The document summarizes a lesson plan for a Grade 5 class on using past tense irregular verbs. The plan includes showing a video example, reading a short story and identifying past tense words, ordering sentences from the story words, having excellent students teach describing pictures to weaker students, and giving a homework worksheet on simple past tense. The teacher will focus on time management and helping weaker students, and reflect on what went well and improvements for their class observation.
ini adalah slide yang saya buat untuk makul ELTAC dimana saya sebagai calon guru bahasa inggris untuk mengajarkan studi diluar pelajaran bahasa inggris menggunakan bahasa inggris saat mengajar. jadi ini adalah rencana pembelajaran yang saya buat untuk mengajar matematika materi bentuk 3D namun dalam pengajarannya menggunakan bahasa inggris. semoga bermanfaat.
ini adalah slide yang saya buat untuk makul ELTAC dimana saya sebagai calon guru bahasa inggris untuk mengajarkan studi diluar pelajaran bahasa inggris menggunakan bahasa inggris saat mengajar. jadi ini adalah rencana pembelajaran yang saya buat untuk mengajar matematika materi bentuk 3D namun dalam pengajarannya menggunakan bahasa inggris. semoga bermanfaat.
Partial IEP and LessonStudent MarcusAge 7 years 2 months D.docxdanhaley45372
Partial IEP and Lesson
Student: Marcus
Age: 7 years 2 months
Disability: Specific Learning Disability
Present Level of Performance:
Marcus is a second grade student who qualifies for special education services in the areas of reading comprehension and reading fluency. He struggles with decoding grade level words and is unable to correctly answer grade level reading comprehension questions related to what he has just read. When material is read to him, Marcus is able to answer comprehension questions at grade level. According to standardized testing, his current reading comprehension is at the 1.0 grade level. When given a timed test at the first grade level, Marcus is able to correctly read 30 words in two minutes. Marcus also struggles with written expression.
Marcus is able to perform at grade level in math, which is his preferred subject. Marcus appears to be somewhat reserved around his peers, and his parents would like to see him become more social.
Sample Co-Teaching Lesson Plan (Direct Instruction)
Teachers:
Subject:
ELA
Common Core State Standards:
· RF.2.3 a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
Objective (Explicit):
· SWBAT decode the vowel sound short /e/ in one-syllable words.
· SWBAT to distinguish the short /e/ sound in one-syllable word within a sentence.
Evidence of Mastery (Measurable):
· Include a copy of the lesson assessment.
· Provide exemplar student responses with the level of detail you expect to see.
· Assign value to each portion of the response
See attached files
Sub-objectives, SWBAT (Sequenced from basic to complex):
· How will you review past learning and make connections to previous lessons?
· What skills and content are needed to ultimately master this lesson objective?
· How is this objective relevant to students, their lives, and/or the real world?
- SWBAT sound out words phonically.
- SWBAT differentiate between different phonemes.
Key vocabulary:
Short /e/ sound
Long /e/ sound
Ben, Ted, let, bed, red, get, tell, then, left, fell, yells, pet, Jen, net, nest, tent, wet, web.
Materials:
Short /e/ Vocabulary list
Short /e/ paragraph
Short /e/ Book Jen
Short /e/ Word Search worksheet
Opening (state objectives, connect to previous learning, and make relevant to real life)
· How will you activate student interest?
· How will you connect to past learning?
· How will you present the objective in an engaging and student-friendly way?
· How will you communicate its importance and make the content relevant to your students?
The teacher will start a conversation with the student, asking the student what the different sounds the different vowels make. Teacher will then lead into conversation about the e sound and it makes two different sounds. Teacher will tell the student that today's objective is to work on the short /e/ sound. Teacher will review the short and long e sound with student, teacher will ask student about learning it in the past. (How did y.
2 g and input situation meeting & workshop november 22nd 2016Mr Bounab Samir
Salam,
2G & The input Situation
( Meeting and workshop November 22nd 2016)
The meeting points:
1) the intial problem solving concept
2) The 4 learning Situations
3) The input situation ( 2nd learning situation)
4) The teaching frame works ( PPU - PDP - PIASP )
5) How to teach PPU?
6) How to teach PD read
7) How ot teach PDP listening
8)How to teach grammar?
9 How to applly PIASP ( to teach grammar and pronunciation items)
10 ) How to deal with TD session?
Special thanks to my audience for thei great collaboration and coordination , they were amazing as usual with their great contribution and workshops , specially this meeting where all showed great mastery how to deal with each framework whic enable them plan a leanrning sequence without facing great problems . Thank you all
By : Mr Samir Bounab ( teacher trainer at MONE)
The power point links:
By : Mr Samir Bounab
1. EDUCATION DIVISION
Bachelor of Education
(TEYL/ELTS)
Date: 20/October/2015 Student: Wafa Alshehhi
Time: 8:55 – 9:40 School: Almasoor
MST: Eiman Class: Grade 5
Unit: 2 – Last Weekend No. Ss 24
Prior Knowledge (What knowledge are you building in?)
Students already know some words in past tense like drank, wrote, rode, etc.
Lesson Objectives: (What will students be able to do by the end of the lesson?)
(These must be SMART objectives – specific, measurable, achievable, relevant, timely)
Students will be able to use past tense of irregular verbs
Evaluation / Assessment: (How will you know your students have achieved the goal?)
(How will you evaluate the objectives that were identified? Have students practiced what you are asking them to do for evaluation?)
I will ask the excellent students to choose 2 or 3 weak students and teach and help them to describe the
pictures (verbs) in present and past tense
Personal focus (related to PDP): In this lesson I am working on my ……
I will focus and work on my class tomorrow on time management and weak students and I will check my
improvement through by MST and MCT.
Materials:(What items do you need for the class to run smoothly?)
Video (YouTube)
Worksheets
Power point
Lesson reflections: (What went well? Why? What could be improved? How?)
2. 2
ACTIVITY TIME
INTER-
ACTION
PURPOSE / OBJECTIVE OF
ACTIVITY
TEACHER
(Activity and Language)
STUDENTS
(Activity and Language)
1
Intro/warmer/opening
activity
10
min
T – S Practice speaking
T will show students a video about
What did you do? And its
conversation between groups of
people. Then, T will choose some
students to do the same dialogue
Students will focus on the
video and they will do the
dialogue
2 10
min
T – S Practice reading
T will present a short story (Sick on
Saturday). Then, she will ask some
students to read aloud the story.
After that, T will ask each group to
find the words in the past tense from
the story.
Students will read aloud
the story. Then, each
group will find words in
the past tense from the
story.
3 5 min
SS Ordering the sentences
T will give each group some words
from the story and she will ask them
to order these words in 4 correct
sentences.
Students will work
together and they will
order the words in 4
sentences.
4
Assessment/Evaluation
Activity
7
min
SS Describe the pictures
T will ask the excellent students to
choose 2 or 3 weak students and
teach and help them to describe the
pictures
The excellent students
will choose some weak
students and they will
teach them how to
describe the pictures
5
Extension worksheet
(homework)
5 min
S Using simple past tense T will give each students worksheet
about complete the following
sentences using the simple past tense
Students will answer the
worksheet individually