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.
150+ ideas on how to use flash cards in different ways. From kindergarten to adult conversation classes. With examples. Downloadable. The flashcard tool is found on www.thelanguagemenu.com
150+ ideas on how to use flash cards in different ways. From kindergarten to adult conversation classes. With examples. Downloadable. The flashcard tool is found on www.thelanguagemenu.com
How to make the LOTE classroom more engaging & communicativedesalynn
The activities focus on getting the students to speak, read, write and comprehend the target language. There are task-oriented activities that engage students in creative language use including games, information gap activities and using authentic resources.
Traditional & Technology Infused Foldables for the Foreign Language Classroom...desalynn
Traditional & Technology Infused Foldables for the Foreign Language Classroom - The technology infused foldables use PowerPoint templates allowing students to use technology skills while engaged in meaningful foreign language activities. The traditional foldables allow students to display information in a way to help them grasp concepts and ideas and also give them a sense of ownership and investiture in curriculum. Visit profehanson.weebly.com for examples & ideas for using foldables in the LOTE classroom
Talk given at TESOL France 2013 Annual Colloquium. In person it was run as a workshop with ideas for each example discussed by participants before solutions were presented.
Games can be a motivating way of teaching English, but are they always useful? In this workshop, we'll look at reasons for using games and examine how to match objectives with fun so that our students can be engaged, successful learners. We'll also take a look at some example classroom games and analyze which ones would be best to use in your classroom!
How to make the LOTE classroom more engaging & communicativedesalynn
The activities focus on getting the students to speak, read, write and comprehend the target language. There are task-oriented activities that engage students in creative language use including games, information gap activities and using authentic resources.
Traditional & Technology Infused Foldables for the Foreign Language Classroom...desalynn
Traditional & Technology Infused Foldables for the Foreign Language Classroom - The technology infused foldables use PowerPoint templates allowing students to use technology skills while engaged in meaningful foreign language activities. The traditional foldables allow students to display information in a way to help them grasp concepts and ideas and also give them a sense of ownership and investiture in curriculum. Visit profehanson.weebly.com for examples & ideas for using foldables in the LOTE classroom
Talk given at TESOL France 2013 Annual Colloquium. In person it was run as a workshop with ideas for each example discussed by participants before solutions were presented.
Games can be a motivating way of teaching English, but are they always useful? In this workshop, we'll look at reasons for using games and examine how to match objectives with fun so that our students can be engaged, successful learners. We'll also take a look at some example classroom games and analyze which ones would be best to use in your classroom!
Today’s students and teachers are always seeking the latest technologies available both for personal and school use. Technology can assist them in attaining the knowledge they desire and help make learning more interactive and tailored to different learning styles.
The three most common learning styles are visual, auditory and kinesthetic. Some
people listen more attentively to a lecture while others are more alert during a visual presentation. Meanwhile, others are busy taking notes or practicing the skill.
Knowing your learning style can be helpful for finding the right way to interact with colleagues and get the most out of meetings. What kind of learner are you?
An immersive workshop at General Assembly, SF. I typically teach this workshop at General Assembly, San Francisco. To see a list of my upcoming classes, visit https://generalassemb.ly/instructors/seth-familian/4813
I also teach this workshop as a private lunch-and-learn or half-day immersive session for corporate clients. To learn more about pricing and availability, please contact me at http://familian1.com
Section 1 Lesson PreparationTeacher Candidate Name Susan Dar.docxjeffsrosalyn
Section 1: Lesson Preparation
Teacher Candidate Name:
Susan Darling
Grade Level:
First Grade
Date:
Nov 20, 2019
Unit/Subject:
Reading/writing
Instructional Plan Title:
Fact or opinion
Lesson Summary and Focus:
Facts and opinions will be the subject of the day. Students will talk about the two words just as utilizing key vocabularies to decide whether it is an opinion or fact. This exercise will allow students to become good writers and readers. This unit acts as an introductory lesson for students to start writing an opinion paper.
Classroom and Student Factors/Grouping:
During the group activity, students will work with pre-determined partners. The reason being some behavioral students perform better with their peers. Student’s comprehension is enhanced when the teacher makes sure all students are involved and focused. The instructor will move around the classroom to manage the classroom while students are working in a group of two.
National/State Learning Standards:
1.RF.4, 1.RL.5, 1.W.1, 1.W.2, 1.SL.1, 1.L.4, CCSS.ELA-LITERACY.W.1.1,
CCSS.ELA-LITERACY.W.1.2
Specific Learning Target(s)/Objectives:
Through context clues, students will be able to differentiate fact and opinion by describing why a story is a fact or an opinion.
Agenda:
· Teacher will open with the anticipatory set.
· The educator will start the lesson.
· Student’s participation will be highly focused.
· Lesson closure will end the class to measure mastery.
Academic Language
Key vocabulary:
Informative
Fact
Falsehood
Opinion
Function:
I will help my students understand and explain the meaning of each vocabulary so that every learner comprehends the types of passages. For instance, students should decide if the passage is an opinion piece or is an informative one.
Form:
Pupils must understand that everything they hear or say is not a fact. They should as well as listen to their ideas and determine whether it is a fact or an opinion.
Resources, Materials, Equipment, and Technology:
Sticky notes, pencil, projector, paper, website for fact and opinion game, crayons, fact or opinion worksheet, whiteboard, computer tablet, markers, and coloring sheet.
Section 2: Instructional Planning
Prior knowledge connection: The educator will open the class discussion about facts or opinions by asking students whether they have ever heard about the two words. Students will be given enough time to read and answer.
Anticipatory Set: There will be two sentences written on the board. The teacher will explain the sentence that is a fact and one that is an opinion. Fact: I went to my friend’s place twice this week. Opinion: the best dish in the world is spaghetti. Every pupil will be given two sticky notes and opinions on each of them. Pupils are allowed to select the written sentence and determine which one is a fact and opinion. To help students understand why they labeled each sentence and its meaning, the teacher will initiate a discussion to transpire that. Subsequently, st.
Visual Literacy: A demo lesson for advanced 1st gradersMark Caulfield
These slides can be used as a single lesson or a scheme of lessons. I used part of this PP for the \'show and tell\' segment of the students speaking test.
UDL Lesson Plan Subject EnglishGrade First Grade.docxouldparis
UDL Lesson Plan
Subject: English
Grade: First Grade
Common Core State Standard(s): Common Core State Standards
· Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
· With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
· Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
· Add drawings or other visual displays to descriptions as desired to provide additional detail.
Objective (*Three components are observable verb, learning outcome, and measurement. *Aligned to state standard and evidence of mastery):
· Students will learn comperhension by recalling details.
· Will correctly define 9/10 vocabulary words by writing the definition of each.
· Following along, reading, and summarizing simple stories with pictures
Teaching Procedures (to include introduction of the lesson, and step-by-step procedures for the activites to promote student inquiry and checking for students’ understanding over the course of the activites)
Gather the Corduroy books that I plan to use for the lesson (A Pocket for Corduroy by Don Freeman) along with a stuffed bear to use when students are ready to begin writing and piecing their own adventure stories together. This particular lesson will focus on the book, A Pocket for Corduroy. The students will attentively listen to the story and will be asked to create their own stories electronically. Corduroy will allow the students to gain a personal connection by having close interactions with a stuffed bear and develop their own adventures with Corduroy. I will also provide envelopes for children to use as pockets. Tell them to draw a picture of something to place in their pocket. On the outside of the envelope, children write clues about what is inside. The rest of the class reads the clues and tries to guess what the pocket contains.
UDL Technology Integration (describe one UDL component and explain how it will be integrated into the lesson):
In this particular lesson there is a flexibility and openness that is available to allow the students to demonstrate their knowledge and skills of the content. There are not any strict guidelines for how the student presents their electronic adventure, based on the Corduroy story.
The assignment is organized in multiple points for choice of presentation:
· Free choice of resource materials,
· Free choice of access (text, digital, audio),
· Free choice of response style.
Instructional Technology (describe one instructional technology device and explain how it will have class-wide incorporation into the lesson): .
I would also implement AAC devices. These devices will be particularly ...
FREE DOWNLOAD! This is a Resource Book for teachers who wish to help their children become self-determined learners. Based on the everyday practice of Vijaya Bhanu Kote over the past 10 years in India. Vijaya shares stories, tips and resources relating how she developed a unique relationship with her children, their parents and the local community. This award winning teacher now shares how her love and commitment is changing lives and futures
İyi bir dinleyici olmak, dil öğrenimi sırasında çok önemlidir. Eğer öğrencilerimizi iyi bir dinleyici olmaları konusunda cesaretlendirebilirsek, sadece iyi bir dinleyici değil, aynı zamanda daha aktif öğrenci olmalarına yardım etmiş oluruz.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
3. icebreakerintroduction
ME puppets allow the teacher and students to get to know
each other. This activity also shows the teacher what kind
of learner the student is. Did the student understand the
verbal directions (auditory learner)? Does the student need
to look at an example (visual learner)? Did the student need
to touch the example and look at it closely (kinesthetic
learner)? Students of all learning levels can complete this
task.
4. mepuppeticebreaker:backgroundandstandards
1. Basic Information
a. First Day of School 2016
b. Lower Elementary Level
c. Lesson Name-Me Puppet Ice Breaker
2. Student Learning
a. Content Standards:
i. CCSS.ELA-LITERACY.SL.1.3Ask and answer questions about what a speaker says in order to gather additional information or
clarify something that is not understood.
ii. SL.8.2: Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and
evaluate the motives (e.g., social, commercial, political) behind its presentation.
b. Content Objective: Students will create ME puppets and introduce themselves to the class.
c. Language Objectives: Students will orally articulate their name, their favorite food, pet, hobbies, families and favorite
place to visit. When students are not speaking they will listen to their classmate that is speaking.
5. mepuppeticebreaker:studentdiversity
a. Learning Styles:
i. This lesson will engage students who are Verbal Linguistic as well as Interpersonal during the presentation both
when they are speaking and listening.
ii. This lesson will engage students who are Spatial and Bodily Kinesthetic while they are building the puppets they
can use different materials to create something as well as stand up by their chair while building the puppet.
iii. This lesson will engage students who are Intrapersonal while they are building the puppet as they can have time
to work alone on the puppet.
b. Cognitive Progression
i. This lesson could include lower level questions such as recalling the information that their peers said.
ii. This lesson could include some higher level question such as analyzing who they think they might work best with
in class based off of what everyone said, or classifying their peers into groups based on similar food.
iii. Students could be asked to evaluate the quality of their puppet.
c. Language Domain
i. This lesson will include speaking during the class presentation as they talk about themselves.
ii. This lesson will include listening as they listen to their peers.
6. mepuppeticebreaker:instructionalsequence
a. Prepare the following materials to make a "ME" puppet: paper plate, yarns of various colors, construction papers
(pre-cut eyes/nose/mouth), popsicle stick, and glue.
b. Give each child a paper plate and tell them that they will use it as the head.
c. Let them pick yarns that they will use as hair and have them use the glue to stick the yarn on top of the paper plate.
d. Then let them pick precut facial features to stick on the paper plate.
e. Use the popsicle stick for handle.
f. When puppets are ready, tell the students that they will have a stage show and have each child hide his/her face with
their puppets and have them tell their classmates about themselves, their favorite food, pet, hobbies, families and
favorite place to visit.
8. taskanalysis
The purpose of this task analysis (Browder, Trela, & Jimenez, 2007) is to determine the specific steps that learners need to
complete in order to engage successfully in the ME Puppets ice-breaker. The following steps take into account a diverse
range of learners, including differing learning styles, multicultural differences, and the specific needs of exceptional children.
This ice-breaker, ME Puppets, is also an effective diagnostic tool. In analyzing how children engage in the task, the teacher
is able to discern the following: Who is able to understand oral directions to complete the task? Who needs more explicit
modeling? Do students express preferred learning styles? Who is able to identify and verbally articulate a favorite food,
pet, hobbies, etc.? Who can comfortably perform, and who needs more support?
Step 1: Provide oral directions to students and demonstrate by holding up each of the materials needed in the
activity. Circulate to determine who needs extra support. Some students may have difficulty, for example, selecting
yarn to use or attaching the materials onto the paper plate “head.” They may also need help with the popsicle stick
“puppet handle.” As teacher circulates, take note of students who may need more explicit modeling and procedural
instruction.
9. Taskanalysispart2
Step 2: Preparing for the “stage show” or performance may be challenging for some students. Therefore, the teacher may
use an additional “favorites tool” that incorporates the use of symbols with linguistic prompts (Kaufman & Wandberg, 2012).
Favorite food:
Your pet or favorite animal:
Hobbies (what do you like to do?):
Family (who is in your family?)
Place (what is your favorite place?)
Make note of who needs more scaffolding to complete this activity. Who requires picture clues to understand what is being
asked? Depending on age of students, who is able to decode text?
10. taskanalysispart3
Step 3: Rehearse for the performance! Some students may need rehearsal time before they “perform” their show. Ask students to
work in pairs to practice what they will say. They may use their “favorites tool” as a scaffold as necessary. If a student is reluctant to
perform, then suggest that students present in partners. Alternately, the teacher may join in the performance.
Step 4: After each performance, help students feel included and successful by asking everyone to applaud. Add a choral chant:
“Welcome [student’s name] to our community!”
Tool for collecting data: Instructional Task Checklist
What was learned about each child’s preferences and cultural background?
Name
Name
Name
11. Conclusion
“The Seven Learning Styles
● Visual (spatial):You prefer using pictures, images, and spatial understanding.
● Aural (auditory-musical): You prefer using sound and music.
● Verbal (linguistic): You prefer using words, both in speech and writing.
● Physical (kinesthetic): You prefer using your body, hands and sense of touch.
● Logical (mathematical): You prefer using logic, reasoning and systems.
● Social (interpersonal): You prefer to learn in groups or with other people.
● Solitary (intrapersonal): You prefer to work alone and use self-study.” ("Learning-Styles-Online", n.d.)
As the teacher observes the student’s during the lesson and while they work, he/she will make anecdotal notes. These
notes will help the teacher determine which type of learner the student is. Some students will use a combination of learning
styles, while other students will use one primary learning style. The ME Puppet lesson will offer many opportunities to
observe the student during the student work time and while the students present the information with their ME Puppet.
The puppets also foster students’ expressions of cultural diversity. Every child has an opportunity to create a puppet that
represents individual preferences, backgrounds, and experiences. This is an excellent way for the teacher and other
students in the classroom to learn about the members of their new community.
12. References
Browder, D. M., Trela, K., & Jimenez, B. (2007). Training teachers to follow a task analysis to engage middle school
students with moderate and severe developmental disabilities in grade-appropriate literature. Focus on Autism and
Other Developmental Disabilities, 22(4), 206-219.
Common core state standards initiative. (n.d.). Retrieved from http://www.corestandards.org/ELA-Literacy/SL/4/
Kaufman, R., & Wandberg, R. (2012). Powerful practices for high-performing special educators. Los Angeles and London:
Sage Publications.
Learning-styles-online. (n.d.). Retrieved from http://www.learning-styles-online.com/overview/