Práctica docente iii lessons 9 and 10 - nisca
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This document provides a lesson plan for two 40-minute English classes focused on industries and vegetarianism. It outlines learning aims, language focus, and activities. Students will revisit mistakes from an earlier opinion essay assignment, correct errors, and resubmit their work. They will then post their essays online, read a classmate's, and provide feedback. To conclude, students will watch a video clip to introduce the next unit on genetics.
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LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
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Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to.
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LESSON PLAN TEMPLATE
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In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to.
Once Is Not Enough
Vocabulary acquisition requires repeated exposure to words over an extended period of time, as well as active engagement with words' meanings and usage. According to the document:
- Learners need to encounter words 6-30 times through comprehensible input before fully acquiring them. A single exposure is not enough.
- Active participation, such as noticing words and using them in personal ways, leads to more effective learning than passive exposure.
- Full acquisition takes place over months or years, not just within a single lesson or unit.
- Teachers should draw attention to vocabulary usage through examples, questions, and exercises to move beyond just defining meanings.
Building Academic Language in the ESL Classroom
This document provides examples of activities to build students' academic English skills, including writing, reading, speaking, and vocabulary. For writing, it suggests explicitly teaching the writing process, focusing on content by having students add details, and reconstructing texts to work on cohesion. For reading, it recommends extensive reading, engaging students through real-world connections, and explicitly teaching reading strategies. For speaking, it discusses raising awareness of academic spoken English. And for vocabulary, it offers ideas like teaching the four parts of a word chart and having students create four-square entries to learn and remember new words.
1. What do you think is the major drawback of questionnaire resear.docx
1. What do you think is the major drawback of questionnaire research and why?
•Your initial response should be at least 250 words
•All references are expected to be cited in APA format
2. Planning
Prompt
1.Identify a manager and share examples that illustrate how the function of planning is present in his/her job.
2.Classify the types of organizational goals and plans he/she performs to achieve the goals.
3.Share the organized steps of the approach to goal setting that the manager has used.
4.Identify at least two issues that affect the planning process.
Response Parameters
Initial post: The initial response to the discussion questions must be 250–350 words in length. Each of your initial responses must have at least one source (the textbook does not count). All sources should be cited in APA format.
Academic Language:
Lesson summary
and focus:
Classroom and
student factors:
National / State
Learning Standards:
Specific learning target(s) / objectives: Teacher notes:
I. PLANNING
Agenda: Formative assessment:
Functions:Key Vocabulary: Form:
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
LESSON PLAN TEMPLATE
College of Education
In a few sentences, summarize this lesson, identifying the central focus based on the
content/skills you are teaching.
Describe the important classroom factors (demographics and environment) and
student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact
of those factors on planning, teaching and assessing students to facilitate learning for
all students.
Identify the relevant grade level standard(s), including the strand, cluster, and stan-
dard(s) by number and its text.
Specify exactly what the students will be able to do after
the standards-based lesson.
Identify the (1) opening of the lesson; (2) learning and
teaching activities; and (3) closure that you can post as
an agenda for the students that includes the approxi-
mate time for each segment.
Identify the process and how you will measure the prog-
ress toward mastery of learning target(s).
Clarify where this lesson falls within a unit of study.
Clarify the purpose the language
is intended to achieve within each
subject area. Functions often consist
of the verbs found in the standards
and learning goal statements. How
will your students demonstrate their
understanding?
Describe the structures or ways of
organizing language to serve a par-
ticular function within each subject
area. What kinds of structures
will you implement so that your
students might demonstrate their
depth of understanding?
Include the content-specific terms
you need to teach and how you will
teach students that vocabulary in the
lesson.
Grouping:
II. INSTRUCTION
I do Students do Differentiation
Instructional Materials,
Equipment and
Technology:
A. Opening
Anticipatory set:
Prior knowledge
connection:
B. Learning and Teaching Activities (Teaching and Guided Practice):
List ALL m ...
Grammar lesson plans
The document outlines a lesson plan for a teacher named Mohd Tariq Khan who teaches English to Class X students. The 12-day lesson plan covers the topic of tenses. Learning outcomes include identifying tenses in sentences, choosing the correct verb form, and analyzing sentences and paragraphs. Pedagogical strategies include sports integration and fun activities. Assessment items measure the learning outcomes and include quizzes, projects, and competency-based questions.
Teaching tips of reading and use of english, writing, listening and speaking
Este documento contiene consejos para mejorar el desarrollo del as destrezas básicas del idioma Inglés
Manual (1)
The document outlines the content and structure of a teacher training manual. It covers 6 areas: language awareness, language and culture, language learning processes, language teaching, planning and evaluation, and self-assessment and development. Each area includes 4-5 lessons that trainees will learn by the end of the course to develop skills like lesson planning, needs analysis, feedback, and self-reflection. The training will be offered in English and Spanish and requires basic language and computer skills from trainees.
Coordinate Adjectives Lesson Plan updated
This lesson plan is for a 7th grade English/Language Arts class and focuses on teaching students about proper punctuation of coordinate adjectives. The lesson will begin with an anticipatory set to review what adjectives are. Students will then participate in directed instruction where the teacher will introduce and explain coordinate adjectives and how to identify them. Next, students will engage in guided practice as a class to build "human sentences" and determine correct comma usage. Finally, students will work independently in groups to create their own sentences demonstrating their understanding before the teacher recaps the lesson. The goal is for students to learn to properly use commas to separate coordinate adjectives in writing.
Activities And Lessons
The document discusses planning activities and lessons for teaching English as a foreign language. It describes the key steps in planning a lesson as familiarizing yourself with material, anticipating problems, timing, and student needs. When running an activity, the teacher should introduce, set up, and allow the activity before closing with feedback. The document also discusses choosing classroom activities, content and procedures, and different kinds of lesson structures like logical lines, topic umbrellas, and jungle paths.
Activities And Lessons
The document discusses planning activities and lessons for teaching English as a foreign language. It describes preparing for lessons by familiarizing oneself with materials, anticipating problems, and considering time and student needs. When running activities, teachers should introduce, set up, and oversee the activity while allowing student work, and close with feedback. Lessons can follow a logical, topic-based, or flexible structure. Coursebooks provide support but should be selected and exploited judiciously.
Dossier francisco antonio
This document provides a lesson plan for a class on giving advice about injuries and accidents using the grammar structure "It's + adjective + infinitive". The lesson includes activities where students practice describing injuries from their past, discuss safety rules and advice, and work with the target grammar structure. The plan aims to help students understand and use this structure to communicate advice in a meaningful way while revising related vocabulary. Student interaction and feedback is incorporated throughout the different phases of the lesson.
CELTA Lesson Plan
The lesson plan aims to develop students' use of the modal verb "should" and contraction "shouldn't" in the context of giving advice. Students will read emails seeking advice, discuss in groups what advice to give, write responses using "should" and "shouldn't", and present their responses. The teacher will provide language feedback, correcting errors involving the target language on the board.
Speaking a2-all-documents
The document provides an overview of the structure and implementation of a book titled "Speaking (A2 Pre-intermediate) English Readers" for teaching English speaking skills. It contains 20 units divided across 5 sections, each with the same basic structure. The structure includes sections for conversations, vocabulary practice, pronunciation, and self-assessment. Suggestions are provided for classroom activities for each section, such as role-playing conversations, improvising scenarios, games, and partner/group work to practice target language functions.
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Práctica docente iii lessons 9 and 10 - nisca
- 1. INSTITUTO DE FORMACIÓN DOCENTE CONTINUA LENGUAS VIVAS BARILOCHE (A-052) Profesorado de Inglés – Opción pedagógica a distancia. Práctica Docente III ENTREGA DE PLANIFICACIÓN ALUMNO PRACTICANTE: Nisca, María Abril Institución educativa: Escuela Nº 719 “Peñi hué” Año y sección: 7º (única división; burbuja 1) Nivel lingüístico del curso: Pre-intermediate Cantidad de alumnos: 11 Tipo de Planificación: Clase (actividades para Classroom) Unidad Temática: “Industries” (más una introducción a la siguiente unidad: “Genetics”) Clase Nº: 9 y 10 Duración de la clase: 40 minutos (80 minutos en total) Fecha de la clase: 04/06/21
- 2. Fecha de entrega de la planificación: 27/05/21 Lessons 9 and 10 Learning Aims During this lesson, learners will be able to… Revisit the vocabulary and structures acquired during the unit by reflecting on their own mistakes; Keep on working on coherence and cohesion; Develop their writing skills by rewriting their opinion essays; Develop their reading skills by reading their partners opinion essays; Use their linguistic intelligence to read and write; Use their intrapersonal intelligence to reflect on their mistakes; Use their interpersonal intelligence to interact with their partners through Padlet. Language Focus LEXIS FUNCTIONS STRUCTURE R E V INDUSTRIES AND VEGETARIANISM To discuss a topic. To express an opinion. In my opinion, there is animal cruelty in swine farms.
- 3. N E W LINKERS To sequence ideas. First of all, farmers do not provide enough social space. To sum up, I think being a veggie is good for your body Activities Hi students! During the past week you’ve been working with your opinion essay and submitted your first scratch. This week you are going to keep on working with that. Follow these steps: PART 1 1) Wait for the teacher’s feedback. When you receive it, go over your mistakes. 2) To identify and correct your mistakes easier, you may complete the following chart: Type of mistakes I have to… Colour the boxes
- 4. below if you make any of those mistakes Spelling/vocabulary: I choose the wrong word or I write it wrong. Revisit the vocabulary covered in the unit and/or pay more attention when typing. Sentence structure: I write the words in a sentence in a wrong order/ I don’t use the right tense or auxiliaries. Revisit the present simple structure. Coherence: some sentences and/or paragraphs are in the wrong place. Revisit the previous class, especially the linkers and try to apply them to improve your writing. Punctuation: I forget to use commas or make sentences that are too long. Before submitting the final version of your writing, read it several times to make sure you understand it. Content: I include ideas that are not connected to the topic of my writing. Organise ideas first and make sure they are all related to each other. Remember that the conclusion has to sum up all the rest, so do not include new ideas there.
- 5. 3) Work on your opinion essay and correct your mistakes. You may ask your teacher if you have any doubts. PART 2 4) When your writing is ready, please paste it on Padlet (include the title and make sure it is divided into paragraphs): https://padlet.com/mabrilnisca/qfli5q7o1fgxlz1y 5) Add pictures or videos to illustrate your views. DON’T FORGET TO SIGN IT (name and surname). PART 3 6) Choose one of your classmates’ essays and comment it. Write if you agree or disagree with any of his/her views and why.
- 6. Let’s take a quick look to our next unit… Watch this video from the film Jurassic Park and try to decide what our next unit will be about: https://www.youtube.com/watch?v=h58lRIVHhGc To be completed by your tutor: Lesson plan component Excellent 5 Very Good 4 Good 3 Acceptable 2 Needs improvement 1 Visual organization Coherence and sequencing Variety of resources Stages and activities Scaffolding strategies Language accuracy
- 7. Observations