Language and content objectives lesson plan format
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This document outlines a lesson plan template for a SIOP (Sheltered Instruction Observation Protocol) lesson. It includes sections for the content and language objectives, key vocabulary, supplementary materials, lesson delivery methods, meaningful student activities, and plans for student review and assessment. The template asks the instructor to provide details about the lesson topic, content area, unit, number of students at different English proficiency levels, and how the lesson content and language will be taught and practiced.
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This document outlines an agenda for a professional development session on using the Sheltered Instruction Observation Protocol (SIOP) model to plan effective lessons for English learners. The session objectives are to examine the SIOP components and discuss how language objectives can develop English proficiency. Participants are divided into groups to participate in vocabulary matching and self-assessment activities related to the SIOP model. The document also provides an example lesson using Chamorro language to help participants experience being language learners.
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The meeting points were:
a) dealing with the fact of new school changes
b) The raisons for these new changes
c) curriculum vs syllabus
d) values
e) cross currricular competences
f) Middle school exit profile
g) How can English help the other subjects and vis verca
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This document outlines an agenda for a professional development session on using the Sheltered Instruction Observation Protocol (SIOP) model to plan effective lessons for English learners. The session objectives are to examine the SIOP components and discuss how language objectives can develop English proficiency. Participants are divided into groups to participate in vocabulary matching and self-assessment activities related to the SIOP model. The document also provides an example lesson using Chamorro language to help participants experience being language learners.
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This document discusses key aspects of effective SIOP lesson delivery, including ensuring content and language objectives are clearly supported, maintaining high student engagement throughout the lesson, and using appropriate pacing for students' ability levels. Effective SIOP teachers must plan to use class time efficiently, teach engagingly, and keep students focused on activities directly related to the objectives being assessed.
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The document outlines strategies for making content comprehensible for English language learners based on the SIOP model. It recommends that teachers 1) write content and language objectives on the board, 2) make lessons appropriate for students' backgrounds using supplementary materials, and 3) provide opportunities for hands-on activities and language practice. Teachers should also clearly explain concepts, integrate language skills, and check for student understanding throughout lessons. The goal is to actively engage students in learning content and language.
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The meeting points were:
a) dealing with the fact of new school changes
b) The raisons for these new changes
c) curriculum vs syllabus
d) values
e) cross currricular competences
f) Middle school exit profile
g) How can English help the other subjects and vis verca
h) cross curricular topics
i) the 4 learning situations
j) project work
k) ppu and pdp teachig frame works
l) PIASP teaching grammar
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N) Sequence plan
o) planning learning
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1. Effective lesson delivery clearly states the content and language objectives orally and in writing, focuses instruction on those objectives, and evaluates lessons based on meeting the objectives.
2. Student engagement is key - lessons should minimize downtime and maximize time spent actively participating in instructional tasks related to what will be tested.
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here is how to adapt the school manual to the program & 10 hand outs about how to teach each lesson conform to the 2G curriculum
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- Teachers should evaluate if their lesson's objectives aligned with the curriculum, if students achieved the measurable learning goals, and how they would modify the lesson in the future based on weaknesses observed.
- Lessons should focus on developing students' competencies in interacting, interpreting, and producing language as outlined by the Ministry of National Education and assessed through student interactions and activities.
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The document discusses planning activities and lessons for an English language teaching course. It covers choosing materials from coursebooks, planning lessons with clear objectives or more flexible structures, and effectively setting up, running, and closing classroom activities. Key aspects of planning include anticipating challenges, timing, and student needs. When using activities, the teacher should consider the language practice, purpose, organization, and required materials and preparations.
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In this class, a framework for selecting the most suitable language teaching materials for a course.
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The document describes a lesson plan for teaching prepositions to students. It includes setting learning outcomes, introducing the topic of prepositions, providing examples and visual aids, student activities to practice using prepositions in sentences, assessment of student understanding, and concluding that the objectives were achieved. The lesson plan utilizes eclectic teaching methods, audio-visual aids, and group work to actively engage students in learning prepositions.
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4- Is problem solving new in our teaching system?
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Similar to Language and content objectives lesson plan format
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This lesson plan focuses on teaching fourth grade students vocabulary words related to fluency and phonics. The lesson uses think-pair-share activities, a PowerPoint presentation, and flashcards to introduce key words like privilege, outcome, theory, examine and method. Students will demonstrate their understanding by reading passages containing the vocabulary words and retelling them to confirm comprehension. The plan provides for differentiation of instruction to meet different learning styles and needs. Student understanding will be formatively assessed through an activity requiring them to use the vocabulary words in descriptions of a story.
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APUS Instructional Lesson Plan Guide
Typically, a comprehensive lesson will contain the following elements in sequence:
I. Initial Planning (Please include brief statements that address the following):
· Brief description of classroom context and characteristics of the students including Individual Education Plans (IEPs) and 504 accommodations. If this lesson is not being planned for a real group of students, include a description of a hypothetical class.
· Identification of specific learning objective(s) (outcomes) and standards addressed.
· Identification of prerequisite knowledge and skills needed by both students and teachers. How will student prior knowledge be assessed?
· Identification of resources needed to teach this objective including appropriate technology to use to increase learning.
NOTE: If using inquiry or constructivist approaches this lesson plan format may not be the most appropriate format. Please use the Engagement, Exploration, Explanation/Concept Invention/Expansion of Idea and Evaluation lesson format and sequence.
II. Lesson Introduction (Each section must be addressed):
Focus/Review
· If this is completely new learning, this is a brief task or questioning format you use to get students’ attention focused or to help them connect with the lesson.
· If this lesson builds on or uses skills or concepts the students enter the lesson already knowing (prerequisites), review any prerequisite knowledge that will lead easily into the new curriculum.
Statement of Objective in Student Terms (purpose)
What the students will be able to do as a result of the lesson. The purpose of today's lesson, why the students need to learn it, what they will be able to "do", and how they will show learning as a result are made clear by the teacher. How does it relate to students’ lives?
III. Lesson Development – What the teacher does to teach the lesson – Teacher Input (Each section must be addressed although sub-headings are not always necessary):
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GCU College of EducationLESSON UNIT PLAN TEMPLATE
GCU College of Education
LESSON
UNIT
PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Day 1:
Day 2:
Day 3:
Day 4:
Day 5:
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs,
504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
Day 1
Day 2
Day 3
Day 4
Day 5
National/State Learning
Standards
List specific grade-level standards that are the focus of the lesson being presented.
Specific Learning
Target(s)/Objectives
Based on state standards, identify what is intended to be measured in learning.
Academic Language
General academic vocabulary and content-specific vocabulary included in the unit.
Unit Resources, Materials, Equipment, and Technology
© 2021-2022. Grand Canyon University. All Rights Reserved.
List all resources, materials, equipment, and technology to be used in the unit.
Depth of Knowledge
Lesson Questions
What questions can be posed throughout the lesson to assess all levels of student understanding? • Level 1: Recall
· Level 2: Skill/Concepts
· Level 3: Strategic Thinking
· Level 4: Extended Thinking
Level 1:
Level 2:
Level 3:
Level 4:
Level 1:
Level 2:
Level 3:
Level 4:
Level 1:
Level 2:
Level 3:
Level 4:
Level 1:
Level 2:
Level 3:
Level 4:
Level 1:
Level 2:
Level 3:
Level 4:
Section 2: Instructional Planning
Day 1
Day 2
Day 3
Day 4
Day 5
Anticipatory Set
How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?
Presentation of Content
Multiple Means of
Representation
Describe how content will be presented in various ways to meet the needs of different learners.
Multiple Means of
Representation
Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted
abilities
· Early finishers (those who finish early and may need additional sources/support)
•
•
•
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
Application of Content
Multiple Means of
Engagement
How will students explore, practice, and apply the content?
Multiple Means of
Engagement
Differentiation
Explain how ma ...
Field study 2 final
The document provides guidance for students to observe teaching practices and apply principles of learning. It instructs students to observe three classes and document how teachers apply principles such as learning being an active process, involving multiple senses, and occurring in a non-threatening environment. Students are asked to analyze their observations and reflect on how the resource teachers adhered to the principles of learning. The goal is for students to understand how principles of learning can be implemented in classroom teaching.
Learning Targets Edi
The document discusses the importance of using learning targets to maximize student learning and raise test scores. It defines key terms like content standards, learning targets, and concepts. Effective lessons are built around clear learning targets that ensure students learn specific concepts and skills rather than just completing worksheets. Examples of well-written learning targets are provided, along with guidance on developing targets aligned to grade-level standards and assessing student understanding of the targets.
CHAPTER-5-multigrade-teaching.pptx
Can't wait to see you guys ma klase si sir aral sea of the word that starts with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word that starts to gin pray for you all to the simple past tense and past the simple past few weeks ago and I mean sakit nga kalam a good morning 🌅🌅 a good 👍👍👍 a good morning bhe I can get the simple pasta sauce with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word of the day Kay and see if they have the same mo ka tunto ka karon maaaaa basi bala
Planning lessons
This document outlines a lesson planning presentation by Group Three. It discusses the importance of lesson planning for teachers, including guiding instruction, organization, and preparation. It also provides examples of the key parts of a lesson plan, such as objectives, materials, procedures, evaluation, and adaptations for different students. Finally, it shares principles for creating an effective learning environment that encourages discovery and collaboration.
Capstone Project
This document outlines a capstone project for a geometry class that uses differentiated instruction to help students better retain foundational concepts. The teacher plans to group students based on their needs and have each group teach a topic to their peers using multiple methods. The goals are to engage students, promote collaboration and higher-order thinking, and determine if differentiated instruction improves retention based on assessments. Students will be provided various resources and technology to research and present their topics.
Appendix Di
Appendix.
Differentiating Instruction. Workshop by Inspector Mr. Mohamed Salah ABIDI Regional Summer School 2008/2009 (docs)
4 3 class observation checklist_fabiola_pérez_palma
The document is a classroom observation checklist used to evaluate a trainee teacher. It records the date, names of the trainee and observer, and length of observation. The objective of the lesson being observed is also noted. The checklist then lists aspects of lesson planning, teaching techniques used during the lesson, and teacher characteristics, marking whether each was observed or not and including comment space. At the bottom are signatures from the trainee and observer.
Fs 2 chapter 1 3
The document appears to be from a teacher training program and discusses principles of learning and using lesson objectives. It includes observation sheets for the teacher to analyze classes taught and determine if they apply or contradict various learning principles. The sheets have space to note the guiding principles related to objectives, intended learning outcomes, behaviors showing how the teacher applies the principles, and analysis sections for the teacher to reflect on their lessons. The overall document provides guidance and templates for teachers to self-evaluate their lessons and determine how well they adhere to best practices around setting clear objectives and applying principles of effective learning.
PWG-6-5e_specialQRcode.pdf
The document outlines a weekly learning plan for a Grade 6 classroom that focuses on progressive engagement and higher-order thinking skills. It includes transfer goals, standards, lessons, activities, and assessments for teaching students improved communication skills like public speaking. Lesson 1 focuses on impromptu speeches, giving students guidelines to practice short speech preparation and delivery on sample topics. Classroom activities include practicing speech techniques and delivering impromptu speeches, while home activities involve watching speech videos and discussing best practices. Students will be assessed on their ability to deliver an impromptu speech confidently using proper oral language skills.
Copy_of_Howard_County_Secondary_Language_Arts_
This lesson plan format outlines strategies and assessments for a secondary language arts lesson on introducing the novel Watership Down. The lesson will have students brainstorm words related to survival and read chapter 1 of the novel. Differentiation strategies include tiered assignments, flexible grouping, and modifying skills levels or materials. Assessment tools include rubrics, checklists, peer assessment, and tests.
Preparing the curriculum planning or creating
The document discusses curriculum planning for multigrade classrooms. It explains that the Department of Education in the Philippines provides a Budget of Work (BOW) to guide teachers in multigrade classes in preparing lesson plans. The BOW allows teachers to plan lessons around common themes for the whole class, rather than separate curricula for each grade level, but with progression of difficulty of learning tasks to meet students' needs. It also provides flexibility for teachers to organize learning experiences to best suit their students. The document recommends strategies for effective curriculum planning in multigrade teaching, such as reviewing the national curriculum, identifying common themes, and differentiating activities for different groups.
Rubrics model ( lesson plan ) CRITIC LESSON PLAN Sample
The document provides an analysis and suggestions for improving a lesson plan using the ASSURE model for developing rubrics. It finds that the original plan lacks specific learner objectives and knowledge, skills, and attitudes. It suggests adding clear and measurable learning objectives. It also recommends improving the review section to motivate learners by allowing all students to participate in an activity with an award. Further, it advises including specific criteria and feedback in the application section to guide students. The overall analysis finds that the lesson plan demonstrates some effective elements but could be strengthened by adding more detailed rubrics and learner-focused improvements.
Field Study 2 Episode 6
The document summarizes a student teacher's observation of their resource teacher developing an English lesson on sentence expansion using subordination. It describes how the resource teacher began the lesson with a motivating selection about a happy family. The teacher then had students analyze sentences from the selection and state the two ideas in each. To end, the teacher asked students to generalize about expanding sentences using subordination rather than stating it directly. The student teacher observed assessment and checking for understanding throughout the lesson.
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Language and content objectives lesson plan format
- 1. CONTENT AND LANGUAGE OBJECTIVES LESSON Participant's Name ____ School _____ ____________ Instructor's Name ______ ______ Date: ___ Grade/Class Content Area: ___ Unit: Duration: Lesson Topic: __ Number of Students at Each CELA Level ___Above Proficient _____ Proficient ___Intermedeiate ____Early Intermediate____ Beginning___
- 2. SIOP Lesson Plan Lesson Preparation Standard: Objective / Intended Student Learning Content Objective: Language Objective: Key Vocabulary: The key vocabulary to be used in this lesson include the following: Supplementary materials used to a high degree, making the lesson clear and meaningful. VISUALS/RESOURCES:
- 3. Lesson Delivery – How I will model the content to be learned. Grouping: Meaningful Activities: ___whole class ___ small group __ partners -individual Practice/Application – How students will practice/apply the content to be learned. Students will practice/ apply the content learned in this lesson by doing the following activities:
- 4. Review and Assessment – How I will assess whether students have met the intended learning. I will be able to assess whether the students have met the intended learning by doing the following: