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This document summarizes the experiences and lessons learned by a second year middle school ESL teacher. It describes her initial preconceptions about teaching, which did not consider that teachers can and will make mistakes. It then details her experiences teaching two Students with Interrupted Formal Education (SIFE), and how she engaged them by drawing on their life experiences. The teacher also discusses a lesson analyzing paintings that did not go well at first, but which she was able to redesign successfully. The key lessons highlighted are that teachers should properly assess student skill levels before new lessons, and it is okay to acknowledge and learn from mistakes.
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The document appears to be a table showing comparisons between infinitives, nouns, and gerunds with the same numerical values. It also includes some example sentences testing verb forms and answers to questions about various topics. The document covers grammatical forms, vocabulary, and provides feedback on whether answers are correct or incorrect.
World Foods ESL Lesson
Presentation for my world foods esl lesson. For the full lesson plan please go to www.highschoolesl.com
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Assure assignment CI 350
Using the ASSURE Method explained and describe in the content material, design a lesson using the ASSURE method for 1 of the following scenario in a word document and uploaded it to the Assure assignment Drop Box Provided. In the document you will use the acronym and elaborate on each letter as it was shown on the examples.
When completing assignments for the next three weeks, please be sure.docx
When completing assignments for the next three weeks, please be sure to include an introduction and conclusion prior to your analysis and recommendations for each case study. Please remember you have to pick 4 scenarios. Thank you
Each of the following scenarios presents a situation based on a real world teaching situation that you may encounter during your career as an educator. Please respond fully to
four
of the eight scenarios listed. Responses must be written in APA format, include critical thought, and address all aspects of the chosen scenarios. Students should include direct reference to the week’s chapter as well as relevant personal and professional experiences where appropriate. Your finished paper must include a title page and reference page and should not exceed seven pages.
Joanie is a 12th grade English teacher at Glenbrook South High School outside of Chicago. Her school serves an upper-middle class suburban population and her students are very focused on their studies. As a result, they are also very concerned about individual assignment grades. After three weeks spent reading Shakespeare’s
The Tempest
, Joanie prepares an exam that will assess students’ understanding of the major themes and literary devices used by Shakespeare throughout the test. She spends a weekend formulating 30 multiple choice questions and four short answer questions that she feels reflect the major focus points of the unit. On Monday, she reviews the information with her students and on Tuesday she gives the exam. Curious to see how her students did, she grades them later in the day and is shocked to find that nearly half of her students failed. Looking more specifically at the questions her students missed, she soon discovers that most students were unable to answer questions related to Shakespeare’s biographical history and that many also misunderstood major parts of the plot. Discouraged, she decides she needs to come up with a plan for how to revisit the information and retest her students.
Suggest a three step plan that Joanie can use to identify the specific information students had trouble with, revisit those topics in class, and retest the information. How can she use the students that performed well on the test to help those who struggled? How can she stop students from being discouraged when they see a failing grade?
Andre is a social studies teacher at a high school near Boulder, CO. His students are currently studying the French revolution, and while he feels confident with the amount of time he has spent planning the unit and the progress so far, he finds that he routinely has 5-10 minutes left at the end of class where students are left without an activity. Rather than wasting that time, Andre wants to find and instructionally productive means of using it that will help him gauge student progress as they read through the textbook over the next three weeks. Each daily reading assignment covers five pages of the text book. The end unit.
Chapter Four Case Study ScenariosEach of the following scenarios p.docx
Chapter Four Case Study Scenarios
Each of the following scenarios presents a situation based on a real world teaching situation that you may encounter during your career as an educator.
Please respond fully to
four of the eight scenarios listed
. Responses must be written in APA format, include critical thought, and address all aspects of the chosen scenarios. Students should include direct reference to the week’s chapter as well as relevant personal and professional experiences where appropriate.
Your finished paper must include a title page and reference page and 4 page paper.
Joanie is a 12th grade English teacher at Glenbrook South High School outside of Chicago. Her school serves an upper-middle class suburban population and her students are very focused on their studies. As a result, they are also very concerned about individual assignment grades. After three weeks spent reading Shakespeare’s
The Tempest
, Joanie prepares an exam that will assess students’ understanding of the major themes and literary devices used by Shakespeare throughout the test. She spends a weekend formulating 30 multiple choice questions and four short answer questions that she feels reflect the major focus points of the unit. On Monday, she reviews the information with her students and on Tuesday she gives the exam. Curious to see how her students did, she grades them later in the day and is shocked to find that nearly half of her students failed. Looking more specifically at the questions her students missed, she soon discovers that most students were unable to answer questions related to Shakespeare’s biographical history and that many also misunderstood major parts of the plot. Discouraged, she decides she needs to come up with a plan for how to revisit the information and retest her students.
Suggest a three step plan that Joanie can use to identify the specific information students had trouble with, revisit those topics in class, and retest the information. How can she use the students that performed well on the test to help those who struggled? How can she stop students from being discouraged when they see a failing grade?
Andre is a social studies teacher at a high school near Boulder, CO. His students are currently studying the French revolution, and while he feels confident with the amount of time he has spent planning the unit and the progress so far, he finds that he routinely has 5-10 minutes left at the end of class where students are left without an activity. Rather than wasting that time, Andre wants to find and instructionally productive means of using it that will help him gauge student progress as they read through the textbook over the next three weeks. Each daily reading assignment covers five pages of the text book. The end unit assessment is a 50 question test that covers the entirety of the French Revolution.
Suggest an activity that Andre can do with this time that will act as a formative assessment to inform future class periods. And ...
Chapter Four Case Study ScenariosEach of the following scenarios p.docx
Chapter Four Case Study Scenarios
Each of the following scenarios presents a situation based on a real world teaching situation that you may encounter during your career as an educator. Please respond fully to
four
of the eight scenarios listed. Responses must be written in APA format, include critical thought, and address all aspects of the chosen scenarios. Students should include direct reference to the week’s chapter as well as relevant personal and professional experiences where appropriate. Your finished paper must include a title page and reference page and should not exceed seven pages.
Joanie is a 12th grade English teacher at Glenbrook South High School outside of Chicago. Her school serves an upper-middle class suburban population and her students are very focused on their studies. As a result, they are also very concerned about individual assignment grades. After three weeks spent reading Shakespeare’s
The Tempest
, Joanie prepares an exam that will assess students’ understanding of the major themes and literary devices used by Shakespeare throughout the test. She spends a weekend formulating 30 multiple choice questions and four short answer questions that she feels reflect the major focus points of the unit. On Monday, she reviews the information with her students and on Tuesday she gives the exam. Curious to see how her students did, she grades them later in the day and is shocked to find that nearly half of her students failed. Looking more specifically at the questions her students missed, she soon discovers that most students were unable to answer questions related to Shakespeare’s biographical history and that many also misunderstood major parts of the plot. Discouraged, she decides she needs to come up with a plan for how to revisit the information and retest her students.
Suggest a three step plan that Joanie can use to identify the specific information students had trouble with, revisit those topics in class, and retest the information. How can she use the students that performed well on the test to help those who struggled? How can she stop students from being discouraged when they see a failing grade?
Andre is a social studies teacher at a high school near Boulder, CO. His students are currently studying the French revolution, and while he feels confident with the amount of time he has spent planning the unit and the progress so far, he finds that he routinely has 5-10 minutes left at the end of class where students are left without an activity. Rather than wasting that time, Andre wants to find and instructionally productive means of using it that will help him gauge student progress as they read through the textbook over the next three weeks. Each daily reading assignment covers five pages of the text book. The end unit assessment is a 50 question test that covers the entirety of the French Revolution.
Suggest an activity that Andre can do with this time that will act as a formative assessment to inform future cla.
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DLL_ENGLISH 6_Q3_W7.....................
The document provides a daily lesson log for an English class in Grade 6 that took place from March 11-15, 2024. It includes the objectives, content, learning resources, procedures, and activities for the lessons during that week. The lessons focused on comprehending verbal elements in oral communication, decoding words, organizing information from sources, and observing accuracy in dialogs. Learning activities included presenting a story, identifying meanings of words, listening to announcements, reading selections, and discussing new concepts like prefixes.
Chapter Two SynthesisEach of the following scenarios presents a .docx
Chapter Two Synthesis
Each of the following scenarios presents a situation based on a real world teaching situation that you may encounter during your career as an educator. Please respond fully to
four
of the eight scenarios listed. Responses must be written in APA format, include critical thought, and address all aspects of the chosen scenarios. Students should include direct reference to the week’s chapter as well as relevant personal and professional experiences where appropriate. Your finished paper must include a title page and reference page and should not exceed seven pages.
James is a first year English teacher in a low-income high school outside of a major metropolitan area. His students are of diverse backgrounds and equally diverse learning styles. As part of his opening unit, he is preparing to teach his class about the tools that authors use to make their writing more engaging. He decides to focus on symbolism, metaphor, and simile. He has already developed a vocabulary handout that defines each word and includes examples, but when he does an initial check for understanding he finds that most of his students are lost. Specifically, he finds that his students are having a hard time understanding what a
comparison
is. This makes the concepts of simile and metaphor impossible to comprehend. James decides to design a 45 minute lesson that clarifies for students what comparing is.
How might James structure his 45-minute lesson to include elements of visual, auditory, and kinesthetic learning?
What methods can James use to check for comprehension once the lesson is complete?
How might he follow up in ensuing class periods as a continued check of comprehension and to remediate students who may still not understand?
Sean teaches an art class in a public elementary school near Chicago. Many of his students come from difficult circumstances and he has worked hard to make his lessons engaging and accessible for a diverse group of learners. Still, he finds it is difficult sometimes to contain the boundless energy of 2nd and 3rd graders. Recently, he has been frustrated with off-task behavior such as talking, moving around the room, and horseplay. This is particularly a concern since his classroom has expensive and breakable art supplies. A colleague suggests to Sean that he try channeling the energy by including aspects of kinesthetic learning in his room. He decides to plan kinesthetic movement into his next unit which is focused on clay sculpting. Specifically, he wants students to be able to correctly sculpt a small human figure in the act of running.
Describe a three lesson sequence that would allow Sean to include kinesthetic, visual, and auditory learning in his sculpting unit.
How can he structure the kinesthetic elements of his lesson in a way that makes his expectations and guidelines for the exercise clear?
Beyond the kinesthetic movement associated with sculpting, how might Sean use the energy and movement of his students to .
Dossier maria martinez
This document provides a lesson plan for a language and culture class focusing on cognates. The lesson aims to talk about hobbies and interests, recognize words from different countries, and compare students' native language to English. Activities include identifying cognates on the board, circling cognates in a reading passage about celebrity hobbies, and matching celebrities to their hobbies. The teacher emphasizes that reading can help students learn about other cultures and extend their knowledge.
Only need 4 out of 8 scenarios.Each of the following scenarios p.docx
Only need 4 out of 8 scenarios.
Each of the following scenarios presents a situation based on a real world teaching situation that you may encounter during your career as an educator. Please respond fully to
four
of the eight scenarios listed. Responses must be written in APA format, include critical thought, and address all aspects of the chosen scenarios. Students should include direct reference to the week’s chapter as well as relevant personal and professional experiences where appropriate. Your finished paper must include a title page and reference page and should not exceed seven pages.
James is a first year English teacher in a low-income high school outside of a major metropolitan area. His students are of diverse backgrounds and equally diverse learning styles. As part of his opening unit, he is preparing to teach his class about the tools that authors use to make their writing more engaging. He decides to focus on symbolism, metaphor, and simile. He has already developed a vocabulary handout that defines each word and includes examples, but when he does an initial check for understanding he finds that most of his students are lost. Specifically, he finds that his students are having a hard time understanding what a
comparison
is. This makes the concepts of simile and metaphor impossible to comprehend. James decides to design a 45 minute lesson that clarifies for students what comparing is.
How might James structure his 45-minute lesson to include elements of visual, auditory, and kinesthetic learning?
What methods can James use to check for comprehension once the lesson is complete?
How might he follow up in ensuing class periods as a continued check of comprehension and to remediate students who may still not understand?
Sean teaches an art class in a public elementary school near Chicago. Many of his students come from difficult circumstances and he has worked hard to make his lessons engaging and accessible for a diverse group of learners. Still, he finds it is difficult sometimes to contain the boundless energy of 2nd and 3rd graders. Recently, he has been frustrated with off-task behavior such as talking, moving around the room, and horseplay. This is particularly a concern since his classroom has expensive and breakable art supplies. A colleague suggests to Sean that he try channeling the energy by including aspects of kinesthetic learning in his room. He decides to plan kinesthetic movement into his next unit which is focused on clay sculpting. Specifically, he wants students to be able to correctly sculpt a small human figure in the act of running.
Describe a three lesson sequence that would allow Sean to include kinesthetic, visual, and auditory learning in his sculpting unit.
How can he structure the kinesthetic elements of his lesson in a way that makes his expectations and guidelines for the exercise clear?
Beyond the kinesthetic movement associated with sculpting, how might Sean use the energy and movement of his st.
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NYSABE presentation
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- 13. THE WORKSHEET WE USED TO ANALYZE THE PAINTING:
- 15. SAMPLE #2 OF STUDENT WORK FROM MY “BEFORE”
- 17. The revised graphic organizer that I used to analyze the painting:
- 18. Same worksheet, but differentiated for my low-level advanced ESL students:
- 24. We analyzed 5 home-related paintings and then students chose 1 type up.
- 25. EXAMPLES OF STUDENTS’ WORK:
- 26. MY BEGINNERS WERE WORKING ON NOUNS AND FAMILY MEMBERS. THEY WERE ASKED TO DRAW A PICTURE OF THEIR FAMILY AND LABEL THE NOUNS. RECOGNIZE THE TREE?
Editor's Notes
- Mention Henri and the Socrates HW I was doing with the beginners!