This lesson plan summarizes the systematic process for teaching the letters and sounds in Jolly Phonics. It introduces the sound, explains an accompanying song and letter movement, then has students recognize and write the sound. Extra sounds are reinforced through activities like alphabet soups and vowel forests. Consonant digraphs and vowel teams are explained using doorbell activities. Finally, the students create individual alphabet books and participate in whole group blending activities after finishing each letter group.
This document outlines a web quest for students to investigate Napoleon. It divides students into two groups - Life Force and Battle Force - who each complete a timeline of Napoleon's personal or military life respectively using provided online sources. Students' timelines should include informative paragraphs and photos. Their work will be assessed based on the design and information in their timelines and paragraphs. The teacher guidelines note that the web quest aims to have students practice research, group work, summarizing facts, and presenting information schematically while investigating an important historical figure.
The document discusses strategies for teaching English to young learners in the classroom. It recommends using simple language and focusing on everyday instructions when first teaching English. Activities like Total Physical Response exercises are suggested, where students listen and do actions based on instructions. Developing social skills is also emphasized through lessons on topics like feelings, behavior, and hygiene. The document provides examples of classroom language to use for greetings, organizing students, and ending lessons.
This document provides tips for classroom management and maintaining a well-managed classroom environment. It discusses using low-key management techniques, making smooth transitions between activities or lessons, aiding struggling students in a non-threatening manner, defusing power struggles by being the adult and using calming techniques, and forming random groups of students for tasks and games. The overall goal is to help students feel a sense of ownership and personal pride in the classroom through proactive classroom management measures.
This document provides an overview of strategies for developing classroom language skills in young English language learners. It discusses the importance of using English consistently in the classroom from greetings to instructions. Specific language is suggested for greetings, taking attendance, starting and ending lessons, and giving everyday instructions. Developing social skills like behavior, feelings, hygiene and sharing are also addressed. The document emphasizes using gestures, visuals and the students' first language for support. Listening and movement activities are recommended to actively involve students and promote language acquisition in a fun, engaging way.
The document presents a comparison between the classic story of "The Three Little Pigs" and "The TRUE Story of the Three Little Pigs". It asks readers if they know the original story and shows two videos providing different versions. It then polls readers on which version they liked better and whether they think the wolf named Al should be punished for accidentally blowing down the houses, as he claims in the alternate story. Finally, it asks how the two stories are similar or different.
Plop the owl learns about the night from various characters who each have a different perspective on what the dark represents:
1. The little boy thinks dark is EXCITING for fireworks and adventures.
2. The old lady thinks dark is KIND for resting and helping others.
3. The young lady thinks dark is FASCINATING for learning about nocturnal animals.
4. The astronomer thinks dark is WONDERFUL for viewing the stars and planets.
In the end, Plop decides that the dark is SUPER once he understands it from these different points of view.
Fat cat was sleeping on her mat but got scared by a buzzing bee and climbed a tree to escape it. She got stuck in the tree's branches, causing her and a nearby nest of eggs to fall from the tree. Fat cat then took responsibility for caring for the fallen eggs until they hatched, staying with the eggs while her friends came to play. When the eggs cracked open, baby chicks emerged, and Fat cat was pleased with her ability to help the eggs hatch.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This lesson plan summarizes the systematic process for teaching the letters and sounds in Jolly Phonics. It introduces the sound, explains an accompanying song and letter movement, then has students recognize and write the sound. Extra sounds are reinforced through activities like alphabet soups and vowel forests. Consonant digraphs and vowel teams are explained using doorbell activities. Finally, the students create individual alphabet books and participate in whole group blending activities after finishing each letter group.
This document outlines a web quest for students to investigate Napoleon. It divides students into two groups - Life Force and Battle Force - who each complete a timeline of Napoleon's personal or military life respectively using provided online sources. Students' timelines should include informative paragraphs and photos. Their work will be assessed based on the design and information in their timelines and paragraphs. The teacher guidelines note that the web quest aims to have students practice research, group work, summarizing facts, and presenting information schematically while investigating an important historical figure.
The document discusses strategies for teaching English to young learners in the classroom. It recommends using simple language and focusing on everyday instructions when first teaching English. Activities like Total Physical Response exercises are suggested, where students listen and do actions based on instructions. Developing social skills is also emphasized through lessons on topics like feelings, behavior, and hygiene. The document provides examples of classroom language to use for greetings, organizing students, and ending lessons.
This document provides tips for classroom management and maintaining a well-managed classroom environment. It discusses using low-key management techniques, making smooth transitions between activities or lessons, aiding struggling students in a non-threatening manner, defusing power struggles by being the adult and using calming techniques, and forming random groups of students for tasks and games. The overall goal is to help students feel a sense of ownership and personal pride in the classroom through proactive classroom management measures.
This document provides an overview of strategies for developing classroom language skills in young English language learners. It discusses the importance of using English consistently in the classroom from greetings to instructions. Specific language is suggested for greetings, taking attendance, starting and ending lessons, and giving everyday instructions. Developing social skills like behavior, feelings, hygiene and sharing are also addressed. The document emphasizes using gestures, visuals and the students' first language for support. Listening and movement activities are recommended to actively involve students and promote language acquisition in a fun, engaging way.
The document presents a comparison between the classic story of "The Three Little Pigs" and "The TRUE Story of the Three Little Pigs". It asks readers if they know the original story and shows two videos providing different versions. It then polls readers on which version they liked better and whether they think the wolf named Al should be punished for accidentally blowing down the houses, as he claims in the alternate story. Finally, it asks how the two stories are similar or different.
Plop the owl learns about the night from various characters who each have a different perspective on what the dark represents:
1. The little boy thinks dark is EXCITING for fireworks and adventures.
2. The old lady thinks dark is KIND for resting and helping others.
3. The young lady thinks dark is FASCINATING for learning about nocturnal animals.
4. The astronomer thinks dark is WONDERFUL for viewing the stars and planets.
In the end, Plop decides that the dark is SUPER once he understands it from these different points of view.
Fat cat was sleeping on her mat but got scared by a buzzing bee and climbed a tree to escape it. She got stuck in the tree's branches, causing her and a nearby nest of eggs to fall from the tree. Fat cat then took responsibility for caring for the fallen eggs until they hatched, staying with the eggs while her friends came to play. When the eggs cracked open, baby chicks emerged, and Fat cat was pleased with her ability to help the eggs hatch.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.