This lesson plan aims to review genres covered in class through a game of "Name That Genre." Students will be divided into teams and compete to correctly categorize books by genre based on clues. The purpose is for students to apply their genre knowledge to unfamiliar books. By the end of the 30 minute lesson, students should be able to distinguish between genres previously covered like fiction, nonfiction, poetry. The teacher will review genres, set up the competitive game, and facilitate discussion on genre flexibility at the lesson's closure. This lesson concludes the unit on genres.
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 The lesson plans presented were actually outdated and can still be improved.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
GuidedGuided ResponseIn addition to responding to your instru.docxaidaclewer
Guided
Guided Response:
In addition to responding to your instructor’s comments and questions, respond to at least two of your peers. Ask questions to push your classmates to be more specific about their literacy planning.
Compare your routines to theirs. How are they similar? How are they different?
My work :
Routines for Literacy Learning ( so
Compare my routines to theirs. How are they similar? How are they different?)
Broad Instructional Goals:
Ø
To develop an interest and make sense of printed material
Ø
To learn letter to sound correspondence
Ø
To read words and identify sounds that makes words
Ø
Participate in a shared reading of the story,
The Gingerbread Man
Four Block Lesson Plan:
First Block:
Self-Selected Reading
Second Block:
Guided Reading
Third Block:
Working With Words
Fourth Block:
Writing
Time: 15Minutes
Time: 20 Minutes
Time: 25Minutes
Time: 30 Minutes
On the first lesson of self-selected reading, each pupil will try to study the tale “The Gingerbread Man”. They will study it for the primary 15 minutes. I will then permit them to respond to the events inside the tale and inspire them to chine in
I will then examine the tale once more loud to the whole class can even encourage the students to examine alongside me. I will then put up prepared sentence strips in a pocket chart. I might then examine the story through pointing to each word. I could tell them to pick out their preferred words and write them on a separate sheet
I will overview the story on the 0.33 time and ask the students to select their best preferred phrases from the tale. I will difficulty each with a marker(black) to jot down each word separate on paper I will tell them to attract interest on each word while writing’s will also take the scholars to a computer lab for them to do an online project of matching the begging letter sounds at the lowest of the laptop.
I will then allow the students to use the brand new discovered words to create a web story by means of operating on computers. They will then put up their work online
I will also make the students to also read Mustapha, M., & Maldonado-Colon, E. (2011). Whole-to-part phonics instruction: Building on what children know to help them know more.
The Reading Teacher
,
41
, 328–338
References
Alexander, G.J. (2011).
The Lesson Plan
. Hoodoo Mysteries.
Bowen, W. G., & McPherson, M. S. (2016).
Lesson Plan: An agenda for change in American higher education
.
By:
Ste By: Winscher
Goal:
Make students more aware of word meaning.
Option 1:
Select a grade level and create a Four Blocks lesson plan. Make sure to include all four blocks as identified on pp. 50-51. Design the Four Blocks around a specific text and/or topic.
The chart I have created is specified for my 4
th
grade English class particularly for my vocabulary/reading portion of class. The following are the 4 topics used in the four-block lesson plan:
Self
‐
selected
reading.
Guided
reading.
Working
with words.
Writi ...
EDU203 - Literacy and LanguageName __________________________EvonCanales257
EDU203 - Literacy and Language
Name __________________________________
Early Childhood Literacy 5 Day Lesson Plan
Final Project Guidelines
This assignment will serve as the final project in EDU203. You will pull together what you have learned in the course and develop a 1 week (5 day) early childhood (Prek-3rd Grade) literacy lesson plan. You may use any of the assignments you created in this class. Please review the expectations for this assignment below.
STANDARDS
Review your state’s early childhood literacy standards & Common Core State Standards (K-3) —-> select one set of standards, not both
Choose one or two standards to focus your lessons
FOR EACH OF THE 5 DAYS
OBJECTIVES
What do you want the children to learn (not what do you want to teach)?
What will the children be able to do as a result of the lesson?
Align your objectives to the standards you selected
Remember, you must be able to evaluate (assessments) whether or not your students have met the objectives.
1-2 objectives is fine
MATERIALS
List all of the materials necessary for the lessons
Books and media sources must have citations (use APA for this assignment)
INTRODUCTION (also known as the Anticipatory Set)
Connect to previous knowledge
Motivate children to participate
Hands-on
Multi-sensory
PROCEDURES
Main portion of your lesson
Step-by-step instructions for what your teacher and students will do during the lesson
Be sure your procedures and objectives align
Consider classroom management (whole group, small group, centers, transitions, seating)
GUIDED or INDEPENDENT PRACTICE
How do your students apply or practice what they have just learned?
Independent work, seatwork, centers (descriptions/samples required)
CHECK FOR UNDERSTANDING
How will you know your objectives have been met?
Reword your objectives as questions
Provide methods of assessment
Have specific, measurable goals that tie into your objectives.
Please review the provided sample lesson plan for an idea of what is expected.
Formatting
Times New Roman or Arial font, size 12
Submitted as a WORD document
Your name and course number must be placed in the top right-hand corner, along with the date of submission
Be mindful of grammar and mechanics
Books and other resources used must be cited in-text in APA format (http://www.citationmachine.net/apa)
Please save your file as, “EDU203-EarlyEdLiteracyLessonPlan” when you submit the assignment to your portfolio and to Canvas.
This assignment will be submitted on the learning management system (LMS) as well as uploaded to your digital portfolio (Folio). For more information on how to create or upload documents to your digital portfolio, please view the Folio module on the main page of the course website.
Please note that you may not submit a lesson plan that you have submitted in a prior course or that you have downloaded from the Internet. You will receive a failing grade for this assignment if this occurs. You must submit an original plan for this caps ...
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.
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.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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
Overview on Edible Vaccine: Pros & Cons with Mechanism
Practicum Genre Lesson Plan
1. LESSON PLAN
Your name: Caitlin Bergan Cooperating teacher-librarian:
Date: Tuesday, March 2, 2010 School & City: Fisher Grade School
Lesson Title: Name That Genre Game
Grade level: 4th Length of lesson: 30 mins
Purpose: (“why” of the lesson; where and how does it fit in the curriculum?)
The lesson will help students review the genres that have been covered and require them to apply
the knowledge to a set of unfamiliar books.
Learning Outcome(s): (what will students be able to do/know by the end of the lesson?)
Students will…
Be able to distinguish between the different genres we have previously covered.
Illinois Learning Standard(s) Addressed:
2.A.2a Identify definite feature of literary forms.
Standards for 21st Century Learner Addressed:
2.1.3 Use strategies to draw conclusions.
4.1.5 Connect ideas to own interests and previous knowledge and experience.
Materials:
Needed by you: Needed by students:
3 sets of books with a variety
of genres represented
1 set of cards with genres labeled
1 set of streamers color coded for each team
A table for students to put categorized books on
Something for the sets of books for each team to rest on
Instructional procedures:
Focusing event: (how will you get the students’ attention?)
Review genres and criteria for identifying particular genres in a sort discussion.
Input from you: (what are you teaching & how are you delivering the content?)
Brief review and set up of rules of the game.
Guided practice: (application of knowledge by students)
All books for each team start with a color coded streamer put in them, identifying which
team it “belongs” to. Students are divided into 3 teams. Students line up by team. The first
student in line picks up the first book and must place it at the correct genre’s sign. Students can
refer to their teammates for help. If a book is placed incorrectly, another team has the chance to
1/20/09
G. Burch
2. place it (changing the streamer color to reflect the change). The team with the most books
correctly placed “wins.”
Closure (how will you end the lesson?)
Go over any books that were misplaced. What clues would lead it to be placed incorrectly?
Does it have more than one place it could belong? Does that tell us anything about the nature of
genre?
Encourage students to check out any books that interest them.
What’s next? (another related lesson, review, end of unit?)
End of the unit.
1/20/09
G. Burch
