Homes portfolio
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The document discusses a kindergarten unit on homes. The central idea is that houses and homes come in different types to meet various needs. Students will learn about different home styles through history and places. They will research a location and design an ideal home for that environment. Students will also consider their responsibilities at home and how building materials and needs influence housing. The goal is for students to understand how homes have changed over time and place based on conditions.
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Homes portfolio
This document outlines a kindergarten unit on homes and housing. The unit explores how environmental conditions and people's needs influence house design. Students will research different house types, create floor plans and 3D models of houses for hypothetical families. They will consider how housing has changed over time and develop an understanding of responsibilities within the home. The unit aims to foster skills like self-management, social skills, thinking, communication, and research.
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This document provides information in a grade 4 class newsletter. It includes important dates like holidays and early dismissals in November and December. It discusses homework expectations which include daily reading, math, science, or social studies. Literacy instruction focuses on writing narratives and historical fiction. In science, students are studying earth materials like rocks and minerals. The social studies project has students creating a family tree by interviewing relatives about family migration patterns. Mr. Joe's class had Halloween word work and writing horror stories with other teachers.
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Homes portfolio
This document outlines a kindergarten unit on homes and housing. The unit explores how environmental conditions and people's needs influence house design. Students will research different house types, create floor plans and 3D models of houses for hypothetical families. They will consider how housing has changed over time and develop an understanding of responsibilities within the home. The unit aims to foster skills like self-management, social skills, thinking, communication, and research.
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The document provides information for parents of Grade 4 students at RIS for December 2012. It lists important dates in December including holidays and early dismissals. It reminds students to read at home for 30 minutes per night and complete assigned math, science, and social studies homework daily. In literacy, students are working on writing realistic fiction pieces and reading comprehension. In science, students are studying plant and animal structures. On February 22nd, students' science projects will be showcased. In social studies, students will create a family tree and timeline to apply their understanding of immigration concepts. The newsletter concludes by highlighting activities in each homeroom teacher's class.
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This 3 hour lesson aims to teach students about how the environment has changed over time in Western Australia. Students will consider how the natural area near their school may have differed 100 years ago. They will discuss how Aboriginal people and European settlers viewed the land differently due to their cultural backgrounds and needs. The class will then be divided into 7 groups, each assigned to research a time period of environmental history in WA. The groups will create dramatizations to teach the class about the key points of their time period. On the third day, each group will present their dramatization while the class discusses and asks questions.
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This is a sample lesson plan based upon information gained fro
This is a sample lesson plan based upon information gained from EDSITEment! The Best of the Humanities on the Web:
http://edsitement.neh.gov/lesson-plan/aesop-and-ananse-animal-fables-and-trickster-tales#sect-introduction
Content Area or Developmental Focus: ELA
Age/Grade of Children: Second Grade
Length of Lesson: 1 hour
Goal
Students will become familiar with fables and trickster tales from different cultural traditions and will see how stories change when transferred orally between generations and cultures.
Objective
· Identify the definition and understand elements of fables and trickster stories
· Recognize Aesop's fables and Ananse spider stories
· Identify the specific narrative and thematic patterns that occur in fables and trickster tales across cultures
· Compare and contrast themes of fables and trickster tales from different cultures
· Differentiate between the cautionary lessons and morals of fables and the celebration of the wiles and wit of the underdog in trickster stories
Standards Included
CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.
CCSS.ELA-LITERACY.RL.2.5
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Materials
Print or online versions of the following stories:
Set A
· The Lion and the Mouse (Aesop)
· Mr. Buffu and the Snake (Ananse)
Set B
· The Fox and the Crane
· Anansi and the Turtle
Introduction
Begin the lesson with a game of telephone. The students will sit in a circle, in close enough proximity that they can whisper to their neighbors. You start the message be stating a one sentence message to the first student (just make up anything but be sure to remember it). Then the first student will whisper the message to the next person and it continues on in this fashion until you get to the last person. Have the last student write the message on the board. You then write the original message as well. They will be different, which is the point. You will then have a conversation about how oral storytelling allows for interpretation and change as it is told from person to person and travels to different locations.
Lesson Development:
Review the vocabulary and elements of folktales from previous lesson: Direct Instruction
· Vocabulary Words:
Folktale
Fable
Trickster Story
Oral Tradition
Moral
Folk Wisdom
· Elements of Folktales:
Folktales…
… are very old stories
… have special beginnings (such as "Once upon a time…" or "There once was…") and endings
… often repeat words or sentences
…have characters, settings, problems, and solutions
Guided Practice:
· Read aloud the first two stories (Set A) to students and stop to check for understanding and questions.
· Ask students to compare the animals and their beha ...
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This document provides examples of work from Kingmoor Nursery and Infant School across nursery, reception, and years 1 and 2. It shows how the students' mapping skills progress from early stages of creating pictures of familiar things to more advanced maps in later years that include keys, roads, and buildings. An assessment from year 3 evaluates students' understanding of different uses of the local environment.
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The curriculum document outlines the topics and objectives for Year 2 students in the first term. The main topic is "Our World", covering areas like geography, environmental protection, and weather. Students will take part in cross-curricular activities like creating art with natural materials and learning to recycle. The second topic focuses on the five senses. Literacy lessons will cover storytelling, poetry, and instructional texts. Mathematics lessons will develop skills in counting, measuring, shapes, and time telling.
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This document outlines a unit plan for teaching Sandra Cisneros' novel The House on Mango Street in a high school English classroom. The unit focuses on contextualizing diversity, institutions versus identity, and using both a youth lens and formalist lens for critical analysis. Key activities include close readings of the text to understand different cultures and reflections on how institutions shape identity. The culminating assignment challenges students to create their own vignette series reflecting on something from their childhood that shaped who they are.
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This document discusses teaching writing genres with authentic purposes and audiences. It argues that teaching genres in this way motivates and engages students by empowering them to read and write for real reasons. It provides examples of teaching different genres like narratives, biographies, procedures, and persuasives with authentic purposes, such as creating books for younger students or writing how-to manuals for the community. The document emphasizes that students will produce higher quality writing when they know a real audience will read their work beyond just the teacher.
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This document outlines a unit plan for teaching students about New Netherland. It includes standards, objectives, essential questions, and unit questions to guide the unit. It describes using a PowerPoint presentation to teach about New Netherland in mini-lessons focused on different historical aspects. Students would complete accompanying worksheets individually or in groups. A culminating project would have students create an advertisement, journal, diorama, or report related to New Netherland history.
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This document discusses Content and Language Integrated Learning (CLIL) and summarizes Jim Cummins' theories of BICS and CALP. It begins by explaining that BICS refers to basic interpersonal communication skills needed for everyday social interactions, while CALP involves more advanced cognitive academic language needed for learning subjects in school. Next, it provides examples of language used for different subject areas like science, math, and history. Finally, it outlines the four stages of a sample CLIL science lesson on the life cycle of frogs, emphasizing vocabulary development, sequencing, and using activities to reinforce communicative skills.
Writing activities
Designing authentic writing activities, and discussing how to help your students write better paragraphs and essays.
Book presentation
The document provides an overview and analysis of the novel The Alchemist by Paulo Coelho. It summarizes the key plot points: Santiago, a shepherd, has recurring dreams about treasure in Egypt and embarks on a journey there to find his personal legend. Along the way, he meets several characters who influence him, including the Alchemist. Ultimately, Santiago discovers that the treasure was in fact located where his journey began. The document also includes discussion questions, activities, and standards that could be used in a classroom setting to teach the novel.
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This blog post outlines a lesson plan for teaching teenagers about celebrations in Colombia. Students will watch a video about Colombian traditions and cultures to introduce concepts. They will then practice vocabulary through activities and games. Students will write about different celebrations and have the option to share their own experiences. The lesson aims to build cultural knowledge and respect through interactive skills like listening, reading, writing, and answering questions.
This is a sample lesson plan based upon information gained fro
This is a sample lesson plan based upon information gained from EDSITEment! The Best of the Humanities on the Web:
http://edsitement.neh.gov/lesson-plan/aesop-and-ananse-animal-fables-and-trickster-tales#sect-introduction
Content Area or Developmental Focus: ELA
Age/Grade of Children: Second Grade
Length of Lesson: 1 hour
Goal
Students will become familiar with fables and trickster tales from different cultural traditions and will see how stories change when transferred orally between generations and cultures.
Objective
· Identify the definition and understand elements of fables and trickster stories
· Recognize Aesop's fables and Ananse spider stories
· Identify the specific narrative and thematic patterns that occur in fables and trickster tales across cultures
· Compare and contrast themes of fables and trickster tales from different cultures
· Differentiate between the cautionary lessons and morals of fables and the celebration of the wiles and wit of the underdog in trickster stories
Standards Included
CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.
CCSS.ELA-LITERACY.RL.2.5
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Materials
Print or online versions of the following stories:
Set A
· The Lion and the Mouse (Aesop)
· Mr. Buffu and the Snake (Ananse)
Set B
· The Fox and the Crane
· Anansi and the Turtle
Introduction
Begin the lesson with a game of telephone. The students will sit in a circle, in close enough proximity that they can whisper to their neighbors. You start the message be stating a one sentence message to the first student (just make up anything but be sure to remember it). Then the first student will whisper the message to the next person and it continues on in this fashion until you get to the last person. Have the last student write the message on the board. You then write the original message as well. They will be different, which is the point. You will then have a conversation about how oral storytelling allows for interpretation and change as it is told from person to person and travels to different locations.
Lesson Development:
Review the vocabulary and elements of folktales from previous lesson: Direct Instruction
· Vocabulary Words:
Folktale
Fable
Trickster Story
Oral Tradition
Moral
Folk Wisdom
· Elements of Folktales:
Folktales…
… are very old stories
… have special beginnings (such as "Once upon a time…" or "There once was…") and endings
… often repeat words or sentences
…have characters, settings, problems, and solutions
Guided Practice:
· Read aloud the first two stories (Set A) to students and stop to check for understanding and questions.
· Ask students to compare the animals and their beha ...
Work profile
This document provides examples of work from Kingmoor Nursery and Infant School across nursery, reception, and years 1 and 2. It shows how the students' mapping skills progress from early stages of creating pictures of familiar things to more advanced maps in later years that include keys, roads, and buildings. An assessment from year 3 evaluates students' understanding of different uses of the local environment.
CLIL: Looking at language for teaching subject content
This slide show looks at teaching language in order to teach subject content using CLIL methodology. It also includes preparation for a CLIL science lesson for primary school.
Junior High School INSET
This presentation tackles about the latest trends about K-12 curriculum and what concepts must be inputted to a learning plan.
Native americans
This five day unit on Native Americans for 4th grade includes lessons and activities to teach students about Native American culture and history. In the first lesson, students listen to a story and complete Venn diagrams and charts comparing Native American and modern life. The second lesson has students learn about Native American drums and create their own. In the third lesson, students research Native artifacts online and use a computer program to draw them. The fourth lesson has students watch a video clip and write a script describing the scene. The final lesson involves students watching a YouTube video about Native American children and answering questions.
Now & Then
This unit explores the concept of past and present through a series of six art lessons. Students will learn how history influences the present and shapes personal and cultural identities. They will express their understanding in various art forms like photography, poetry, advertising, sculpture, collage and book arts. The goals are for students to make connections between personal experiences and global history, and to gain insight into how the past affects their views of the world today.
Differentiation Introduction
This document discusses differentiation strategies for instruction in the classroom. It begins by noting the diversity of students that may be in one classroom, including those with different abilities, backgrounds and interests. It then defines differentiation as providing multiple options for students to access and make sense of information. The document goes on to describe various differentiation strategies like tiered lessons, Think-Tac-Toe grids, and anchor activities. It emphasizes the importance of clear learning outcomes and ensuring tasks are appropriately challenging for all students.
Community development blackboard module fall2016
This document provides an overview of community development methods for RAs during fall 2015 training. It discusses programming models and examples, door decorations, bulletin boards, welcome letters, and things that should be avoided. RAs are expected to plan programs each month following a specified model, create door decorations and bulletin boards, hold weekly room hours, and have personal interactions with residents. Examples of effective and ineffective door decorations, bulletin boards, and programs are also provided.
Multiple intelligences
The document discusses Howard Gardner's theory of multiple intelligences, which proposes that intelligence exists in several different forms rather than just one general cognitive ability. It defines eight types of intelligence - linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic - and provides examples of learning activities that engage each type of intelligence. The document suggests ways teachers can incorporate activities targeting different intelligences into their lessons to reach more types of learners.
3rd mid term (1)
- This document summarizes a classroom experience focusing on developing English oral skills in young learners. It describes using routines, the target language of English, affective activities, and translanguaging. Activities covered family, houses, questions and a final project. The importance of repetition and using gestures to aid comprehension is highlighted. Routines helped create a comfortable atmosphere for students to freely practice their oral English skills.
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Teaching young adult literature in the high school classroom
Teaching young adult literature in the high school classroom
CLIL: Looking at language for teaching subject content
CLIL: Looking at language for teaching subject content
This is a sample lesson plan based upon information gained fro
This is a sample lesson plan based upon information gained fro
CLIL: Looking at language for teaching subject content
CLIL: Looking at language for teaching subject content
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The document discusses Abraham Maslow's hierarchy of needs theory which proposes that people are motivated to fulfill basic needs before moving on to other needs. The hierarchy consists of physiological needs, safety needs, belongingness and love needs, esteem needs, and self-actualization needs. The document provides references to learn more about Maslow's theory from websites on life circles, businessballs, and YouTube.
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2. It recommends starting with larger movements and simpler shapes before progressing to smaller and more complex ones. Letters should also be taught from simple to complex.
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The document summarizes the agenda for a teacher training institute on November 2nd and 3rd, 2012. The agenda included discussions on feedback, unit planning using backwards design, Bloom's taxonomy, differentiated instruction, and making thinking visible. The objectives of the course were also to understand different educational philosophies, plan academic units using models like backwards design, apply knowledge of learning theories to lessons, and describe instructional models.
Concept based curriculum and instruction
Lynn Erikson is an expert in concept-based curriculum and instruction. She has written books and presentations on the topic. A concept-based curriculum focuses on essential conceptual understandings rather than just facts. It aims to foster deeper understanding and increased retention by helping students see patterns and connections in knowledge. Concepts are organizing ideas that are timeless, universal, and abstract. Effective concept-based units center on focus concepts and promote integrated thinking within and across disciplines.
Session 3 day2
The document discusses the key steps in Understanding by Design, specifically step 3 which is planning learning experiences and instruction. It provides guidance on how to plan instruction, including considering what knowledge and skills students need, what learning activities will help equip them, and how to help students develop the right attitudes. The document also discusses using learning targets, instructional strategies, varied assessment, and effective feedback to improve student learning.
Session 3 day 1
This document outlines the agenda and content for a two-day teacher training institute on curriculum and instruction. Day one will focus on discussing strategies from the previous week, presenting on educational theorists like Brunner and Gardner, and learning about backwards design and integrating differentiated instruction. Teachers will work on planning lessons using the backwards design model and discussing how to incorporate understanding by design (UdB) and differentiated instruction. Day two will cover differentiated assessment, performance tasks, and planning lessons using frameworks like Bloom's taxonomy. Teachers will apply these concepts to their curriculum units by developing differentiated assessments and formative tasks. The training aims to help teachers design effective curriculum and instruction using student-centered, research-based approaches.
Jerome bruner
Jerome Bruner was an American psychologist born in 1915. He received his doctorate from Harvard in 1941 and helped found the Center for Cognitive Studies at Harvard in 1956. Bruner developed a theory of constructivism which posited that learning involves constructing knowledge through discovery. He proposed that information is represented in three stages - enactive, iconic, and symbolic - and can be taught through a spiral curriculum at increasing levels of complexity. Bruner emphasized active, discovery-based learning and the role of social interaction and scaffolding in a child's intellectual development.
Howard gardner
Howard Gardner introduced the theory of multiple intelligences which posits that intelligence is not a single general ability but rather consists of at least eight relatively independent faculties or intelligences. These include logical-mathematical, linguistic, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. Gardner's theory broadened the traditional view of intelligence beyond IQ testing and emphasized different cognitive strengths. He is a professor of psychology at Harvard University known for his work on multiple intelligences and education reform.
Presentación paulo freire laultima
In the 1960s and 1970s, many Latin American countries like Brazil, Argentina, and Mexico borrowed large sums of money from international creditors to fund industrialization programs and infrastructure projects. However, they struggled to repay the debts, leading to economic crises.
Presentación vigotsky
- Lev Vygotsky was a Russian psychologist born in Orsha, Russia in the late 19th century.
- He studied a range of topics at Moscow State University, including sociology, linguistics, psychology and philosophy, graduating with a law degree in 1917.
- Vygotsky developed theories on cognitive development that emphasized the fundamental role of social interactions and the "zone of proximal development," defined as the distance between what a learner can do independently and what they can do with guidance from others.
Session 2
The document summarizes discussions from a teacher training institute on curriculum and instruction. Key topics included recapping the previous week's discussions, presenting on different learning theories, how curriculum fits into the bigger educational picture including standards and benchmarks, and the backward design model for planning curriculum and assessments. The agenda for the upcoming week focused on continuing these discussions and applying strategies in practice.
Session 1
Here are some prompts to guide your graffiti:
Ef f s s ro y
C l a r a te g
st
- Key ideas about how the brain learns
- Things that confirm or challenge your own ideas
- Questions that arise
- Connections to other readings
- Implications for teaching practice
Continue reading and graffiti-ing until you finish the article.
Then we'll share our boards in small groups.
Comic4
El documento presenta una conversación entre Alvarito y sus colegas Miguel y Daniela sobre las tecnologías más comunes en su trabajo. Alvarito menciona que usa internet para encontrar información y que cuando empezó a trabajar no habían computadores. Cuando se le pregunta si prefiere el celular o el correo electrónico, él elige el celular porque es indispensable para su trabajo.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Homes portfolio
- 2. Transdisciplinary Theme • WHERE WE ARE IN PLACE AND TIME : An inquiry into orientation into place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between the interconnectedness of individuals and civilizations, from local and global perspectives.
- 3. Central Idea Houses and homes are of different kinds and we all need them as they provide for different needs.
- 4. Subject Focus • Social Studies, • Language and • PSPE
- 5. Summative Assessment • Students will complete a writing sample in which they will describe their Dream House in English. • In Spanish they will describe a type of house in another time and a specific place (castle, gnome village)
- 6. Concepts • FORM – Understand what a home is. The difference between houses and homes as well as needs and wants.Explore the differences among houses around the world and in different times. • CHANGE- Understand why the way in which we build our houses has changed over the years. • REFLECTION- Why are homes important and the importance of sharing responsibility in our home
- 7. Lines of Inquiry • Different homes and houses • How people’s needs/ wants and environmental conditions influence the houses/homes they build • Responsibilities of household members
- 8. Experiences • Students will describe their houses, use literature both in English and Spanish, look at non fiction books, conduct guided internet searches to discover different types of houses and what makes a home and what are the responsibilities of household members. • Discuss a Power point presentation on the way in which houses have evolved through time and class discussion. (I.T. supported)
- 9. • Tour around school in order to see different buildings and think about their similarities and differences, also make the connection between form and function. • Research about a specific place (desert, jungle, city, polar region, etc) and how people build their houses on those places, the materials needed, etc. Math – explore vocabulary related to shape, identifying shapes in buildings.
- 11. After researching they will build in groups a 3D model of an ideal home in that area and present to the rest of the class. Students will also investigate some homes made with recyclable materials. A video was shown as an initial prompt. www.youtube.com/watch?v=BG2YanG2PRk
- 12. • Responsibilities at home: Students will keep a journal about their responsibilities at home.
- 13. Transdisciplinary Skills • Self-manangment skills students were able to take responsibilities at home. • Social skills Students took different roles (leader or follower) in group activities for problem solving situations. • Thinking skills Students designed and create a 3d model of a house in order for it to meet needs and wants of specific families. • Communication skills students wrote several writing pieces to describe and explain how different types of houses meet given criteria. • Research Skills students look up information in books about differences and similarities among different houses.