This lesson teaches Mandarin 1 students about asking where someone is from using question words. Students will learn dialogues introducing people and asking about nationalities. They will practice recognizing and using the question words "who" and "which." The lesson uses various online resources and assessments to engage students at different ability levels, including character practice, role plays, question banks, and creating maps and vocabulary lists. Formative assessments include observation, role plays, and oral assignments to evaluate students' progress in using new vocabulary and question patterns.
This document provides the curriculum guide for teaching English to grade 9 students in the Philippines. It outlines the philosophy, principles, needs of learners, outcomes, and conceptual framework for the curriculum. The philosophy states that language is central to intellectual, social and emotional development. The principles discuss language acquisition theories and the importance of an integrated, learner-centered approach. The needs of Generation Z learners are described as being highly technology-savvy but having reduced attention spans. The outcomes aim to develop communicative competence and multiliteracies. The conceptual framework provides guidance on teaching language through principles like spiral progression and contextualization.
This 3-day lesson teaches 6th to 8th grade students about figurative language through analysis of poems. Students will: 1) Identify types of figurative language in poems using colored markers; 2) Combine findings with group members; 3) Input data into an Excel chart showing the variety and frequency of figurative language used in each poem. Students will present their charts and compare authors' use of figurative language. The lesson will be evaluated using a rubric and revised to enhance student performance.
This document discusses creating vocabulary-rich classrooms. It provides research and strategies for developing students' academic vocabulary through everyday language use. Teachers can model more sophisticated vocabulary to gradually enhance students' vocabularies. The document outlines Marzano's six-step process for teaching vocabulary and provides classroom examples. It also summarizes a study on using structured think-alouds to support online vocabulary learning. Developing academic and domain-specific vocabulary through intentional exposure and practice can boost students' language and thinking skills.
Participants will discuss the principles and implementation of a Web 2.0–enabled collaborative learning program that exists between three groups of middle and high school students, each at a different geographic location, facilitated by a combination of delivery modes and teaching and learning styles. Participants will examine student-centered learning activities that support the three communicative modes (interpretive, interpersonal and presentational), and through formative and summative methods will assess students’ task-based performance of the four skills of listening, speaking, reading and writing. Participants will co-develop a backward design with scaffolding and spiraling strategies, and will go home with working templates from the project, along with sample lesson plans, student works and other material to enhance the teaching practice.
The Introduction of Easy Step to Chinese (English Edition)北语社美国中小学精品教材《轻松学中文》...Shiqi Yuan
1)It is suitable for non-Chinese speakers, ranging from primary school students in Grade one to high school students in Grade 12.
2)Students can study this series from Book 1 for total beginners or choose any volume corresponding to their own level of Chinese proficiency.
3)The primary school stage focuses on cultivating students’ interest, helping them lay a solid foundation and giving them extensive exposure to the Chinese language and culture
4)The middle school stage, directed at the IB and AP Chinese tests, helps to intensify students’ integrated language skills in listening, speaking, reading and writing.
"Easy Steps to Chinese" series is designed for 5-12th grades Chinese students. This slide introduces the compilation idea of the books and provides sample lesson. Teachers and students speak highly of "Easy Steps to Chinese" series for its content and features.
"Easy Steps to Chinese for Kids" series is designed for k-4th grades Chinese students. This slide introduces the compilation idea of the books and provides sample lesson. Teachers and students speak highly of "Easy Steps to Chinese" series for its content and features.
The lesson plan provides details for a 30 minute English language class for Year 5 students focusing on the life cycle of frogs. Students will learn vocabulary related to frogs and their development, practice pronunciation of multi-syllable words, read about the frog life cycle, and participate in a quiz to assess their comprehension. The lesson emphasizes speaking, reading, and listening skills as well as the moral value of caring for animals.
This document provides the curriculum guide for teaching English to grade 9 students in the Philippines. It outlines the philosophy, principles, needs of learners, outcomes, and conceptual framework for the curriculum. The philosophy states that language is central to intellectual, social and emotional development. The principles discuss language acquisition theories and the importance of an integrated, learner-centered approach. The needs of Generation Z learners are described as being highly technology-savvy but having reduced attention spans. The outcomes aim to develop communicative competence and multiliteracies. The conceptual framework provides guidance on teaching language through principles like spiral progression and contextualization.
This 3-day lesson teaches 6th to 8th grade students about figurative language through analysis of poems. Students will: 1) Identify types of figurative language in poems using colored markers; 2) Combine findings with group members; 3) Input data into an Excel chart showing the variety and frequency of figurative language used in each poem. Students will present their charts and compare authors' use of figurative language. The lesson will be evaluated using a rubric and revised to enhance student performance.
This document discusses creating vocabulary-rich classrooms. It provides research and strategies for developing students' academic vocabulary through everyday language use. Teachers can model more sophisticated vocabulary to gradually enhance students' vocabularies. The document outlines Marzano's six-step process for teaching vocabulary and provides classroom examples. It also summarizes a study on using structured think-alouds to support online vocabulary learning. Developing academic and domain-specific vocabulary through intentional exposure and practice can boost students' language and thinking skills.
Participants will discuss the principles and implementation of a Web 2.0–enabled collaborative learning program that exists between three groups of middle and high school students, each at a different geographic location, facilitated by a combination of delivery modes and teaching and learning styles. Participants will examine student-centered learning activities that support the three communicative modes (interpretive, interpersonal and presentational), and through formative and summative methods will assess students’ task-based performance of the four skills of listening, speaking, reading and writing. Participants will co-develop a backward design with scaffolding and spiraling strategies, and will go home with working templates from the project, along with sample lesson plans, student works and other material to enhance the teaching practice.
The Introduction of Easy Step to Chinese (English Edition)北语社美国中小学精品教材《轻松学中文》...Shiqi Yuan
1)It is suitable for non-Chinese speakers, ranging from primary school students in Grade one to high school students in Grade 12.
2)Students can study this series from Book 1 for total beginners or choose any volume corresponding to their own level of Chinese proficiency.
3)The primary school stage focuses on cultivating students’ interest, helping them lay a solid foundation and giving them extensive exposure to the Chinese language and culture
4)The middle school stage, directed at the IB and AP Chinese tests, helps to intensify students’ integrated language skills in listening, speaking, reading and writing.
"Easy Steps to Chinese" series is designed for 5-12th grades Chinese students. This slide introduces the compilation idea of the books and provides sample lesson. Teachers and students speak highly of "Easy Steps to Chinese" series for its content and features.
"Easy Steps to Chinese for Kids" series is designed for k-4th grades Chinese students. This slide introduces the compilation idea of the books and provides sample lesson. Teachers and students speak highly of "Easy Steps to Chinese" series for its content and features.
The lesson plan provides details for a 30 minute English language class for Year 5 students focusing on the life cycle of frogs. Students will learn vocabulary related to frogs and their development, practice pronunciation of multi-syllable words, read about the frog life cycle, and participate in a quiz to assess their comprehension. The lesson emphasizes speaking, reading, and listening skills as well as the moral value of caring for animals.
This document contains a lesson plan for teaching students about mapping time. The teacher analyzes data on students' academic abilities and backgrounds to plan differentiated instruction. Strategies like modeling, think-pair-shares, and scaffolding content are used. The lesson is designed to build on prior knowledge of time concepts and help students make connections between new and old skills through practice activities. Potential misunderstandings around math and timelines are addressed.
1) A co-creation toolkit was created to help 7-10 year olds who are learning Chinese but lack interest in a fun and engaging way.
2) The toolkit involves 5 learning activities including choosing Chinese character parts, assembling characters, reviewing, relating characters to English letters, and surveying interest level.
3) Initial and follow up questionnaires and qualitative analysis will determine if the playful toolkit enhances users' interest in learning Chinese characters.
This lesson plan is for a 9th grade Honors English class where students will analyze two articles and develop a central idea for one of the articles. The lesson goals are for students to analyze the articles, develop a central idea supported by evidence, analyze writing strategies, and create an organizer. Students will read one article silently, discuss possible central ideas and strategies in groups, and create an organizer. The instructor will provide guidance and answer questions. Students will be assessed based on their participation in class activities and their written central idea essay in the next lesson. The lesson is designed to provide practice for a future assessment based on social cognitive theory of learning from peers.
The document summarizes an inquiry project on supporting English language learners' mathematical understanding through comprehension of word problems. It describes teaching strategies used over multiple rounds, including story element questions, graphic organizers, and explicit language instruction. Data was collected on students' language skills, literacy skills, and mathematical thinking. Analysis showed students needed more scaffolding initially. Later rounds saw more limited progress or progress toward goals. The next steps outlined continuing graphic organizers but changing questions, doing more partner and group discussions, and introducing important language as an ongoing resource.
1. The lesson introduces students to analyzing author's point of view and examining the accuracy of primary sources using a Ted Talk by Chimamanda Ngozi Adichie about her experiences growing up in Nigeria.
2. Students will watch clips of the Ted Talk, identify things that stood out to them, and discuss in what ways Adichie may or may not be a reliable source and how single stories can influence perspectives.
3. The lesson aims to address potential stereotypes students have about Africa by exploring the diversity within the continent and how media portrayals can oversimplify cultures.
edTPA - Childhood Lesson Plan Template lesson ALL 3Beverly Korsah
This lesson focuses on describing Niagara Falls as an important landform in New York. Students will work in small groups to discuss why Niagara Falls is significant and how its water could be used. They will consider whether they have visited Niagara Falls and why. The teacher will informally assess students by reviewing posters and brochures created by small groups to evaluate how well students conveyed facts and information about Niagara Falls. The goal is for students to understand Niagara Falls as a landmark landform in New York through discussion and creative works.
A short presentation of teaching English using the cross-curricular approach whereby English is taught using other subject content - in this case history and geography. This method can be used with any subject and with any age range of learners.
This daily lesson plan is for an English language class of year 1 students. The lesson focuses on food vocabulary and uses imperatives like "help me" and "come and take him out". Students will practice reading sentences with the target language and saying sentences like "I've got a banana" or "I haven't got..." while looking at pictures. Assessment involves students reading sentences with correct intonation and saying target phrases accurately when shown pictures.
This document provides information about an English Level 6 syllabus for a university in Ecuador.
It includes:
- General information about the course including subject code, credits, hours, semester, etc.
- Prerequisites and corequisites for the course
- A description of the course objectives to develop students' English communication skills through topics like relationships, sustainability, education, and city life.
The syllabus is divided into 4 units covering various language skills and topics. Assessment includes diagnosis tests, classwork, oral presentations, quizzes. The goal is for students to apply their English skills to interact meaningfully in different settings by the end of the course.
The document discusses how teachers can prepare for guiding students in the digital age when reading and writing are no longer confined to print. It explores how teachers can embrace 21st century technologies as part of their teaching philosophies. It also discusses how digital tools can promote literacy skills, support different learning styles, and allow students to demonstrate knowledge in new ways with teacher guidance.
The document is a daily lesson log for an English class covering August 22-26, 2016. It includes:
- The objectives, content, and performance standards for the week related to resolving conflicts and critical reading/listening strategies.
- A list of learning competencies and objectives to be covered each day.
- An outline of the daily lesson plans and activities, including introducing new concepts, practicing skills, and formative assessments.
- A reflection on student progress and needs, along with the teacher's evaluation of their own strategies and requests for supervisor assistance.
This lesson plan is for a 3rd grade English class about the story "The Hare and the Tortoise". The plan outlines pre-reading, during reading and post-reading activities. Pre-reading activities include watching a video clip and matching animal characteristics. During reading, students will read the story in groups and answer comprehension questions. Post-reading, students will make mini books retelling the story and discussing the moral values learned. The goal is for students to understand and discuss the fable.
Information on Chinese Made Easy Textbook ChildBook.com
Sample pages and helpful discussion about the Chinese Made Easy Textbooks. All information has been compiled and created by www.childbook.com
For more information, questions & suggestions please visit us at www.childbook.com
This lesson plan focuses on teaching students about endangered animals. The teacher will introduce vocabulary terms by creating a concept web and introducing constant + le words. Students will then read a story about endangered animals and do activities to practice the vocabulary and constant + le words. Assessment includes an exit ticket question and checking for understanding throughout the lesson. The next day's lesson involves reading another story applying the vocabulary, and doing a constant + le worksheet. Students are then given extinct animals to research and will create posters applying the vocabulary terms.
This document provides a lesson plan for a 2nd grade class to teach the difference between fiction and nonfiction. Students will research an animal using online and print resources and create an informative PowerPoint presentation and fictional story. The plan outlines standards, vocabulary, activities, and assessment. Activities include introducing fiction vs nonfiction concepts, modeling research skills, guided practice finding sources, independent research and creation of final products which will be evaluated using a rubric.
This lesson plan is for an English class focused on reading comprehension for 11th grade students. The main aims are for students to understand how different tenses are applied in texts and to be active in class. Potential problems addressed are students not being interested or understanding. Materials include a board, speakers, laptop, photocopies and dictionary. The class will begin with an icebreaker from the teacher, followed by students working in pairs on a short reading and then socializing it. Next, students will do a puzzle activity. Homework assigned is for students to write a 250 word paragraph on a blog. The method of evaluation will be oral participation and use of topics, with teaching strategies including drawing, games and writing.
This document is the introduction from the teacher's edition of the English language textbook Postcards. It provides an overview of the course components and principles behind the course design. The course aims to engage teenage students by focusing on relevant topics and activities. It offers a variety of exercises to develop language skills while allowing students opportunities for self-evaluation and monitoring progress. The teacher's edition provides lesson notes and answer keys to support teaching the student book, workbook, and additional materials. Suggestions are also given for effective classroom management.
The document provides a SIOP lesson plan template for a 7th grade lesson on caring for the environment. The content objective is for students to list ways to care for the environment using conditional tenses and modal verbs. Students will work in groups to research the topic and present their findings, creating a dialogue and summary using target grammar and vocabulary. The teacher will provide background through a PowerPoint before students research online and present their work to the class.
This document provides details of an English lesson for a 2nd grade class on the topic of the animal world. The lesson objectives are for students to: 1) Ask and answer "Wh" questions about pictures of animals, 2) Write a correct riddle about an animal, and 3) Identify animal names from riddles. The lesson involves showing pictures of animals and asking related "Wh" questions to introduce the topic. Students will then practice asking and answering "Wh" questions about pictures.
Students will create Glogster posters to review topics they have learned in Spanish 1 over the past semester. Over the course of a week, students will choose a topic, create a mind map, work on their poster using Glogster, and view at least 10 other student posters. The goal is for students to teach and review essential concepts with their peers before finals. This project allows for differentiation based on student abilities and needs.
This document provides an agenda and notes from a professional development session on increasing student comprehension. The session covered questioning strategies like Bloom's taxonomy and QAR, the importance of classroom discussions, and constructing response questions. It also addressed using academic vocabulary and included templates for lesson planning around vocabulary and questioning. Participants were guided in applying the strategies to their own teaching by selecting passages and developing questions at various levels to use in future lessons.
This document contains a lesson plan for teaching students about mapping time. The teacher analyzes data on students' academic abilities and backgrounds to plan differentiated instruction. Strategies like modeling, think-pair-shares, and scaffolding content are used. The lesson is designed to build on prior knowledge of time concepts and help students make connections between new and old skills through practice activities. Potential misunderstandings around math and timelines are addressed.
1) A co-creation toolkit was created to help 7-10 year olds who are learning Chinese but lack interest in a fun and engaging way.
2) The toolkit involves 5 learning activities including choosing Chinese character parts, assembling characters, reviewing, relating characters to English letters, and surveying interest level.
3) Initial and follow up questionnaires and qualitative analysis will determine if the playful toolkit enhances users' interest in learning Chinese characters.
This lesson plan is for a 9th grade Honors English class where students will analyze two articles and develop a central idea for one of the articles. The lesson goals are for students to analyze the articles, develop a central idea supported by evidence, analyze writing strategies, and create an organizer. Students will read one article silently, discuss possible central ideas and strategies in groups, and create an organizer. The instructor will provide guidance and answer questions. Students will be assessed based on their participation in class activities and their written central idea essay in the next lesson. The lesson is designed to provide practice for a future assessment based on social cognitive theory of learning from peers.
The document summarizes an inquiry project on supporting English language learners' mathematical understanding through comprehension of word problems. It describes teaching strategies used over multiple rounds, including story element questions, graphic organizers, and explicit language instruction. Data was collected on students' language skills, literacy skills, and mathematical thinking. Analysis showed students needed more scaffolding initially. Later rounds saw more limited progress or progress toward goals. The next steps outlined continuing graphic organizers but changing questions, doing more partner and group discussions, and introducing important language as an ongoing resource.
1. The lesson introduces students to analyzing author's point of view and examining the accuracy of primary sources using a Ted Talk by Chimamanda Ngozi Adichie about her experiences growing up in Nigeria.
2. Students will watch clips of the Ted Talk, identify things that stood out to them, and discuss in what ways Adichie may or may not be a reliable source and how single stories can influence perspectives.
3. The lesson aims to address potential stereotypes students have about Africa by exploring the diversity within the continent and how media portrayals can oversimplify cultures.
edTPA - Childhood Lesson Plan Template lesson ALL 3Beverly Korsah
This lesson focuses on describing Niagara Falls as an important landform in New York. Students will work in small groups to discuss why Niagara Falls is significant and how its water could be used. They will consider whether they have visited Niagara Falls and why. The teacher will informally assess students by reviewing posters and brochures created by small groups to evaluate how well students conveyed facts and information about Niagara Falls. The goal is for students to understand Niagara Falls as a landmark landform in New York through discussion and creative works.
A short presentation of teaching English using the cross-curricular approach whereby English is taught using other subject content - in this case history and geography. This method can be used with any subject and with any age range of learners.
This daily lesson plan is for an English language class of year 1 students. The lesson focuses on food vocabulary and uses imperatives like "help me" and "come and take him out". Students will practice reading sentences with the target language and saying sentences like "I've got a banana" or "I haven't got..." while looking at pictures. Assessment involves students reading sentences with correct intonation and saying target phrases accurately when shown pictures.
This document provides information about an English Level 6 syllabus for a university in Ecuador.
It includes:
- General information about the course including subject code, credits, hours, semester, etc.
- Prerequisites and corequisites for the course
- A description of the course objectives to develop students' English communication skills through topics like relationships, sustainability, education, and city life.
The syllabus is divided into 4 units covering various language skills and topics. Assessment includes diagnosis tests, classwork, oral presentations, quizzes. The goal is for students to apply their English skills to interact meaningfully in different settings by the end of the course.
The document discusses how teachers can prepare for guiding students in the digital age when reading and writing are no longer confined to print. It explores how teachers can embrace 21st century technologies as part of their teaching philosophies. It also discusses how digital tools can promote literacy skills, support different learning styles, and allow students to demonstrate knowledge in new ways with teacher guidance.
The document is a daily lesson log for an English class covering August 22-26, 2016. It includes:
- The objectives, content, and performance standards for the week related to resolving conflicts and critical reading/listening strategies.
- A list of learning competencies and objectives to be covered each day.
- An outline of the daily lesson plans and activities, including introducing new concepts, practicing skills, and formative assessments.
- A reflection on student progress and needs, along with the teacher's evaluation of their own strategies and requests for supervisor assistance.
This lesson plan is for a 3rd grade English class about the story "The Hare and the Tortoise". The plan outlines pre-reading, during reading and post-reading activities. Pre-reading activities include watching a video clip and matching animal characteristics. During reading, students will read the story in groups and answer comprehension questions. Post-reading, students will make mini books retelling the story and discussing the moral values learned. The goal is for students to understand and discuss the fable.
Information on Chinese Made Easy Textbook ChildBook.com
Sample pages and helpful discussion about the Chinese Made Easy Textbooks. All information has been compiled and created by www.childbook.com
For more information, questions & suggestions please visit us at www.childbook.com
This lesson plan focuses on teaching students about endangered animals. The teacher will introduce vocabulary terms by creating a concept web and introducing constant + le words. Students will then read a story about endangered animals and do activities to practice the vocabulary and constant + le words. Assessment includes an exit ticket question and checking for understanding throughout the lesson. The next day's lesson involves reading another story applying the vocabulary, and doing a constant + le worksheet. Students are then given extinct animals to research and will create posters applying the vocabulary terms.
This document provides a lesson plan for a 2nd grade class to teach the difference between fiction and nonfiction. Students will research an animal using online and print resources and create an informative PowerPoint presentation and fictional story. The plan outlines standards, vocabulary, activities, and assessment. Activities include introducing fiction vs nonfiction concepts, modeling research skills, guided practice finding sources, independent research and creation of final products which will be evaluated using a rubric.
This lesson plan is for an English class focused on reading comprehension for 11th grade students. The main aims are for students to understand how different tenses are applied in texts and to be active in class. Potential problems addressed are students not being interested or understanding. Materials include a board, speakers, laptop, photocopies and dictionary. The class will begin with an icebreaker from the teacher, followed by students working in pairs on a short reading and then socializing it. Next, students will do a puzzle activity. Homework assigned is for students to write a 250 word paragraph on a blog. The method of evaluation will be oral participation and use of topics, with teaching strategies including drawing, games and writing.
This document is the introduction from the teacher's edition of the English language textbook Postcards. It provides an overview of the course components and principles behind the course design. The course aims to engage teenage students by focusing on relevant topics and activities. It offers a variety of exercises to develop language skills while allowing students opportunities for self-evaluation and monitoring progress. The teacher's edition provides lesson notes and answer keys to support teaching the student book, workbook, and additional materials. Suggestions are also given for effective classroom management.
The document provides a SIOP lesson plan template for a 7th grade lesson on caring for the environment. The content objective is for students to list ways to care for the environment using conditional tenses and modal verbs. Students will work in groups to research the topic and present their findings, creating a dialogue and summary using target grammar and vocabulary. The teacher will provide background through a PowerPoint before students research online and present their work to the class.
This document provides details of an English lesson for a 2nd grade class on the topic of the animal world. The lesson objectives are for students to: 1) Ask and answer "Wh" questions about pictures of animals, 2) Write a correct riddle about an animal, and 3) Identify animal names from riddles. The lesson involves showing pictures of animals and asking related "Wh" questions to introduce the topic. Students will then practice asking and answering "Wh" questions about pictures.
Students will create Glogster posters to review topics they have learned in Spanish 1 over the past semester. Over the course of a week, students will choose a topic, create a mind map, work on their poster using Glogster, and view at least 10 other student posters. The goal is for students to teach and review essential concepts with their peers before finals. This project allows for differentiation based on student abilities and needs.
This document provides an agenda and notes from a professional development session on increasing student comprehension. The session covered questioning strategies like Bloom's taxonomy and QAR, the importance of classroom discussions, and constructing response questions. It also addressed using academic vocabulary and included templates for lesson planning around vocabulary and questioning. Participants were guided in applying the strategies to their own teaching by selecting passages and developing questions at various levels to use in future lessons.
This lesson plan aims to help 4th grade students improve their vocabulary. Each week, students are assigned one of five vocabulary words to explore more deeply. Students put the definition in their own words, write sentences and a metaphor using the word, and find online resources related to the word. Students create Google Docs for each part and post them to a class vocabulary wiki page. At the end of the week, groups present their word to the class. On Monday, the teacher tests students on all five words. The goal is for students to understand words at a deeper level and be able to use them in conversations and writing.
This lesson plan aims to help 4th grade students improve their vocabulary. Each week, students are assigned one of five vocabulary words to explore more deeply. Students put the definition in their own words, write sentences and a metaphor using the word, and find online resources related to the word. Students create Google Docs for each part and post them to a class vocabulary wiki page. At the end of the week, groups present their word to the class. On Monday, the teacher tests students on all five words. The goal is for students to understand words at a deeper level and be able to use them in conversations and writing.
The document outlines the objectives and activities for several course units. The first unit aims to help students develop a critical perspective on how their past English learning and life choices relate to their goals and dreams. Students will write an autobiography exploring this connection. The second unit focuses on how students have helped friends and what they are willing to do for friends. Students will participate in online discussions about helping friends. The third unit examines how difficult experiences have shaped students' characters and what experiences have made them stronger. Students will write a narrative story about overcoming an obstacle.
This document provides details about a "ME Puppet" icebreaker activity for a lower elementary classroom on the first day of school. The activity aims to get students to introduce themselves while also allowing the teacher to identify each student's learning style. Students will make paper plate puppets with their own facial features and use them to tell their classmates their name, favorite food, pet, hobbies, and favorite place. By observing how students engage with the activity, the teacher can determine who understands verbal instructions well and who needs more modeling or support. The puppet activity also encourages cultural sharing as students express preferences through their puppets.
This lesson plan outlines a 5-day unit for 8th grade English students focusing on communication skills related to the media. Over the course of the unit, students will analyze interviews from different media sources, conduct their own celebrity interviews, identify differences in language used across media, read and analyze newspaper articles on celebrities, and practice editing writing for correct grammar, capitalization, punctuation and structure. The goal is for students to gain experience communicating through different media and improve their reading, writing, listening and speaking skills.
This 2-4 week kindergarten science unit teaches students about the life cycle of butterflies. Students will raise caterpillars in class and observe their metamorphosis. They will create a digital book demonstrating each stage of the butterfly's life cycle using images and text. Working in groups, students will add their sections to the book and present their findings to the class. The goals are for students to understand what butterflies need to survive and be able to present their knowledge using technology skills like adding images and text to a digital book.
- The document is a daily lesson log for an English class at Patrocino National High School for the week of September 12-16, 2022.
- The lesson objectives for the week include reading comprehension, listening skills, identifying genres, basic paragraph features, stress patterns in reading, and subject-verb agreement.
- The lessons cover content such as a Philippine hero tale, line graphs, rate of speech, idiomatic expressions, and subject-verb agreement.
- Learning activities and assessments are outlined step-by-step for each day, including class discussions, readings, examples, and exercises to practice and evaluate comprehension.
Running Head DATA USE, COLLECTION, AND APPLICATION1DATA USE.docxhealdkathaleen
- John is a 6-year-old Hispanic student who has difficulty speaking fluently due to stammering. He lives with his single mother who has a low-paying job.
- John receives special education services including speech therapy. Observations found he has no issues with listening, writing, or task completion, but struggles with speaking fluently and reading aloud with comprehension.
- Short and long-term goals are outlined to improve John's speaking and reading performance through research-based instructional strategies focusing on pronunciation, comprehension, and engaging with complex texts.
The document outlines plans for two English language lessons for 8th grade students. It details the learning goals, their alignment with curriculum standards, an analysis of students' prior knowledge, and resources needed. For lesson one, the goal is for students to be able to give oral and written directions. A variety of engaging activities are described, including using pictures and a story to introduce vocabulary, completing worksheets, asking peers for directions, and creating a poster with a map and written directions. The document provides rationales for how the goals and sequence of activities are appropriate for supporting student learning.
This unit teaches grammar rules to 3rd grade students through examining errors in media. Over 10 days, students will identify grammatical mistakes, discuss different rules, and create their own corrected advertisement. The goals are for students to understand inaccuracies in media, employ grammar concepts, and collaboratively edit an advertisement. Assessment includes monitoring time usage and lesson impact through observations of students applying grammar skills.
The document provides guidance on establishing constructive conversations in the classroom. It outlines the problem that students may lack understanding of discussion purposes and rules or the skills needed to effectively converse. The solution presented is to consistently teach norms and vocabulary, model discussions, teach students to restate and reason, provide rubrics to assess discussions. Resources like discussion prompts, vocabulary visuals, transcripts and analysis tools can support building students' conversation abilities. The goal is to help students have meaningful academic discussions that further their understanding of content topics.
This unit plan is for an 8th grade Language A class that will last 8-10 weeks. The unit will focus on how educating ourselves can help prevent discrimination and stereotyping. Students will learn about Iranian culture to reflect on their own biases. They will examine how discrimination can be prevented. Assessments include a persuasive essay and graphic cartoon on an issue of passion. Learning activities incorporate research, presentations, letter writing, and analyzing the graphic novel Persepolis to develop cultural understanding and persuasive writing skills. The unit successfully engaged students in learning about Iranian culture and reflecting on discrimination.
This document summarizes Robert Marzano's principles for effective teaching and learning. [1] Marzano is an education researcher who has written over 30 books on teaching best practices. [2] His principles focus on setting clear learning goals, tracking student progress, celebrating success, planning effective lessons, establishing classroom routines, using technology, and providing accommodations. [3] Teachers are encouraged to reflect on their practice and collaborate with colleagues.
Unit 2 only the strong survive grade 6 language baissaigon
This unit plan focuses on how basic needs relate to different environments. Students will read the novel Kensuke's Kingdom and examine different environments like forests and deserts. They will develop an understanding of needs versus wants and survival techniques. Formative assessments include journaling and interviews, while summative assessments involve creating a survival guide and comparing environments using diagrams. The unit aims to develop skills in writing, questioning, presentation, and collaboration. Teaching strategies include novel discussions, videos, and a potential field trip. Exams interrupted completing all activities, but cross-curricular connections were made between subjects.
Maximizing Comprehensible Input and Output to Improve Student Achievement in ...Chinese Teachers
This document provides an agenda and materials for a workshop on maximizing comprehensible input and output in bilingual and dual language classrooms to improve student achievement. The workshop covers: [1] stages of second language acquisition; [2] setting language objectives across content areas; and [3] instructional strategies to maximize input and output in the target language to ensure student understanding. Sample activities include using visuals, gestures, tiered questioning, and sentence frames to make language comprehensible for students.
The document outlines a workshop on implementing the new Florida World Languages Standards, which focus on developing students' ability to communicate through five modes: interpretive listening, interpretive reading, interpersonal communication, presentational speaking, and presentational writing. The workshop teaches teachers how to design standards-based instruction through backward design, starting with defining learning goals and assessments before planning activities to help students achieve communication skills.
The document discusses language learning strategies and styles. It provides background on learning strategies according to Oxford (2003) and McDonough (2006), who see strategies as techniques that help students learn more effectively. A diagnosis test revealed deficiencies in a student's grammar and coherence. To address this, the document plans a CALLA lesson to teach the student the brainstorming strategy. This will help the student connect ideas when writing about their family. The strategy practice and evaluation sessions aim to improve the student's composition skills.
6th Grade Social Studies Egyptian UnitAunderhill10
This document contains lesson plans and assessments for a 6th grade social studies unit on ancient Egypt. It includes lessons on pharaohs, pyramids, gods and goddesses. For the pharaoh lesson, students will research a pharaoh in groups and present their findings. They will be graded using a rubric. The pyramid lesson teaches about different types of pyramids. For gods and goddesses, students will choose one to research and write a five paragraph essay about, relating the god/goddess to themselves. Multiple choice, true/false, matching and short answer questions are included for a unit test.
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Ld lessonplan
1. Lesson Overview
Topic Where are you from?
Grade level(s): Grade 9-10
Subject(s): Mandarin 1
1a, Students apply existing knowledge to generate new ideas, products,
or process.
1b, Create original works as a means of personal or group expression.
2a, Interact, collaborate, and publish with peers, experts or others
Technology S
Standard(s) employing a variety of digital environments and media.
5b, Exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity.
——NETS ● S
Content: 1.1 Students address discrete elements of daily life, including:
Greetings and introduction, family and friends;
Communication: 1.0 Students use formulaic language (learned words,
signs and phrases); 1.1 Engage in oral, written, or signed conversations.
Cultures: 1.0 Students use appropriate responses to rehearsed cultural
Content Standards situations.
Structure: 1.0 Students use orthography, phonology, or ASL
parameters to understand words, signs and phrases in context.
Settings: 1.0 Students use language in highly predictable common daily
settings.
—— California Standards
In previous lessons, students learned simple Y/N question with particle “ma”,
greeting to people and family members. They mastered about 20 basic words.
In this lesson, students are going to learn two new question patterns with
Brief description of question words who and which. They are going to learn the dialogues about
lesson:
introducing people, asking about nationalities. We are going to use various
materials, resources and technology to enhance teaching and learning. We will
use formative and summative assessments to assess the progress of students’
2. learning.
Given an example dialogue asking about someone’s nationality, students will
be able to analyze the question structure and learn to demonstrate the use of
Instructional question words “who” “which” to identify people and ask about someone’s
Objectives:
nationality.
Students will be able to create new conversations to introduce their friends,
family and others.
1, Study the Chinese characters for the new lesson
We use www.nciku.com for students to study character writing. The
writing of characters are really important and confusing at the beginning
stage, but we don’t have enough time to teach students how to write each
single character in class, so I introduced this useful website at a very
early stage. All my students know how to use Pinyin(pronunciation) and
drawings to find the target character, and study the writing for the
character from the website. This can be assigned before the new lesson
starts, so students know the characters already, it will increase effective
instruction time in class.
Procedures for whole 2, Study the key questions for the new lesson
group introduction:
The sentence pattern:
Na shi shei? = Who is that?
Ta shi naguo ren? = Where is he or she from?
The key question words:
Shei = who/whom
Na = which
2, Review today’s question patterns together with previous learned question
patterns
Pick a famous Chinese person and ask students to use all the questions they
have learned to find out the information about him/her.
I designed an easy to follow power point for this stage, it can be found on slide
3. share: http://www.slideshare.net/lidanhz/mandarin1-lesson3
I share this slides with students after class for them to review after school
(Ps: all of my students have a Google plus account, so we share resources
on that plat form, I will mention things we collaborate on Google+ later.)
3, Role play
Students use previous learned and newly learned dialogues to create their
own dialogues. The main elements for the role-play are to identify people
and ask about someone’s nationality.
4, Learning after school - Google+
After Lesson 3, students should master a certain amount of vocabulary
and sentences. Use the same vocabulary to recreate new sentences is a
big challenge. I designed an activity on Google+ for every student to
participate. I post one question that they have learned on the stream, any
student who sees the question first can answer the question by
commenting below my post. And they have to ask a new question. So it
goes on like this. I have three Mandarin 1 Classes, so it’s a very good
exercise to communicate with students from the same level but different
classes. And the other good thing about this activity is, as students study
more and more vocabulary and sentences, it can keep going on for the
whole school year! It records the progress students made during the
school year.
I will divide students into 3 groups
Group1: for students who are not good at memorizing and writing
characters. They will use flash cards and self-dictation to practice
characters.
Address diverse
needs of learners: Group2: for students who have no trouble of writing characters. They will
form questions by using learned vocabulary and create a class question
bank. They will use the question bank to practice speaking with their
partners.
4. Group3: for students who are capable and willing to learn extras.
Materials from <Chinese made easy>2 Lesson 1.
They are going to learn the vocabulary of countries’ names and new
sentence structure: I have been to = wo quguo......
1,Students use www.quizlet.com to create a vocabulary list of countries’
names. The vocabulary list needs to contain characters,
Pinyin(pronunciation) and English explanations. The vocabulary list will
form games and test automatically for students to practice.
2, Once they learned the extra vocabulary for countries, they are going
to create their own Google map. Pin the countries they have been to,
people they know in that countries, the country they want to go or any
country they are interested or feel related to, they can apply all the new
vocabulary and sentence structure they just learned. Then they can
share their Google map by sharing the links on Google+.
Depends on students’ learning pace, group 1 can move to group 2, and
group 2 can move to group 3. The question bank and quizlet vocabulary
list students crate will be very helpful for other students to study.
1, In class role play
2, Oral assignment on voice thread
At the beginning stage, good pronunciation and a good habit of speaking aloud
is very important for foreign language study. So I use the website
www.voicethread.com for students to practice their speaking and pronunciation.
Upload the power point I use in class to voice thread website. Students log in
with their account and comment on the slides by reading the dialogues on the
Student products: textbook and create 5 question and answers, they must include two new
questions they study today.
3, Homework, listening and speaking exercises on workbook
4, Question bank
5, Vocabulary lists on www.quizlet.com
6, Google maps only for group 3 students
6, Cartoon on www.toondoo.com
5. Formative assessment:
1, Ongoing classroom observation
Checklist: write characters in the correct way; able to recognize new characters
and new words; able to identify the new question words: who and which, and
use them in different sentences; able to understand and answer below questions:
who is that, where are you from and the questions in the similar forms; able to
use the learned words and patterns to create new conversations
2, In class role play
Divide students into pairs or groups of three. Each team learns the dialogue
from the textbook and creates a new dialogue. They need to employ some of the
knowledge from previous lessons as well, like: greeting, asking names,
questions like how are you, are you busy, do you want to drink a coffee, etc.
This is to assess students’ understanding of learned knowledge and their ability
to apply these language skills into different situations.
3, Dictation of new words, listening and writing exercise on workbook Lesson 3
which comes along with the text book
The main exercises on the workbook are: listen and distinguish between
Assessment:
different sounds, form the sentences with given words, interpretation, and group
words.
4, Oral Assignment on voice thread
Read the new dialogues on the textbook and create 5 questions and answers,
students must include two new questions they study today.
Checklist: Pronunciation, take down notes of difficult sounds that students have
trouble with and practice next day in class with them; Fluency, if students are
not good at this which means he or she is still not familiar with the new words
and dialogues, these students need more practice; Grammar and the choice of
words, these are used for checking the 5 questions students created by
themselves; Overall performance, see it’s easy or hard to understand.
Summative assessment:
Create a cartoon on www.toondoo.com
This cartoon includes: at least three characters and a certain situation;
The conversation includes: the two new topics in class, identify people and ask
people’s nationality.
6. Instruction: 1, I spend about 10 to 15 minutes with students in class to play
around on the website to log in, choose characters and backgrounds, type
Chinese, save and publish an example cartoon. 2, I give out the rubric for the
cartoon project to students, and discuss in class what I expected from them.
3, Students can use the dialogues they used for the role-play in class, especially
for students who are in Group1 and 2.
Rubric is attached.
Textbook materials:
New Practical Chinese Reader1, Lesson 3 and accompanied CD and
workbook
Chinese Made Easy2, Lesson1
Resources:
Flash cards, question bank, power point made for the lesson
http://www.slideshare.net/lidanhz/mandarin1-lesson3
Technology used:
For teaching:
Power pointed created based on the visual literacy
http://www.slideshare.net/lidanhz/mandarin1-lesson3
For study:
Materials, resources,
www.nciku.com for studying characters
technology used:
www.quizlet.com for studying and practicing vocabulary
Example of students’ work on quizlet: http://quizlet.com/_450y1
Both of them are very good for self paced study
Google maps for advanced groups to do more challenging and creative
work
http://maps.google.com/
For assessment:
www.voicethread.com for practice speaking
Example of students’ work on voice thread:
http://voicethread.com/share/2254128/
www.toondoo.com for summative assessment
Example of students’ work on toondoo
7. http://www.toondoo.com/cartoon/3807406
For classroom management:
Google+, we use this social website to create an online communication
between teacher and students, students and students. I post homework,
announcements, resource, questions, discussion, and etc. all on
Google+ page. Students always can ask me any question if they don’t
understand in classroom. I design activities like the question solitaire
game I mentioned above for students to learn after school as well.