Detailed Lesson Plan (Creative Nonfiction) Dramatic WritingAnjenette Columnas
This is my lesson plan #3 during my internship at Andres Bonifacio College in the course subject of Creative Nonfiction. I hope this will help you in making your own lesson plan, future teachers!
Detailed Lesson Plan (Creative Nonfiction) Dramatic WritingAnjenette Columnas
This is my lesson plan #3 during my internship at Andres Bonifacio College in the course subject of Creative Nonfiction. I hope this will help you in making your own lesson plan, future teachers!
This is my lesson plan #1 during my internship at Andres Bonifacio College in the course subject of Creative Nonfiction. I hope this will help you in making your own lesson plan, future teachers!
Semi-Detailed Lesson Plan - Active and Passive Voice (Junior High School - En...Anjenette Columnas
A Semi-Detailed Lesson Plan about Active and Passive Voice in the English Subject. I'm now a professional teacher and this lesson plan was used during my teaching demonstration in Sicayab National High School.
Lesson Plan for Art-Vegetables – Std. II by Marina Corda
A Std II language with ease lesson on Art-Vegetables. This is a fun lesson which introduces some common vegetables to the students.
Teacher will help the students to practice color recognition, decision making, and team work. The lesson plan can be modified as per your requirement.
Taught to a Std. II class at St. Dominic Savio High School, Mumbai, India.
* A special thanks to Rev. Fr. Crispino D’Souza, SDB for inspiring me.
Comments appreciated. Thanks for watching!
No copyright infringement intended! I All rights of the music, video clip & clip art are reserved to its respective owners.
Disclaimer: "Copyright Disclaimer Under Section 107 of the Copyright Act? 1976, allowance is made for "fair use" for purposes such as criticism, comment, news reporting, teaching, scholarship, and research. Fair use is a use permitted by copyright statute that might otherwise be infringing. Non-profit, educational or personal use tips the balance in favour of fair use."
Gerunds - Junior High School English 9 (Powerpoint Presentation)Anjenette Columnas
A Powerpoint Presentation about Gerunds in the English Subject. I'm now a professional teacher and this powerpoint presentation was used during my teaching demonstration in Sicayab National High School.
This is my lesson plan #1 during my internship at Andres Bonifacio College in the course subject of Creative Nonfiction. I hope this will help you in making your own lesson plan, future teachers!
Semi-Detailed Lesson Plan - Active and Passive Voice (Junior High School - En...Anjenette Columnas
A Semi-Detailed Lesson Plan about Active and Passive Voice in the English Subject. I'm now a professional teacher and this lesson plan was used during my teaching demonstration in Sicayab National High School.
Lesson Plan for Art-Vegetables – Std. II by Marina Corda
A Std II language with ease lesson on Art-Vegetables. This is a fun lesson which introduces some common vegetables to the students.
Teacher will help the students to practice color recognition, decision making, and team work. The lesson plan can be modified as per your requirement.
Taught to a Std. II class at St. Dominic Savio High School, Mumbai, India.
* A special thanks to Rev. Fr. Crispino D’Souza, SDB for inspiring me.
Comments appreciated. Thanks for watching!
No copyright infringement intended! I All rights of the music, video clip & clip art are reserved to its respective owners.
Disclaimer: "Copyright Disclaimer Under Section 107 of the Copyright Act? 1976, allowance is made for "fair use" for purposes such as criticism, comment, news reporting, teaching, scholarship, and research. Fair use is a use permitted by copyright statute that might otherwise be infringing. Non-profit, educational or personal use tips the balance in favour of fair use."
Gerunds - Junior High School English 9 (Powerpoint Presentation)Anjenette Columnas
A Powerpoint Presentation about Gerunds in the English Subject. I'm now a professional teacher and this powerpoint presentation was used during my teaching demonstration in Sicayab National High School.
Lesson Plan PhonicsTeacher Candidate Course .docxsmile790243
Lesson Plan: Phonics
Teacher Candidate:
Course:
LESSON PREPARATION [before the lesson]
Topic: Phonics
Specific Strategy: Rhyming short, one-syllable vowel words
Subject and Grade Level: Reading, First Grade
Standards: State [Virginia SOL or reading standard of your state]
English 1.6 The student will apply phonetic principles to read and spell.
Standards: National [IRA/NCTE]: Standard 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
Standards: Liberty TCA 1.6 Teacher candidate enhances success of all learners, providing for: diverse backgrounds (race, SES, gender, ethnicity, language)
Liberty TCA – Part 2: 2.1 Teacher candidate shows a high standard of ability in the English language arts and discerns, comprehends, and applies conceptions from reading, language, and child development, in order to assist students to effectively use their developing skills in dissimilar circumstances.
Standards: Common Core CCSS.ELA-Literacy.RF.1.3.b
Decode regularly spelled one-syllable words.
Primary Objective: Given one short vowel, one syllable word (ex. Dog), the student will be able to correctly match seven rhyming words out of a list of ten words with the original word provided.
Diversity: There are two students with ADHD that have IEP’s, and one student of Hispanic background with limited English proficiency. The students with ADHD will benefit greatly with the hands-on materials provided by this lesson and the songs and audio materials will be useful for the LEP student in order to see and hear the words in English.
Differentiation: Auditory: Students will be given the opportunity to listen to the short vowel words and hear how the one syllable words make rhyming patterns in the reading.
Visual: The students will be able to visualize the rhyming words when placed on the whiteboard and can identify the similarities between each short vowel word.
Tactile: Students who learn best tactilely will benefit from the use of hands-on materials, such as letter blocks and tiles to form the rhyming words.
Kinesthetic: Students will have bigger letter blocks to form the short vowel words and can physically move each block around to form the correct letter pattern.
Children’s Literature Selection:
Seuss, Dr. Hop on Pop. New York: Beginner Books, 1963.
Materials/Equipment:
v Mini Charts
v Plastic letters
v letter tiles
v alphabet cards
v Hop on Pop
v Hop on Pop worksheets
v Quiz on identifying the rhyming word
Technology Integration:
“Sing your way into phonics” is an excellent resource for integrating technology and diversity in the classroom. By using the provided CDs, children can experience the different sounds of short, one syllable rhyming words as they view them in class. https://www.actionfactor.com/pages/phonics-products.html#CB1
Character Education Principle: Compassion: Be kind to one another in and out of the classroom. “So whatever you wish t ...
How To Engage English Language Students With Songs? Try Harry Styles!Marcia Bonfim
DESCRIPTION:
This STEP-BY-STEP LESSON PLAN for ENGLISH language TEACHING features the song ‘Late Night Talking” by Harry Styles.
Students TALK about music, DESCRIBE and COMPARE photos and SAY WHY people are listening to music, READ short paragraphs of people talking about music, in pairs, DECIDE on words to complete the ideas, LISTEN to an audio to check, READ and CORRECT the lyrics, work in GROUPS to decide the right answers in a competition.
OBS: This lesson plan was made for ONLINE TEACHING, but it can be modified for face-to-face instruction, as well.
Language level: B1+ B2
Learner type: All ages
Skills: speaking, reading, listening, writing
Topic: Music
Grammar: Verb tenses
Materials: Genially presentation, worksheet.pdf/ editable pdf worksheet
Duration: about 1 hour
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. 1
Class 3B
Date 18th February 2014
Time 11.30 a.m. – 12.30 p.m.
Number of Pupils 30
Focus Language Arts
Theme World of Self
Topic Friendship
Content Standards (general) 2.2 By the end of the 6-year primary schooling, pupils will be able to demonstrate
understanding of a variety of linear and non-linear texts in the form of print and non-print
materials using a range of strategies to construct meaning.
4.1 By the end of the 6-year primary schooling, pupils will be able to enjoy and appreciate
rhymes and songs, through performance.
2. 2
Learning Standards
2.2.2 Able to read and understand phrases and sentences in linear and non-linear texts.
4.1.1 Able to enjoy action songs, jazz chants, and poems through non-verbal response.
4.1.2 Able to sing action songs, recite jazz chants, and poems with correct
pronunciations, rhythm and intonation.
Objectives By the end of this lesson, pupils are able to:
a) Read and understand phrases and sentences in linear and non-linear text through
skimming and scanning with the usage of sight words.
b) Able to enjoy action songs, jazz chants, and poems through non-verbal response by
displaying movements that are demonstrated by the teacher.
c) Able to sing action songs, jazz chants, and poems with correct pronunciation, rhythm
and intonation
Cross-curricular elements Friendship and Cooperation
Teaching aids 1) LCD(to project the lyric)
2) Picture
3) Worksheet
4) Flash Cards
3. 3
Moral values(character
building)
1) The students can value relationship
2) Show kindness to others
Activity Content Teacher’s notes Remarks
Set induction (5 minutes):
1. Pupils answer simple “Wh-
questions” based on the video
projected. (refer Appendix 2)
Instructional Language:
What do you see in the video?
Do you have a friend like in the
video?
What is the name of your friend?
Technique:
1. Brainstorming
2. Critical thinking skills
a) Making associations and
connections
3. Multiple intelligence
b) Verbal linguistic
c) Audio-visual
AVA- Short video clip of a
movie “Tinkerbell” about
friendship.
CCTS
1. What does your
friend share with
you?
2. Why do you like your
friend?
3. How do we maintain
our friendship?
4. 4
Presentation (15 minutes)
1. Teacher projects the lyrics (refer
to Appendix 1) of the song to the
pupils.
2. Teacher asks the pupils to read
aloud the lyrics on the paper
entitled “My friend”
Instructional Language:
Class, read the lyrics aloud.
3. Pupils listen to the song entitled
“My friend ”
4. Pupils answer simple “Wh-
Questions” regarding the song.
Instructional Language:
In the lyrics, what does your best
friend like to do?
What can you see in the pictures?
5. Teacher teaches them the
Rhythm
Pronunciation
Nouns
Adjectives
Dancing
Singing
Techniques: Read aloud
Method: Grammar - Translation
Critical thinking skills
- Making associations
and connections
Multiple intelligence
- Verbal linguistic
- Audio-visual
CCTS:
1. Why do you like /
dislike the song?
Integrated skills:
4.1.1 Able to enjoy
action songs, jazz
chants, and poems
through non-verbal
response.
4.1.2 Able to sing
action songs, recite jazz
chants, and poems with
correct pronunciations,
rhythm and intonation.
5. 5
simple actions or movements of
the song.
Instructional Language:
Okay class, I will sing the song and
dance.
After this, you will follow my actions.
Are you ready?
6. Teacher and pupils sing and
dance the song together with
actions that the teacher has
taught.
Learning Strategies:
- Phonics
AVA – Mahjong paper with lyrics
written on it.
- Radio / CD speaker
- Song entitled “My Friend”
Practice (20 minutes)
1. Teacher explains about phrases
using flashcards (refer Appendix
3).
Instructional Language:
Class, look at the flashcards on the
board.
Critical Thinking Skills
- Making associations and
connections
AVA - flashcards
CCTS:
- Can you see any
phrases in the poem?
- Can you name the
phrases?
Integrated skills:
2.2.2 Able to read and
understand phrases and
6. 6
sentences in linear and
non-linear texts.
Production (15 minutes)
1. Pupils are given worksheet
(refer Worksheet) where they
need to fill in the blanks with
correct phrases.
Instructional Language:
Class, I am going to give you a
worksheet. Please paste it in your
exercise book.
*after giving the worksheet
2. Pupils are divided into groups of
4 to brainstorm the answers.
Instructional Language:
Now, I will divide all of you into groups
of 4.
Brainstorming and cooperation
Silent reading
Skimming
Scanning
AVA – worksheet about types of
phrases.
CCTS:
- Can you recall back
what are the phrases
that we have learned?
- What are the phrases
in the poem?
- How can we identify
the phrases?
7. 7
2. Teacher discuss with pupils
about their answer for the
phrases list.
Instructional Language:
Now, we will discuss the answer of the
phrases list.
Closure (5 minutes)
1. Ask questions to pupils about
what they want to do with their
best friend after school.
Instructional Language:
*name of a pupil*, what do you want to
do with your best friend after school?
(The example of answer will be “we
will play football”)
*teacher will ask what is the phrase in
the answer given by the pupils.
Critical Thinking Skills
- Making associations and
connections
Brainstorming
CCTS:
- Do you appreciate
your best friend?
- How do we treat our
friends?
9. 9
APPENDIX 1:
My Friend
You are my best friend
My only best friend
You make me happy, everyday
We play together
We eat together
Please don’t take my friendship away
I have a best friend
Her name is Nancy
She likes to go round everyday
She always plays here
She always eats there
She likes to be everywhere
10. 10
We like holding hands
We always hold hands
We do many things together
No matter where we are
We will remember
Please don’t take my friendship away
You are my best friend
My only best friend
You make me happy
Everyday
We play together
We eat together
So please don’t take my best friend away
11. 11
APPENDIX 2: VIDEO
APPENDIX 3: FLASH CARDS
BIG CAR
AN APPLEBEAUTIFUL
GIRL
HIS
FRIEND
GO
QUICKLY
CUT DOWN
TAKE
AWAY
SMELLY
ROOM
MY BEST
FRIEND
Adjective Phrase Noun Phrase Verb Phrase
