Pink Illustration English Class Presentation.pdf
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The document discusses a lesson on the four types of speeches according to delivery: objective 1) distinguish the types of speeches, and objective 2) differentiate the four types of speeches according to delivery. It provides sections for objectives, concepts and definitions, examples and illustrations, activities, homework, additional resources, exercises, and includes templates to add content to each section to build out the lesson.
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Lesson Goals
Central Focus of Lesson:
This lesson allows students to explore a variety of musical instruments. This is a hands-on activity allowing students to discover the differences in sounds made by different instruments. Students will also gain practice in recording their observations in their science notebooks.
What is the big idea or focus question of the lesson? For example: The focus of this lesson is for students to learn details about the history of the Georgian flag, describe the characteristics of the Georgian flag, count how many crosses are on the flag and create the Georgian flag
Standard(s) Addressed:
Grade Level:Number of Students: Teachers Name: Date
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The document discusses the importance of lesson planning for effective teaching. It argues that teaching without a lesson plan is not as effective as teaching with one. It then outlines the key components of an effective lesson plan, including objectives, content, learning activities, assessment, and timing. The document provides steps for preparing a lesson plan, including identifying objectives and sequencing learning activities. It also describes the parts of a detailed lesson plan such as objectives, content, procedures, and assessment. Overall, the document emphasizes that well-prepared and well-planned lessons through the use of lesson plans are fundamental to ensuring quality teaching and learning.
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Follow this framework when viewing the video lessons for Days 1,2, & 3 from Ms. Chan’s class. Compare and contrast Ms. Chan’s teaching to what is listed on this page.
(Whole)
Read aloud a shared or big book to the students. Label each step and clearly state how you will accomplish this.
·
Introduce the book: Explain what you will say to the students to introduce the book to them, if you choose to point out concepts of book, concepts of print, predicting, etc.
·
Picture Walk: Explain what you will do to provide a Picture Walk for the students, telling all that you will say to the students.
·
Read the book aloud: Explain how you will read the book aloud to the students, will you stop, on what pages, what will you say.
·
Students’ Responses: Develop a set of both literal and higher-order thinking questions to elicit student responses, use Bloom’s or Webb’s as a guide to questions.
(PART)
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· Explain:
(I do) Explain to the students what they will be learning and why they should learn it. Explain the skill they will be learning and explain “how it works” Summarize the skill in your own words. Teacher tells students everything you want them to learn
(objectives).
· Demonstrate
: (I do) Show the students what you would like them to do. Demonstrate to them what they will be doing to help them learn the skill. You must explain what you will do to demonstrate the skill you will be teaching. PROVIDE EXAMPLES and link to your explain step.
· Guide:
(We do, more teacher responsibility, some student responsibility) Guide the students to discuss and/or attempt the skill you just demonstrated. Explain how you will guide the students to allow them opportunities to try to apply the skill. Give support and feedback. Teacher brings students into discussion about objective and gives guidance and feedback
. (Feedback must be accurate, positive and encouraging, but also firm.)
· Practice:
(We do, more student responsibility) Explain specifically how you will guide the students to practice applying the skill by allowing them to work together with less teacher support but still feedback.
(WHOLE)
· Application:
(You do) (Read the book again and this time ask the students to apply what they learned about the reading skill to the book you are rereading.) Explain what you will have the students do to apply the skill to the text. The students should demonstrate that they can meet objective in this step.
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This document provides tips and guidance on lesson planning for teaching English as a foreign language. It discusses two common approaches to lesson planning: objectives-first and backward design. The objectives-first approach involves determining learning objectives, outcomes, materials, content, and assessment. The backward design approach starts with the assessment and works backward to determine learning objectives and activities. The document provides examples and templates for developing lesson plans using these approaches. It emphasizes the importance of clear learning objectives, engaging instructional activities, and checking for student understanding. Overall, the document aims to help participants effectively organize and structure their lesson planning.
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Introduction
1. The document discusses interactive lectures, which engage students by incorporating engagement triggers and interactive activities during lectures. This breaks up the traditional lecture format and allows students to immediately apply the content.
2. The basic structure of interactive lectures includes alternating segments of lecture with segments where students interact, such as think-pair-shares or discussion of a headline. This format change engages students and provides opportunities to receive feedback.
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Lesson Goals
Central Focus of Lesson:
This lesson allows students to explore a variety of musical instruments. This is a hands-on activity allowing students to discover the differences in sounds made by different instruments. Students will also gain practice in recording their observations in their science notebooks.
What is the big idea or focus question of the lesson? For example: The focus of this lesson is for students to learn details about the history of the Georgian flag, describe the characteristics of the Georgian flag, count how many crosses are on the flag and create the Georgian flag
Standard(s) Addressed:
Grade Level:Number of Students: Teachers Name: Date
Lesson Objectives:
Objectives must be measurable - these are how you will know the students have learned what they should have learned. Objectives usually start with a verb; that explicitly describes what students will do. Avoid vague words like understand and know (they are not measurable). Objectives are single sentence statements. Objectives should focus on what the student will do not what the Teacher does. SWBAT- Students Will Be Able To.
What will the students know and be able to do by the end of the lesson? (use observable language).
2 goals is all you need for this lesson
For Example, Students will be able to name 4 facts regarding the Great Wall of China
SWBAT: Identify the names of 4 fruits - SWBAT: Name 4 Primary colors.
Language Demands:
For Example: Students will be using color words to describe the buildings they see and make. They will be using these words verbally as well as in writing. Students’ verbal and written descriptions will need to match the observations they make.
Key Vocabulary:
What are the key vocabulary words that will be modeled and learned by the class in this lesson?
What other related words or synonyms will you use to build on their Vocabulary/Language development
Materials: What materials will be used in the Lesson or Learning Centers
For Example: Architecture photographs, color and building labels for each picture. 3 photographs of Uzbek architecture
· Bibi-Khanym Mosque –religious building
· Registan- a city square
· Palace of Khudayar Khan –building for leaders
Color words anchor chart
Color templates of architecture differentiated
· Lined paper-
· 3 blank sentence frame-
· 2 blank sentence frame- students who need additional support
Thick primary crayons
Individual color words mini anchor chart- students who need additional support
Lesson Introduction- Before/Motivation:
Setting the stage, activate and build background knowledge, introduce and explain
How will you set a purpose and help students learn why today’s lesson is important to them as readers/writers/learners?
How will you pique interest and/or curiosity regarding today’s topic? What is your Hook ? For Example, a Mystery Box, The Teacher dressing up, etc…this must clearly connect to the Lesson Objectiv ...
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The document discusses the importance of lesson planning for effective teaching. It argues that teaching without a lesson plan is not as effective as teaching with one. It then outlines the key components of an effective lesson plan, including objectives, content, learning activities, assessment, and timing. The document provides steps for preparing a lesson plan, including identifying objectives and sequencing learning activities. It also describes the parts of a detailed lesson plan such as objectives, content, procedures, and assessment. Overall, the document emphasizes that well-prepared and well-planned lessons through the use of lesson plans are fundamental to ensuring quality teaching and learning.
Shared Reading FrameworkFollow this framework when viewing the v.docx
Shared Reading Framework
Follow this framework when viewing the video lessons for Days 1,2, & 3 from Ms. Chan’s class. Compare and contrast Ms. Chan’s teaching to what is listed on this page.
(Whole)
Read aloud a shared or big book to the students. Label each step and clearly state how you will accomplish this.
·
Introduce the book: Explain what you will say to the students to introduce the book to them, if you choose to point out concepts of book, concepts of print, predicting, etc.
·
Picture Walk: Explain what you will do to provide a Picture Walk for the students, telling all that you will say to the students.
·
Read the book aloud: Explain how you will read the book aloud to the students, will you stop, on what pages, what will you say.
·
Students’ Responses: Develop a set of both literal and higher-order thinking questions to elicit student responses, use Bloom’s or Webb’s as a guide to questions.
(PART)
Direct Instruction (Name the reading skill and explain what it means)
· Explain:
(I do) Explain to the students what they will be learning and why they should learn it. Explain the skill they will be learning and explain “how it works” Summarize the skill in your own words. Teacher tells students everything you want them to learn
(objectives).
· Demonstrate
: (I do) Show the students what you would like them to do. Demonstrate to them what they will be doing to help them learn the skill. You must explain what you will do to demonstrate the skill you will be teaching. PROVIDE EXAMPLES and link to your explain step.
· Guide:
(We do, more teacher responsibility, some student responsibility) Guide the students to discuss and/or attempt the skill you just demonstrated. Explain how you will guide the students to allow them opportunities to try to apply the skill. Give support and feedback. Teacher brings students into discussion about objective and gives guidance and feedback
. (Feedback must be accurate, positive and encouraging, but also firm.)
· Practice:
(We do, more student responsibility) Explain specifically how you will guide the students to practice applying the skill by allowing them to work together with less teacher support but still feedback.
(WHOLE)
· Application:
(You do) (Read the book again and this time ask the students to apply what they learned about the reading skill to the book you are rereading.) Explain what you will have the students do to apply the skill to the text. The students should demonstrate that they can meet objective in this step.
· Students Reflect:
(You do) Develop a set of 6 – 8 questions you would ask the students to reflect on what they learned about the reading skill and what they learned from the book you read to them. This is a good time to ask questions that would meet.
IMIH.OpenLearning
The document provides guidance on developing open learning materials. It defines open learning as enabling self-directed learning where the learner has control over various aspects of the learning process. It recommends asking seven questions when planning a self-instructional course, including the learners, objectives, content, sequencing, teaching methods, assessment, and evaluation. Tips are provided on writing objectives, deciding content, writing lessons, and including features before, during, and after lessons to support self-directed learning.
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The document is a lesson plan for teaching about climate change. It includes:
1) An overview of the lesson which activates prior knowledge about climate change and discusses monitoring comprehension.
2) Details vocabulary instruction which involves defining key terms and having students actively process word meanings.
3) Explains using a graphic organizer to help students categorize information and show relationships between concepts.
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- 1. TYPESOFSPEECH ACCORDING TO DELIVERY ORAL COMMUNICATION IN CONTEXT
- 2. At the end of the lesson, the students should be able to: a.Distinguish the types of speeches; EN11/12OC-IIcj-23 a.differentiate the four types of speeches according to delivery; OBJECTIVE 02. OBJECTIVE 01.
- 3. I. OBJECTIVES: At the end of the lesson, the students should be able to: List the things your students need to get ready before class. It can be a particular textbook, the accomplished homework due for the day, or any specific materials for the topic you're about to discuss. You can also match it with corresponding photos or icons.
- 4. Concepts & Definitions Get the ball rolling by introducing the lesson's key concepts and its corresponding definitions. Duplicate this page as many times as needed to give you more space for discussion. Pair the concepts and definitions with relevant images too for a more visualized presentation of the lesson.
- 5. Examples and Illustrations EXAMPLE 1 EXAMPLE 2 EXAMPLE 3
- 6. Activity Time Like seatworks, student-led activities that can be done by pairs or by group widen their grasp and interpretation of the lesson. Be creative with the activity. Duplicate this page as many times as needed to give you more space for discussion. Add instructions or guidelines here. You can also put in the amount of time allotted for this.
- 7. Homework Maximize this space for additional resources you want to share with your students. It's something they can easily look back on or search online in case they need a refresher.
- 8. Thank You See You Next Time
- 9. Additional Resources Maximize this space for additional resources you want to share with your students. It's something they can easily look back on or search online in case they need a refresher.
- 10. Exercise Individual exercises extend a student’s grasp of the lesson. It allows them to synthesize on their own and think of ways they can apply their new learnings in real life. Duplicate this page as many times as needed to give you more space for discussion. Add instructions or guidelines here. You can also put in the amount of time allotted for this.