This document provides a didactic plan for a 7th grade English class unit on natural wonders. The unit focuses on identifying natural elements in students' backyards or communities. Key vocabulary includes plants, animals, trees, and natural features. Students will read a short text about someone's backyard, identify sounds and words, ask and answer questions about natural elements, and play a ball game using the target language. The unit aims to help students appreciate and experience local natural beauty.
Talk given at TESOL France 2013 Annual Colloquium. In person it was run as a workshop with ideas for each example discussed by participants before solutions were presented.
Improving Writing Skills for English Language LearnersEmilySousa10
This powerpoint presentation provides researched-based methods and strategies to improve writing skills for English Language learners in the classroom. This unit is designed for third grade students that need support identifying unknown vocabulary terms using context clues, applying spelling patterns and generalizations to past-tense, present-tense, and future-tense verbs, and recognizing the correct verb tense used in a sentence. Activities, links, and rationales are provided for each objective.
This document provides a flipped lesson plan created for a third grade class on the topic of area. The lesson plan includes the following objectives
• Find the area of a rectangle by counting tiles
• Apply multiplication equations to solve the area of a rectangle
• Explain in numbers, words, or sketches how they found the area of a rectangle
This lesson includes alignment of common core standards, materials (including on-line sites for support), discussion questions, activities, and assessments.
Salam
MS1 ( 2G) yearly distribution
Here is a sample of the MS1 yearly dustribution ( teachers can personalize their yearly planning once they get their timetables, they need to take into account :
1- the period of tests and exams
2- the holidays
Good Luck
by : Mr Samir Bounab ( teacher trainer at MONE)
the links :
Programa Nacional de Innovacion Educativa is used in some highschools in Costa Rica. Make sure to visit Englishpost.org to learn more about English Language and Learning in Costa Rica.
Talk given at TESOL France 2013 Annual Colloquium. In person it was run as a workshop with ideas for each example discussed by participants before solutions were presented.
Improving Writing Skills for English Language LearnersEmilySousa10
This powerpoint presentation provides researched-based methods and strategies to improve writing skills for English Language learners in the classroom. This unit is designed for third grade students that need support identifying unknown vocabulary terms using context clues, applying spelling patterns and generalizations to past-tense, present-tense, and future-tense verbs, and recognizing the correct verb tense used in a sentence. Activities, links, and rationales are provided for each objective.
This document provides a flipped lesson plan created for a third grade class on the topic of area. The lesson plan includes the following objectives
• Find the area of a rectangle by counting tiles
• Apply multiplication equations to solve the area of a rectangle
• Explain in numbers, words, or sketches how they found the area of a rectangle
This lesson includes alignment of common core standards, materials (including on-line sites for support), discussion questions, activities, and assessments.
Salam
MS1 ( 2G) yearly distribution
Here is a sample of the MS1 yearly dustribution ( teachers can personalize their yearly planning once they get their timetables, they need to take into account :
1- the period of tests and exams
2- the holidays
Good Luck
by : Mr Samir Bounab ( teacher trainer at MONE)
the links :
Programa Nacional de Innovacion Educativa is used in some highschools in Costa Rica. Make sure to visit Englishpost.org to learn more about English Language and Learning in Costa Rica.
How to prepare for interviews to get the job you want. Online interview training course. How to answer interview questions. Building rapport with interviewers.
Math Lesson PlanGrade Level KSubjectMathPrepared ByAct.docxandreecapon
Math Lesson Plan
Grade Level:
KSubject:MathPrepared By:
Activity Name:
Brown Bear Character PictographLearning Domain
Students will be organizing animals on a pictograph, counting, and interpreting data.Overview & Purpose
Students will learn the names of animals, colors, and how to create a pictograph by organizing the animals to determine analysis.
Education Standards Addressed
Collect and organize data by counting and using tally marks and other symbols. (DOK 1) describing data by using mathematical language such as more than, less than, etc. (DOK 1)
Objectives:
(Specify skills/information that will be learned.)
Students will learn through listening, engaging in discussion, and observing pictures. They will learn the names of animals, colors, create a pictograph, and count to determine more or less.Materials Needed:
· Brown Bear, Brown Bear, Book
· Squares made from construction paper
· Animal stamps
· Markers
· pictograph
Content:
(Specific skill/ concept being taught in lesson)
Listening, engaging, observing, and gathering information to create a pictograph to determine analysis
Vocabulary:
Discuss and define the words more, less, total, data, and pictographOther Resources:
Counting books, animal manipulatives, number flashcards, and counting videos.
Procedure/s: (List of steps in lesson delivery) Include as applicable and in order of delivery:
Examine & Talk, Demonstrate, Model, Plan, Guide, Record, Describe, Explore, Acquire, Practice, etc.
The teacher reads Brown Bear, Brown Bear What Do You See? Show pictures. Engage in class discussion. Instruct students to use the animal stamps to make cards of their favorite animal in the story. Teacher will display a large pictograph in front of room and let students come up to put them in the correct row. Class will count to obtain the data analysis to determine the class favorite animal character in the story.Evaluation/Summary:
Use a worksheet that students will have to count the number of items in a group and write the correct number under the group. Then let them circle the number that is the largest of the groups
Remediation:
Remedial Activities
Adaptations or Individualization
Review in a one-on-one setting using manipulative animals to group and count.
Extension:
Enrichment Activities
Ask students to choose two animals from the story. Draw small pictures of the one that is their favorite and draw two less of the one that is their least favorite. Write the number under the pictures to represent how many.Additional Notes:
This book may also be used to teach color.
Science Lesson Plan
Grade Level:
K
Subject:
Science
Prepared By:
Activity Name: Sounds Good
Learning Domain
Exploring animal sounds by using the sense of hearing, and improving comprehension skills.
Overview & ...
Listening plays a very important part in early language learning. Through listening, pupils become familiar with the sounds, rhythms and intonation of English.
Researchpilotlearningstrategylessons y lupperprimaryNettie Boivin
Below, in the chart, is a division of the listening, reading and cognitive/vocabulary which I have divided based on cognitive, social, and emotional development of lower and upper primary. I realize there are more but this is only an 8 week study. ***Please note the children are taught twice a week (45 minute classes). The lesson plans are labelled lesson ONE A: for example, which refers to the number of the week (One, two, three) and whether it is the first class (A) or second (B) of the week. ****Another note: the lesson plans have been created in advance therefore vocabulary may change upon closer examination.
Visit Englishpost.org to get more information and to get a donwload link for this document, visit the following URL
https://englishpost.org/2013/12/26/teaching-grammar-prefixes-and-suffixes/
Visit Englishpost.org for more information and to get a download link for this worksheet:
https://englishpost.org/2014/09/27/life-and-achievements-of-famous-athletes-and-musicians/
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.
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
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.
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!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés
1
Didactic Planning
Week 1
Level: 7th
Unit: 3
Domain: Socio-Interpersonal and Transactional Scenario: Getting Back to Nature Theme:Natural wonders in my backyard
Enduring Understanding: Costa Rican natural beauty can be enjoyed by experiencing its wonders when traveling.
Essential Question:How can people more closely experience nature when visiting places?
Learn to Know Learn to Do Learn to Be and Live in Community
Grammar & Sentence Frame
What are these?
There is___. Is there____? Yes/No.
There are___. Are there____? Yes/No.
I like my___.
Vocabulary
backyard, flower, cat, dog, tree, grass, stones,
nature, living, non-living things, cat, garbage,
trash can, plants, rivers, lakes, mountains,
flowers, bugs, rocks, flora, fauna
Phonology
/-at/
Function
Identifying natural elements in my community
(backyard)
Discourse Markers
Connecting words: and, but
Psycho-social
Appreciating local natural wonders.
Socio-cultural
Promoting the enjoyment of natural wonders
for all.
2. MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés
2
Assessment
Strategies &
Evidences
(Learning
Outcomes)
Learner can
Didactic Sequence
Oral Comprehension:Pre-listening; Listening for the first time; Pair/Group feedback; Listening for the second time; Post-listening
Written Comprehension:Pre-reading; Reading for the first time; Pair/Group feedback; Reading for the second time; Post-reading
Spoken Interaction/Production:Planning; Organizing; Rehearsing; Using/Describing
Written Production:Pre-writing; Drafting; Revising; Editing
Time
Total:
120 min
Learner…
R.2. Identifies key
words related to
nature in texts by
brainstorming/
eliciting vocabulary
and completing a
graphic organizer.
R.2. identify key
words related to
nature in texts.
Pre-teaching
Routine – Checking attendance, checking in with Ls, posting and reviewing the week goal
and class agenda, etc.
Warm up
T calls attention to the adaptation of the Essential Question already written on the
board: How can people more closely experience nature when visiting their backyards?
Using a picture of a house and backyard and an example or examples of realia from
nature (bug in a jar, stone, leaf, flower, etc.) and miming, T shows what a backyard is,
showing a picture of his/her backyard.
Pre-task (Reading to listen)
Pre-reading
T explains the task goal and asks L what he/she know about the topic by using showing
pictures or realia of nature items from different backyards (e.g., grass, tree, flowers,
stones) and responds to Qs: What are these? T writes the word “backyard” on the board
in the center of a cluster graphic organizer. T asks What is in a backyard? Ls name the
words supported by pictures (using prior knowledge) and perform choral repetition. (T
writes only the responses (waiting to add new vocabulary later) on the board as words
coming out of the center).
5 min
5 min
15 min
backy ard
tree
3. MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés
3
Checks answers to
repair learning.
R.1.Identifies
English language
sounds by repeating
short vowel sounds
-at in orally stated
single-syllable
words e.g., hat.
R.1. identify
English
language sounds
using knowledge
in phonics,
syllabification
and word parts.
In smallgroups, L elicits morevocabulary about what might be in a backyard using the letters
of the word “backyard” as a guide with each word beginning with a letter from that word. For
example:
B ird
A nimal
C at
K ite
Y am
A vocado
R ose
D irt
L exchanges products with other groups for peer feedback.
Using the words that have now been generated by Ls, the class as a large group
classifies things that are natural and non-natural using a graphic organizer on the board.
Living Non-living
Task: Giving a Tour of My Backyard (Reading to listen/speak/write)
1. Reading for the first time
Teacher reads a text and asks Ls to listen for some of the words on the board as T
models telling a story using one of the pictures and pointing out examples of vocabulary
in the picture. If needed after listening to Ls’ responses,T reviews words from story which
include /at/. Example of story:
a. This is a picture of my backyard. I like my backyard because there are flowers
and trees. There is a little cat in my backyard. Her name is Emma. She is a funny
cat and likes to run when she sees a rat.
2. Pair/Group Feedback
15 min
15 min
4. MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés
4
L.1.Identifies
instructions for
games and follow
teacher’s or
students’ modeling
of the activity by
interacting when
playing a game.
SI.2.Asks
somebody to
repeat what they
said more slowly
by asking Qs or
L.1. identify
instructions for
games and
follow teacher’s
or students’
modeling of the
activity.
SI.2. ask
somebody to
repeat what they
said more slowly.
Ls say aloud words from the board that they heard in the story. They repeat new
vocabulary as teacher pronounces and shows the object in the picture.
3. Reading for the second time
Teacher reads the story again without the picture as Ls listen for the second time. T then
asks: Is there a___ in my backyard? Yes/no… What other things are there in my
backyard?
4. Post reading
Ls observe pictures of different backyards (using pictures or drawings of Ls own
backyards or someone they know that Ls were assigned to photograph/draw as
homework) and practice question and sentence frames supported by card rings
(http://www.theteachertoolkit.com/index.php/tool/student-response-cards).
a. Is there a _____ in my backyard?
b. Are there ________ in your backyard?
c. There is _________ in my backyard.
d. There are _______ and _______ in my backyard.
e. _________ is in my backyard but it is not natural.
(T monitors, encourage Ls to use classroom language to ask for support: How do you
say___? Can you repeat the word “cat”, slowly, please?)
Choral speech: L repeats all the words and the sound /a/ in “cat”, “rat” and “bat”, after the
teacher.
Option: Use one of the short texts or dialogues found at the conclusion of these weekly
plans, following suggestions for Pre-, Task, and Post-Listening activities.
Post-Task (Reading to speak)
L draws his/her crazy backyard.
Ls form a circle and follow instructions for playing the game Backyard Ball
T models the game throwing the ball to one L asking questions using is there/are there __
in your crazy backyard? Etc.
L continue playing the game among them using the grammar structures and the
vocabulary.
20 min
45
5. MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés
5
repeating to
confirm learning.
Option: T puts different forms of realia/photos of different backyards, in a bag. The
learner who gets the ball/stuffed animal draws an item and ask a question/answer or tells
about his/her crazy backyard.
Option: exit-ticket assessment done at the end of class by learners to show what they
can do (individually), with the concepts of the lesson, e.g., by responding to the T a
question when they leave the class.
Options Integrated Mini-Project Time
Advertisement of traveling to
beautiful places
Brochure
Design board games
Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should
be opportunities for Ls to practice English, not just those related to presentation.
For the first and second weeks, learners focus on:
Participating/negotiating: Brainstorming, discussing, negotiating, making decisions and
selecting the work strategies, resources and the mini-project. After each week’s lesson,
learners identify which learning tasks completed that week could be adapted for use in their
chosen Integrated Mini-Project.
Thinking/planning: planning creating and outlining collaboratively the language content and
strategies.
For the third and fourth weeks, learners focus on:
Acting out/rehearsing: Practicing the mini-project in pairs or groups.
For the week of presentation, learners focus on:
Responding and sharing/Assessment: Delivering and participating in peer assessment of
mini-project.
Adjust
previous times
listed above to
allow 5 min
each w eek.
Group
presentations
can be w eek 5
or 6.
Reflective Teaching
What worked well What didn’t work well How to improve
Enduring Understanding Reflection
How successful were the learners in achieving the enduring understanding by the end of the unit?