This lesson plan outlines a lesson for 6th grade students about wild animals and their habitats. The objectives are to recognize the difference between wild and domestic animals, learn animals' abilities using can/can't, and practice speaking, reading, and writing skills. The lesson includes warm up, development, and closing activities. The development has four activities - identifying habitats, completing sentences with can/can't, producing questions with can, and a game in groups labeling animals and their abilities. The lesson aims to engage students through various interactive activities working individually, in pairs, and in groups.
GuidedGuided ResponseIn addition to responding to your instru.docxaidaclewer
Guided
Guided Response:
In addition to responding to your instructor’s comments and questions, respond to at least two of your peers. Ask questions to push your classmates to be more specific about their literacy planning.
Compare your routines to theirs. How are they similar? How are they different?
My work :
Routines for Literacy Learning ( so
Compare my routines to theirs. How are they similar? How are they different?)
Broad Instructional Goals:
Ø
To develop an interest and make sense of printed material
Ø
To learn letter to sound correspondence
Ø
To read words and identify sounds that makes words
Ø
Participate in a shared reading of the story,
The Gingerbread Man
Four Block Lesson Plan:
First Block:
Self-Selected Reading
Second Block:
Guided Reading
Third Block:
Working With Words
Fourth Block:
Writing
Time: 15Minutes
Time: 20 Minutes
Time: 25Minutes
Time: 30 Minutes
On the first lesson of self-selected reading, each pupil will try to study the tale “The Gingerbread Man”. They will study it for the primary 15 minutes. I will then permit them to respond to the events inside the tale and inspire them to chine in
I will then examine the tale once more loud to the whole class can even encourage the students to examine alongside me. I will then put up prepared sentence strips in a pocket chart. I might then examine the story through pointing to each word. I could tell them to pick out their preferred words and write them on a separate sheet
I will overview the story on the 0.33 time and ask the students to select their best preferred phrases from the tale. I will difficulty each with a marker(black) to jot down each word separate on paper I will tell them to attract interest on each word while writing’s will also take the scholars to a computer lab for them to do an online project of matching the begging letter sounds at the lowest of the laptop.
I will then allow the students to use the brand new discovered words to create a web story by means of operating on computers. They will then put up their work online
I will also make the students to also read Mustapha, M., & Maldonado-Colon, E. (2011). Whole-to-part phonics instruction: Building on what children know to help them know more.
The Reading Teacher
,
41
, 328–338
References
Alexander, G.J. (2011).
The Lesson Plan
. Hoodoo Mysteries.
Bowen, W. G., & McPherson, M. S. (2016).
Lesson Plan: An agenda for change in American higher education
.
By:
Ste By: Winscher
Goal:
Make students more aware of word meaning.
Option 1:
Select a grade level and create a Four Blocks lesson plan. Make sure to include all four blocks as identified on pp. 50-51. Design the Four Blocks around a specific text and/or topic.
The chart I have created is specified for my 4
th
grade English class particularly for my vocabulary/reading portion of class. The following are the 4 topics used in the four-block lesson plan:
Self
‐
selected
reading.
Guided
reading.
Working
with words.
Writi ...
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Lesson Plan 4 sala-moggia
1. Lesson plan
Teacher: Estela Braun
Trainees: Moggia Giovanna, Sala Yohanna
School: School N°6
Course: 6th
grade.
Textbook: Howdy Friends
Date: August, 31st
2016
Topic: Wild animals and their habitats
Class: N° 4
LEARNING OBJECTIVES
• To recognize the difference between wild animals and domesticated animals.
• To learn the animals´ abilities by introducing CAN/CAN NOT.
• To practice the speaking, reading and writing macro-skills.
WARM UP
• The teacher will begin the class writing down the date.
• The teacher will check the homework with the students alltogether on the board.
Type of interaction: Teacher-students.
Macro-skills: Speaking.
Timing: 5 minutes.
Materials: Blackboard.
2. DEVELOPMENT
First activity:
• The teacher will ask for volunteers to read a short description of habitats.
• Then, the students are expected to write correctly the misspelled words to complete
the gaps.
• The teacher will check the activity with students altogether on the board.
Type of interaction: Teacher-students.
Macro-skills: reading and writing.
Timing: 5 minutes.
Materials: Flashcards, textbook and blackboard.
Second activity:
• The teacher will give an extra activity in which the students have to complete the gaps
with CAN/CAN´T.
a. Elephants ________ paint.
b. Lions ________ swim.
c. Snakes ________ slide.
d. Rhinos ________ say “hello”.
e. Hippos ________ jump.
f. Monkeys ________ climb trees.
g. Fish ________ swim.
h. Spiders ________ fly.
3. i. Mice ________ play baseball.
j. Dogs ________ catch cats.
k. Cats ________ catch mice.
l. Giraffes ________ drive.
m. Leopards ________ paint.
n. Gorillas ________ speak English.
o. Fish ________ run.
p. Zebras ________ climb trees.
q. Tigers ________ jump.
r. Eagles ________ fly.
Type of interaction: Students individually.
Macro-skills: Reading and writing
Timing: 10 minutes.
Materials: Extra sheet of paper.
Third activity:
• The teacher will explain the differences between statements and questions with CAN.
• The teacher will ask the students to work in pairs to produce questions orally (can
you...?).
Type of interaction: Students in pairs.
Macro-skills: Speaking
Timing: 10 minutes.
Materials: Extra sheet of paper
Fourth activity:
• The teacher will explain a game in which students will be devided into four groups.
• Each group will be provided with four flaschcards about animals.
• Then, each of the members of each group will have to run to the board, glue the
flashcard on the board and then write a sentence about what that animal can and can´t
do.
4. Type of interaction: Students in groups
Macro-skills: Speaking and Writing
Timing: 10 minutes.
Materials: Flashcards and blackboard.
CLOSING UP:
• The teacher will say goodbye.
