This document provides details for a PE lesson on World War II for year 5 students. The lesson uses dance to explore movements related to war. Students will create dance sequences responding to historical stimuli and evaluate their performances. The lesson links to other subjects like history, music, ICT, and art. Health and safety protocols are addressed. Assessment strategies involve capturing student work digitally for later review. Cross-curricular connections to subjects like English, history and music are explained.
This post is based on my field study that I did conduct for the three quarters of the year 2014. You may seem not to approve some of this idea, but please correct me if I am wrong. Most of the things contain here were based on my own opinion. I am very welcome to some ideas that you may share on this subject matter. Thank you and hope it will be a help for those people in search for the same studies.
Teacher's portfolio a genius tool for professional growthMissoum
As important changes are taking place in education regarding teaching as a complex issue, news ways for evaluating teachers’ practices are being explored to enhance their teaching quality - a sine qua non- condition to make learning come alive for students. Indeed teachers’ development has become the forefront concern of school reforms, policy makers, educators and those in charge of evaluating their performance in the classroom. However, this new interest was challenged, by two main questions:
How can teachers develop?
How can their accomplishments be measured and their efforts evaluated?
The answers were found in the fine arts where artists’ work is exhibited in art galleries. Artists display the best of their paintings and drawings, leaving in this way a chance for both amateurs and professionals see what they have accomplished and value their work. Likewise teachers’ efforts and growth can be fleshed out through a teacher portfolio (TP) that documents three key components: their goals, accomplishments and their reflection about their practices.
This post is based on my field study that I did conduct for the three quarters of the year 2014. You may seem not to approve some of this idea, but please correct me if I am wrong. Most of the things contain here were based on my own opinion. I am very welcome to some ideas that you may share on this subject matter. Thank you and hope it will be a help for those people in search for the same studies.
Teacher's portfolio a genius tool for professional growthMissoum
As important changes are taking place in education regarding teaching as a complex issue, news ways for evaluating teachers’ practices are being explored to enhance their teaching quality - a sine qua non- condition to make learning come alive for students. Indeed teachers’ development has become the forefront concern of school reforms, policy makers, educators and those in charge of evaluating their performance in the classroom. However, this new interest was challenged, by two main questions:
How can teachers develop?
How can their accomplishments be measured and their efforts evaluated?
The answers were found in the fine arts where artists’ work is exhibited in art galleries. Artists display the best of their paintings and drawings, leaving in this way a chance for both amateurs and professionals see what they have accomplished and value their work. Likewise teachers’ efforts and growth can be fleshed out through a teacher portfolio (TP) that documents three key components: their goals, accomplishments and their reflection about their practices.
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Junnie Salud
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
Course Descriptions of Language Subject Areas and Goals of Language Teaching
English Elementary
English Secondary
Filipino Elementarya
Filipino Sekondarya
UDL Lesson Plan Subject EnglishGrade First Grade.docxouldparis
UDL Lesson Plan
Subject: English
Grade: First Grade
Common Core State Standard(s): Common Core State Standards
· Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
· With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
· Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
· Add drawings or other visual displays to descriptions as desired to provide additional detail.
Objective (*Three components are observable verb, learning outcome, and measurement. *Aligned to state standard and evidence of mastery):
· Students will learn comperhension by recalling details.
· Will correctly define 9/10 vocabulary words by writing the definition of each.
· Following along, reading, and summarizing simple stories with pictures
Teaching Procedures (to include introduction of the lesson, and step-by-step procedures for the activites to promote student inquiry and checking for students’ understanding over the course of the activites)
Gather the Corduroy books that I plan to use for the lesson (A Pocket for Corduroy by Don Freeman) along with a stuffed bear to use when students are ready to begin writing and piecing their own adventure stories together. This particular lesson will focus on the book, A Pocket for Corduroy. The students will attentively listen to the story and will be asked to create their own stories electronically. Corduroy will allow the students to gain a personal connection by having close interactions with a stuffed bear and develop their own adventures with Corduroy. I will also provide envelopes for children to use as pockets. Tell them to draw a picture of something to place in their pocket. On the outside of the envelope, children write clues about what is inside. The rest of the class reads the clues and tries to guess what the pocket contains.
UDL Technology Integration (describe one UDL component and explain how it will be integrated into the lesson):
In this particular lesson there is a flexibility and openness that is available to allow the students to demonstrate their knowledge and skills of the content. There are not any strict guidelines for how the student presents their electronic adventure, based on the Corduroy story.
The assignment is organized in multiple points for choice of presentation:
· Free choice of resource materials,
· Free choice of access (text, digital, audio),
· Free choice of response style.
Instructional Technology (describe one instructional technology device and explain how it will have class-wide incorporation into the lesson): .
I would also implement AAC devices. These devices will be particularly ...
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.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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1. With your hosts:
James Ahmed, Jeremy Cotton,
Simon Dunkley and Lee Edwards
Module EP249: January 18th, Wednesday morning, 9:00, good morning.
2. Theme of lesson: World War II
PE strand: Dance, lesson 2 of 6, year 5
Linked foundation subjects:
History, Music, ICT, PSHE and ART with links to English core
subject
Aim: Using dance to “generate own ideas from given
stimuli, experiment with creative approaches, learning to work
collaboratively with a group, develop motor skills and enable
cross-curricular study.”*
Learning Objectives for the lesson:
LO1) To create and explore movements in response to
stimuli (Music, video, prior history lessons)
LO2) To create a sequence of movements that reflects
the actions, emotions and gestures of people involved
in war (PE bulk of lesson, warm up, groups, practice)
LO3) To evaluate and improve performance (ICT,
digital capturing and playback)
* Pocknell & Smith. (2011) Learning and Teaching through dance.
3. Breadth of study
5. During the key stage, pupils should be taught the knowledge, skills and
understanding through dance activities, games activities and gymnastic
activities.
Dance activities
6. Pupils should be taught to:
a. use movement imaginatively, responding to stimuli, including music, and
performing basic skills [for example, travelling, being still, making a
shape, jumping, turning and gesturing]
b. change the rhythm, speed, level and direction of their movements
c. create and perform dances using simple movement patterns, including
those from different times and cultures
d. express and communicate ideas and feelings.
National Curriculum 2011
4. Knowledge, skills and understanding
Acquiring and developing skills
1. Pupils should be taught to:
a. consolidate their existing skills and gain new ones
b. perform actions and skills with more consistent control and quality.
Selecting and applying skills, tactics and compositional ideas
2. Pupils should be taught to:
a. plan, use and adapt strategies, tactics and compositional ideas for
individual, pair, small-group and small-team activities
b. develop and use their knowledge of the principles behind the
strategies, tactics and ideas to improve their effectiveness
c. apply rules and conventions for different activities.
Evaluating and improving performance
3. Pupils should be taught to:
a. identify what makes a performance effective
b. suggest improvements based on this information
5. Lesson is based loosely on this QCA Unit, using aspects of it for input.
Key areas of note highlighted in yellow, can use other areas as needed.
6. Lesson is based loosely on this QCA Unit, using aspects of it for input.
Key areas of note highlighted in yellow, can use other areas as needed.
7. Lesson is based loosely on this QCA Unit, using aspects of it for input.
Key areas of note highlighted in yellow, can use other areas as needed.
8. 2 people lifting any used apparatus – one person to
be the „leader‟
Teacher has to check the apparatus to ensure that
it is safe for the children to use.
Ensure there is a first aid kit in the room so that first
aid can be given if it‟s needed.
Ensure that children who need inhalers have
inhalers.
Ensure hair is tied back and jewellery is covered up.
Make sure children are dressed in proper PE kit.
“Appropriate Challenge Acceptable Risk.”
Our lesson uses the old, but still appropriate, DfE guidelines.
DfE. (1999). Safe Practice in Physical Education”
9. Now archived, but good guidance.
DfE. (1999). Safe Practice in Physical Education”
10. Lesson Overview
First 10 minutes: Changing, input and preparation. Classroom.
Learning objectives introduced at this stage, before going to sports hall.
Visual and Audio input AfL
11. Lesson Overview
Next 10 minutes: Warm-up and comments on body changes.
Health and safety checks regarding inhalers, first aid, clothes
and hair to have been carried out by this stage (in classroom
prior to entering sports hall.)
13. Lesson Overview
Next 30 minutes: Main activity, modelling and task description.
TA, Mr Jim Nastiques, to move between groups and capture children practicing
on digital cameras for ICT evaluation later. (AfL)
Differentiated by input and output: Some groups have less input from teacher
abut sequence or are prompted for longer sequences.
14. Lesson Overview
Next 15 minutes: Performances and cool down.
Final performances also recorded on digital cameras. These are
then transferred to the computer for display on the Interactive
Whiteboard and evaluation while children change back into
school uniform.
Children evaluate each other‟s performances live in the hall.
Positivity encouraged by teacher. What was good and why did
you like it? Detailed evaluation with ICT recordings later.
15. Lesson Overview
Final 10 minutes: Clothes, quick review and homework task given.
This lesson ties in with the ICT lesson the following morning.
Dances will be reviewed in more detail on the computer (PE),
based on their homework paragraph, and editing out the bad
bits (ICT) to create a finished product.
Part of a wider learning journey on WWII.
Leave room for expansion for further PE lessons: Dancing in
costume and ICT lessons editing the footage to be in black and
white.
16. Resources Used
ICT lessons and future PE lessons to make use of the
digital footage for evaluation. Computer suite
needed.
17. Inclusion and Cross-curricular
Inclusion strategies:
Ofsted reports that schools with outstanding curricula provide
both skilled subject teaching and opportunities for children to benefit
from rich, cross-curricular studies which make connections between
subjects and encourage pupils to apply what they have learned in one
subject to others, thus reinforcing learning and deepening their
understanding.
(DfE, 2008)
Opportunity to use and apply their learning!
18. Cross-curricular Links Explained
Explanatory notes and cross-curriculum references
Note for 3b - Cross reference to English
En1 Speaking and listening: Group discussion and interaction
3. To talk effectively as members of a group, pupils should be taught to:
b. vary contributions to suit the activity and purpose, including exploratory and
tentative comments where ideas are being collected together, and reasoned,
evaluative comments as discussion moves to conclusions or actions
Note for 6 - Cross reference to music
Responding and reviewing - appraising skills
3. Pupils should be taught how to:
b. explore and explain their own ideas and feelings about music using movement,
dance, expressive language and musical vocabulary
Breadth of study
5. During the key stage, pupils should be taught the knowledge, skills and
understanding through:
b. responding to a range of musical and non-musical starting points
HISTORY CURRICULUM:
Britain since 1930
b. A study of the impact of the Second World War or social and technological changes
that have taken place since 1930, on the lives of men, women and children from
different sections of society.
Examples for 11b: Britain since 1930
Impact of the Second World War: the Blitz and evacuation; rationing; serving in the
land army or the home guard; new technologies such as code breaking; the Second
World War in the local area.
19. Cross-curricular Links Explained
Explanatory notes and cross-curriculum references
Note for 3
People represent and interpret the past in many different ways, including: in
pictures, plays, films, reconstructions, museum displays, and fictional and non-
fiction accounts. Interpretations reflect the circumstances in which they are
made, the available evidence, and the intentions of those who make them
(for example, writers, archaeologists, historians, film-makers).
Note for 4a - Cross reference to English
En1 Speaking and listening: Listening
2. To listen, understand and respond appropriately to others, pupils should be
taught to:
a. identify the gist of an account or key points in a discussion and evaluate
what they hear
b. ask relevant questions to clarify, extend and follow up ideas
c. recall and re-present important features of an argument, talk, reading,
radio or television programme, film
d. identify features of language used for a specific purpose (for example, to
persuade, instruct or entertain)
e. respond to others appropriately, taking into account what they say
20. Assessment for learning strategies used:
“AfL: Three key processes involved in successful assessment for learning in
KS2:
- Planning for improvement, progress and achievement
- Teaching and assessing for improvement, progress and achievement
- Reviewing for improvement, progress and achievement.”
Casbon and Spackman. (2005)
21. Casbon, C. and Spackman, L. (2005). Assessment for learning in physical education. Leeds: Coachwise.
DfE. (1999). Safe Practice in Physical Education: Millennium edition. [online]. Crown copyright. Available:
< https://www.education.gov.uk/publications/eOrderingDownload/DfES%200147%20200MIG2031.pdf>.
[Accessed January 2012].
DfE. (2011). History: Key Stage 2 Curriculum. [online]. Crown copyright. Available: <
http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00199012/history/ks2
>. [Accessed January 1st 2012].
DfE. (2011). Physical education (PE): Key Stage 2 Curriculum. [online]. Crown copyright. Available: <
http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00199167/pe/ks2 >.
[Accessed January 1st 2012].
DfE, (2008). The Independent Review Of The Primary Curriculum. [online]. Crown copyright. Available:
<http://www.educationengland.org.uk/documents/pdfs/2008-IRPC-interim-report.pdf> . [Accessed
January 2012].
Pocknell, L. and Smith, F. (2011). “Learning and teaching through dance” in Stidder, G. and Hayes, S (Ed)
“The Really Useful Physical Education Book.” Learning & Teaching across the 7-14 age range. Routledge:
Oxon.
QCA. (2000). PE at key stages 1 and 2. Unit 21: Dance activities (5). [online]. QCA. Available: <
http://webarchive.nationalarchives.gov.uk/20090608182316/http://standards.dfes.gov.uk/schemes2/ph
e/phedance5/?view=Download> [Accessed December 2011].