Lesson 1
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The lesson plan aims to teach students about rights and responsibilities. It has three learning outcomes: (1) all students will recognize their own, their parents', and the school's responsibilities; (2) most students will examine their rights in relation to school rules; and (3) some students will design new classroom rules. The lesson uses terms like rights and responsibilities and involves students modeling daily activities, creating classroom rules posters, and doing a homework assignment to find an article about irresponsible behavior.
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Lesson 1
The lesson plan aims to teach students about rights and responsibilities. It outlines three learning outcomes: 1) all students will recognize responsibilities of themselves, parents, and school; 2) most students will examine rights in relation to school rules; 3) some students will design new classroom rules. The lesson involves a quiz game, writing a story about the student's morning, discussing rights and responsibilities, and designing posters of classroom rules. It is intended to help students of different abilities meet the learning outcomes.
Lesson 1
The lesson plan aims to teach students about rights and responsibilities. It outlines three learning outcomes: 1) all students will recognize responsibilities of themselves, parents, and school; 2) most students will examine rights in relation to school rules; 3) some students will design new classroom rules. The lesson involves a quiz game, writing a story about the student's morning, discussing rights and responsibilities, and designing posters of classroom rules. It is intended to help students of different abilities meet the learning outcomes.
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Lesson 1
The lesson plan aims to teach students about rights and responsibilities. It outlines three learning outcomes: 1) all students will recognize responsibilities of themselves, parents, and school; 2) most students will examine rights in relation to school rules; 3) some students will design new classroom rules. The lesson involves a quiz game, writing a story about the student's morning, discussing rights and responsibilities, and designing posters of classroom rules. It is intended to help students of different abilities meet the learning outcomes.
Lesson 1
The lesson plan aims to teach students about rights and responsibilities. It outlines three learning outcomes: 1) all students will recognize responsibilities of themselves, parents, and school; 2) most students will examine rights in relation to school rules; 3) some students will design new classroom rules. The lesson involves a quiz game, writing a story about the student's morning, discussing rights and responsibilities, and designing posters of classroom rules. It is intended to help students of different abilities meet the learning outcomes.
A New Approach To Organization
The document compares the Montessori work plan approach to the traditional public school system. The Montessori work plan allows students to choose their own subjects and timeline, working individually at their own pace. It emphasizes a sense of accomplishment and diversity. Teachers guide rather than direct students. The document also discusses how the Montessori approach meets various Texas state standards for subjects like English, art, and math. It concludes by saying the presentation aims to inform parental choice, not persuade, by outlining what Montessori schools offer children beyond traditional public schools.
Mr. Lingley's Math Syllabus
Mr. Lingley provides an overview of the math course he will be teaching to grade 8 students. He instructs mathematics to class 8ABCD. The document outlines the curriculum, assessments, expectations for students, and encourages parental involvement through volunteering in the classroom or assisting with math-related activities that relate to their occupations. Parents are asked to review the expectations with their children and bookmark the class website, which provides course materials and video tutorials.
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The document discusses Singapore's primary school mathematics curriculum and how children learn mathematics. It focuses on problem solving and using concrete materials and visualizations before abstract concepts. Children learn basics like counting, addition and multiplication through word problems and are engaged through varied teaching strategies like working independently and in social environments with structured and relaxed elements. The goal is developing logical reasoning and visualization skills through mathematics.
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This citizenship lesson plan aims to teach students about democracy. It outlines three learning outcomes: explaining aspects of democracy, defining democracy in relation to the UK parliament, and evaluating why democracy is good. Students will participate in sorting card and group exercises to assess their understanding of key concepts like freedom, choice, and voting. They will also watch a video and do homework on the UK's main political parties. The lesson uses differentiation and visual aids over 50 minutes to help students at different levels meet the learning outcomes.
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The lesson plan aims to teach students about fair rules in school by having them critique proposed unfair rules and create their own fair rules. Students will explain why the new rules are unfair, define fairness, and justify their new school rules. Weaker students will work with brighter peers for support. The lesson involves discussing sample unfair rules, defining fairness, grouping students to generate fair rules, and justifying their most important rule.
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The lesson plan aims to teach students about fair rules in school by having them understand and critique proposed unfair new rules, define fairness, and work in groups to create and justify 8 new fair school rules of their own. Weaker students will be paired with brighter peers for support. The lesson assesses students' communication skills and ability to justify views through the group work and homework requires students to fill out a self-review sheet.
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2) Creating a learning environment where students practice ordering numbers, using number cards and a listening activity to develop number sense.
3) Introducing a problem where students use a two-part mat to share a set number of items with a friend, recording the combinations.
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2) Creating a learning environment where students practice ordering numbers, using number cards and a listening activity to develop number sense.
3) Introducing a problem where students use a two-part mat to share a set number of items with a friend, recording the combinations.
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4) Structured candy to teach counting and recognizing number patterns
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Lesson 2
This citizenship lesson plan aims to teach students about belonging to a community. It includes learning outcomes around identifying irresponsible behavior in others and qualities of good citizenship. Students will explore what it means to belong to both local and global communities. The lesson uses concepts like community, citizenship, and belonging. It assesses students through observation during group activities and homework involves students creating maps of their own communities.
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- Learning objectives are for students to determine if a relation is a function using domain and range, illustrate ordered pairs through tables and diagrams, relate functions to real-life situations, and integrate functions across other subjects.
- The lesson content references math textbooks and involves materials like paper strips. Learning experiences include an activity to group objects, a presentation of ordered pairs and mapping diagrams, and a practice activity where students ask each other their birth months.
- Assessment involves determining if sets are functions and illustrating mapping diagrams. An assignment has students interview others about their occupation, salary, and work hours.
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GCU College of EducationLESSON PLAN TEMPLATE© 2018. Gran.docx
GCU College of Education
LESSON PLAN TEMPLATE
© 2018. Grand Canyon University. All Rights Reserved.
Section 1: Lesson Preparation
Teacher Candidate
Name:
Larry Lope
Grade Level:
3rd
Date: April 2, 2018
Unit/Subject: Reading Informational Text
Instructional Plan Title: A Medieval Feast Study
Lesson Summary and
Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on
the content and skills you are teaching.
The focus of this lesson is reading informational text. Students will use
information from illustrations and words in the text of A Medieval Feast by Aliki
to demonstrate understanding of the text.
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.
This classroom of thirty students consists of 14 boys and 16 girls. There are four
English language learners, five students with IEPs or 504 plans, and three
students with a gifted classification. Additionally, six students are Tier 2 or 3
RTI for reading and one or two years below their grade level in reading. These
factors affect planning, teaching, and assessing because students with an IEP or
504 plan will need to be accommodated per these plans. Student who are English
language learners, but do not have an IEP, will also need to be taken into
consideration when teaching and assessing.
Whole group instruction for initial reading of the text, followed by small group
collaboration for activity. Arturo, Diana, Eduardo, Enrique, Fatma, and
GCU College of Education
LESSON PLAN TEMPLATE
© 2018. Grand Canyon University. All Rights Reserved.
Frederick will be pulled out to work in a small group with me.
National/State Learning
Standards:
Review national and state standards to become familiar with the standards you
will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the
lesson being presented. Standards must address learning initiatives from one
or more content areas, as well as align with the lesson’s learning
targets/objectives and assessments.
Include the standards with the performance indicators and the standard
language in its entirety.
CCSS.ELA-Literacy.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the
words in a text to demonstrate understanding of the text (e.g., where, when, why,
and how key events occur).
Specific Learning
Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to
measure in learning. These must be aligned with the standards. When creating
objectives, a learne ...
Differentiated Instruction Toolbox
Extensive strategies for how students are presented the information, how students make sense of the information and how students demonstrate what they have learned.
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This document contains a debate evaluation sheet that asks questions about stereotyping. It asks for examples of stereotyping, how stereotyping can damage people, how society encourages stereotyping, and whether stereotyping can ever be stopped. It then has sections for self evaluation and peer evaluation, where the debater rates their own and another student's arguments, and identifies things the other student did well that could improve their own debating skills.
Observation record 3
Kareem Howard completed an assessment for Unit 1 of the NCFE Equality and Diversity award. They participated in a discussion about different types of discrimination and completed a task matching definitions to keywords and providing examples. While the concept of multiple discrimination was explored through class activities and discussion, it was not explicitly cited in Kareem's completed work. However, the assessor observed that Kareem adequately covered the material surrounding multiple discrimination through learning about prejudice and discrimination in a broader and more specific context.
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This document summarizes a film evaluation and debate on stereotyping:
1) People stereotype based on outward appearances like clothing, labeling others makes them feel better.
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3) Stereotyping is encouraged by media, which often portrays black people as criminals or fighting.
Observation record
The student participated in a discussion about different types of discrimination and completed an activity matching definitions to keywords and providing examples. While the concept of multiple discrimination was explored and covered in the lesson, it was not explicitly cited in the student's completed work. The assessor observed that the student adequately covered the material surrounding multiple discrimination through learning about prejudice and discrimination in a broader and more specific context.
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Equal opportunities means that everyone receives fair and equal treatment regardless of individual differences. The document discusses how equal opportunities applies to housing, education, healthcare, employment, gender, and age. Specifically, it states that equal opportunities in housing means both public and private housing options are available to all. In education, it means all students can learn regardless of disabilities. For healthcare, equal opportunities implies universal access to treatment. In employment, it signifies everyone having an equal chance to get a job. The document then examines issues with equal opportunities for gender and age, noting challenges around pregnancy discrimination and age-related assumptions.
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People can have multiple identities consisting of different personalities. Individuals also have various local, national, and global identities based on their family backgrounds, places of birth and residence, and participation in communities from the local to international levels. A person's identities may incorporate where they are from locally and through family origins, their nationality, and their shared status as a global citizen through organizations like the United Nations.
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The document evaluates a film discussion on stereotyping. 1) Stereotyping occurs when people judge others based on superficial attributes like appearance. Examples given are racism, assumptions about blonde women and people's clothing. 2) Stereotyping damages people mentally and can lead to bullying, as seen when young people were wrongly blamed for London riots. 3) Stereotyping is often based on clothing and behavior. 4) The media encourages stereotyping by sometimes spreading untrue information. 5) While stereotyping may never fully stop, it can be reduced by pushing the media to fact-check and changing attitudes. 6) Educating people to be nicer to each other can improve attitudes.
Observation record 1
Kieran Harrhy completed an assessment for their NCFE Equality and Diversity unit on multiple discrimination. They participated in a discussion on different types of discrimination and matched definitions to keywords, giving examples. While multiple discrimination was not explicitly cited in Kieran's work, the assessor observed through class discussion and activities that the concept was covered as they learned about prejudice and discrimination in a broader and more specific way.
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The document discusses equal opportunities in housing, education, healthcare, and employment. It explains that equal opportunities aims to provide fair access regardless of factors like disabilities, age, ethnicity, gender, or sexual orientation. However, certain groups sometimes face barriers in getting equal access. For example, people with disabilities or the elderly may experience difficulties finding suitable housing, and ethnic or religious minorities could face discrimination in the job market. The document also notes the importance of equal access to basic human rights and services like education, healthcare, and employment opportunities.
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The document defines and provides examples of various types of discrimination. It explains direct discrimination as outright targeted discrimination, such as the racist attack that killed Stephen Lawrence. Indirect discrimination is described as unfair treatment that is difficult to prove. Other forms defined include positive discrimination, discrimination arising from disability, discrimination based on protected characteristics, stereotyping, and positive stereotyping.
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The document discusses equal opportunities in housing, education, healthcare, and employment. It explains that equal opportunities aims to provide fair access regardless of factors like disabilities, age, ethnicity, gender, or sexual orientation. However, certain groups sometimes face barriers in getting equal access. For example, people with disabilities or the elderly may experience difficulties finding suitable housing, and ethnic or religious minorities could face discrimination in the job market. The document also notes the importance of equal access to basic human rights and services like education, healthcare, and employment opportunities.
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This document summarizes a film evaluation sheet that discusses stereotyping. [1] It provides two examples of why people stereotype based on appearances: labeling others makes people feel better and judgments are based on outward characteristics like clothing and hair styles. [2] Stereotyping damages people mentally and can lead to bullying, giving the example of young people being blamed for London riots even though most were not involved. [3] The document asks how stereotyping can be improved by not arguing or fighting in the streets.
Film evaluation sheet
The document discusses stereotyping and how it can damage people. It provides examples of common stereotypes about appearance and behavior. Stereotyping can lead to bullying and scapegoating of certain groups. While society and media often encourage stereotypes to sell products or ideas, complete elimination of stereotyping may not be possible but attitudes can be improved by promoting openness and treating others as you wish to be treated. Self-evaluation suggests room for improvement in debating skills such as speaking clearly, being confident, and not getting nervous.
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The student participated in a discussion about different types of discrimination and successfully matched definitions to keywords for each type. They were also able to provide examples of discrimination. While the concept of multiple discrimination was explored through class activities and discussions, it was not explicitly cited in the student's completed work. However, the assessor observed that the student adequately covered the material relating to multiple discrimination through learning about prejudice and discrimination in a broader and more specific context.
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