Lesson 2
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This lesson plan is for a 1.5 hour English class for 12 university students aged 17 studying their first semester of law. The lesson aims to help students recognize the main idea and find specific information in a text. It includes activities to introduce vocabulary, identify the main idea, true and false cognates, synonyms in context, and comprehension questions. Students will also create a 1 minute podcast expressing if they want to live in "ResidenSea", a home described in the reading text, and comment on each other's posts. The teacher anticipates students may overuse dictionaries in the initial reading and will remind them the focus is the overall meaning when scanning for the main idea.
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This lesson plan is for a 1.5 hour English class for 12 university students studying law with an average age of 17. The lesson aims to have students write about their own country and refine their writing skills. It begins with a warm-up activity where students identify mistakes in an email to practice editing. Students then edit their own writing based on teacher feedback and do peer reviews. They refine their writing based on peer feedback before taking a mock exam to review the unit content and prepare for their final test. The teacher aims to master technology use and reduce talking time.
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3. The learning objectives are for students to write a linear text using appropriate language and style about multiracial unity in Malaysia.
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This document summarizes a study on long-term English language learners (LTELLs) in New York City schools. It finds that most LTELLs fell into categories of transnational students or experiencing inconsistent schooling. LTELLs showed strong oral bilingualism but limited academic literacy skills. The study conducted further research in two schools, finding subtractive schooling models decreased Spanish literacy and many LTELLs resisted academic Spanish. Programs are needed to explicitly teach literacy across subjects and improve both English and Spanish academic skills for LTELLs.
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This document outlines a 3rd grade friendly letter writing unit taught by Mrs. Drake. Students will learn the five parts of a friendly letter (heading, greeting, body, closing, signature) through charts, worksheets and websites. They will practice arranging the parts on note cards. Parents are encouraged to help with homework and grammar. By the end, students should be able to write a letter with the five components and correct grammar. The unit aims to have fun while meeting Alabama state standards for writing, vocabulary, and using digital sources.
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Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:Cara Simmons
7th Grade
12/16/2015
Civics
Sources and Types of Law
I. Planning
Lesson summary and focus:The students are required to analyze and identify the sources and types of law including but not limited to civil, criminal, constitutional, juvenile and military law.
Classroom and student factors:Students are grouped based on balance of lexiles levels and native language. Desks are grouped in 4s where each student can visibly see the board.
National / State Learning Standards:SS.7.C.3.10
Specific learning target(s) / objectives:
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Agenda:
Formative assessment:Bellringer/Warm Up
Anchor Charts
Matching Game
Interactive Notebook
ReflectionStudents will complete a matching exercise pairing a court scenario with the correct sources of law. Students will work collaboratively and provide ongoing feedback to each other. Students are monitored by teacher where wrong pairings are given the opportunity for justification in that choice.
Academic Language:
Key vocabulary:
Function:
Form:
case law
criminal law
civil law
constitutional law
juvenile law
statute
due processUnderstanding and identifying the key terms will allow students to synthesize, paraphrase, infer and evaluate the systems and sources of law and order.
Therefore, how, because, but, due to this, justifying
Instructional Materials, Equipment and Technology:
Overhead projector, matching cards, anchor charts, color pencils, markers, Types of Law Brain pop video clip.
Grouping:
Students are matched in groups of 4 with a balance of higher and lower performers.
II. Instruction
A. Opening
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- 1. ICELT LESSON PLAN FORM Electronic Version Name of teacher: Darío Alejandro Rico Candidate Number: Institution: Universidad Santo Tomás Date of Observation: DAY MONTH YEAR ___16th __ 11___ ___2013 Time of observation 2-4 p.m Class/grade: Room: 204A English I Length of class 1.30 hours Number of students: 12 Average age of Students: 17 Number of years of English study (students): 3 Level of students Elementary Intermediate Advanced Lesson Number 1 2 Language Item: 3 4 Reading strategies -Scan -Skim - True and False Cognates -Synonyms in the context - Comprehension check - True and False - Referents Aims: By the end of the lesson students will be able to: • • Students will be able to recognize the main idea of a text Students will be able to find specific information of a text. Personal aims: • • To master the use of technology for teaching Lessen TTT Materials : Hot potato, podcast. 1
- 2. 2
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- 4. 4
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- 6. and in the False ones they have to correct the sentences Outcome Students will discuss about the text Students will make a podcast of a minute answering the question Do you want to live in ResidenSea?. They post it in a forum and then they comment each other post in the same way, with a podcast. 20 min 6
- 7. 7