Students use internet resources to create a cross-curricular, multidisciplinary approach to presenting their name to the world via video, poster and wiki.
This blog is aimed at 5th grade students and aims to teach them how to describe objects by providing details about size, color, name, etc. It focuses on things found in the universe and includes videos, songs, and games to teach students basic descriptions about topics in the universe in an interactive way.
This document outlines goals and results for a unit on Romeo and Juliet that aimed to make the play relevant to modern students. Students worked collaboratively to analyze relationships in the play and compare them to modern relationships. For their final project, students researched teen suicide and created informative materials like podcasts or pamphlets to share their findings with others. The unit employed various learning modalities and helped students develop independent research, critical thinking, and presentation skills. The teacher was pleased with how engaged students became in the material through making real-world connections between the classic text and contemporary issues.
The document outlines a lesson plan for teaching middle school English learners about Valentine's Day. It involves brainstorming about how the holiday is celebrated in Armenia and the US, watching a video about its celebration, collecting vocabulary related to the topic, classifying and practicing parts of speech, comparing tenses, doing dialogues and interviews, watching a story, and assigning homework on an imaginative ending and retelling Romeo and Juliet. The topic integrates history, business, media, and traditions while practicing vocabulary, grammar, speaking, and listening skills through various exercises and tasks.
- The class consists of 21 10th grade students, including 7 males and 14 females. There is diversity in race and one student has autism.
- The lesson objective is for students to learn about the implications of the Battles of Lexington and Concord and how they changed the world using various technologies like a webquest and Facebook.
- The teacher will have students complete a webquest individually, then discuss character education and show them a relevant Facebook page to complete their work.
Audio visual media in l2 teaching maria's songsMaria Rizza
This document discusses using audio-visual media in teaching a second language. It describes how a teacher used YouTube, mp3 files, pictures, and an overhead projector to teach a lesson about innocence and experience. Students selected related songs and worked with vocabulary. While listening, they answered questions about the songs. Audio-visual media makes literature lessons more attractive, helps students learn new words and structures, and learn about history and ideas through enjoyable learning experiences. Challenges include preparation time and developing students' ICT skills. The teacher evaluation is that it facilitates learning, motivation, class management, and enriches the teaching process.
Bethel School District V. Fraser (1986)Deni Parker
Mathew Fraser gave a speech with sexual innuendos at his high school for a class election. The school suspended him for three days as a result, finding his speech a violation of their code of conduct. Fraser argued this violated his free speech rights. The Supreme Court ultimately ruled in favor of the school, finding schools can limit student speech within schools even if it does not cause a substantial disruption. This established that schools have more authority than students' free speech rights within the school environment.
- The class consists of 21 10th grade students, including 7 males and 14 females. There is diversity in race and one student has autism.
- The objective is for students to learn about the implications of the Battles of Lexington and Concord and how they changed the world, using various technologies and a lecture.
- The teacher will have students complete a webquest, discuss character education, and view a related Facebook page to meet the objective.
This lesson plan aims to teach 5th grade students about the social injustices committed against Native Americans. The students will come from various backgrounds and may have preexisting biases. The objectives are for students to understand the injustices by creating a blog entry summarizing what they learned and reflecting on their feelings, with 100% accuracy. To achieve this, a photo prompt, YouTube video, and class blog will be used. The teacher will screen materials beforehand and provide blog access. Students must respectfully comment on each other's posts. Afterwards, the lesson will be evaluated and revised based on student participation and success.
This blog is aimed at 5th grade students and aims to teach them how to describe objects by providing details about size, color, name, etc. It focuses on things found in the universe and includes videos, songs, and games to teach students basic descriptions about topics in the universe in an interactive way.
This document outlines goals and results for a unit on Romeo and Juliet that aimed to make the play relevant to modern students. Students worked collaboratively to analyze relationships in the play and compare them to modern relationships. For their final project, students researched teen suicide and created informative materials like podcasts or pamphlets to share their findings with others. The unit employed various learning modalities and helped students develop independent research, critical thinking, and presentation skills. The teacher was pleased with how engaged students became in the material through making real-world connections between the classic text and contemporary issues.
The document outlines a lesson plan for teaching middle school English learners about Valentine's Day. It involves brainstorming about how the holiday is celebrated in Armenia and the US, watching a video about its celebration, collecting vocabulary related to the topic, classifying and practicing parts of speech, comparing tenses, doing dialogues and interviews, watching a story, and assigning homework on an imaginative ending and retelling Romeo and Juliet. The topic integrates history, business, media, and traditions while practicing vocabulary, grammar, speaking, and listening skills through various exercises and tasks.
- The class consists of 21 10th grade students, including 7 males and 14 females. There is diversity in race and one student has autism.
- The lesson objective is for students to learn about the implications of the Battles of Lexington and Concord and how they changed the world using various technologies like a webquest and Facebook.
- The teacher will have students complete a webquest individually, then discuss character education and show them a relevant Facebook page to complete their work.
Audio visual media in l2 teaching maria's songsMaria Rizza
This document discusses using audio-visual media in teaching a second language. It describes how a teacher used YouTube, mp3 files, pictures, and an overhead projector to teach a lesson about innocence and experience. Students selected related songs and worked with vocabulary. While listening, they answered questions about the songs. Audio-visual media makes literature lessons more attractive, helps students learn new words and structures, and learn about history and ideas through enjoyable learning experiences. Challenges include preparation time and developing students' ICT skills. The teacher evaluation is that it facilitates learning, motivation, class management, and enriches the teaching process.
Bethel School District V. Fraser (1986)Deni Parker
Mathew Fraser gave a speech with sexual innuendos at his high school for a class election. The school suspended him for three days as a result, finding his speech a violation of their code of conduct. Fraser argued this violated his free speech rights. The Supreme Court ultimately ruled in favor of the school, finding schools can limit student speech within schools even if it does not cause a substantial disruption. This established that schools have more authority than students' free speech rights within the school environment.
- The class consists of 21 10th grade students, including 7 males and 14 females. There is diversity in race and one student has autism.
- The objective is for students to learn about the implications of the Battles of Lexington and Concord and how they changed the world, using various technologies and a lecture.
- The teacher will have students complete a webquest, discuss character education, and view a related Facebook page to meet the objective.
This lesson plan aims to teach 5th grade students about the social injustices committed against Native Americans. The students will come from various backgrounds and may have preexisting biases. The objectives are for students to understand the injustices by creating a blog entry summarizing what they learned and reflecting on their feelings, with 100% accuracy. To achieve this, a photo prompt, YouTube video, and class blog will be used. The teacher will screen materials beforehand and provide blog access. Students must respectfully comment on each other's posts. Afterwards, the lesson will be evaluated and revised based on student participation and success.
Nur Fajriadawiah is a student in class B.G VIIi who describes PLAY & LEARN ENGLISH – AWABE, an application game to study English vocabulary. The game divides American and British English vocabulary into topics like alphabets, nouns, adjectives, verbs and includes pictures and dual English/American-English voiceovers. Players can effectively learn vocabulary by choosing a word to see its picture, listening to its pronunciation, and selecting the vocabulary.
The document describes a blog aimed at helping 10th grade English students improve their ability to describe their musical interests and preferences in English. The blog provides resources like presentations on popular songs from the 1980s to present, activities using song lyrics, flashcards, listening exercises and videos to help students practice using English to talk about the music they like or dislike and complement their classroom work. After using the blog, students will be able to describe their musical tastes in oral and written English.
This document provides 7 activities to improve communication skills in middle and high school students. The activities focus on fundamentals like nonverbal communication, listening skills, self-expression without technology, and collaboration. Some of the activities described are having students work in pairs or groups to verbally communicate without seeing each other to identify a famous pair or object, stand up when filler words are used in speeches, and participate in team debates to argue different perspectives. The goal is to make communication skills learning engaging for students and improve their ability to communicate face-to-face.
This document outlines an ASSURE lesson plan for teaching Russian students about the American holiday of the Fourth of July. The students range in age from 10 to 19 and have varying levels of visual impairment. The objectives are for the students to understand typical Fourth of July activities and traditions. The methods will include hands-on activities like food tasting, listening to patriotic songs, experiencing small fireworks, and creating a class podcast. Materials needed are food, music from the internet, small firecrackers or sparklers, and computers. Students will participate by discussing what they learn in small groups and preparing what they want to say for the podcast. Evaluation will include observing group work, class participation, and the finished podcast.
The document outlines a lesson plan to teach 6th grade students about Christopher Columbus through various activities. It will analyze the class of 16 students and state the objective of having students describe Columbus' life chronologically with at least 75% accuracy. Various methods and materials will be used, including posters created by students in groups about different time periods of Columbus' life. Students will also learn through singing a song about Columbus twice and completing Twitter assignments to communicate about him. Their work will be evaluated and they will have chances to revise to ensure all students are succeeding in meeting the objectives.
Backgrounder on assessment for learning and 3 classroom scenarios of 6 AFL strategies in action in classrooms - grades 4-10. Delivered in Toronto, Feb., 2010.
Olivia Fisher will teach a unit on Native American history to her 3rd grade class over 5 days. She will introduce the students to different Native American tribes, cultures, languages and ways of life. The students will be split into groups to research and present projects on assigned tribes. They will use materials provided by the teacher, including information from a Voki presentation and posters, to complete their projects with 95% accuracy.
This document provides details for a unit plan titled "Fire Starter Curriculum-Framing Questions" that uses the song "We Didn't Start the Fire" by Billy Joel to teach students about history. The unit involves students identifying and explaining historical people, places, and events mentioned in the song's lyrics over 3 lessons and 2 mini lessons lasting 6 weeks. Students will create presentations and newsletters demonstrating their understanding of the historical relevance of the song's lyrics.
This unit plan aims to teach students about historical events through analyzing the lyrics of Billy Joel's song "We Didn't Start the Fire". Students will research the people, places, and events mentioned in the song's lyrics and present their findings in a PowerPoint and newsletter. The unit consists of asynchronous lessons and live chat sessions over six weeks. Students will identify the historical relevance of the song's lyrics and demonstrate their understanding through various projects and assessments.
This unit plan aims to teach students about historical events through analyzing the lyrics of Billy Joel's song "We Didn't Start the Fire". Students will research the people, places, and events mentioned in the song's lyrics and present their findings in a PowerPoint and newsletter. The unit consists of asynchronous lessons and live chat sessions over six weeks. Students will identify the historical relevance of the song's lyrics and learn how history unfolded during their lifetime.
The document outlines Autumn Schaffer's plans for a digital video project about a "Character Café" activity to promote literacy. The activity would have students read books, choose a favorite character, analyze the character's traits, dress up as the character, and discuss the character with others at a café event. The target audiences are primary students aged 5-8 and their parents/teachers. The objectives are for students to understand the activity, analyze a character, create a costume, and embody the character at the café.
This document provides an English planning outline for a 1st grade class. It includes:
- The unit topic is exchanging likes and dislikes in dialogues.
- Students will identify their own preferences and dislikes, describe common leisure activities, watch videos modeling conversations, and create an interview script to practice asking and answering questions about likes and dislikes.
- They will also analyze interviews focusing on rhythm, speed and pronunciation. Finally, students will compare differences between American and British English.
This document outlines a project-based learning assignment for a 3rd grade class on bullying. The project will have students research bullying in Korean schools through interviews and data collection, analyze the problem, and collaborate to create an anti-bullying media presentation to educate other students. Students will develop communication, critical thinking, and other skills. They will be assessed on teamwork, the project quality, workload division, real-world applications, and use of resources. After presenting, students will evaluate the project's effectiveness and make improvements.
The lesson plan involves students creating a fork painting of an inchworm during small group art activities, then formulating a short story based on their painting using vocabulary from a story read earlier. The teacher will assess students formatively based on their ability to integrate new vocabulary and form their own story about worms.
This document contains a daily lesson log for an English class at Rosa L. Susano-Novaliches Elementary School. It outlines the objectives, content standards, learning competencies, and procedures for lessons taking place from Monday to Friday. The lessons focus on distinguishing text types based on structural and language features, identifying different meanings of content specific words, reading aloud with high accuracy, using compound sentences to show cause and effect, and inferring target audiences. A variety of learning resources are listed, including textbooks, videos, and worksheets. The teaching procedures involve reviewing concepts, modeling skills, guided and group practice activities, and independent practice assignments.
The document discusses the use of information and communication technologies (ICT) to support language learning in several ways:
1) ICT provides opportunities for students to access information in different formats, speak, read and write in the target language. This helps motivate students and activate their prior knowledge.
2) Tools like online dictionaries, thesauruses, and grammar/spell checkers can help students develop independence and refine their language skills.
3) ICT allows for collaborative work, sharing of resources, and professional development opportunities for teachers. Students can work together and learn from one another.
The document provides a lesson plan analysis from Group 4. It contains the original incorrect lesson plan, the corrected lesson plan, and analyses of each section including learning objectives, competencies, materials, methods, media, sources, stages and assessment criteria. The main corrections were to language accuracy, structure and content across each section to improve clarity and alignment with lesson planning standards.
This document provides information about Autumn Schaffer's digital video project for her FRIT 7230 course in Spring 2010. The project will focus on promoting literacy in the school media center. Schaffer will create an instructional video explaining a "Character's Café" activity where students read books, choose a favorite character, analyze that character, dress up as the character, and meet in the "café" to discuss the character with other students. The target audiences are primary school students ages 5-8 and their parents/teachers. The video aims to increase student motivation using the ARCS model by gaining their attention, making it relevant, building their confidence, and providing satisfaction.
The document contains discussion posts from a student responding to weekly prompts for an early childhood literacy course. In the posts, the student reflects on their own experiences learning language and literacy as a child, how they think children develop these skills, and how teachers can support students' literacy development in the classroom. The student notes the significant influence of family and community on children's language and literacy acquisition.
Birds of New York - Nature Photography LessonSeema Sumod
This document provides a description of a lesson plan titled "Birds of New York" for middle school students. The lesson uses digital photography, online tools, and art activities to teach students about common birds in New York. Students will take photos of birds, research them, and present information about one bird in a foreign language using voice recordings and writing. They will also create poetry and stories about birds and work collaboratively to make mosaic artworks from their photos. The lesson aims to develop students' language, writing, research, collaboration, and art skills while learning about local birds.
This unit on the Industrial Revolution was taught to two 11th grade U.S. History classes with mostly English language learners. Pre- and post-assessments showed that students' understanding improved over the course of the unit. The teacher had to make adjustments such as providing guided notes and structuring groups to support student learning. Analysis of assessment results indicated that all students improved, with the largest gains made by those who started with lower scores. This demonstrates that the instruction was effective at helping students grasp key concepts.
Using videos to show cause and effect relationshipsKristin
This document outlines a unit plan for teaching 2nd grade students about cause and effect relationships using videos. It introduces strategies like using visuals from YouTube, TumbleBooks, and student-generated videos. Lessons involve discussing causes and effects from videos, generating causes for why ice cream melts, and creating videos demonstrating cause and effect relationships. A classroom blog allows students to share their videos and for parents to view their child's work.
Nur Fajriadawiah is a student in class B.G VIIi who describes PLAY & LEARN ENGLISH – AWABE, an application game to study English vocabulary. The game divides American and British English vocabulary into topics like alphabets, nouns, adjectives, verbs and includes pictures and dual English/American-English voiceovers. Players can effectively learn vocabulary by choosing a word to see its picture, listening to its pronunciation, and selecting the vocabulary.
The document describes a blog aimed at helping 10th grade English students improve their ability to describe their musical interests and preferences in English. The blog provides resources like presentations on popular songs from the 1980s to present, activities using song lyrics, flashcards, listening exercises and videos to help students practice using English to talk about the music they like or dislike and complement their classroom work. After using the blog, students will be able to describe their musical tastes in oral and written English.
This document provides 7 activities to improve communication skills in middle and high school students. The activities focus on fundamentals like nonverbal communication, listening skills, self-expression without technology, and collaboration. Some of the activities described are having students work in pairs or groups to verbally communicate without seeing each other to identify a famous pair or object, stand up when filler words are used in speeches, and participate in team debates to argue different perspectives. The goal is to make communication skills learning engaging for students and improve their ability to communicate face-to-face.
This document outlines an ASSURE lesson plan for teaching Russian students about the American holiday of the Fourth of July. The students range in age from 10 to 19 and have varying levels of visual impairment. The objectives are for the students to understand typical Fourth of July activities and traditions. The methods will include hands-on activities like food tasting, listening to patriotic songs, experiencing small fireworks, and creating a class podcast. Materials needed are food, music from the internet, small firecrackers or sparklers, and computers. Students will participate by discussing what they learn in small groups and preparing what they want to say for the podcast. Evaluation will include observing group work, class participation, and the finished podcast.
The document outlines a lesson plan to teach 6th grade students about Christopher Columbus through various activities. It will analyze the class of 16 students and state the objective of having students describe Columbus' life chronologically with at least 75% accuracy. Various methods and materials will be used, including posters created by students in groups about different time periods of Columbus' life. Students will also learn through singing a song about Columbus twice and completing Twitter assignments to communicate about him. Their work will be evaluated and they will have chances to revise to ensure all students are succeeding in meeting the objectives.
Backgrounder on assessment for learning and 3 classroom scenarios of 6 AFL strategies in action in classrooms - grades 4-10. Delivered in Toronto, Feb., 2010.
Olivia Fisher will teach a unit on Native American history to her 3rd grade class over 5 days. She will introduce the students to different Native American tribes, cultures, languages and ways of life. The students will be split into groups to research and present projects on assigned tribes. They will use materials provided by the teacher, including information from a Voki presentation and posters, to complete their projects with 95% accuracy.
This document provides details for a unit plan titled "Fire Starter Curriculum-Framing Questions" that uses the song "We Didn't Start the Fire" by Billy Joel to teach students about history. The unit involves students identifying and explaining historical people, places, and events mentioned in the song's lyrics over 3 lessons and 2 mini lessons lasting 6 weeks. Students will create presentations and newsletters demonstrating their understanding of the historical relevance of the song's lyrics.
This unit plan aims to teach students about historical events through analyzing the lyrics of Billy Joel's song "We Didn't Start the Fire". Students will research the people, places, and events mentioned in the song's lyrics and present their findings in a PowerPoint and newsletter. The unit consists of asynchronous lessons and live chat sessions over six weeks. Students will identify the historical relevance of the song's lyrics and demonstrate their understanding through various projects and assessments.
This unit plan aims to teach students about historical events through analyzing the lyrics of Billy Joel's song "We Didn't Start the Fire". Students will research the people, places, and events mentioned in the song's lyrics and present their findings in a PowerPoint and newsletter. The unit consists of asynchronous lessons and live chat sessions over six weeks. Students will identify the historical relevance of the song's lyrics and learn how history unfolded during their lifetime.
The document outlines Autumn Schaffer's plans for a digital video project about a "Character Café" activity to promote literacy. The activity would have students read books, choose a favorite character, analyze the character's traits, dress up as the character, and discuss the character with others at a café event. The target audiences are primary students aged 5-8 and their parents/teachers. The objectives are for students to understand the activity, analyze a character, create a costume, and embody the character at the café.
This document provides an English planning outline for a 1st grade class. It includes:
- The unit topic is exchanging likes and dislikes in dialogues.
- Students will identify their own preferences and dislikes, describe common leisure activities, watch videos modeling conversations, and create an interview script to practice asking and answering questions about likes and dislikes.
- They will also analyze interviews focusing on rhythm, speed and pronunciation. Finally, students will compare differences between American and British English.
This document outlines a project-based learning assignment for a 3rd grade class on bullying. The project will have students research bullying in Korean schools through interviews and data collection, analyze the problem, and collaborate to create an anti-bullying media presentation to educate other students. Students will develop communication, critical thinking, and other skills. They will be assessed on teamwork, the project quality, workload division, real-world applications, and use of resources. After presenting, students will evaluate the project's effectiveness and make improvements.
The lesson plan involves students creating a fork painting of an inchworm during small group art activities, then formulating a short story based on their painting using vocabulary from a story read earlier. The teacher will assess students formatively based on their ability to integrate new vocabulary and form their own story about worms.
This document contains a daily lesson log for an English class at Rosa L. Susano-Novaliches Elementary School. It outlines the objectives, content standards, learning competencies, and procedures for lessons taking place from Monday to Friday. The lessons focus on distinguishing text types based on structural and language features, identifying different meanings of content specific words, reading aloud with high accuracy, using compound sentences to show cause and effect, and inferring target audiences. A variety of learning resources are listed, including textbooks, videos, and worksheets. The teaching procedures involve reviewing concepts, modeling skills, guided and group practice activities, and independent practice assignments.
The document discusses the use of information and communication technologies (ICT) to support language learning in several ways:
1) ICT provides opportunities for students to access information in different formats, speak, read and write in the target language. This helps motivate students and activate their prior knowledge.
2) Tools like online dictionaries, thesauruses, and grammar/spell checkers can help students develop independence and refine their language skills.
3) ICT allows for collaborative work, sharing of resources, and professional development opportunities for teachers. Students can work together and learn from one another.
The document provides a lesson plan analysis from Group 4. It contains the original incorrect lesson plan, the corrected lesson plan, and analyses of each section including learning objectives, competencies, materials, methods, media, sources, stages and assessment criteria. The main corrections were to language accuracy, structure and content across each section to improve clarity and alignment with lesson planning standards.
This document provides information about Autumn Schaffer's digital video project for her FRIT 7230 course in Spring 2010. The project will focus on promoting literacy in the school media center. Schaffer will create an instructional video explaining a "Character's Café" activity where students read books, choose a favorite character, analyze that character, dress up as the character, and meet in the "café" to discuss the character with other students. The target audiences are primary school students ages 5-8 and their parents/teachers. The video aims to increase student motivation using the ARCS model by gaining their attention, making it relevant, building their confidence, and providing satisfaction.
The document contains discussion posts from a student responding to weekly prompts for an early childhood literacy course. In the posts, the student reflects on their own experiences learning language and literacy as a child, how they think children develop these skills, and how teachers can support students' literacy development in the classroom. The student notes the significant influence of family and community on children's language and literacy acquisition.
Birds of New York - Nature Photography LessonSeema Sumod
This document provides a description of a lesson plan titled "Birds of New York" for middle school students. The lesson uses digital photography, online tools, and art activities to teach students about common birds in New York. Students will take photos of birds, research them, and present information about one bird in a foreign language using voice recordings and writing. They will also create poetry and stories about birds and work collaboratively to make mosaic artworks from their photos. The lesson aims to develop students' language, writing, research, collaboration, and art skills while learning about local birds.
This unit on the Industrial Revolution was taught to two 11th grade U.S. History classes with mostly English language learners. Pre- and post-assessments showed that students' understanding improved over the course of the unit. The teacher had to make adjustments such as providing guided notes and structuring groups to support student learning. Analysis of assessment results indicated that all students improved, with the largest gains made by those who started with lower scores. This demonstrates that the instruction was effective at helping students grasp key concepts.
Using videos to show cause and effect relationshipsKristin
This document outlines a unit plan for teaching 2nd grade students about cause and effect relationships using videos. It introduces strategies like using visuals from YouTube, TumbleBooks, and student-generated videos. Lessons involve discussing causes and effects from videos, generating causes for why ice cream melts, and creating videos demonstrating cause and effect relationships. A classroom blog allows students to share their videos and for parents to view their child's work.
This document discusses a unit on water purification that will be taught to a class of Year 2 students. It provides information on what the students already know, the learning outcomes, and how different students in the class learn best. The class has a diverse range of learning styles, including auditory, visual, kinaesthetic, gifted students, an ESL learner, and one student with a hearing impairment. The unit aims to teach students about how drinking water is cleaned and purified, as well as having them write a procedural text. A variety of teaching methods and resources will be used to engage the different learners, including technology, hands-on activities, images, and written instructions.
This document contains a daily lesson log for an English class. It outlines the objectives, content standards, and procedures for a week of lessons on citing sources and avoiding plagiarism. The content covers understanding plagiarism and different citation styles like APA and MLA. Procedures include activities like discussing examples of plagiarism, practicing citing sources in different formats, and analyzing movie quotes and vlogs to relate to citing ideas from other works. Formative assessments involve citing sources correctly and developing personal guidelines to avoid plagiarism. The goal is for students to learn how to integrate outside information into their own work without plagiarizing.
This document outlines a kindergarten science project on the basic needs of plants and animals. The teacher will have students observe lima beans given different conditions over time. Students will also research the needs of assigned animals in groups. They will then create a song or skit demonstrating their animal's needs. Finally, students will make individual Venn diagrams comparing the needs of plants and animals. Formative and summative assessments will track student understanding throughout the project.
This document discusses creating vocabulary-rich classrooms. It provides research and strategies for developing students' academic vocabulary through everyday language use. Teachers can model more sophisticated vocabulary to gradually enhance students' vocabularies. The document outlines Marzano's six-step process for teaching vocabulary and provides classroom examples. It also summarizes a study on using structured think-alouds to support online vocabulary learning. Developing academic and domain-specific vocabulary through intentional exposure and practice can boost students' language and thinking skills.
This document provides instructions for an assignment where students must research and write a biography about their favorite actor or actress. Students are asked to choose a subject, research their life and career using provided websites, organize the information collected, write a biography in Word, and create a PowerPoint presentation summarizing the biography. The assignment will be evaluated based on creativity, dedication, language and grammar use, and inclusion of all requested information. The goal is for students to practice research, summary, and presentation skills while learning about famous people.
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Project Based Learning in the Classroom - What's your name project
1. MY NAME AROUND THE WORLD
A social studies project for grades 2-3
2. BASIC PREMISE
Students at a Korean International school will find out
what their English name means as well as what their
Korean name means.
Students will create an acrostic poem incorporating their
name.
Children will put their name, poem and other supporting
information on a poster.
Students will also interview their parents, asking them
what motivated them to give them the name they did.
At the end, pictures of their posters along with their
video/audio interviews will be put onto a wiki to be shared
with the world.
The entire length of this project will be 4 weeks for Grade
3 students and 6 weeks for Grade 2
3. MEANING OF YOUR NAME
Grade 2-3 students at a Korean International
school are tasked to find out what their name
means in Korean and what it means in English
Students are expected to use Internet resources
to find out what their name means in each
language (i.e. baby names databases).
This will teach the students important information
literacy and research skills.
4. ACROSTIC POEM
Scaffolding off of a recently completed unit
on adjectives, students will create an acrostic
poem based on their name.
Creating a cross-curricular link to English class
Develops the students’ creativity skills
5. CULTURAL ORIGIN AND PRONUNCIATION GUIDE
Since this will be put onto a wiki that can be accessed
by anyone, it is very important for the students to put
the ethnic background of the name, giving it a cultural
context.
Also, last names should NEVER appear on the poster.
The student should also put down a pronunciation
guide for their name, to make it easy for people to
know how say their name accurately.
6. CELEBRITIES/HISTORICAL FIGURES
Students should research their name and find out if there
are any current celebrities or historical figures that share
their name.
This will help to further develop the children's’ informational
literacy
Students should find out their celebrities’ notable
accomplishments and include that on their poster.
They should include at least one celebrity/historical figure.
If they cannot find a famous person, they can instead, include
notable or interesting member of their family and any of their
notable accomplishments, though it should be communicated
to the students that this is not preferred.
7. BABY PHOTOS
Students should include at least 3 photos of
themselves: one as a baby, one as a younger child,
and a recent photo.
Since these photos will be posted on the internet and
searcable by the general public, students have the
option of drawing pictures of themselves growing up
instead of including photos.
These photos will help reinforce the connection between
this project and the real world.
8. POSTER
Students will put all of this information on a
poster, trying to create an eye catching
layout.
This will help develop their creativity as they try
to create an imaginative poster display.
9. INTERVIEWS WITH MOTHER/FATHER
Students will interview their parents and ask them 3 questions
about their name and how they came up with it. Some questions
include:
Why did you give me this name?
What hopes did you have for me when you gave me this name?
Does any other member of our family share this name? If so, who?
What other names did you consider?
Students will visually record their interviews, edit the resulting
video and submit it as a part of the project.
This helps raise students’ media literacy as they learn how to work
with basic video editing softward (i.e. Movie Maker) and ICT literacy,
as they work with recording equipment and computers.
10. POSTER PRESENTATION AND PEER REVIEW
Students will orally present their poster to the
class.
Students will also show their video interview to
the class as well.
Students will peer review their classmates’
posters and videos, comprising of 50% of their
final grade. Teacher assessment comprises the
other 50%.
Giving the project multifaceted assessment.
11. POST TO WIKI
After the presentation and assessment, the
students will submit their assignment to the
teacher who will post them onto Wikispaces
or PBWorks.
The teacher will then post a link to the iEARN
collaboration center as well as the teachers
sub-reddit.