divide the class into five groups.
Each group will follow the instruction in the given activity.
The teacher will check the work of each group.
D. ABSTRACTION
Proceed to the next lesson which is The Mass Media and Society
Ask the learners about their ideas in The Mass Media and Society
Introduce the meaning of The Mass Media and Society
Discuss the Mass Media and Society
E. APPLICATION
The teacher let the student read the question on the board and let them answer.
IV. Assessment:
The students will answer the given statements.
V. Assignment
Instruction: Write your answer in one half (1/2) cross-wise, with neat, clean, and presentable. (ESSAY) Answer what is being asked by the following: (5 points each)
1. How does mass media shape the way you look at reality?
2. How does the mass media influence the way we relate with other and alter social relationship.
Prepared by:
JODI CHARIMAYE FLORES LIDASAN
Teacher
SEMI-DETAILED LESSON PLAN IN GRADE 12 HUMSS
I. Objectives:
At the end of the lesson the students are expected to:
a. Explain the effects of The Mass Media and Society.
b. Distinguish the important effects of The Mass Media and Society.
c. Perform the effects of The Mass Media and Society.
II. Subject Matter:
Topic: The Mass Media and Society
Materials: Power-point, Projector, Laptop/Net book, Manila paper
References: Understanding Culture, Society, and Politics
Gerry M. Lanuza
Sarah S. Raymundo
III. Procedure:
A. PRELIMINARY ACTIVITY
Prayer
Greetings
Arranging of chairs
Checking of attendance
Checking of Rules
Review of the past lesson
(The teacher will call student/s to recap the past lesson.)
B. MOTIVATION
Let the student read about what happens daily thru mass media.
C. ACTIVITIES
Divide the class into five groups.
Each group will follow the instruction in the given activity.
The teacher will check the work of each group.
D. ABSTRACTION
Proceed to the next lesson which is The Mass Media and Society
Ask the learners about their ideas in The Mass Media and Society
Introduce the meaning of The Mass Media and Society
Discuss the Mass Media and Society
E. APPLICATION
The teacher let the student read the question on the board and let them answer.
IV. Assessment:
The students will answer the given statements.
V. Assignment
Instruction: Write your answer in one half (1/2) cross-wise, with neat, clean, and presentable. (ESSAY) Answer what is being asked by the following: (5 points each)
1. How does mass media shape the way you look at reality?
2. How does the mass media influence the way we relate with other and alter social relationship.
Prepared by:
JODI CHARIMAYE FLORES LIDASAN
Teacher
This Grade 3 Social Studies lesson plan develops a student's critical thinking skills as they discover similarities and differences between old and modern-day artifacts. The lesson plan includes extension activities and rubrics.
Support material and suggested post excursion activities for students attending the two day costumed experience at Sovereign Hill's historical schools.
This Grade 3 Social Studies lesson plan develops a student's critical thinking skills as they discover similarities and differences between old and modern-day artifacts. The lesson plan includes extension activities and rubrics.
Support material and suggested post excursion activities for students attending the two day costumed experience at Sovereign Hill's historical schools.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
3. Unit Topic: Social Studies
Culture encompasses similarities and differences among people,
including their beliefs, knowledge, changes, values, and traditions.
Students will explore these elements of society to develop an
appreciation and respect for the variety of human cultures.
Geography enables the students to see, understand and appreciate
the web of relationships between people, places, and environments.
Students will use the knowledge, skills, and understanding of concepts
within the six essential elements of geography: world in spatial terms,
places and regions, physical systems, human systems, environment
and society, and the uses of geography.
Grade Level:
Third Grade
4. Understand the diversity of human cultures
Discuss the cultures and human patterns of places
and regions of the world.
Understand how to use maps, globes and other
geographic representations, tools and technologies to
acquire process and report information from a spatial
perspective.
Recognize the interaction between human and
physical systems around the world.
5. Compare cultural differences in various regions of
the United States and the world.
Describe similarities and differences in the way
groups, societies and cultures address similar human
needs and concerns.
Compare ways in which people from different
cultures think about and deal with their physical
environment and social conditions.
6. Recognize some of the major components of a
culture.
Determine similarities and differences in the ways
different cultural groups address basic human needs.
Recognize that the world is made up of many
people, and their history may differ from the
student’s own by examining artifacts such as a
cultural time capsule or a cultural suitcase.
Compare a different community in the world with
their own by examining generalizations, subcultures,
similarities and differences
7. Locate places on a map using cardinal and
intermediate direction.
List similarities and differences of local places and
regions with other places and regions.
List the basic components of earth’s physical
systems.
Describe how environments and regions differ
around the world.
8. Find a specific location on a school or community
map.
Determine the climate of a specific region of the
world using a map.
9. Students apply digital tools to gather, evaluate and
use information.
Students use critical thinking skills to plan and
conduct research, manage projects, solve
problems, and make informed decisions using
appropriate digital tools and resources.
10. What does Flat Stanley need to know about where
he’s going in order to better fit in with the new
culture? What does Flat Stanley need to take with him
in order to be dressed appropriately for his new
environment?
11. CIA Factbook
World Book Encyclopedia
Flat Stanley website
U.S. Department of State
United Nations
Library of Congress
Library resources
12. Students will be assigned to groups to create their
Flat Stanley. They will be asked to create an
autobiography of their Stanley to send with him on his
travels.
Students will introduce their group’s Flat Stanley to
the class, using the Stanley and autobiography
created previously.
13. Students will take Stanley on outings in the
community and write about those activities to start
the journal that Stanley will keep on his travels and to
give them journaling practice.
The teacher will use the Flat Stanley website to
provide a list of possible destinations for Stanley.
Each group will choose a destination and research it
to find out what Stanley should take with him and
what he should expect.
14. Students will create a flat suitcase to go with
Stanley on his trip using their research.
Students will present their research to the class
using the flat suitcase. Students will also present
photographs or images of the things Stanley can
expect to see.
15. Students will also use their research to create a list
of questions to send with Stanley to find out more
about the culture of the selected location.
Stanley will be sent to the locations that were
selected.
Students will compare the information they
research with the information that is sent back with
Stanley.
16. Students will be assigned to work in groups of 4.
Groups will be diversified by the teacher to ensure a
mix of ability levels.
Students will be responsible for dividing the labor in
their groups. Students will need to determine who is
responsible for creating the suitcase, who would be
the record keeper of the group, who will run the
computer, etc.
17. Students will present their findings before the class,
using suitcases that they have created for Flat Stanley
to explain the items he would need and using
appropriate images to explain the cultural differences
he would encounter.
18. Students will present the differences between the
information they found before Stanley’s trip and the
information that was returned with Stanley. Students
will discuss whether or not they packed appropriately
for Stanley’s trip.
19. Students will use computers for research and
writing. Students may also use computers, printers
and scanners when creating their suitcase or images
for their presentations.
Students will be able to use PowerPoint for their
presentations.
Students will also be allowed to create short videos
instead of written journals if they prefer.
20. The teacher will use a computer and projector for
some of the direct instruction.
The teacher will help students in their use of the
computer, for both word processing and their
presentations.
The teacher will assist students in their use of video
equipment and provide students with the equipment
and hosting necessary to complete their assignment.
Editor's Notes
Begin your presentation with an introduction of yourself and how you came up with your problem statement/question.Courtney FusonElectronic and Educational Resources Librarian at Belmont UniversityMEd in Instructional Technology candidate at Lipscomb UniversityI came up with this unit by reviewing the various standards and thinking about what activity would incorporate several different standards and still be interesting to both teacher and students. I had recently been reminded of Flat Stanleyand thought it would make a good project.
Flat Stanley is an activity that has grown out of a classic children’s book written by Jeff Brown. In the book, Stanley is flattened by a bulletin board. He discovers that his parents can mail him to visit friends around the world, so he goes to visit them. Classrooms around the world participate by signing up to receive and send Flat Stanley and by taking him on adventures when he visits.Students document the adventures using photographs and narratives and send those back with Flat Stanley.
This unit will primarily focus on Social Studies standards, but will also incorporate a number of both Reading and Language Arts standards as well.This unit is designed to last at least two weeks, with a minimum of one hour per day spent on the unit. Description of learning group: This class is a typical heterogeneous third grade class with a variety of skills and abilities. All learning modalities will be utilized in order to differentiate instruction.20 students: 3 gifted 13 average 4 Tier 1 Response to Intervention 9 boys and 11 girlsThe school serves grades 3-6 and has a total of 620 students. The school is 2.8% African-American, 1.3% Asian/Pacific Islander, 2.8% Hispanic, and 93.1% White. 32.6% of the students are economically disadvantaged. 49.8% of the students are female and 50.2% are male.
Standards 3 and 4Research and Information Fluency - Students apply digital tools to gather, evaluate, and use information.Plan strategies to guide inquiry Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and mediaEvaluate and select information sources and digital tools based on the appropriateness to specific tasksProcess data and report resultsCritical Thinking, Problem Solving, and Decision Making - Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.Identify and define authentic problems and significant questions for investigationPlan and manage activities to develop a solution or complete a project Collect and analyze data to identify solutions and/or make informed decisionsUse multiple processes and diverse perspectives to explore alternative solutions